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Journal articles on the topic 'Composing activity'
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Lewis, Rebecca. "Composing the curriculum: Teacher identity." British Journal of Music Education 29, no. 2 (June 13, 2012): 153–61. http://dx.doi.org/10.1017/s0265051712000198.
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What is composing and how is it valued? What does a good education in composing look like; what constraints hinder it and is it possible to overcome such constraints? Can composing be a personal, creative and valuable activity for the school student? What role does the teacher play in all of this? These are questions that I discuss in this reflective study of composing in the classroom.
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Thorpe, Vicki. "An activity theory analysis of the relationship between student identity and the assessment of group composing at school." British Journal of Music Education 35, no. 1 (October 17, 2017): 5–22. http://dx.doi.org/10.1017/s0265051717000158.
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The purpose of this article is to contribute to existing literature about how activity theory might be used in music education research. It draws from the author's doctoral action research into the assessment of group composing for New Zealand's secondary school qualification, the National Certificate of Educational Achievement (NCEA). It outlines and explains how activity theory was used to examine three interacting activities: social jamming, group composing and achievement in the NCEA. Analysis revealed a relationship between students’ identities, their achievement in NCEA group composing, and socio-economic disparity.
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Odam, George. "Teaching composing in secondary schools: the creative dream." British Journal of Music Education 17, no. 2 (July 2000): 109–27. http://dx.doi.org/10.1017/s0265051700000218.
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Composing is an obligatory activity at Key Stage 3 in the present National Curriculum in music for England and for Wales. The research programme, based on field visits, seminars and questionnaires, seeks to identify a basis for effective classroom practice through direct observation of experienced teachers and their pupils in twenty-six State secondary schools across England. Visits have also been made to Northern Ireland, Scotland and Wales. Group-work is the dominant working method in most secondary schools. Much time is at present wasted in group-work and it contributes significantly to stress in both teachers and pupils. Composing is largely an individual activity and this is insufficiently acknowledged or planned for at Key Stage 3. Too many teachers use methods inappropriate to the resources available to them. There are problems of progression and preservation of pupils' work. Despite these problems there is strong evidence that many children enjoy composing activities in school and compose music in and out of school for a variety of reasons and occasions. Composing is firmly established in our music education curriculum and provides a unique feature of practice in the United Kingdom. When composing is taught well, pupils look forward to their music lessons in the secondary school and approve of and enjoy composing activities.
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Xia, Yu, Shao-ke Shang, Xie-rong Zeng, Ji Zhou, and Ya-yun Li. "A Novel Bi2MoO6/ZIF-8 Composite for Enhanced Visible Light Photocatalytic Activity." Nanomaterials 9, no. 4 (April 4, 2019): 545. http://dx.doi.org/10.3390/nano9040545.
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A series of novel Bi2MoO6/zeolitic imidazolate framework-8 (ZIF-8) photocatalysts have been successfully fabricated through a facile self-assembly process. X-ray diffraction (XRD), scanning electron microscopy (SEM), UV-vis spectrophotometry, and X-ray photoelectron spectroscopy (XPS) characterized pure Bi2MoO6, pure ZIF-8, and a series of Bi2MoO6/ZIF-8 composites. The result indicated that, when compared with pure Bi2MoO6, the composite of Bi2MoO6/ZIF-8 exhibited excellent photocatalytic performance for the degradation of methylene blue (MB) under visible light. Moreover, the Bi2MoO6/ZIF-8-3 composite (the molar ratio of Bi2MoO6 to 2-MI is 3:3) has optimum photocatalytic performance because of the suitable amount of ZIF-8 decorated on the flower-like Bi2MoO6. The enhanced photocatalytic activity is probably due to the introduction of ZIF-8, which will promote the separation of electron–hole pair and the surface morphology. Benefitting from the diversity of the MOF species (ZIF-8 is one of them), this composing strategy of Bi2MoO6/MOF composite would provide new insight into the design of highly efficient visible light photocatalysts.
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MUKANOV, Aidar, Askar SADUOV, Yerbolsyn AKBAYEV, Zhanar DULATBEKOVA, Anarkul OSPANOVA, Irina SELEZNEVA, Elvira MADIYAROVA, and Gulnara JEMPEISSOVA. "Composing of Scenarios Development in Strategic Planning." Journal of Environmental Management and Tourism 9, no. 3 (September 10, 2018): 491. http://dx.doi.org/10.14505//jemt.v9.3(27).09.
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Today, there are different points of view on the strategic planning of the production activity at enterprises and approaches to its implementation. In conditions of high uncertainty and rapid changes in the surrounding environment developing a strategy, relying only on probabilistic forecast is too risky. In an unstable environment, there are many possible options of future, which raises the need to design scenarios for key areas of development.
In addition, it should be noted that many Russian enterprises during strategic planning of production activities "thinking scenario" has not taken root. In part, it happened due to of complication of development process and identification of scenario’s reliability. Preparation of the scenarios required significant time, while in most cases the whole system of industrial relations in the domestic enterprises built with reliance on short-term goals.
In the above scientific paper, the authors reveal some theoretical features of the strategic planning of production activities, the approaches formed in Russia according to strategic planning, as well as the importance of developing the scenarios in the planning of activities, which directed to achieve the strategic goals of the organization. The author notes that the main meaning of development scenarios for strategic planning of industrial activity is to construct different and equally plausible options for the production development in the future. It is emphasized that the development of scenarios should be one of basic conditions for the strategic planning of industrial activity, which is capable of quickly and effectively prepare the production process and the whole enterprise for the new economic conditions.
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Breeze, Nick. "Learning design and proscription: how generative activity was promoted in music composing." International Journal of Music Education 27, no. 3 (July 27, 2009): 204–19. http://dx.doi.org/10.1177/0255761409335953.
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Ogborn, David. "Composing for a Networked, Pulse-Based, Laptop Orchestra." Organised Sound 17, no. 1 (February 14, 2012): 56–61. http://dx.doi.org/10.1017/s1355771811000513.
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Guided by the idea of participatory culture, networked pulse synchronisation and live coding have been core approaches in the activity of the Cybernetic Orchestra, an electronic performance ensemble at McMaster University in Hamilton, Canada. Following general discussion of the way in which networked pulse-based music and live coding work within this orchestra, there is specific discussion of a number of compositional models and practices that have been found effective, including code-sharing, instruction-scores, code as material, and physical performance.
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Lee, Keuk-Ki, Robert C. Shearman, and Robert V. Klucas. "Nitrogen fixation (acetylene reduction) by lines composing 'Park' Kentucky bluegrass." Canadian Journal of Microbiology 32, no. 4 (April 1, 1986): 348–52. http://dx.doi.org/10.1139/m86-067.
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Response of 'Park' Kentucky bluegrass to inoculation with Klebsiella pneumoniae strain W-6 was tested under field conditions. Field inoculation did not increase nitrogenase activity measured in situ, but did increase the nitrogenase activity as measured using an excised root assay which included a 10-h incubation before the addition of acetylene. Fifteen lines composing 'Park' were grown in fritted-clay medium, inoculated with soil, and compared for nitrogenase activities using the excised roots assay. Significant differences were observed between two lines. Six lines were selected from the 15 lines, grown hydroponically, inoculated with soil, and assayed for nitrogenase activity using intact 105-day-old plants. Nitrogenase activities were immediately detectable and increased curvilinearly. Differences in nitrogenase activities among the six lines were detected within 1 h and significant differences were evident in 4 h. The six selected lines were also tested for levels of anthrone-reactive sugars in roots and root exudates of hydroponically grown plants. Significant differences were detected in levels of sugars in roots but not in root exudates. Possible correlations were sought among and within the three different experiments involving the six selected lines. With hydroponically grown plants, nitrogenase activities during the first 4 h were highly correlated with those after 24 h incubation. Correlations were found between nitrogenase activities in excised roots and soluble sugar concentrations in root tissue and root exudates.
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Fowler, Andrew. "Composing and performing in the key stage 3 classroom: a study using multi-trait, multi-method analysis." British Journal of Music Education 31, no. 1 (September 9, 2013): 5–18. http://dx.doi.org/10.1017/s0265051713000247.
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‘Music is both a creative and a performing art’ (Hallam, 2006, p. 70). Many musicians and music educators maintain that composing and performing, although related, are essentially different aspects of musical activity. In the professional musical sphere, composition and performance are almost invariably separated; academic studies have treated them discretely; GCSE and ‘A’ level specifications assess them distinctly, and many music teachers assess them in the classroom as if they were separate disciplines. It is common practice for students in the lower secondary school in England to work in a more integrated way, however (Philpott, 2001; Major, 2008), composing, performing to the class, and appraising each others’ work. Recently produced assessment guidelines for secondary school music teachers in England (NAME, 2011) encourage this more integrated view, accepting the assumption made by Swanwick and Franca (1999, p. 12) that ‘musical understanding is a broad conceptual dimension’ by considering composing and performing as inter-linked ways of demonstrating and communicating musicality. This study sets out to investigate the links between composing and performing in the secondary school classroom, through peer-rating, teacher rating and students’ self-report attitudinal questionnaires, analysing these using a multi-trait, multi-method technique.Evidence for convergent validity was found between performing and composing in the classroom, suggesting that they are closely linked and may indeed be related parts of the same trait. This may have implications for the ways in which composing and performing are taught and assessed. A larger-scale study could be undertaken to investigate this further.
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Bowles, Chelcy L. "Music Activity Preferences of Elementary Students." Journal of Research in Music Education 46, no. 2 (July 1998): 193–207. http://dx.doi.org/10.2307/3345623.
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A questionnaire regarding music classroom activity preferences was administered to 2,251 kindergarten through fifth-grade students. Students stated whether they liked to participate in 13 traditional music-classroom activities and eight music-program-related activities, and they identified their favorite activity among six. Students preferred playing instruments above all other activities within and across grade levels, and 50% reported instrument playing as their favorite activity. Singing and listening were about equally liked within and across grades. Students preferred creative movement over dance within and across grades; first graders responded less positively to dance than to any other activity. Positive attitude toward composing declined with advancing grade level. Eighty-one percent liked to perform in music programs, and more than half liked to perform in small ensembles. Students responded very positively to attending concerts and having performers come to the classroom, but were less positive about participating in music contests.
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Bogunović, Blanka. "Creative cognition in composing music." New Sound 53, no. 1 (2019): 89–117. http://dx.doi.org/10.5937/newso1901089b.
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In this paper we presented an overview of theoretical and empirical research in a domain of cognitive psychology of music, psychology of creativity and interdisciplinary studies concerning the creative cognitive processes in composing music, with an intention to bring them into connection and to raise questions about further research. We brought into focus the cognitive processes in composing music since the key role of cognitive mechanisms and processes, next to the emotional experience and imagery, was shown in our previous research. The wide scope of knowledge, within a time span of some 35 years, was introduced covering the following themes - generative models of creative cognition, metacognitive strategies in composing, the relation between creativity, knowledge and novelty, creativity in the social-economical context. We paid attention to the several crucial theoretical models, some of them developed on the basis of exploration of compositional practices, one of the first being John Sloboda's psychological Model of typical compositional resources and processes (1985), that gave a global overview of the relevant components of the composing behavior. Psychology of creativity gave several process models that can be applied in a field of composing music. One of them, developed by Wallas (1926) and adapted for music making by Lehmann, Sloboda and Woody (2002), is the well-known theory of the creative process stages. We considered as the most prominent the Creative cognition approach formulated by Smith, Ward and Finke (1997) and their Geneplore model (1992). The authors listed a wide range of processes that are crucial for creativity, nevertheless they are engaged in the generative or exploratory phase. In our paper, we discussed metacognitive strategies engaged in a process of composing while considering music creation as a self-regulated activity. Further on, the relation between immersion, knowledge, the production of heuristic ideas and the cognitive strategies of problem solving were brought into focus. It was pointed out that quality of the creative outcomes will be influenced by the extent of the person's long-term knowledge structures, drawn intentionally or intuitively during the process, and by the manner in which the elements of that knowledge are accessed and combined. The social and cultural factors were considered in a frame of several confluent models, first of all Csikszentmihalyi's systems theory of creativity (2004), focused less on the creative person but on involving multiple factors. Simonton took into account massive and impersonal influences from the Zetgeist or Ortgeist and grouped them into four categories: cultural factors, societal factors, economic and political factors (2004). Further on, models and concepts, new research methodologies and new technology, that were developed specifically in a domain of music creation, as well as their results, were presented.
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Veloso, Ana Luísa. "Composing music, developing dialogues: An enactive perspective on children's collaborative creativity." British Journal of Music Education 34, no. 3 (June 28, 2017): 259–76. http://dx.doi.org/10.1017/s0265051717000055.
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This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.
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Khamov, Gennady G., and Larisa N. Timofeeva. "ON THE TRAINING METHODOLOGY FOR COMPILING SOME TYPE OF ARITHMETIC PROBLEMS." Yaroslavl Pedagogical Bulletin 117, no. 6 (2020): 64–69. http://dx.doi.org/10.20323/1813-145x-2020-6-117-64-69.
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The article is devoted to a current topic related to the development of methods for composing problems in teaching students of pedagogical universities of mathematical faculties. This problem becomes especially important in the context of the need to involve students in independent creative activities to acquire and apply knowledge. The material is presented in relation to the section of the discipline «Algebra and number theory», dedicated to solving Diophantine equations, the main objectives of which are not only mastering the theory and algorithms for solving basic problems, but also obtaining the necessary knowledge and skills for further professional activity. Solving a problem, the student must not only solve it correctly and quickly enough, but also show the creative component of the activity, using it as much as possible for their mathematical development. In this regard, the process of composing problems by students is undoubtedly useful, which reflects the systematic application of the material and elements of mathematical actions based on the laws and methods of mathematics. In addition, the ability to compose problems will be required in future activities related to teaching mathematics. The processes of solving and composing tasks are interconnected and this allows you to increase the efficiency and effectiveness of composing and solving tasks. Therefore, the teacher can give a task to the student with the requirement to compose (fully or partially) and solve the problem. In this paper, examples of tasks for the compilation of indefinite equations solvable in integers are considered, for the solution of which the methods of number theory are used: the study of possible residuals from dividing an algebraic integer expression by a specific integer; finding integer solutions to a linear equation with two variables. The stages of composing Diophantine equations are described in detail, the ways of obtaining equations solvable on a given set of integers or natural numbers are analyzed, and the application of various theoretical propositions used for their solution is shown.
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Jiang, Lianjiang, Shulin Yu, and Yi Zhao. "An EFL Teacher’s Investment in Digital Multimodal Composing." ELT Journal 74, no. 3 (July 2020): 297–306. http://dx.doi.org/10.1093/elt/ccaa010.
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Abstract Although there is a growing call for L2 teachers to invest in using digital multimodal composing (DMC) as an instructional activity, there is a paucity of research on whether and how L2 teachers invest in DMC, and the impact of DMC on their teaching and changing identities remains underexplored. This study reports on a longitudinal case study of an EFL teacher’s investment in DMC in a university-based EFL classroom in China. A qualitative analysis of the data gathered from observation, interview, and informal conversation reveals that through investing in DMC this teacher started to renegotiate herself as a composing guide, a peer mentor, and a change agent. These shifts of identity were mainly driven by her enhanced cultural and social capital after investing in DMC, despite constraints from ideology and the policing of technology, language-dominant assessment, and other institutional demands. Implications on using DMC are also discussed.
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Aikaitė-Stanaitienė, Jolanta, Saulius Grigiškis, Donatas Levišauskas, Vilma Čipinytė, Egidijus Baškys, and Vaiva Kačkytė. "DEVELOPMENT OF FATTY WASTE COMPOSTING TECHNOLOGY USING BACTERIAL PREPARATION WITH LIPOLYTIC ACTIVITY." JOURNAL OF ENVIRONMENTAL ENGINEERING AND LANDSCAPE MANAGEMENT 18, no. 4 (December 31, 2010): 296–305. http://dx.doi.org/10.3846/jeelm.2010.34.
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A new composting technology of waste with high fat content was developed in JSC “Biocentras”. The composting technology of fat‐contaminated waste is based on the use of fat‐oxidizing microorganisms. Developed technology is commended for cleaner production/pollution prevention approach as well as meets strict environmental and hygiene requirements. The composting process was investigated for the process optimization by applying the response surface methodology. Values of parameters of composting process were monitored in lab‐scale composters. The optimal composition of the composing mixture was determined: the initial fat content – 5%, the concentration of bacterial preparation cells – 109 CFU/g, the quantity of structural materials – 9.5%. Fat degradation rate slowed down 3 times if the initial fatty concentration increased from 5% to 20%. Concentrated fatty‐waste disposal site prototype was designed. Composting process duration lasted 1 to 1.5 year. Santrauka UAB “Biocentre” sukurta nauja riebalais užterštu atlieku kompostavimo technologija, pagrista riebalus oksiduojančiu mikroorganizmu panaudojimu. Ši technologija pažangesne taršos prevencijos požiūriu, jos privalumas – švaresne gamyba. Sukurtoji technologija atitinka griežtus aplinkos apsaugos ir higienos reikalavimus. Tyrimai atlikti laboratorinemis salygomis. Riebaliniu atlieku kompostavimo procesu technologiniams parametrams optimizuoti taikyta faktoriniais eksperimentais grista reakcijos paviršiaus analizes metodologija. Nustatyta optimali eksperimentine kompostuojamo mišinio sudetis: pradinis riebalu kiekis – 5 %, biopreparato lasteliu koncentracija – 109 KSV/g, struktūrines medžiagos kiekis – 9,5 %. Padidinus pradine riebalu koncentracija nuo 5 % iki 20 %, riebalu skaidymo sparta suleteja apie 3 kartus. Suprojektuotas koncentruotu riebaliniu atlieku utilizavimo aikšteles modelis. Kompostavimo proceso trukme 1–1,5 metu. Резюме В ЗАО “Biocentras” была создана новая технология компостирования отходов с высоким содержанием жира. Технология компостирования загрязненных жирами отходов основана на использовании микроорганизмов, окисляющих жиросодержащие вещества. Разработанная технология является привлекательной для более чистого производства/предупреждения загрязнения окружающей среды, а также удовлетворяет строгим экологическим и гигиеническим требованиям. Исследован процесс компостирования. Для оптимизации процесса применен метод математического моделирования. Опыты проведены в лабораторных условиях. Определен оптимальный состав смеси: начальное содержание жира – 5%, концентрация бактериальных клеток в препарате – 109 КОЕ/г, количество структурных материалов – 9,5%. Деградация жиров замедляется в 3 раза, если первоначальная концентрация жиров увеличивается от 5% до 20%. Разработан и построен прототип площадки для компостирования жировых отходов. Процесс компостирования длится от 1 до 1,5 лет.
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Ghazaryan, K. S., and R. S. Sargsyan. "General regularities of seismic activity of Northern Armenia in connection with block structure and tectonic activity." Geodynamics & Tectonophysics 11, no. 3 (September 23, 2020): 595–605. http://dx.doi.org/10.5800/gt-2020-11-3-0493.
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The study is focused on searching for spatial regularities in the occurrence of earthquake hypocenters in different geological settings in Northern Armenia. Tectonic-geomorphological indices are applied to define the tectonic activity of blocks composing the study area, which was manifested within a long period of time, starting from the neotectonic development period. The blocks are classified accordingly. The regional seismic activity is analysed considering the block structure of the study area. Earthquake focal mechanisms are determined, and dominant displacement trends are identified. Based on the comparative analysis of the blocks’ tectonic activity indicators and the locations of seismic events differing in strength, regular patterns of spatial distribution of seismic events are identified. It is established that the earthquake hypocenters of different strength occur in certain block structures; and the predominant types of movements in the earthquake hypocenters are largely determined by types of fault structures. It is emphasized that investigating the blocks’ neotectonic activity is important for discovering the general patterns of spatial distribution of seismic events.
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Wargo, Jon M. "Rhythmic rituals and emergent listening: Intra-activity, sonic sounds and digital composing with young children." Journal of Early Childhood Literacy 17, no. 3 (August 12, 2017): 392–408. http://dx.doi.org/10.1177/1468798417712573.
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(Re)Entering data from a networked collaborative project exploring how sound operates as a mechanism for attuning towards cultural difference and community literacies, this article examines one primary grade classroom’s participation to investigate the rhythmic rituals of ‘emergent listening’ in early childhood literacy. Thinking with sound studies and more posthuman ways of knowing/being/doing, this article details how the sonic was felt not only as an actor on the scene of young children writing but also as an intra-active agent of what the teacher called ‘making space’ and community. Exploring ‘emergent listening’ through a diffractive entanglement of stories and concepts, this paper focus on two pieces of early writing: a digitally produced audio clip and a ‘body built’ (Ms Lionel’s words) tableau depicting the sensorial process and thinking behind children’s making moments. The findings highlight how particular actions of emergent listening generated new forms of embodied knowledge-in-motion. Encouraging educators to consider the modal affordances of sound and sonic composition, this article expands definitions of young children composing with material realia and explores how, as this article suggests, emergent listening opens up pedagogical spaces where creative energies are generated and mobilized to bring to fruition an ethico-onto-epistemological world view.
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Sams, Brandon L., and Mike P. Cook. "(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 70–84. http://dx.doi.org/10.1108/etpc-06-2018-0065.
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Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.
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Ching, Kory Lawson. "Tools Matter: Mediated Writing Activity in Alternative Digital Environments." Written Communication 35, no. 3 (June 4, 2018): 344–75. http://dx.doi.org/10.1177/0741088318773741.
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This study examines the experiences and perceptions of writers who composed text using “distraction-free” writing tools that stand as alternatives to standard word processing programs. The purpose of this research was to develop a clearer understanding of how digital writing tools may shape the activities and practices of writers, as well as what writing with unfamiliar tools and technologies might reveal about writing processes. Analysis of study participants’ reflective narratives of their composing experience suggests the extent to which writing tools and technologies influence routine practices, assist writers as they try to direct their attention (and avoid distraction), motivate writing, and impact writers’ “text sense” as they compose. Moreover, findings indicate how different tools and technologies may be viewed as more or less useful for different writing tasks. This article ends with a call for writing researchers, writing teachers, and software developers to attend more critically to the ways writing technologies shape the practices of writers.
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Diniz, Flavia Resende, Romerito Cesar A. P. Maia, Lucas Rannier Andrade, Luciana Nalone Andrade, Marco Vinicius Chaud, Classius Ferreira da Silva, Cristiane Bani Corrêa, et al. "Silver Nanoparticles-Composing Alginate/Gelatine Hydrogel Improves Wound Healing In Vivo." Nanomaterials 10, no. 2 (February 23, 2020): 390. http://dx.doi.org/10.3390/nano10020390.
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Polymer hydrogels have been suggested as dressing materials for the treatment of cutaneous wounds and tissue revitalization. In this work, we report the development of a hydrogel composed of natural polymers (sodium alginate and gelatin) and silver nanoparticles (AgNPs) with recognized antimicrobial activity for healing cutaneous lesions. For the development of the hydrogel, different ratios of sodium alginate and gelatin have been tested, while different concentrations of AgNO3 precursor (1.0, 2.0, and 4.0 mM) were assayed for the production of AgNPs. The obtained AgNPs exhibited a characteristic peak between 430–450 nm in the ultraviolet-visible (UV–Vis) spectrum suggesting a spheroidal form, which was confirmed by Transmission Electron Microscopy (TEM). Fourier Transform Infra-red (FT–IR) analysis suggested the formation of strong intermolecular interactions as hydrogen bonds and electrostatic attractions between polymers, showing bands at 2920, 2852, 1500, and 1640 cm−1. Significant bactericidal activity was observed for the hydrogel, with a Minimum Inhibitory Concentration (MIC) of 0.50 µg/mL against Pseudomonas aeruginosa and 53.0 µg/mL against Staphylococcus aureus. AgNPs were shown to be non-cytotoxic against fibroblast cells. The in vivo studies in female Wister rats confirmed the capacity of the AgNP-loaded hydrogels to reduce the wound size compared to uncoated injuries promoting histological changes in the healing tissue over the time course of wound healing, as in earlier development and maturation of granulation tissue. The developed hydrogel with AgNPs has healing potential for clinical applications.
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Swanwick, Keith, and Cecilia Cavalieri Franca. "Composing, performing and audience-listening as indicators of musical understanding." British Journal of Music Education 16, no. 1 (March 1999): 5–19. http://dx.doi.org/10.1017/s026505179900011x.
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Although it is often suggested that there are important connections between composing, performing and audience-listening, there is little evidence as to the nature of this relationship. In this paper we report research into the extent that musical understanding is symmetrically revealed and developed across the three activities. Our theory of musical understanding is based on the work of Swanwick, and assessment criteria derived from the work of Swanwick and Tillman (1986) made it possible to compare levels of musical cognition whatever the specific activity. A study of the musical work of twenty children in a music school in Belo Horizonte, Brazil, suggests that performance usually elicits lower levels of musical understanding, significantly different from either composing or audience-listening. It seems that performance can be problematic within the music curriculum unless students are able to work at a technical level where they are able to exercise interpretative judgement and make musical decisions. The findings support the claims for an integrated music curriculum comprising all three activities.
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Seo, Hyun, Eun Sook Jung, and Mi-Ja Park. "Effects of Children's Poem Composing Activity done with Nature Experiencing Program on Language Expression and Peer Interaction." Korean Journal of Human Ecology 21, no. 5 (October 31, 2012): 875–88. http://dx.doi.org/10.5934/kjhe.2012.21.5.875.
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Jiang, Lianjiang, and Jasmine Luk. "Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity." System 59 (July 2016): 1–11. http://dx.doi.org/10.1016/j.system.2016.04.001.
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Kaztuganova, A. Zh, A. K. Omarova, and D. F. Karomat. "UNIQUE WORLD OF THE CREATOR." BULLETIN 5, no. 387 (October 15, 2020): 294–300. http://dx.doi.org/10.32014/2020.2518-1467.172.
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The article describes some issues of formation of personal qualities and spheres of activities of N.Tlendiev, that have been determined through ethnicity hearing. The range of issues include the analysis of performing and composing activities, stage behavior, as well as innovative performance style, introduced by the famous kuishi into Kazakh music. On the one hand, the formation of N. Tlendiev as a person was determined by the strength of ethnic ear, and, on the other, by the depth of professional knowledge. It was determined that in all his diverse creative activities, that is, performing, composing, conducting or organizing activity, the gift of ethnic ear and high professional competence played an important role. The rich images reflected in his musical compositions, a wide range of thematic lines, the variety of musical methods and instrumental techniques that have not been studied, will result in new research works in the future. In the future the vital activities of N. Tlendiev should be investigated from a scientific point of view, confirmed by documents and facts, and the particular monographic work should be devoted to them.
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Weetman, A. P., and Shara B. Cohen. "The relationship of HLA-DR3 and outcome after antithyroid drugs to the IgG subclass distribution of thyroid autoantibodies in Graves' disease." Acta Endocrinologica 114, no. 2 (February 1987): 292–97. http://dx.doi.org/10.1530/acta.0.1140292.
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Abstract. We have examined the IgG subclass distribution of thyroglobulin (Tg) and microsomal (M) auto-antibodies in 31 patients with Graves' disease before and after treatment with carbimazole. IgG1 and IgG2 subclass antibodies were detected before treatment in nearly all patients, and in over a third there was an excess of activity in the IgG3 and IgG4 subclasses. There were significant differences between the IgG subclasses composing Tg antibodies (less IgG 1 and IgG3 but more IgG2 in the latter). Patients who were HLA-DR3-positive had significantly lower levels of IgG4 in M antibodies than in those who were DR3-negative. A variety of changes were found after treatment, and these depended on whether the patient entered remission or relapse. In particular, IgG1 levels of M antibodies were consistently higher in the relapse group, whereas after 1 year in remission IgG4 levels fell, and IgG2 levels rose. These results show preferential production of certain IgG subclasses composing thyroid autoantibodies in Graves' disease which appears to be associated with HLA-DR3 status and the response to antithyroid drugs.
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Abdelkader, Mostefai, and Mekour Mansour. "A Method Based on a New Word Embedding Approach for Process Model Matching." International Journal of Artificial Intelligence and Machine Learning 11, no. 1 (January 2021): 1–14. http://dx.doi.org/10.4018/ijaiml.2021010101.
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This paper proposes a method based on a new word embedding approach for matching business process model. The proposed method aligns two process models in four steps. First activity labels are extracted and pre-processed to remove meaningless words, then each word composing an activity label and using a semantic similarity metric based on WordNet is represented with an n-dimensional vector in the space of the vocabulary of the two labels to be compared. Based on these representations, a vector representation of each activity label is computed by averaging the vectors representing words found in the activity label. Finally, the two activity labels are reported as similar if their similarity score computed using the cosine metric is greater than some predefined threshold. An experiment was conducted on well-known dataset to assess the performance of the proposed method. The results showed that the proposed method shared the first place with RMM/NHCM and OPBOT tools and can be effective in matching process models.
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Guo, Kaixin, Linnan Su, Yongchao Wang, Huihui Liu, Jing Lin, Peng Cheng, Xiquan Yin, Ming Liang, Qiangqiang Wang, and Zebo Huang. "Antioxidant and anti-aging effects of a sea cucumber protein hydrolyzate and bioinformatic characterization of its composing peptides." Food & Function 11, no. 6 (2020): 5004–16. http://dx.doi.org/10.1039/d0fo00560f.
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Balogh, K., Mária Weber, Márta Erdélyi, and M. Mézes. "Effect of excess selenium supplementation on the glutathione redox system in broiler chicken." Acta Veterinaria Hungarica 52, no. 4 (October 1, 2004): 403–11. http://dx.doi.org/10.1556/avet.52.2004.4.3.
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Selenium, as part of selenocysteine, is the active centre of selenoenzymes. Excess amount of selenium generates oxygen free radicals and reacts with thiol compounds such as reduced glutathione, composing seleno-diglutathione. These reactions impair the amount and/or activity of the biological antioxidant defence system. In the present experiment the effects of two inorganic selenium sources (Na2SeO3, Na2SeO4) on lipid peroxidation and on the content and activity of some components of the antioxidant defence mechanism were studied in Ross 308 hybrid cockerels. In the tissues examined, the glutathione redox system was altered in different ways as an effect of excess selenium. The amount of glutathione and, consequently, glutathione peroxidase activity declined in the blood plasma and in the red blood cell haemolysate, while in the liver malondialdehyde concentration increased only at the end of the experimental period as a result of the boosted enzyme activity. The authors suppose that the cause of increased lipid peroxidation was the potential toxic effect of selenium accumulation above the actual demand.
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Raimes, Ann. "Teaching Writing." Annual Review of Applied Linguistics 18 (March 1998): 142–67. http://dx.doi.org/10.1017/s0267190500003524.
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With just the two words of the title “Teaching writing,” we are thrown into ambiguity characteristic of the enterprise the title names. Is that second word a participle, referring to the activity of generating, composing, and revising ideas on paper, or is it a more static gerund noun form—writing as an artifact, as text presented on a page, performing social functions? The position we take with regard to the multiple realities encompassed in this dichotomy and in others in our field gives shape to our teaching. And that shape is changing.
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Monteiro, L. H. A., I. Gonzalez, and J. R. C. Piqueira. "Border Figure Detection Using a Phase Oscillator Network with Dynamical Coupling." Mathematical Problems in Engineering 2008 (2008): 1–8. http://dx.doi.org/10.1155/2008/127827.
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Oscillator networks have been developed in order to perform specific tasks related to image processing. Here we analytically investigate the existence of synchronism in a pair of phase oscillators that are short-range dynamically coupled. Then, we use these analytical results to design a network able of detecting border of black-and-white figures. Each unit composing this network is a pair of such phase oscillators and is assigned to a pixel in the image. The couplings among the units forming the network are also dynamical. Border detection emerges from the network activity.
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Drewniak, Janusz. "Biblijne i liturgiczne wątki w twórczości Krzysztofa Pendereckiego." Ruch Biblijny i Liturgiczny 60, no. 2 (June 30, 2007): 117. http://dx.doi.org/10.21906/rbl.341.
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Krzysztof Penderecki (born 1933) is considered to be one of the most outstanding contemporary composers. The religious theme is often taken to be an inspiration for his vocal-instrumental output. Penderecki presents in his compositions the religious and moral problems related to the human nature and existence. The principal issues in his activity are a trial to find a reason of evil and misfortune and also the vision of ordeal. The composer makes use of not only biblical and liturgical texts but also religious poetry mainly in latin language. His religious output has a concert character thanks to the musician language and composing techniques. His own commentaries concerning his compositions prove that his religious activity is an artistic confession of his faith.
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Chen, Jason Chi Wai. "Mobile composing: Professional practices and impact on students’ motivation in popular music." International Journal of Music Education 38, no. 1 (June 18, 2019): 147–58. http://dx.doi.org/10.1177/0255761419855820.
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This pilot study focuses on the use of mobile tablets to allow secondary students to compose in class with the application GarageBand. The empirical research has two aims: to demonstrate the possibility of using mobile tablets as a composing device, and to examine professional practices for using mobile technologies in music learning. A 12-week e-learning curriculum was specially designed for students to learn to use mobile tablets to compose popular music. A total of 159 secondary school students participated in the study and responded to a set of pre- and post-activity questionnaires, modelled on items developed for a motivational study by McPherson and O’Neill (2010). The paired sample t-test compared the mean score changes in the dimensions of intrinsic value, attainment value, utility value, perceived cost and expectancy in motivation. Furthermore, one-way analysis of variance compared the mean scores for scale questions on learning motivation between groups based on number of years spent learning to play an instrument as revealed by the student survey. The findings of SPSS analysis reveal that both non-instrument learners and instrument learners showed significant increases in motivation when using mobile tablets as an instrument to compose popular music in class. Different modes of learning, limitations and suggestions are also discussed in mobile composing.
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Triana, Nita. "MEMBANGUN PARTISIPASI MASYARAKAT DI ERA OTONOMI DAERAH (STUDI KRITIS PARTISIPASI ULAMA DALAM PENYUSUNAN PERATURAN DAERAH DI KABUPATEN BANYUMAS)." Jurnal Penelitian Agama 14, no. 1 (April 23, 2020): 101–28. http://dx.doi.org/10.24090/jpa.v14i1.2013.pp101-128.
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This study was aimed at explaining comprehensively the social participation, especially from religious leader or Ulama in composing District Rules (Perda) on Traditions. This is a nondoctrinal study with a qualitative method. Data were collected through interviews, observations, and document studies with sociolegal approach. Data were analyzed using interactive cycles of Strauss and J Corbin. The result showed that: the participation of religious leaders (Ulama) in composing Perda was at the level of tokenism, meaning that it seemed they had a participation in the activity, but it was not a real participation. They were invited to at the dicussion on development planning and socialization of the Perda. The problem related to the application of this system of participation was that the government bureaucracy was still not transparent and participative. Culturally, there was a patron-client tradition, i.e. the government was the patron or designer that determined the pattern, while the society realized what had been patronized by the government. It is necessary to build a responsive and participative law of bureaucracy both from the government and ulama. It can be realized if there is a continuous communication between the government and ulama.
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Matheson, Carl, and Ben Caplan. "Modality, Individuation, and the Ontology of Art." Canadian Journal of Philosophy 38, no. 4 (December 2008): 491–517. http://dx.doi.org/10.1353/cjp.0.0030.
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In 1988, Michael Nyman composed the score for Peter Greenaway's film Drowning by Numbers (or did something that we would ordinarily think of as composing that score). We can think of Nyman's compositional activity as a ‘generative performance’ and of the sound structure that Nyman indicated (or of some other abstract object that is appropriately related to that sound structure) as the product generated by that performance (ix). According to one view, Nyman's score for Drowning by Numbers — the musical work — is the product generated by Nyman's compositional activity (namely, an abstract object) and, more generally, artworks are identified with the products generated by compositional or other creative activities. Let's call this view The Product Theory. By contrast, according to another view, Nyman's score for Drowning by Numbers is the generative performance itself (namely, Nyman's compositional activity) and, more generally, artworks are identified with generative performances themselves.
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Barbouche, R., N. Marrakchi, K. Mabrouk, M. N. Krifi, J. Van Rietschoten, E. Fenouillet, M. El Ayeb, and H. Rochat. "Anti-platelet activity of the peptides composing the Lebetin 1 family, a new class of inhibitors of platelet aggregation." Toxicon 36, no. 12 (December 1998): 1939–47. http://dx.doi.org/10.1016/s0041-0101(98)00118-4.
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Burnard, Pamela, and Betty Anne Younker. "Investigating children's musical interactions within the activities systems of group composing and arranging: An application of Engeström's Activity Theory." International Journal of Educational Research 47, no. 1 (January 2008): 60–74. http://dx.doi.org/10.1016/j.ijer.2007.11.001.
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Pavliy, D. P. "The Place of Russian Romance in the Composing Activity of M. I. Glinka, the Great Russian Composer and Melodist." Университетский научный журнал, no. 61 (2021): 194–201. http://dx.doi.org/10.25807/22225064_2021_61_194.
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Kamtekar, Rachana. "Knowing by Likeness in Empedocles." Phronesis 54, no. 3 (2009): 215–38. http://dx.doi.org/10.1163/156852809x441359.
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AbstractContrary to the Aristotelian interpretation of Empedocles' views about cognition, according to which all cognition, like perception, is due to the compositional likeness between subject and object of cognition, this paper argues that when Empedocles says that we know one thing 'by' another (e.g. earth by earth or love by love), he is characterizing analogical reasoning, an intellectual activity quite different from perception (which is explained by the fit between effluences and pores). The paper also explores the idea that strife and love describe, in addition to physical separation and composition, the mental activities of analyzing and composing.
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Bernstein, Katie A. "Writing their way into talk: Emergent bilinguals’ emergent literacy practices as pathways to peer interaction and oral language growth." Journal of Early Childhood Literacy 17, no. 4 (April 18, 2016): 485–521. http://dx.doi.org/10.1177/1468798416638138.
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This paper explores the idea that young children’s emergent literacy practices can be tools for mediating peer interaction, and that, therefore, literacy, even in its earliest stages, can support oral language development, particularly for emergent bilinguals. The paper draws on data collected during a year-long ethnographic study of 11 Nepali- and Turkish-speaking three- and four-year-olds learning English in their first year of school. Using neo-Vygotskian activity theory as a guide, this paper examines the children’s classroom literacy practices, particularly around writing and the alphabet, in order to understand, first, how literacy functioned as a socially embedded activity for these students (sometimes in ways that contrasted with the official literacy practices of the classroom), and second, how that activity facilitated students’ interaction across language backgrounds. Finally, this paper offers a genetic analysis, or an analysis across time, of how students’ interactions with multimodal composing functioned as contexts for emergent bilinguals’ oral language development, and in particular, vocabulary acquisition.
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Fletcher, Gena M., Timothy K. Behrens, and Lorie Domina. "Barriers and Enabling Factors for Work-Site Physical Activity Programs: A Qualitative Examination." Journal of Physical Activity and Health 5, no. 3 (May 2008): 418–29. http://dx.doi.org/10.1123/jpah.5.3.418.
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Background:Work sites offer a productive setting for physical activity (PA) promoting interventions. Still, PA participation remains low. Thus, the purpose of this study was to examine the reasoning behind commonly reported barriers and enabling factors to participation in PA programs in a work-site setting.Methods:Employees from a large city government were recruited to participate in focus groups, stratified by white- and blue-collar occupations. Responses from open-ended questions about factors influencing participation in PA programs were audio recorded and transcribed verbatim. Resulting data were analyzed with open and axial coding.Results:The sample consisted of 60 employees composing 9 focus groups. Although time was the most common barrier between both groups, white-collars workers responded that scheduling and work conflicts were the most common barrier concerning time. Blue-collar workers indicated shift work as their most common barrier. In addition, health was a significant enabling factor for both occupational categories. White-collar workers were much more concerned with appearances and were more highly motivated by weight loss and the hopefulness of quick results than were blue-collar workers.Conclusions:These findings are important in the understanding of PA as it relates to the reasoning behind participation in work-site programs in regard to occupational status.
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Nguyen, Thi-Hau, Dang-Nhac Lu, Duc-Nhan Nguyen, and Ha-Nam Nguyen. "Dynamic Basic Activity Sequence Matching Method in Abnormal Driving Pattern Detection Using Smartphone Sensors." Electronics 9, no. 2 (January 27, 2020): 217. http://dx.doi.org/10.3390/electronics9020217.
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In this work, we present a novel method, namely dynamic basic activity sequence matching (DAS), a combination of machine learning methods and flexible threshold based methods for distinguishing normal and abnormal driving patterns. Indeed, DAS relies on the activity detection module (ADM) presented in our previous work to analyze each driving pattern as a sequence of basic activities—stopping (S), going straight (G), turning left (L), and turning right (R). In fact, the threshold value and other parameters like the duration of long and short activities are iteratively induced from the collected dataset. Hence, DAS is flexible and independent of driving contexts such as vehicle modes and road conditions. Experimental results, on the dataset collected from numerous motorcyclists, show the outperformance of our proposed method against dynamic time warping and the two popular machine learning methods—random forest and neural network—in distinguishing the normal and abnormal driving patterns. Moreover, we propose an efficient framework composing of two phases: in the first phase, the normal and abnormal driving patterns are distinguished by relying on DAS. In the second phase, the detected abnormal patterns are further classified into various specific abnormal driving patterns—weaving, sudden braking, etc. This fusion framework again achieves the highest overall accuracy of 97.94%.
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Kanai, K., S. Kanamura, and J. Watanabe. "High and testosterone-dependent glucose 6-phosphatase activity in epithelium of mouse seminal vesicle." Journal of Histochemistry & Cytochemistry 34, no. 9 (September 1986): 1207–12. http://dx.doi.org/10.1177/34.9.2426346.
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For study of the mechanism of seminal fructogenesis, glucose 6-phosphatase activity was examined cytochemically (a method modified from that of Wachstein and Meisel) and biochemically (the method of Leskes et al.) in seminal vesicles from normal, castrated, and castrated and testosterone-treated mice. The reaction product for the activity was localized in the endoplasmic reticulum and nuclear envelope of all cell types composing the seminal vesicle. In normal seminal vesicle, the reaction product was apparently more abundant in columnar and basal cells than in other cell types. Ten, 20, and 30 days after castration, the abundant amount of reaction product in columnar and basal cells decreased to the level in other cell types. In animals treated with testosterone after castration, however, the reaction product in columnar and basal cells remained abundant. If fructose 6-phosphate was added to the reaction medium in place of glucose 6-phosphate, the amount and pattern of deposition of the reaction product did not change. Changes in biochemical activity in castrated or castrated and testosterone-treated animals paralleled the cytochemical results. The results show that the high activity in columnar and basal cells is under the control of testosterone, and the role of this enzyme is probably to release fructose into the seminal fluid.
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Branca, Francesco, and Silvia Vatueña. "Calcium, physical activity and bone health – building bones for a stronger future." Public Health Nutrition 4, no. 1a (February 2001): 117–23. http://dx.doi.org/10.1079/phn2000105.
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AbstractAdequate provision of nutrients composing the bone matrix and regulating bone metabolism should be provided from birth in order to achieve maximal bone mass, compatible with individual genetic background, and to prevent osteoporosis later in life. Low calcium intake (<250 mg day−1) in children is associated with both a reduced bone mineral content and hyperparathyroidism. Optimal calcium intake is, however, still a matter of controversy. The minimisation of fracture risk would be the ideal functional outcome on which to evaluate lifetime calcium intakes, but proxy indicators, such as bone mass measurements or maximal calcium retention, are used instead. Calcium recommendations in Europe and the United States are based on different concepts as to requirements, leading to somewhat different interpretations of dietary adequacy. Minerals and trace elements other than calcium are involved in skeletal growth, some of them as matrix constituents, such as magnesium and fluoride, others as components of enzymatic systems involved in matrix turnover, such as zinc, copper and manganese. Vitamins also play a role in calcium metabolism (e.g. vitamin D) or as co-factors of key enzymes for skeletal metabolism (e.g. vitamins C and K). Physical activity has different effects on bone depending on its intensity, frequency, duration and the age at which it is started. The anabolic effect on bone is greater in adolescence and as a result of weight-bearing exercise. Adequate intakes of calcium appear necessary for exercise to have its bone stimulating action.
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A, Devika. "Re-viewing Portfolio Writing from a Metacognitive Perspective." SMART MOVES JOURNAL IJELLH 8, no. 5 (May 28, 2020): 36. http://dx.doi.org/10.24113/ijellh.v8i5.10579.
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Portfolio writing, a pedagogic construct of the late 20th century, which can be viewed as one of the latest branchings of the mainstream writing research, can also be considered as an offshoot of the ‘paradigm shift’ (Thomas Kuhn,1962) from the long prevailing product approach to an emerging process approach. Theory, research and classroom practice, all had been confined to the written products; and ‘the writer’ was more or less neglected. The process approach brought to the forefront, the psyche of the writer by giving equal importance to the psycho-cognitive processes underlying the activity. The term ‘activity’ has been used here in the sense that writing is a higher order mental activity. Portfolio writing, moving one step further, reveals not only the writer’s ability at composing in the present, but consolidates the schema of the past, as well as forecasts the writing potentials of future, too. This paper tries to validate, how simultaneously the process and the product together result in the learning outcome, in the context of assessing writing performance.
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Hisa, Yasuo, Leslie T. Malmgren, and Richard R. Gacek. "Actomyosin Adenosine Triphosphatase Activities of the CAT Infrahyoid Muscles." Annals of Otology, Rhinology & Laryngology 98, no. 3 (March 1989): 202–8. http://dx.doi.org/10.1177/000348948909800308.
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By use of actomyosin ATPase histochemistry, it was found that there were large differences among the three cat infrahyoid muscles (sternohyoid, sternothyroid, and thyrohyoid) with respect to their percentages of different muscle fiber types. It has been established that the individual activity patterns of the component motor units in each muscle drive the biochemical and physiologic differentiation of the muscle fibers associated with each motor unit. Therefore, the data obtained in the present investigation provide an indication of the characteristics of long-term use of each of the various types of motor units, as well as the associated differences in the physiologic capacities of the different motor unit types composing each of these infrahyoid muscles.
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Pradieé, J., T. F. Cardoso, E. F. Silva, A. O. Gonçalves, G. D. A. Gastal, C. E. Rosa, R. G. Mondadori, L. M. C. Pegoraro, A. D. Vieira, and T. Lucia Jr. "Effect of β-mercaptoetanol and cysteine on post-thawing quality and oxidative activity of ram sperm and on the viability of vitrified sheep embryos." Arquivo Brasileiro de Medicina Veterinária e Zootecnia 68, no. 5 (October 2016): 1309–15. http://dx.doi.org/10.1590/1678-4162-8479.
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ABSTRACT The effects of β-mercaptoethanol (BME) and cysteine on the viability and oxidative activity of ram sperm after thawing and on development in vitro and viability of vitrified sheep embryos were evaluated. Ejaculates from four rams were pooled and extended, composing six treatments: no antioxidants; 2mM BME; 5mM BME; 2mM BME and 5mM cysteine; 5mM BME and 5mM cysteine; and 5mM cysteine. Sperm motility, membrane and acrosome integrity, mitochondrial functionality, production of reactive oxygen species and total antioxidant capacity were similar across treatments (P>0.05). A medium with no antioxidant presented cleavage and blastocyst development rates (60.3% and 33.6%, respectively) similar (P>0.05) to those of a medium with 50μM BME and 600μM cysteine (64.3% and 36.6%, respectively). Post-thawing viability of vitrified embryos was similar between media (P>0.05). Cysteine and BME had no influence on the post-thawing viability and oxidative activity of ram sperm and on the viability of vitrified sheep embryos.
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Fang, Yan Fen, Jun Zi Liu, Shu Lian Wang, An Ping Deng, and Ying Ping Huang. "Preparation of Ag-TiO2@MnO2 and Degradation of Toxic Organic Pollutants under Visible Light Irradiation." Advanced Materials Research 668 (March 2013): 379–82. http://dx.doi.org/10.4028/www.scientific.net/amr.668.379.
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Ag-TiO2@MnO2 nanoparticles prepared by two-step hydrothermal method were characterized by X-ray diffraction spectroscopy (XRD), transmission electron microscopy (TEM), Brunauer-Emmett- Teller (BET) and UV-Visible diffuse reflectance spectra (UV-Vis DRS). The degradation of rhodamine B (RhB) and 2, 4-dichlorophenol (2, 4-DCP) under visible light (λ≥420 nm) were used as probe reactions to investigate the photocatalytic activity of Ag-TiO2@MnO2. The results showed that the basic structure of Ag-TiO2@MnO2 was composed of TiO2 with anatase crystalline structure and α-MnO2 with cubic crysatalline structure. The optimal molar ratio nAg/nMn was 6%. Ag-TiO2@MnO2 had the highest photocatalytic activity in neutral medium because of composing and modifying of Ag. The decolorization rate of RhB reached 100% after 600 min and the mineralization rate of 2, 4-DCP was 47.0% after 30 hr. The oxidation process was dominated by the •OH generated in the system.
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Nakajima, Yoshitaka, Kiyoshi Ito, Tsubasa Toshima, Takashi Egawa, Heng Zheng, Hiroshi Oyama, Yu-Fan Wu, Eiji Takahashi, Kiyoshi Kyono, and Tadashi Yoshimoto. "Dipeptidyl Aminopeptidase IV from Stenotrophomonas maltophilia Exhibits Activity against a Substrate Containing a 4-Hydroxyproline Residue." Journal of Bacteriology 190, no. 23 (September 26, 2008): 7819–29. http://dx.doi.org/10.1128/jb.02010-07.
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ABSTRACT The crystal structure of dipeptidyl aminopeptidase IV from Stenotrophomonas maltophilia was determined at 2.8-Å resolution by the multiple isomorphous replacement method, using platinum and selenomethionine derivatives. The crystals belong to space group P43212, with unit cell parameters a = b = 105.9 Å and c = 161.9 Å. Dipeptidyl aminopeptidase IV is a homodimer, and the subunit structure is composed of two domains, namely, N-terminal β-propeller and C-terminal catalytic domains. At the active site, a hydrophobic pocket to accommodate a proline residue of the substrate is conserved as well as those of mammalian enzymes. Stenotrophomonas dipeptidyl aminopeptidase IV exhibited activity toward a substrate containing a 4-hydroxyproline residue at the second position from the N terminus. In the Stenotrophomonas enzyme, one of the residues composing the hydrophobic pocket at the active site is changed to Asn611 from the corresponding residue of Tyr631 in the porcine enzyme, which showed very low activity against the substrate containing 4-hydroxyproline. The N611Y mutant enzyme was generated by site-directed mutagenesis. The activity of this mutant enzyme toward a substrate containing 4-hydroxyproline decreased to 30.6% of that of the wild-type enzyme. Accordingly, it was considered that Asn611 would be one of the major factors involved in the recognition of substrates containing 4-hydroxyproline.
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Rizqiyah, Dwi Masyithah, and Candra Hadi Asmara. "An Investigation of Alternative Assessment for writing skill in second semester of Industrial Engineering at University of Muhammadiyah Gresik." Journal of English Teaching, Literature, and Applied Linguistics 1, no. 2 (March 27, 2018): 29. http://dx.doi.org/10.30587/jetlal.v1i2.317.
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Assessment has various types in education program. Even, it was as one of aspect in determining the students’ skill. Additionally, one skill which is as the last skill in language acquisition is writing. Since it is the last, means it is difficult to be learnt moreover to be assessed. When writing is difficult to be assessed, the teacher has to know and understand various type of assessment for writing. This study was conducted to describe types of alternative assessment for writing skill in 2nd semester of Industrial Engineering at University of Muhammadiyah Gresik in academic year of 2016/2017 and also to describe implementation of Alternative Assessment for writing skill in second semester of Industrial Engineering at University of Muhammadiyah Gresik which used descriptive qualitative. There were two lecturers of D1 English Language at UMG who were as the subject of this study which were selected by questioners about the alternative assessment for writing skill. The data collected by observation in K and L classes of Industrial Engineering Department. Additionally, the interview was done with two lecturers and some students. The finding of this study showed that two lecturers applied alternative assessment with same type. Those were writing sample, conference, and teacher- feedback. Furthermore, the implementation of alternative assessment in writing skill was done by asking and drill the students in composing writing to make them comprehend about writing composition and be more confident for composing writing. After they comprehended then they could compose full text. When the students practice in writing, the lecturer guided them by discussing face to face or in whole class. The feedback had to be given to develop the students’ motivation in writing. When the motivation was high then the students could improve their writing composition and help the students to revise their writing’ work. It can be concluded that alternative assessment for writing skill which have been applied are writing sample, conference, and teacher-feedback. The writing sample uses as the practice by composing sentence then compose text to know the progress. The conference can be held in face to face with lecturer and with whole class. Additionally, the feedback can be given during activity and after activity in spoken and written by directly or indirectly. The researcher suggests the further researcher to conduct at another level. The researcher hopes that there will be further research on the implementation of alternative assessment for writing skill in different field or study with different subject and different focus.
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Nagy, Zvonimir Stephen. "Music and embodied creative space." Journal of Genius and Eminence 4, no. 2020.01 (2020): 64–74. http://dx.doi.org/10.18536/jge.2020.01.06.
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This article places the compositional work of Johann Sebastian Bach in the context of present day practice of creating music. It uses images and places from the art of memory to the act of making music in order to closely examine the relationship between musical creativity and embodiment. While focusing on the central hypothesis that exposure to specific musical practices leads to the formation of multimodal creative agency, an argument is made for the emergence of an embodied creative space. The embodiment of musical creativity is defined as a cognitive and performative causality: a relationship between the cause and effect when composing, performing, or listening to music. Expanding on this model, music making is further considered to be an embodied activity that stems from the causality of these interde-pendent attributes of creativity: the cognitive actions controlled and sustained by our mind, and the performative interactions mediated by our body and the environment. By exploring the actions and interactions commonly associated with composing and performing music, this article defines the embodied creative musical space as an interactive agency that lives at the threshold of cognition and performativity. As a result, the nature of musical creativity as an embodied, lived experience extends the social and collaborative concepts of creativity, as it becomes an interactive creative contingency. Delivered from the perspective of a compos-er, performer, and music scholar, the paper contributes to the growing interdisciplinary discourse on musical creativity.