Еда в древнем мире: от А до Я

Словарь ведущего специалиста по питанию в Античности, историка Э. Долби предлагает описание античных продуктов питания, посуды, затрагивает тему питания в произведениях античных авторов. В основу работы положены данные античной литературы, истории и археологии.Словарь включает указатель кулинарных терминов (с. 372-381), указатель латинской лексики (с. 382-394), указатель греческой лексики (с. 395-408)

Пир сирен: История питания и гастрономии в Греции

В монографии прослеживается эволюция традиций питания в Греции. От ловцов тунца эпохи неолита, гастрономических обычаев в классической Греции, Лидии, Сицилии, южной Италии повествование переходит к синтезу традиций питания в эллинистическую эпоху, гастрономическим привычкам в Византийской империи и завершается рассмотрением особенностей современной греческой кухни.Издание снабжено иллюстрациями, указателем античных и средневековых источников (с. 287-296), указателем греческих терминов (с. 297-309), общим указателем (с. 310-320)

Connecting mathematics teaching with vocational learning

For many vocational students in England, mathematics is now a compulsory part of their programme, yet the inclusion of an academic subject within a vocational course presents challenges. In this paper, an analysis of a series of case studies of vocational student groups in Further Education colleges in England shows how contrasting practices in ‘functional mathematics’ and vocational classes reinforce perceptions that mathematics is an isolated and irrelevant subject. Some mathematics teachers made contextual connections by embedding mathematical problems in vocationally-related scenarios but distinctive socio-cultural features of vocational learning situations were often absent from mathematics classes. Addressing this disconnection requires a pedagogical approach and classroom culture that links mathematics learning with vocational values. The findings suggest that adopting mathematics classroom practices that reflect the surrounding vocational culture creates greater coherence for students and has positive effects on their engagement with mathematics learning

Connecting mathematics teaching with vocational learning

For many vocational students in England, mathematics is now a compulsory part of their programme, yet the inclusion of an academic subject within a vocational course presents challenges. In this paper, an analysis of a series of case studies of vocational student groups in Further Education colleges in England shows how contrasting practices in ‘functional mathematics’ and vocational classes reinforce perceptions that mathematics is an isolated and irrelevant subject. Some mathematics teachers made contextual connections by embedding mathematical problems in vocationally-related scenarios but distinctive socio-cultural features of vocational learning situations were often absent from mathematics classes. Addressing this disconnection requires a pedagogical approach and classroom culture that links mathematics learning with vocational values. The findings suggest that adopting mathematics classroom practices that reflect the surrounding vocational culture creates greater coherence for students and has positive effects on their engagement with mathematics learning

Mathematics education policy enactment in England’s Further Education Colleges

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students’ mathematics learning opportunities: 1) subject choice, and 2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England

COPASAAR – A database for proteomic analysis of single amino acid repeats

BACKGROUND: Single amino acid repeats make up a significant proportion in all of the proteomes that have currently been determined. They have been shown to be functionally and medically significant, and are associated with cancers and neuro-degenerative diseases such as Huntington's Chorea, where a poly-glutamine repeat is responsible for causing the disease. The COPASAAR database is a new tool to facilitate the rapid analysis of single amino acid repeats at a proteome level. The database aims to simplify the comparison of repeat distributions between proteomes in order to provide a better understanding of their function and evolution. RESULTS: A comparative analysis of all proteomes in the database (currently 244) shows that single amino acid repeats account for about 12–14% of the proteome of any given species. They are more common in eukaryotes (14%) than in either archaea or bacteria (both 13%). Individual analyses of proteomes show that long single amino acid repeats (6+ residues) are much more common in the Eukaryotes and that longer repeats are usually made up of hydrophilic amino acids such as glutamine, glutamic acid, asparagine, aspartic acid and serine. CONCLUSION: COPASAAR is a useful tool for comparative proteomics that provides rapid access to amino acid repeat data that can be readily data-mined. The COPASAAR database can be queried at the kingdom, proteome or individual protein level. As the amount of available proteome data increases this will be increasingly important in order to automate proteome comparison. The insights gained from these studies will give a better insight into the evolution of protein sequence and function

European integrationist influences on member states' counter-terrorist co-operation and co-ordination

Under the competences of the European Union's intergovernmentally controlled Justice and Home Affairs policy, counter-terrorist co-operation and co-ordination of efforts have progressed at a rapid pace following the 11 September attacks on the USA. Given, however, that Europe has experienced entrenched terrorist campaigns for the past three decades, one could be forgiven for questioning, in light of the unique co-operative position of Western Europe, why it has taken so long for the membership of the EU to reach a common definition of terrorism. Also why is it that even now, the EU has failed to develop a common policy against terrorism? Political explanations are traditional responses to such questions, but there is a risk of underestimating the complexities of the European Project, and the effect which this has had on so many areas of transnational co-operation. By focusing therefore on the often-overlooked role played by European integration on counter-terrorist co-operation, in addition to empirical analysis of the efficiency of the co-operative structures, we place ourselves in a more beneficial position to understand the current situation. Intergovernmentalism, the controlling force of JHA co-operation, we find is not mutually exclusive to law-enforcement co-operation. Two theories tested for supranational influences - neo-functionalism and federalism - have also played their part, from the early 1960s onwards, in facilitating co-operation. The historical emphasis is important, because co-operation prior to the regulation of much of this area within the EU, following the Treaties of Economic Union, provides us with ample material for analysis and greater insight into the JHA process and counter-terrorism. Intergovernmentalism has helped push counter-terrorist co-operation along, but equally we find that it now serves as a hindrance in completing its development because of its in-built tendency to retain subsidiarity. Counter terrorist co-operation, we conclude, need not be restricted to intergovernmental control any longer

Preliminary X-ray analysis of a new crystal form of the vanadium-dependent bromoperoxidase from Corallina officinalis.

Journal ArticleResearch Support, Non-U.S. Gov'tA new crystal form of the vanadium-dependent bromoperoxidase from Corallina officinalis has been obtained. The crystals exhibit a 'teardrop' morphology and are grown from 2 M ammonium dihydrogen phosphate pH and diffract to beyond 1.7 A resolution. They are in tetragonal space group P4222 with unit-cell dimensions of a = b = 201.9, c = 178.19 A, alpha = beta = gamma = 90 degrees. A 2.3 A resolution native data set has been collected at the Hamburg Synchrotron. A mercury derivative data set has also been collected, and the heavy-atom positions have been determined. The self-rotation function and the positions of the heavy atoms are consistent with the molecule being a dodecamer with local 23 symmetry.Biotechnology and Biological Research Council

The waxing and waning of functional skills mathematics

There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colleges. For a time, Functional Skills mathematics flourished and was becoming valued by many stakeholders but the privileging of GCSE Mathematics in recent policy has affected its status and uptake. It is important to understand this waxing and waning trajectory if future skills policy is to have better chances of long-term success. Key challenges include the unsuccessful integration of Functional Skills with the established mathematics curriculum, the difficulty of achieving qualification recognition across the vocational-academic divide and the negative unintended consequences of linked policy decisions. Raising the adult skills base is currently a policy priority in England and understanding these challenges to a skills-based qualification that is more aligned to the needs of vocational education than to schools is important

Osteoblast response to disordered nanotopography

The ability to influence stem cell differentiation is highly desirable as it would help us improve clinical outcomes for patients in various aspects. Many different techniques to achieve this have previously been investigated. This concise study, however, has focused on the topography on which cells grow. Current uncemented orthopaedic implants can fail if the implant fails to bind to the surrounding bone and, typically, forms a soft tissue interface which reduces direct bone contact. Here, we look at the effect of a previously reported nanotopography that utilises nanodisorder to influence mesenchymal stromal cell (as may be found in the bone marrow) differentiation towards bone and to also exert this effect on mature osteoblasts (as may be found in the bone). As topography is a physical technique, it can be envisaged for use in a range of materials such as polymers and metals used in the manufacture of orthopaedic implants