Dora maar & margaret michaelis: two photographers in front of the art and architecture

El interés por la labor callada del artista en su estudio o la atención continuada a la lenta gestación de la arquitectura, han sido constantes desde hace tiempo. Los buenos fotógrafos han estado siempre dispuestos a poner su mirada atenta sobre estos procesos. Resulta sumamente interesante desgranar lo ocurrido en este campo en las primeras décadas del siglo xx, y muy especialmente en los años que precedieron a la guerra civil española. De aquellos años, me fijaré en las figuras de dos mujeres fotógrafas –Dora Maar y Margaret Michaelis–, que entendieron el seguimiento de los procesos creativos como parte fundamental de su creación artistica y, gracias a las cuales, descubriremos a sus autores, visualizaremos los escenarios de su gestación y disfrutaremos con la plástica de sus procesos constructivos.The interest of the silent work of the artist in his studio or the continued attention of the slow gestation of the architecture, have been constant since long time ago. The good photographers have always been ready to put their careful look on this processes. It’s very interesting to peel what ocurred in the first decades of the 20Th century, and specially on the years before the spanish civil war. In this years, I will observe the figures of two women photographers – Dora Maar and Margaret Michaelis– that understood the creative processes as a fundamental part of the artistic creation, and thanks to which, we discovered this authors, we visualize the scenes of their gestation and we enjoy with the plastic arts of their constructive advances

The Socioeconomic Status of Hispanic New Yorkers: Current Trends and Future Prospects

Presents data showing the major demographic and socioeconomic changes in the Hispanic population of New York during the 1990s. Examines the trends in income, poverty, labor force status, and other economic and demographic indicators

Adult mesenchymal stem cell therapy for myelin repair in Multiple Sclerosis.

Multiple sclerosis (MS) is a demyelinating immune-mediated disease of the central nervous system (CNS). It is the most frequent neurological disease in young adults and affects over 2 million people worldwide. Current treatments reduce the relapse rate and the formation of inflammatory lesions in the CNS, but with only temporary and limited success. Despite the presence of endogenous oligodendroglial progenitors (OPCs) and of spontaneous remyelination, at least in early MS its levels and its qualities are apparently insufficient for a sustained endogenous functional repair. Therefore, novel MS therapies should consider not only immunemodulatory but also myelin repair activities. Mesenchymal stem cells (MSCs) represent an attractive alternative to develop a cell-based therapy for MS. MSCs display stromal features and exert bystander immunemodulatory and neuroprotective activities. Importantly, MSCs induce oligodendrocyte fate decision and differentiation/maturation of adult neural progenitors, suggesting the existence of MSC-derived remyelination activity. Moreover, transplanted MSCs promote functional recovery and myelin repair in different MS animal models. Here, we summarize the current knowledge on endogenous mechanisms for remyelination and proposed autologous MSC therapy as a promising strategy for MS treatment

An Investigation of the Appropriateness of the English Language Learner Accountability Mark Established by the Every Student Succeeds Act of 2015

This quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 – 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance measures, and used ACCESS for ELLs (WIDA) tier scores (i.e., WIDA Tier A, WIDA Tier B, and WIDA Tier C) to identify the level of English language acquisition of the ELL students for use in making comparisons among ELL students with varying levels of English proficiency. The results indicated that WIDA Tier C (i.e., ELL students with the highest English language proficiency) students outperformed the ELL students in the other WIDA tiers (i.e., WIDA Tier A and WIDA Tier B), in both mathematics and reading. Moreover, while WIDA Tier A students had lower mean scale scores, they made the largest gains from administration to administration in both subjects. Additionally, the results obtained from a two-way ANOVA indicated that ELL students are making greater gains than non-ELL students over the two-year period, in mathematics and reading. The extant literature on second language acquisition asserts that it takes an ELL student longer than two years and up to seven years to acquire academic language proficiency (Collier, 1995; MacSwan & Pray, 2005; Hakuta, 2011; Kieffer & Park, 2016). The ANOVA results also indicated that high-SES ELL students showed a higher mean gain score, in both mathematics and reading, than low-SES ELL students. Non-ESE ELL students showed a larger mean gain score than ESE ELL students in both subjects as well. Furthermore, the results of the ancillary analysis (i.e., a hypothetical additional year) indicated that non-ELL students outperformed ELL students in both mathematics and reading suggesting that it is unlikely that one additional year would make a difference. The results of the study will aid the academic decision-making of the school district studied when determining the appropriate level of supports for ELL students in the different WIDA tiers or in the different stages of language acquisition. In addition, the results of the effects of socioeconomic status (SES) and of exceptional student education (ESE) in ELL students, should support the school district when planning interventions to help mitigate these factors. Lastly, the study provides further evidence that two years is not enough time for an ELL student to acquire academic language proficiency; and expecting this subgroup of the public-school population to do so, negatively affects the academic results of the students, schools, and school districts they attend

Effect of instruction and textbook adoption procedures on kindergarten students\u27 learning of the concept of rectangle

The purpose of this study was to produce scientific knowledge about the ability of kindergarten children to learn the correct mathematical concept of rectangle. The subjects of this study were kindergarten children in a public school district whose population had a large proportion of Hispanic and economically disadvantaged children. A Solomon Four-Group Design as described by Campbell and Stanley (1963) was used. Both the control and experimental groups received instruction using a district adopted curriculum. A description of how the district\u27s curriculum addressed the concept of rectangle was included in the results. The experimental group received additional instruction using a curriculum selected for its compatibility with the development of the correct concept of rectangle. The students\u27 knowledge of the concept of rectangle was measured using a test designed specifically for that purpose with methods consistent to developmentally appropriate practice for kindergarten children. Test results were analyzed using a 2 by 2 analysis of variance design described by Campbell and Stanley (1963) and a significant result was found, F(1, 63)=6.54, p\u3c.05, between the mean scores of the experimental group and the control group. Thus, this study provides evidence that young children can learn a correct concept of rectangle. There was not a significant result, F(1, 63) = 1.34, p\u3c.05, between the group of students who were pretested and the group of students who were not pretested. Thus, this study provided no evidence that pretesting children impacted their posttest results. There was not a significant cell effect between treatment and testing, F(1,63)=0.091, p\u3c.05. Thus, this study provided no evidence of an interaction effect between testing and treatment. A survey administered to kindergarten teachers uncovered that more than half of the teachers surveyed seemed to have a misconception about rectangles. This study is significant to educational leaders and educators who are involved in the development and implementation of policy and rules regarding how errors, such as the one addressed in this study, are corrected through the textbook adoption process. Additionally, the results document the need for communication between districts and teacher preparations programs, continued teacher in-service training in districts, and formative evaluation of teachers.The purpose of this study was to produce scientific knowledge about the ability of kindergarten children to learn the correct mathematical concept of rectangle. The subjects of this study were kindergarten children in a public school district whose population had a large proportion of Hispanic and economically disadvantaged children. A Solomon Four-Group Design as described by Campbell and Stanley (1963) was used. Both the control and experimental groups received instruction using a district adopted curriculum. A description of how the district\u27s curriculum addressed the concept of rectangle was included in the results. The experimental group received additional instruction using a curriculum selected for its compatibility with the development of the correct concept of rectangle. The students\u27 knowledge of the concept of rectangle was measured using a test designed specifically for that purpose with methods consistent to developmentally appropriate practice for kindergarten children. Test results were analyzed using a 2 by 2 analysis of variance design described by Campbell and Stanley (1963) and a significant result was found, F(1, 63)=6.54, p\u3c.05, between the mean scores of the experimental group and the control group. Thus, this study provides evidence that young children can learn a correct concept of rectangle. There was not a significant result, F(1, 63) = 1.34, p\u3c.05, between the group of students who were pretested and the group of students who were not pretested. Thus, this study provided no evidence that pretesting children impacted their posttest results. There was not a significant cell effect between treatment and testing, F(1,63)=0.091, p\u3c.05. Thus, this study provided no evidence of an interaction effect between testing and treatment. A survey administered to kindergarten teachers uncovered that more than half of the teachers surveyed seemed to have a misconception about rectangles. This study is significant to educational leaders and educators who are involved in the development and implementation of policy and rules regarding how errors, such as the one addressed in this study, are corrected through the textbook adoption process. Additionally, the results document the need for communication between districts and teacher preparations programs, continued teacher in-service training in districts, and formative evaluation of teachers

Walrasian prices in a market with consumption rights

In this paper we consider an exchange economy where there is an external restriction for the consumption of goods. This restriction is defined by both a cap on consumption of certain commodities and the requirement of an amount of rights for the consumption of these commodities. The caps for consumption are imposed exogenously due to the negative effects that the consumption may produce. The consumption rights are distributed among the agents. This fact leads to the possibility of establishing licence or consumption rights markets. These consumption rights do not participate in agents' preferences, however the individual's budgetary constraint may be modified, leading to a reassignment of resources. The aim of this paper is to show the existence of a Walrasian equilibrium price system linking tradable rights prices with commodity prices.competitive equilibrium, quotas, consumption rights, cap-and-trade program.