Overview of the Main Types of Contact Lenses for Aphakic Children Under 5

Contact lenses are often the first choice for visual correction of aphakic children. There are several types of lens that can successfully be fitted to correct ametropia, stimulate visual selecting, and maintain ocular health. Several factors are important for choosing the type of lens. Usually, the first lens fitted is made of silicone (Elasofilcon A, Bausch & Lomb, Rochester, Ny) with an evolution to a custom silicone hydrogel lens over time. Although fitting in young aphakic children presents many challenges, contact lenses often remain the best option for the correction of refractive errors after congenital cataract surgery. An overview of the main types of contact lens available for aphakic children and their characteristics are presented

Novel single molecule magntes and photosensitizers for molecular photovoltaics based on customized phthalocyanines

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Ciencias, Departamento de Química Orgánica. Fecha de lectura: 19-06-201

“Los celtas en la Rusia chica”: Expresiones y representaciones locales del comunismo clandestino en el franquismo

This article draws lines of connections between the Communist Party of Spain´s programme strategy and effective application in the local contexts once the adoption of the Policy of National Reconciliation in 1956. By analysing the case of the comunists in a village of Granada, we small see how the implementation of these tactics consisting in “melting into the mass” positioned their organisation as the first of its kind, discovered by the police up to that point. From the cultural association “The Celtics”, the from Maracena open up new areas of interrelation representing sectors of the rural society importance that the term “small Rusia” is embedded in the popular imagination and PCE became deeply rooted among the people of his village which will remain until the nineties.El presente artículo traza líneas de conexión entre la estrategia programática del Partido Comunista de España y su aplicación efectiva en los contextos locales una vez adopta la Política de Reconciliación Nacional en 1956. Mediante el análisis del caso de los comunistas de un pueblo de Granada, comprobaremos cómo la aplicación táctica de “fundirse con las masas” situó a su organización como la primera de estas características descubierta por la policía hasta ese momento. A partir de la asociación cultural de “Los Celtas”, los comunistas de Maracena abrieron nuevos espacios de interrelación que representaban a sectores populares de la sociedad rural que lograban iniciarse en el aprendizaje político. Las resonancias políticas y sociales fueron de tal importancia, que se incrusta en el imaginario popular el término “Rusia chica” y el PCE consigue un arraigo en la localidad que no abandonará hasta la década de los noventa.&nbsp

Pedro Payá López, Violencia y responsabilidad. La represión judicial franquista en el ámbito local, Valencia, Publicacions de la Universitat de Valencia, 2017, 465 páginas

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Étude de l'effet d'un traitement occlusif sur la perception de stimuli de premier et deuxième ordre chez des sujets amblyopes

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal

Substrat #1 : carnet d’un·e chercheur·se

A travers ce cahier, Marie-Laure Viale a souhaité mettre à jour « tout un pan d’une histoire oubliée » (p. 10) : elle part à la recherche d’œuvres architecturales oubliées de la commande gouvernementale 1%. Après avoir expliqué le contexte de cette recherche, elle prend le temps de décrire la méthodologie qu’elle adopte. Elle a souhaité partir de deux pôles « éloigné l’un de l’autre » (p. 10), celui de la microstoria et celui de l’analyse d’archives publiques, et les joindre grâce à des entre..

Development of a New Student Evaluation Instrument of Instructor Effectiveness in Online Courses

The purpose of this study was to (a) develop an evaluation instrument capable of rating students\u27 perceptions of the instructional quality of an online course and the instructor’s performance, and (b) validate the proposed instrument with a study conducted at a major public university. The instrument was based upon the Seven Principles of Good Practice for Undergraduate Education (Chickering & Gamson, 1987). The study examined four specific questions. 1. Is the underlying factor structure of the new instrument consistent with Chickering and Gamson\u27s Seven Principles? 2. Is the factor structure of the new instrument invariant for male and female students? 3. Are the scores on the new instrument related students’ expected grades? 4. Are the scores on the new instrument related to the students\u27 perceived course workload? The instrument was designed to measure students’ levels of satisfaction with their instruction, and also gathered information concerning the students’ sex, the expected grade in the course, and the students’ perceptions of the amount of work required by the course. A cluster sample consisting of an array of online courses across the disciplines yielded a total 297 students who responded to the online survey. The students for each course selected were asked to rate their instructors with the newly developed instrument. Question 1 was answered using exploratory factor analysis, and yielded a factor structure similar to the Seven Principles. Question 2 was answered by separately factor-analyzing the responses of male and female students and comparing the factor structures. The resulting factor structures for men and women were different. However, 14 items could be realigned under five factors that paralleled some of the Seven Principles. When the scores of only those 14 items were entered in two principal components factor analyses using only men and only women, respectively and restricting the factor structure to five factors, the factor structures were the same for men and women. A weak positive relationship between students’ expected grades and their scores on the instrument was found (Question 3). There was no relationship between students’ perceived workloads for the course and their scores on the instrument (Question 4)