Le industrie dello stato e dei municipi : osservazioni ed esempi

versione dall'inglese con note ed aggiunte di Alberto Geisser ; in appendice! Esame critico della legge italiana 29 marzo 1903 sull'assunzione diretta dei servizi pubblici da parte dei Comuni.- Dedica #7- Indice #9- Il perchè di questa traduzione #13- CAPITOLO I. Introduzione #25- CAPITOLO II. Doveri e responsabilità delle Autorità locali #52- CAPITOLO III. L'aumento dei debiti municipali #66- CAPITOLO IV. Questioni operaie #73- CAPITOLO V. Le abitazioni operaie #84- CAPITOLO VI. Perdite e profitti #95- CAPITOLO VII. Gli effetti delle municipalizzazioni sulla iniziativa privata #146- CAPITOLO VIII. Ferrovie #185- CAPITOLO IX. Gli interessi della classe operaia: effetto delle industrie e delle spese dei municipi sulla domanda di lavoro e conseguentemente sui salari #211- CAPITOLO X. Elettori non contribuenti e contribuenti senza diritto d'elettorato #227- CAPITOLO XI. Conclusione e suggerimenti #235- Aggiunte del traduttore #251- Cenni sommari sugli ordinamenti locali, amministrativi e fiscali dell'Inghilterra #251- Le finanze locali dell'Inghilterra #265- Gli ordinamenti amministrativi della metropoli #269- Cenni sui dicasteri centrali con attribuzioni riflettenti le amministrazioni locali #272- Le municipalizzazioni e gli ordinamenti municipali in Germania #274- La Legge Italiana 29 marzo 1903. Appunti critici #287- Bibliografia #35

L'homme préhistorique

Suivi d'Une étude sur les moeurs et coutumes des sauvages modernes.Copia digital : Junta de Castilla y León. Conserjería de Cultura y Turismo, 201

The fishes of ascension Island, central Atlantic Ocean - new records and an annotated checklist

A checklist of the fishes of Ascension Island is presented. The species Rhincodon typus, Alopias superciliosus, Isurus oxyrinchus, Carcharhinus obscurus, Galeocerdo cuvier, Sphyrna lewini, Hexanchus griseus, Manta birostris, Gymnothorax vicinus, Hippocampus sp., Epinephelus itajara, Cookeolus japonicus, Apogon pseudomaculatus, Phaeoptyx pigmentaria, Remora albescens, Caranx bartholomaei, Carangoides ruber, Decapterus tabl, Seriola dumerili, Thalassoma sanctaehelenae, Cryptotomus sp., Ruvettus pretiosus, Acanthocybium solandri, Auxis rochei, Auxis thazard, Euthynnus alletteratus, Katsuwonus pelamis, Thunnus alalunga, Thunnus obesus, Xiphias gladius, Istiophorus platypterus, Kajikia albida, Makaira nigricans, Tetrapturus pfluegeri, Hyperoglyphe perciformis, Schedophilus sp., Cantherhines macrocerus, Sphoeroides pachygaster and Diodon eydouxii are recorded for the first time from Ascension Island. We have recognized two previous records as identification errors and indicate 11 other records as doubtful. Including the 40 new records, we now list 173 fish species from Ascension Island, of which 133 might be considered 'coastal fish species'. Eleven of these (8.3%) appear to be endemic to the island and a further 16 species (12%) appear to be shared endemics with St Helena Island.Darwin Initiative [EIDCF012]info:eu-repo/semantics/publishedVersio

Innovative solar thermochemical water splitting.

Sandia National Laboratories (SNL) is evaluating the potential of an innovative approach for splitting water into hydrogen and oxygen using two-step thermochemical cycles. Thermochemical cycles are heat engines that utilize high-temperature heat to produce chemical work. Like their mechanical work-producing counterparts, their efficiency depends on operating temperature and on the irreversibility of their internal processes. With this in mind, we have invented innovative design concepts for two-step solar-driven thermochemical heat engines based on iron oxide and iron oxide mixed with other metal oxides (ferrites). The design concepts utilize two sets of moving beds of ferrite reactant material in close proximity and moving in opposite directions to overcome a major impediment to achieving high efficiency--thermal recuperation between solids in efficient counter-current arrangements. They also provide inherent separation of the product hydrogen and oxygen and are an excellent match with high-concentration solar flux. However, they also impose unique requirements on the ferrite reactants and materials of construction as well as an understanding of the chemical and cycle thermodynamics. In this report the Counter-Rotating-Ring Receiver/Reactor/Recuperator (CR5) solar thermochemical heat engine and its basic operating principals are described. Preliminary thermal efficiency estimates are presented and discussed. Our ferrite reactant material development activities, thermodynamic studies, test results, and prototype hardware development are also presented

Fundamental Science Investigations to Develop a 6-MV Laser Triggered Gas Switch for ZR: First Annual Report.

In October 2005, an intensive three-year Laser Triggered Gas Switch (LTGS) development program was initiated to investigate and solve observed performance and reliability issues with the LTGS for ZR. The approach taken has been one of mission-focused research: to revisit and reassess the design, to establish a fundamental understanding of LTGS operation and failure modes, and to test evolving operational hypotheses. This effort is aimed toward deploying an initial switch for ZR in 2007, on supporting rolling upgrades to ZR as the technology can be developed, and to prepare with scientific understanding for the even higher voltage switches anticipated needed for future high-yield accelerators. The ZR LTGS was identified as a potential area of concern quite early, but since initial assessments performed on a simplified Switch Test Bed (STB) at 5 MV showed 300-shot lifetimes on multiple switch builds, this component was judged acceptable. When the Z{sub 20} engineering module was brought online in October 2003 frequent flashovers of the plastic switch envelope were observed at the increased stresses required to compensate for the programmatically increased ZR load inductance. As of October 2006, there have been 1423 Z{sub 20} shots assessing a variety of LTGS designs. Numerous incremental and fundamental switch design modifications have been investigated. As we continue to investigate the LTGS, the basic science of plastic surface tracking, laser triggering, cascade breakdown, and optics degradation remain high-priority mission-focused research topics. Significant progress has been made and, while the switch does not yet achieve design requirements, we are on the path to develop successively better switches for rolling upgrade improvements to ZR. This report summarizes the work performed in FY 2006 by the large team. A high-level summary is followed by detailed individual topical reports

Exploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise.

BACKGROUND: Medical schools differ, particularly in their teaching, but it is unclear whether such differences matter, although influential claims are often made. The Medical School Differences (MedDifs) study brings together a wide range of measures of UK medical schools, including postgraduate performance, fitness to practise issues, specialty choice, preparedness, satisfaction, teaching styles, entry criteria and institutional factors. METHOD: Aggregated data were collected for 50 measures across 29 UK medical schools. Data include institutional history (e.g. rate of production of hospital and GP specialists in the past), curricular influences (e.g. PBL schools, spend per student, staff-student ratio), selection measures (e.g. entry grades), teaching and assessment (e.g. traditional vs PBL, specialty teaching, self-regulated learning), student satisfaction, Foundation selection scores, Foundation satisfaction, postgraduate examination performance and fitness to practise (postgraduate progression, GMC sanctions). Six specialties (General Practice, Psychiatry, Anaesthetics, Obstetrics and Gynaecology, Internal Medicine, Surgery) were examined in more detail. RESULTS: Medical school differences are stable across time (median alpha = 0.835). The 50 measures were highly correlated, 395 (32.2%) of 1225 correlations being significant with p < 0.05, and 201 (16.4%) reached a Tukey-adjusted criterion of p < 0.0025. Problem-based learning (PBL) schools differ on many measures, including lower performance on postgraduate assessments. While these are in part explained by lower entry grades, a surprising finding is that schools such as PBL schools which reported greater student satisfaction with feedback also showed lower performance at postgraduate examinations. More medical school teaching of psychiatry, surgery and anaesthetics did not result in more specialist trainees. Schools that taught more general practice did have more graduates entering GP training, but those graduates performed less well in MRCGP examinations, the negative correlation resulting from numbers of GP trainees and exam outcomes being affected both by non-traditional teaching and by greater historical production of GPs. Postgraduate exam outcomes were also higher in schools with more self-regulated learning, but lower in larger medical schools. A path model for 29 measures found a complex causal nexus, most measures causing or being caused by other measures. Postgraduate exam performance was influenced by earlier attainment, at entry to Foundation and entry to medical school (the so-called academic backbone), and by self-regulated learning. Foundation measures of satisfaction, including preparedness, had no subsequent influence on outcomes. Fitness to practise issues were more frequent in schools producing more male graduates and more GPs. CONCLUSIONS: Medical schools differ in large numbers of ways that are causally interconnected. Differences between schools in postgraduate examination performance, training problems and GMC sanctions have important implications for the quality of patient care and patient safety

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning.

BACKGROUND: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). METHOD: The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. RESULTS: A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. DISCUSSION: UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training

XXVIII.—On a new genus and species of Collembola from Kerguelen Island

Volume: 18Start Page: 324End Page: 32