2,472 research outputs found

    Changing trends and the impact of alcohol on the HIV/AIDS epidemic in South Africa: Review

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    The association between increased HIV infection and alcohol use has been extensively studied and is established. South Africa is among one of the sub-Saharan African countries with the highest prevalence and number of people living with HIV/AIDS in the world. Although recent evidence suggests that the epidemic has stabilised, infection rates remain unacceptably high. Alcohol use is on the increase, particularly in the groups most susceptible to HIV infection, namely women and young adults, and informs poor choices with respect to safer sexual practices. This paper reviews the association between alcohol and HIV. More specifically, however, it aims to explore the potential socio-politico-biological and cultural explanations as to the factors that intersect to drive these two epidemic diseases: alcoholism and HIV/AIDS in South Africa. Understanding some of the underlying factors will provide a framework to implement public health measures to curb HIV.Keywords: HIV, AIDS, South Africa, alcohol, politics of South Africa.L’association entre l’augmentation du VIH et la consommation d’alcool fait l’objet d’une étude. L’Afrique du Sud reste l’un des pays Sub-Saharien les plus touché par un taux de prévalence élevé et par le nombre de personnes vivant avec le VIH/SIDA dans le monde. Bien que les dernières objectives fussent de stabiliser l’épidémie, néanmoins le taux d’infection reste inacceptable. L’utilisation de l’alcool, particulièrement chez les femmes et les jeunes, est susceptible d’augmenter l’infection du VIH, et le peu d’information qu’ils ont sur le respect des pratiques sexuels sûr. L’article examine le lien entre l’association de l’alcool et le VIH, plus spécifiquement, cependant elle vise à explorer des explications potentielles socio-politico-culturelles et biologiques sur les facteurs de ces maladies épidémiques alcoolisme et le VIH/SIDA en Afrique du Sud. Il faut comprendre que les facteurs sous-jacents fourniront un cadre pour mettre en oeuvre des mesures de santé publique pour lutter contre le VIH

    Acetaldehyde adducts in alcoholic liver disease

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    Chronic alcohol abuse causes liver disease that progresses from simple steatosis through stages of steatohepatitis, fibrosis, cirrhosis, and eventually hepatic failure. In addition, chronic alcoholic liver disease (ALD), with or without cirrhosis, increases risk for hepatocellular carcinoma (HCC). Acetaldehyde, a major toxic metabolite, is one of the principal culprits mediating fibrogenic and mutagenic effects of alcohol in the liver. Mechanistically, acetaldehyde promotes adduct formation, leading to functional impairments of key proteins, including enzymes, as well as DNA damage, which promotes mutagenesis. Why certain individuals who heavily abuse alcohol, develop HCC (7.2–15%) versus cirrhosis (15–20%) is not known, but genetics and co-existing viral infection are considered pathogenic factors. Moreover, adverse effects of acetaldehyde on the cardiovascular and hematologic systems leading to ischemia, heart failure, and coagulation disorders, can exacerbate hepatic injury and increase risk for liver failure. Herein, we review the role of acetaldehyde adducts in the pathogenesis of chronic ALD and HCC

    si-RNA inhibition of brain insulin or insulin-like growth factor receptors causes developmental cerebellar abnormalities: relevance to fetal alcohol spectrum disorder

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    <p>Abstract</p> <p>Background</p> <p>In experimental models of fetal alcohol spectrum disorder (FASD), cerebellar hypoplasia and hypofoliation are associated with insulin and insulin-like growth factor (IGF) resistance with impaired signaling through pathways that mediate growth, survival, plasticity, metabolism, and neurotransmitter function. To more directly assess the roles of impaired insulin and IGF signaling during brain development, we administered intracerebroventricular (ICV) injections of si-RNA targeting the insulin receptor, (InR), IGF-1 receptor (IGF-1R), or IGF-2R into postnatal day 2 (P2) Long Evans rat pups and examined the sustained effects on cerebellar function, structure, and neurotransmitter-related gene expression (P20).</p> <p>Results</p> <p>Rotarod tests on P20 demonstrated significant impairments in motor function, and histological studies revealed pronounced cerebellar hypotrophy, hypoplasia, and hypofoliation in si-InR, si-IGF-1R, and si-IGF-2R treated rats. Quantitative RT-PCR analysis showed that si-InR, and to a lesser extent si-IGF-2R, broadly inhibited expression of insulin and IGF-2 polypeptides, and insulin, IGF-1, and IGF-2 receptors in the brain. ELISA studies showed that si-InR increased cerebellar levels of tau, phospho-tau and β-actin, and inhibited GAPDH. In addition, si-InR, si-IGF-1R, and si-IGF-2R inhibited expression of choline acetyltransferase, which mediates motor function. Although the ICV si-RNA treatments generally spared the neurotrophin and neurotrophin receptor expression, si-InR and si-IGF-1R inhibited NT3, while si-IGF-1R suppressed BDNF.</p> <p>Conclusions</p> <p>early postnatal inhibition of brain InR expression, and to lesser extents, IGF-R, causes structural and functional abnormalities that resemble effects of FASD. The findings suggest that major abnormalities in brains with FASD are mediated by impairments in insulin/IGF signaling. Potential therapeutic strategies to reduce the long-term impact of prenatal alcohol exposure may include treatment with agents that restore brain insulin and IGF responsiveness.</p

    Nitrosamine exposure exacerbates high fat diet-mediated type 2 diabetes mellitus, non-alcoholic steatohepatitis, and neurodegeneration with cognitive impairment

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    BACKGROUND: The current epidemics of type 2 diabetes mellitus (T2DM), non-alcoholic steatohepatitis (NASH), and Alzheimer's disease (AD) all represent insulin-resistance diseases. Previous studies linked insulin resistance diseases to high fat diets or exposure to streptozotocin, a nitrosamine-related compound that causes T2DM, NASH, and AD-type neurodegeneration. We hypothesize that low-level exposure to nitrosamines that are widely present in processed foods, amplifies the deleterious effects of high fat intake in promoting T2DM, NASH, and neurodegeneration. METHODS: Long Evans rat pups were treated with N-nitrosodiethylamine (NDEA) by i.p. Injection, and upon weaning, they were fed with high fat (60%; HFD) or low fat (5%; LFD) chow for 6 weeks. Rats were evaluated for cognitive impairment, insulin resistance, and neurodegeneration using behavioral, biochemical, molecular, and histological methods. RESULTS: NDEA and HFD +/- NDEA caused T2DM, NASH, deficits in spatial learning, and neurodegeneration with hepatic and brain insulin and/or IGF resistance, and reductions in tau and choline acetyltransferase levels in the temporal lobe. In addition, pro-ceramide genes, which promote insulin resistance, were increased in livers and brains of rats exposed to NDEA, HFD, or both. In nearly all assays, the adverse effects of HFD+NDEA were worse than either treatment alone. CONCLUSIONS: Environmental and food contaminant exposures to low, sub-mutagenic levels of nitrosamines, together with chronic HFD feeding, function synergistically to promote major insulin resistance diseases including T2DM, NASH, and AD-type neurodegeneration. Steps to minimize human exposure to nitrosamines and consumption of high-fat content foods are needed to quell these costly and devastating epidemics

    Role of aspartyl-(asparaginyl)-β-hydroxylase mediated notch signaling in cerebellar development and function

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    <p>Abstract</p> <p>Background</p> <p>Aspartyl-(Asparaginyl)-β-Hydroxylase (AAH) is a hydroxylating enzyme that promotes cell motility by enhancing Notch-Jagged-HES-1 signaling. Ethanol impaired cerebellar neuron migration during development is associated with reduced expression of AAH.</p> <p>Methods</p> <p>To further characterize the role of AAH in relation to cerebellar development, structure, and function, we utilized an in vivo model of early postnatal (P2) intracerebro-ventricular gene delivery to silence AAH with small interfering RNA (siAAH), or over-express it with recombinant plasmid DNA (pAAH). On P20, we assessed cerebellar motor function by rotarod testing. Cerebella harvested on P21 were used to measure AAH, genes/proteins that mediate AAH's downstream signaling, i.e. Notch-1, Jagged-1, and HES-1, and immunoreactivity corresponding to neuronal and glial elements.</p> <p>Results</p> <p>The findings demonstrated that: 1) siAAH transfection impaired motor performance and blunted cerebellar foliation, and decreased expression of neuronal and glial specific genes; 2) pAAH transfection enhanced motor performance and increased expression of neuronal and glial cytoskeletal proteins; and 3) alterations in AAH expression produced similar shifts in Notch-1, Jagged-1, and HES-1 protein or gene expression.</p> <p>Conclusions</p> <p>The results support our hypothesis that AAH is an important mediator of cerebellar development and function, and link AAH expression to Notch signaling pathways in the developing brain.</p

    Aspartyl-(asparaginyl) β-Hydroxylase, Hypoxia-Inducible Factor-1α and Notch Cross-Talk in Regulating Neuronal Motility

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    Aspartyl-(Asparaginyl)-β-Hydroxylase (AAH ) promotes cell motility by hydroxylating Notch. Insulin and insulin-like growth factor, type 1 (IGF-I) stimulate AAH through Erk MAP K and phosphoinositol-3-kinase-Akt (PI3K-Akt). However, hypoxia/oxidative stress may also regulate AAH . Hypoxia-inducible factor-1alpha (HIF-1α) regulates cell migration, signals through Notch, and is regulated by hypoxia/oxidative stress, insulin/IGF signaling and factor inhibiting HIF-1α (FIH) hydroxylation. To examine cross-talk between HIF-1α and AAH , we measured AAH , Notch-1, Jagged-1, FIH, HIF-1α, HIF-1β and the hairy and enhancer of split 1 (HE S-1) transcription factor expression and directional motility in primitive neuroectodermal tumor 2 (PNET2) human neuronal cells that were exposed to H2O2 or transfected with short interfering RNA duplexes (siRNA) targeting AAH , Notch-1 or HIF-1α. We found that: (1) AAH , HIF-1α and neuronal migration were stimulated by H2O2; (2) si-HIF-1α reduced AAH expression and cell motility; (3) si-AAH inhibited Notch and cell migration, but not HIF-1α and (4) si-Notch-1 increased FIH and inhibited HIF-1α. These findings suggest that AAH and HIF-1α crosstalk within a hydroxylation-regulated signaling pathway that may be transiently driven by oxidative stress and chronically regulated by insulin/IGF signaling

    Aprovechamiento del cardo (Cynara cardunculus L.) para la producción de biomasa lignocelulósica, aceite y forraje verde

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    Aprovechamiento del cardo (Cynara cardunculus L.) es una especie perteneciente a la familia de las Compuestas (Asteraceae) lo mismo que el cártamo o el girasol. es una especie vivaz gracias a sus yemas de recambio que posee en el cuello de la raíz estando muy bien adaptada a las condiciones del clima mediterráneo de veranos secos y calurosos

    Productividad media en tres años de cultivo de diferentes cultivares de pataca en San Esteban de Gormaz (Soria)

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    La pataca, Helianthus tuberosus L. es una especie de la familia de las Compuestas, de origen americano. Fue introducida en Europa en el siglo XVII y su cultivo fue de tipo local destinado a producir tubérculos como alimento humano y para el ganado. Posteriomente fue desplazado por la patata como alimento humano. En la actualidad se considera como un posible cultivo alternativo para la obtención de furctosa, de mayor poder edulcorante que la sacarosa, y para la obtención de etanol

    A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

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    This study explored the extent to which an 18â day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students’ historical argument writing. The intervention had positive and significant results for each writing outcome. After controlling for variables associated with students’ incoming abilities, the researchers found moderate to large effects for all participants. Relative to basic readers in the control condition, those participating in the intervention scored higher in historical writing and writing quality and wrote longer essays; these results translate into effect sizes of .45 on basic readers’ historical writing, .32 on their overall writing quality, and .60 on the length of their papers. Teachers implemented the reading and writing curriculum intervention with high levels of implementation fidelity, leading the researchers to explore additional factors that contributed to students’ success after accounting for teacher effectiveness. The results indicate further benefits dependent on the degree to which students completed the curriculum.Chineseæ ¬ç  ç©¶æ ¨å ¨æ ¢è®¨ä¸ ä¸ªå å ²ä¸ å ä½ è¯¾ç¨ å¹²é¢ æ å­¦ç æ è ½,è¯¥å¹²é¢ æ 学为æ 18天å å¸ å ¨ä¸ æ ´å­¦å¹´ç è¯¾ç¨ ä¸­è¿ è¡ ,å ¶ç ®ç æ ¯å¸®å ©æ å ä¸ å å å­¦ä¸ æ ç»©ä¸ å ç é å° å¹´å­¦ä¹ å¾ å °å å ²ç§ ä¸­é è¦ ç å­¦ç§ è¯»å æ è ½,æ è ½ç ç¡®å® æ ¯å ºäº å ¨å¤ å¤§ç¨ åº¦ä¸ è¿ å¹²é¢ æ å­¦è ½è¾¾è ³å ¶ç ®ç ã æ å¸ ä½¿ç ¨è®¤ç ¥å­¦å¾ æ¨¡å¼ ç æ å­¦æ ¹æ³ ,ä»¥æ ´å å å ²é 读å å ä½ ç­ ç ¥ä»¥å å å ²å å®¹ç ¥è¯ ç 学习,ç ®ç æ ¯æ é« å­¦ç ç å å ²ç§ è®®è®ºæ å ä½ æ è ½ã å¹²é¢ æ å­¦ä¸ºæ¯ é¡¹å ä½ å­¦ä¹ æ æ å¸¦æ ¥äº æ­£é ¢å æ ¾è ç ç» æ ã å ¨æ §å ¶äº ä¸ å­¦ç å ¨å¹²é¢ å å·²æ è ½å ç ¸å ³ç å é å ,ç  ç©¶äººå å ç °æ æ å ä¸ è é ½å¾ å °ä¸­è ³é« æ åº å ¼ã ç ¸å¯¹äº å ¨æ §å ¶ç» ä¸­ç å ºæ ¬é 读è ,å ¨å¹²é¢ ç» ä¸­ç å­¦ç ,å å ¨å å ²å ä½ å å ä½ è´¨é ä¸ ç å¾ å è¾ é« è æ ç« å å å¾ è¾ é ¿;è¿ äº ç» æ ç æ åº å ¼å å «æ ¯:å ºæ ¬é 读è ç å å ²å ä½ æ ¯.45,æ »ä½ å ä½ è´¨é æ ¯.32,æ ç« é ¿åº¦æ ¯.60ã æ å¸ å® æ ½ç é 读å å ä½ è¯¾ç¨ å¹²é¢ ,å ·æ é« åº¦ç å® æ ½ä¿ ç 度,æ ä»¥ç  ç©¶äººå å ¨æ §å ¶äº æ å¸ æ è ½å è¦ æ ¢è®¨å ¶ä» å¯¼è ´å­¦ç æ å ç å  ç´ ã æ ¬ç  ç©¶ç» æ æ ¾ç¤º,å­¦ç è¿ ä¸ æ­¥ç å¾ ç ,æ ¯å å ³äº ä» ä»¬å·²å® æ è¿ è¯¾ç¨ ç ç¨ åº¦ã SpanishEste estudio exploró hasta qué punto una intervención de 18 días en el currículo de historia y escritura, enseñado en el curso de un año, ayudó a adolescentes de diversas culturas y capacidades académicas lograr un aprendizaje importante en la disciplina de la historia. Los maestros usaron una forma de instrucción cognitiva de aprendizaje para integrar las lecturas históricas y las estrategias de escritura y el aprendizaje del contenido con la meta de mejorar la escritura de argumentos históricos de los estudiantes. La intervención tuvo resultados positivos e importantes para cada uno de los resultados de escritura. Habiendo controlado los variables asociados con las habilidades de los estudiantes al comenzar el estudio, los investigadores encontraron efectos desde moderados a importantes en todos los participantes. En relación a los lectores básicos del grupo de control, los que participaron en la intervención sacaron mejores notas en la escritura histórica y la calidad de la escritura, y escribieron ensayos más largos; estos resultados se traducen en una magnitud de efectos de .45 en la escritura histórica de lectores básicos, .32 en la calidad total de su escritura, y .60 en la extensión de sus ensayos. Los maestros implementaron la intervención curricular de lectura y escritura con altos niveles de fidelidad, llevando a los investigadores a explorar factores adicionales que contribuyeron al éxito de los estudiantes después de tomar en consideración la eficacia del maestro. Los resultados indican más posibles beneficios dependiendo del grado al cual los estudiantes completaron el currículo.Arabicتبحث ٠ذ٠ا٠دراسة إ٠٠أ٠٠د٠ساعد تدخ٠ا Ù Ù 18 ٠٠٠ا ٠٠دراسة ا٠تار٠خ ٠٠٠٠ج ا٠٠تابة Ø Ù Ø¯Ù Ø±Ù Ù Ø³Ù ØªÙ Ø¹Ù Ù Ù Ø¯Ø§Ø± س٠ة Ù Ø§Ø­Ø¯Ø©Ø Ø«Ù Ø§Ù Ù Ø§ ٠أ٠اد٠٠٠ا ا٠٠را٠٠٠٠٠٠خ٠٠٠ات ٠خت٠٠ة تح٠٠٠تع٠٠ا٠ضباط٠٠ا٠٠٠٠جا٠ا٠٠تابة ا٠تار٠خة. استخدا٠ا٠٠ع٠٠٠٠٠س٠٠ة ا٠٠عر٠ة ا٠٠٠٠٠ة ٠٠أج٠إد٠اج استرات٠ج٠ات ا٠٠راءة ٠ا٠٠تابة ا٠تار٠خ٠ة ٠٠حت٠٠ا٠ع٠٠٠٠ط٠اب ب٠د٠تحس٠٠ا٠٠تابة ا٠بر٠ا٠٠ة ٠٠ادة ا٠تار٠خ. ٠٠ا٠٠٠تدخ٠٠تائج إ٠جاب٠ة ٠٠ا٠ة ٠٠٠٠٠ا٠س ا٠٠تابة. بعد ا٠أخذ بع٠٠ا٠إعتبار ا٠٠تغ٠رات ا٠٠رتبطة ب٠درات ا٠ط٠اب Ø§Ù Ù Ø¨Ø¯Ø¦Ù Ø©Ø Ù Ø¬Ø¯ ا٠باحث٠٠تأث٠رات ٠عتد٠ة إ٠٠٠ب٠رة ٠د٠ج٠٠ع ا٠٠شار٠٠٠. با٠٠سبة ٠٠٠راء ٠٠ا٠٠ج٠٠عة Ø§Ù Ø¶Ø§Ø¨Ø·Ø©Ø Ø§Ù Ù Ø´Ø§Ø±Ù Ù Ù Ù Ù Ø§Ù ØªØ¯Ø®Ù Ø³Ø¬Ù Ù Ø§ ع٠ا٠ات أع٠٠٠٠ا٠٠تابة ا٠تار٠خ٠ة ٠ج٠دة ا٠٠تابة ٠٠تب٠ا ٠٠ا٠ات أط٠٠. ت٠ت٠ر٠ج٠٠٠ذ٠ا٠٠تائج إ٠٠تأث٠ر 0.45 ٠٠٠راء ا٠٠تابة Ø§Ù ØªØ§Ø±Ù Ø®Ù Ø©Ø 0.32 ع٠٠ج٠دة ا٠٠تابة Ø§Ù Ø¹Ø§Ù Ø©Ø Ù 0.60 ع٠٠ط٠٠أ٠را٠٠٠. طب٠ا٠٠ع٠٠٠٠٠٠ا٠ج ا٠تدخ٠٠٠٠راءة ٠٠٠٠تابة ا٠دراس٠ة ٠ع ٠ست٠٠ات عا٠٠ة ٠٠د٠ة Ø§Ù ØªÙ Ù Ù Ø°Ø Ù Ù Ø§ أبد٠با٠باحث٠٠٠است٠شا٠ا٠ع٠ا٠٠ا٠إضا٠٠ة ا٠ت٠سا٠٠ت ٠٠٠جاح ا٠ط٠اب بعد ا٠أخذ بع٠٠ا٠إعتبار ٠٠عا٠٠ة ا٠٠ع٠٠. ٠تش٠ر ا٠٠تائج إ٠٠٠ز٠د ٠٠ا٠٠٠ائد ٠ا٠ت٠تعت٠د ع٠٠ا٠٠أ٠٠د٠أت٠ا٠ط٠اب ا٠٠٠٠ج ا٠دراس٠.RussianÐ Ñ Ñ Ð»ÐµÐ´Ð¾Ð²Ð°Ñ ÐµÐ»Ð¸ Ð²Ñ Ñ Ñ Ð½Ð¸Ð»Ð¸, каким Ð¾Ð±Ñ Ð°Ð·Ð¾Ð¼ в Ñ ÐµÐ·Ñ Ð»Ñ Ñ Ð°Ñ Ðµ 18â дневного â но Ñ Ð°Ñ Ñ Ñ Ð½Ñ Ñ Ð¾Ð³Ð¾ на Ñ ÐµÐ»Ñ Ð¹ Ð°ÐºÐ°Ð´ÐµÐ¼Ð¸Ñ ÐµÑ ÐºÐ¸Ð¹ год â Ð²Ð¼ÐµÑ Ð°Ñ ÐµÐ»Ñ Ñ Ñ Ð²Ð° в Ñ Ñ ÐµÐ±Ð½Ñ Ð¹ план по Ð¸Ñ Ñ Ð¾Ñ Ð¸Ð¸ и Ð¿Ð¸Ñ Ñ Ð¼Ñ Ð¿Ð¾Ð´Ñ Ð¾Ñ Ñ ÐºÐ¸ Ñ Ð°Ð·Ð½Ð¾Ð³Ð¾ Ñ Ñ Ð½Ð¸Ñ ÐµÑ ÐºÐ¾Ð³Ð¾ Ð¿Ñ Ð¾Ð¸Ñ Ñ Ð¾Ð¶Ð´ÐµÐ½Ð¸Ñ Ð¸ Ñ Ñ Ð¾Ð²Ð½Ñ Ñ Ñ Ð¿ÐµÐ²Ð°ÐµÐ¼Ð¾Ñ Ñ Ð¸ Ð´Ð¾Ð±Ð¸Ð»Ð¸Ñ Ñ Ñ Ñ Ð¿ÐµÑ Ð¾Ð² в Ð¾Ð±Ð»Ð°Ñ Ñ Ð¸ Ð¸Ñ Ñ Ð¾Ñ Ð¸Ñ ÐµÑ ÐºÐ¾Ð¹ Ð³Ñ Ð°Ð¼Ð¾Ñ Ð½Ð¾Ñ Ñ Ð¸. Ð£Ñ Ð¸Ñ ÐµÐ»Ñ Ð¸Ñ Ð¿Ð¾Ð»Ñ Ð·Ð¾Ð²Ð°Ð»Ð¸ Ð¼ÐµÑ Ð¾Ð´ â Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°Ñ ÐµÐ»Ñ Ð½Ð¾Ð³Ð¾ Ñ Ñ ÐµÐ½Ð¸Ñ ÐµÑ Ñ Ð²Ð°â Ð´Ð»Ñ Ð¸Ð½Ñ ÐµÐ³Ñ Ð°Ñ Ð¸Ð¸ Ñ Ñ ÐµÐ½Ð¸Ñ Ð¸Ñ Ñ Ð¾Ñ Ð¸Ñ ÐµÑ ÐºÐ¸Ñ Ñ ÐµÐºÑ Ñ Ð¾Ð², Ñ Ñ Ñ Ð°Ñ ÐµÐ³Ð¸Ð¹ Ñ Ð¾Ð·Ð´Ð°Ð½Ð¸Ñ Ð¿Ð¸Ñ Ñ Ð¼ÐµÐ½Ð½Ð¾Ð³Ð¾ Ñ ÐµÐºÑ Ñ Ð° и Ñ Ñ Ð²Ð¾ÐµÐ½Ð¸Ñ Ñ Ð¾Ð´ÐµÑ Ð¶Ð°Ð½Ð¸Ñ . Ð Ñ Ñ ÐµÐ»Ñ Ñ Ð±Ñ Ð»Ð¾ Ð¿Ð¾Ð²Ñ Ñ Ð¸Ñ Ñ ÐºÐ°Ñ ÐµÑ Ñ Ð²Ð¾ Ð°Ñ Ð³Ñ Ð¼ÐµÐ½Ñ Ð¸Ñ Ð¾Ð²Ð°Ð½Ð½Ñ Ñ Ñ Ñ Ñ Ðµ на Ð¸Ñ Ñ Ð¾Ñ Ð¸Ñ ÐµÑ ÐºÐ¸Ðµ Ñ ÐµÐ¼Ñ . Ранное Ð²Ð¼ÐµÑ Ð°Ñ ÐµÐ»Ñ Ñ Ñ Ð²Ð¾ Ð¿Ñ Ð¸Ð²ÐµÐ»Ð¾ к Ñ Ñ Ñ ÐµÑ Ñ Ð²ÐµÐ½Ð½Ñ Ð¼ Ð¿Ð¾Ð»Ð¾Ð¶Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ð¼ Ñ ÐµÐ·Ñ Ð»Ñ Ñ Ð°Ñ Ð°Ð¼ Ð´Ð»Ñ Ð²Ñ ÐµÑ Ð¿Ð°Ñ Ð°Ð¼ÐµÑ Ñ Ð¾Ð² Ð¿Ð¸Ñ Ñ Ð¼Ð°. Ð£Ñ Ð¸Ñ Ñ Ð²Ð°Ñ Ð¿ÐµÑ ÐµÐ¼ÐµÐ½Ð½Ñ Ðµ, Ñ Ð²Ñ Ð·Ð°Ð½Ð½Ñ Ðµ Ñ Ð¾ Ñ Ð¿Ð¾Ñ Ð¾Ð±Ð½Ð¾Ñ Ñ Ñ Ð¼Ð¸ Ñ Ñ Ð°Ñ Ð¸Ñ Ñ Ñ Ð¸ Ð¸Ñ Ñ Ð¼ÐµÐ½Ð¸Ñ Ð¼Ð¸ на Ð²Ñ Ð¾Ð´Ðµ в Ñ ÐºÑ Ð¿ÐµÑ Ð¸Ð¼ÐµÐ½Ñ , Ð¸Ñ Ñ Ð»ÐµÐ´Ð¾Ð²Ð°Ñ ÐµÐ»Ð¸ Ð¾Ñ Ð¼ÐµÑ Ð¸Ð»Ð¸ Ñ Ð¼ÐµÑ ÐµÐ½Ð½Ñ Ð¹ или Ð·Ð½Ð°Ñ Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ð¹ Ð¿Ð¾Ð»Ð¾Ð¶Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ð¹ Ñ Ñ Ñ ÐµÐºÑ Ñ Ð²Ñ ÐµÑ Ð±ÐµÐ· Ð¸Ñ ÐºÐ»Ñ Ñ ÐµÐ½Ð¸Ñ . Ð£Ñ Ð°Ñ Ñ Ð½Ð¸ÐºÐ¸ Ñ ÐºÑ Ð¿ÐµÑ Ð¸Ð¼ÐµÐ½Ñ Ð° Ð¿Ñ ÐµÐ²Ð·Ð¾Ñ Ð»Ð¸ ÐºÐ¾Ð½Ñ Ñ Ð¾Ð»Ñ Ð½Ñ Ñ Ð³Ñ Ñ Ð¿Ð¿Ñ Ð² понимании Ð¸Ñ Ñ Ð¾Ñ Ð¸Ð¸ и длине и Ñ Ñ Ð¾Ð²Ð½Ðµ Ð½Ð°Ð¿Ð¸Ñ Ð°Ð½Ð½Ñ Ñ Ð¸Ð¼Ð¸ Ñ Ñ Ñ Ðµ: знание Ð¸Ñ Ñ Ð¾Ñ Ð¸Ð¸ Ð¾ÐºÐ°Ð·Ð°Ð»Ð¾Ñ Ñ Ð½Ð° 45%, ÐºÐ°Ñ ÐµÑ Ñ Ð²Ð¾ Ð¿Ð¸Ñ Ñ Ð¼Ð° на 33,2% и длина Ñ Ñ Ñ Ðµ на 60% Ð²Ñ Ñ Ðµ, Ñ ÐµÐ¼ Ñ Ð¸Ñ Ñ Ð²ÐµÑ Ñ Ñ Ð½Ð¸ÐºÐ¾Ð² из ÐºÐ¾Ð½Ñ Ñ Ð¾Ð»Ñ Ð½Ð¾Ð¹ Ð³Ñ Ñ Ð¿Ð¿Ñ . Ð£Ñ Ð¸Ñ ÐµÐ»Ñ Ð¾Ñ Ñ Ñ ÐµÑ Ñ Ð²Ð¸Ð»Ð¸ Ð¿Ñ ÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð½Ð¾Ðµ Ð²Ð¼ÐµÑ Ð°Ñ ÐµÐ»Ñ Ñ Ñ Ð²Ð¾ в Ñ Ñ ÐµÐ±Ð½Ñ Ð¹ план ÐºÑ Ð°Ð¹Ð½Ðµ Ñ Ñ Ð°Ñ ÐµÐ»Ñ Ð½Ð¾, Ð·Ð°Ñ Ñ Ð°Ð²Ð¸Ð² Ð¸Ñ Ñ Ð»ÐµÐ´Ð¾Ð²Ð°Ñ ÐµÐ»ÐµÐ¹ Ð¿Ñ Ð¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸Ñ Ð¾Ð²Ð°Ñ Ñ â помимо Ñ Ñ Ñ ÐµÐºÑ Ð¸Ð²Ð½Ð¾Ñ Ñ Ð¸ Ñ Ð°Ð±Ð¾Ñ Ñ Ñ Ñ Ð¸Ñ ÐµÐ»Ñ â Ð´Ð¾Ð¿Ð¾Ð»Ð½Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ðµ Ñ Ð°ÐºÑ Ð¾Ñ Ñ , ÐºÐ¾Ñ Ð¾Ñ Ñ Ðµ Ñ Ð¿Ð¾Ñ Ð¾Ð±Ñ Ñ Ð²Ð¾Ð²Ð°Ð»Ð¸ Ñ Ñ Ð¿ÐµÑ Ñ Ñ Ñ ÐµÐ½Ð¸ÐºÐ¾Ð². Ð Ð¾Ð»Ñ Ñ ÐµÐ½Ñ Ð´Ð°Ð½Ð½Ñ Ðµ о Ð¼Ð½Ð¾Ð³Ð¸Ñ Ð¿Ð¾Ð·Ð¸Ñ Ð¸Ð²Ð½Ñ Ñ Ñ ÐµÐ·Ñ Ð»Ñ Ñ Ð°Ñ Ð°Ñ Ð² Ð¿Ñ Ð¾Ñ ÐµÑ Ñ Ðµ Ñ Ñ Ð²Ð¾ÐµÐ½Ð¸Ñ Ð²Ñ ÐµÑ Ñ Ð°Ð·Ð´ÐµÐ»Ð¾Ð² Ñ Ñ ÐµÐ±Ð½Ð¾Ð³Ð¾ плана.FrenchCette recherche étudie dans quelle mesure une intervention de 18 jours du programme d’histoire et dâ écriture, entreprise pendant une durée d’un an, aide sur le plan culturel et académique des adolescents diversifiés à permet un important apprentissage de littératie en histoire. Les enseignants ont mis en Å uvre une forme cognitive d’enseignement d’intégration de la lecture de l’histoire et de stratégies dâ écriture avec l’apprentissage du contenu afin de développer lâ écriture argumentative en histoire des élèves. Cette intervention a conduit à des résultats positifs et significatifs dans tous les types dâ écriture de l’histoire. Après contrôle des variables associées aux compétences de départ des élèves, les chercheurs ont trouvé des effets moyens ou grands chez tous les participants. Par rapport aux lecteurs de base du groupe contrôle, ceux qui ont participé à l’intervention ont obtenu de meilleurs résultats en écriture historique et qualité de lâ écriture et ils ont écrit des textes plus longs ; ces résultats traduisent des effets de la taille de .45 par rapport aux lecteurs de base en écriture historique, de .32 dans la qualité de dâ écriture en général, et de .60 dans la longueur de leurs écrits. Les enseignants ont mis en place l’intervention du programme de lectureâ écriture avec de hauts niveaux de fidélité dans la mise en place ; ce qui a conduit les chercheurs à explorer d’autres facteurs qui ont contribué à la réussite des élèves après prise en compte de l’efficacité du maître. Les résultats indiquent des progrès ultérieurs variables selon le degré auquel les élèves ont suivi le programme.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/1/rrq147-sup-0002-AppendixB.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/2/rrq147_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/3/rrq147-sup-0001-AppendixA.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/4/rrq147.pd
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