A forgotten literary masterpiece, The Man on a Donkey is less about the great figures who shape historical change and more about what it's like to live through it. This is a sweeping, immersive historical novel that invites the reader to inhabit Tudor history as it unfolds: Henry VIII's divorce from Catherine of Aragon; Robert Aske's rebels fighting the Dissolution of the Monasteries; the machinations of Cardinal Wolsey and Anne Boleyn. It is, quite simply, one of the finest historical novels ever written. Praise for The Man on a Donkey: 'A classic of historical fiction... Blends real and invented characters and captures all the poignant strangeness of the era' Hilary Mantel 'One of the finest historical novels ever written' TLS 'A masterpiece' Eamon Duffy
This study on the human midbrain examines how specific neuroanatomical structures are involved in the aging process and in certain degenerative diseases of the nervous system.
History The present book is a translation and in part an adaptation of a study the authors conducted for the Dutch Ministry of Education. Several years ago, the Dutch authorities decided to found an Open University, a system of distance learning especially suited to students only able or willing to devote part of their time to their studies, and, moreover, not generally capable of studying at fixed times or places. A preparatory committee was created, which published a preliminary report in 1 1978. This report was largely concerned with the kinds of courses the Open University should offer and the kinds of students it planned to enroll. The report also discussed possible teaching methods or media of the Open University. The predominant conclusion was that written instruction should constitute the basic teaching medium, and that other media (e. g. , computerized instruction or televi sion) were only to be added if the written medium failed to realize the desired teaching objectives. This preference was mainly based on considerations of cost, since the committee expected written instruction to be the cheapest alternative possible. Whether this is in fact true will be discussed later in this book. We were then asked to reconsider the different possibilities of teaching methods and media in more detail, in terms of their differential teaching effects, costs of application, and the committee's preference for the print medium. Work was started on this assignment in 1978 and completed a year later.
History The present book is a translation and in part an adaptation of a study the authors conducted for the Dutch Ministry of Education. Several years ago, the Dutch authorities decided to found an Open University, a system of distance learning especially suited to students only able or willing to devote part of their time to their studies, and, moreover, not generally capable of studying at fixed times or places. A preparatory committee was created, which published a preliminary report in 1 1978. This report was largely concerned with the kinds of courses the Open University should offer and the kinds of students it planned to enroll. The report also discussed possible teaching methods or media of the Open University. The predominant conclusion was that written instruction should constitute the basic teaching medium, and that other media (e. g. , computerized instruction or televi sion) were only to be added if the written medium failed to realize the desired teaching objectives. This preference was mainly based on considerations of cost, since the committee expected written instruction to be the cheapest alternative possible. Whether this is in fact true will be discussed later in this book. We were then asked to reconsider the different possibilities of teaching methods and media in more detail, in terms of their differential teaching effects, costs of application, and the committee's preference for the print medium. Work was started on this assignment in 1978 and completed a year later.
This book critically discusses and systematically compares J.M. Keynes and F. H. Knight, two giants in the history of economic thought. In 1921 they both published apparently similar books on risk, probability, and uncertainty. However, while Knight's contribution on risk and uncertainty is now well recognized, Keynes's work on probability and uncertainty has been somewhat ignored in the shadow of his more famous The General Theory of Employment, Interest and Money (1936). Focusing on an earlier yet equally important volume by Keynes, A Treatise on Probability (1921), this book sheds a light on his outstanding ideas and the lasting influence on his later works, including The General Theory. There are few books that systematically discuss Keynes and Knight, although there are remarkable comparisons between Keynes's concept of probability and uncertainty and Knight's distinction between a measurable risk and a non-measurable uncertainty. This timely book unifies Keynes and Knight into a new, comprehensive approach to a very complex human behavior
This book critically discusses and systematically compares J.M. Keynes and F. H. Knight, two giants in the history of economic thought. In 1921 they both published apparently similar books on risk, probability, and uncertainty. However, while Knight's contribution on risk and uncertainty is now well recognized, Keynes's work on probability and uncertainty has been somewhat ignored in the shadow of his more famous The General Theory of Employment, Interest and Money (1936). Focusing on an earlier yet equally important volume by Keynes, A Treatise on Probability (1921), this book sheds a light on his outstanding ideas and the lasting influence on his later works, including The General Theory. There are few books that systematically discuss Keynes and Knight, although there are remarkable comparisons between Keynes's concept of probability and uncertainty and Knight's distinction between a measurable risk and a non-measurable uncertainty. This timely book unifies Keynes and Knight into a new, comprehensive approach to a very complex human behavior
Il s'agissait d'une tude transversale prospective men e au sein de la FMOS et FAPH. Cette tude effectu e sur une p riode allant du 15 Novembre 2015 au 3 F vrier 2016, avec un chantillon de 250 tudiantes soit environ 10% de la population f minine au sein des deux facult s. Elle avait pour objectif g n ral d' tudier la connaissance, l'utilisation de la contraception en milieu estudiantin et ses effets secondaires au sein de la FMOS et FAPH. C'ainsi que nous avons pu constater que les m thodes les plus connues par nos enqu t es taient les pilules contraceptifs et les pr servatifs masculins soit 96,8% et 88,4% respectivement. En mati re d'utilisation, la m thode la plus utilis e tait la pilule post co tale soit 61,2% et celles qui l'utilisaient r guli rement ont d clar une prise de poids consid rable. Malgr qu'elles soient des futures actrices de la sant , leur source d'information provenait des causeries entre camarades. La principale source d'approvisionnement tait l'officine de pharmacie. Enfin nos enqu t es ont d clar pr f rer les pr servatifs masculins pour pallier leurs inqui tudes relatives aux grossesses non d sir es et les IST. En ce qui concerne les services de planning familial, seulement 28,5% les fr quentaient.
