Une co-exposition au bruit et au toluène a des effets plus néfastes pour l’audition que la somme de ceux induits par chacun des facteurs. L’objectif de cette thèse était d’étudier les mécanismes périphériques et centraux à l’origine de la synergie des effets des solvants aromatiques sur ceux induits par le bruit. Puisque les cellules ciliées externes sont la cible des solvants, le potentiel microphonique cochléaire (PMC) a été utilisé pour suivre l’activité électrique de ces cellules sur des rats exposés à la fois au bruit et au toluène. L’administration intra-carotidienne d’un bolus d’Intralipide contenant du toluène a provoqué une augmentation transitoire de l’amplitude du PMC (~9 dB SPL) déclenchée par un bruit ipsi-latéral de 85 dB SPL. Etant donné que l’augmentation du PMC était dépendante de l’intensité de la stimulation sonore, il était raisonnable de penser que le centre nerveux des réflexes de protection acoustique, le tronc cérébral, pouvait être également une cible du solvant. Cette hypothèse a été confortée par des expériences réalisées sur des rats dont les réflexes de protection avaient été déclenchés par un bruit contra-latéral. Alors que le déclenchement des réflexes s’est traduit par une chute du PMC, le toluène a inhibé les effets des réflexes et plus précisément ceux du réflexe de l’oreille moyenne (ROM). Par ailleurs; des antagonistes des récepteurs cholinergiques ont engendré des augmentations de PMC comparables à celles engendrées par le toluène. Le toluène inhiberait donc les récepteurs cholinergiques des voies efférentes impliquées dans le ROM. L’inhibition du ROM pourrait expliquer la synergie des effets d’une co-exposition au bruit et aux solvants / Combined exposure to noise and toluene has more harmful auditory effects than the sum of those caused by each factor. The goal of this thesis was to study the peripheral and central mechanisms responsible for the synergy between the effects of the solvent and those induced by noise. Since the outer hair cells are the sensitive targets of solvents, the cochlear microphonic potential (CMP) was used to monitor the electrical activity of these cells on rats exposed to both noise and toluene. The intra-carotidial injection of a bolus of intralipid containing toluene provoked a transient increase in CMP magnitude (~9 dB SPL) triggered by a 85-dB SPL ipsi-lateral noise. Given that the CMP increase was dependent on the intensity of the acoustic stimulation, it was reasonable to think that the nervous center of the acoustic reflexes, the brainstem, might have been targeted by the solvent. This assumption was confirmed by investigations performed with rats whose acoustic reflexes had been triggered with a contra-lateral noise. While triggering the reflexes caused a CMP decrease, the toluene injection inhibited the effects of the acoustic reflexes, and more precisely those of the middle ear reflex (MER). In addition, injections of antagonists of cholinergic receptors provoked increases in CMP similar to those generated by toluene. Toluene may therefore inhibit the cholinergic receptors of the efferent pathways involved in the MER. The MER inhibitory could explain the synergy of the effects of combined exposure to noise and solvents

Proefschrift--Subfaculteit van het industrieel ontwerpen--Delft--Technische universiteit, 2001. / Résumé en anglais. Bibliogr. p. 389-396.

by Tang Wai-yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 95-102). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENT --- p.iv / LISTS OF TABLES --- p.vii / LISTS OF FIGURES --- p.viii / CHAPTER / Chapter 1 --- INTRODUCTION --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.3 / Significance of the Study --- p.4 / Chapter 2 --- REVIEW OF LITERATURE --- p.6 / Macrostructure Theory --- p.6 / Micro structure of Discourse --- p.6 / Macrostructure and Macrorules --- p.7 / Macro-operations --- p.8 / Cognitive Operations to Summarization --- p.11 / Brown & Day's Macrorules of Summarization --- p.11 / N. S. Johnson's Six Operations --- p.14 / Training Studies on Improving Summarization --- p.17 / Traditional Training Practice --- p.17 / Explicit Instruction Progrrammes --- p.18 / Mapping and Questioning Techniques --- p.19 / Direct Instruction Training --- p.20 / Research Studies of Direct Instruction --- p.22 / Instruction in Metacognition Strategies --- p.25 / Definition of Metacognition --- p.25 / Metacognitive Instruction --- p.27 / Summarization of Expository Text --- p.32 / Sensitivity to Text Structure --- p.33 / Fostering Awareness of Expository Text Structure --- p.35 / Scoring of Summarization of Expository Text --- p.38 / Summary Rule Usage Criteria --- p.38 / Identification of Main Idea --- p.40 / Quality of Writing --- p.40 / Chapter 3 --- METHOD --- p.42 / Definitions --- p.42 / Hypotheses --- p.44 / Subject --- p.44 / Materials --- p.45 / Rulesheets --- p.45 / Training and Testing passages --- p.46 / Questionnaire --- p.48 / Procedure --- p.48 / Pilot Study --- p.48 / Pretest --- p.50 / The Training Programme --- p.50 / Instructional principles --- p.50 / Strategies training --- p.51 / Instructional procedures --- p.52 / Control group --- p.54 / Posttest --- p.55 / Scoring --- p.55 / Rule Use --- p.55 / Main Idea --- p.56 / Quality of Writing --- p.56 / Data Analysis --- p.57 / Chapter 4 --- RESULTS --- p.59 / Reliability and Descriptive Statistics of Summary Test Scores --- p.59 / The Effect of the Training Programme on the Main Idea Score --- p.61 / Effects of the Training Programme on the Rule Use Scores --- p.63 / Effects of the Training Programme on the Writing Skill Scores --- p.66 / Effect of the Training Programme on Knowledge of Metacognitive Strategies --- p.72 / Chapter 5 --- DISCUSSION --- p.76 / Acquisition of Macrorules --- p.78 / Formulation of Main Ideas --- p.82 / Acquisition of Writing Skills --- p.84 / Acquisition of Metacognitive Strategies in Summarization --- p.85 / Chapter 6 --- LIMITATIONS AND SUGGESTIONS --- p.87 / Summary --- p.87 / Limitations --- p.89 / Instructional Implications --- p.90 / Awareness of Task Goals --- p.90 / Sensitivity to Importance --- p.90 / Use of Macrorules for Summarization --- p.91 / Selection of Materials --- p.92 / Recommendation for Future Research --- p.93 / REFERENCES --- p.95 / APPENDICES --- p.103

No description available.

Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaf 164).

Thesis (D. Min.)--Logos Evangelical Seminary, 2000. / Vita. Includes bibliographical references (leaves 216-226).

Zugl.: Würzburg, Univ., Diss., 2008

The "Bayän al Adyan" (the Exposition of Religions) of Abu 1-Ma'ali Muhammad b. 'Ubayd Allah: Translation, Introduction and Notes. The Bayn al-Adyan is the. earliest Persian work which we have on religions in general and one of the earliest Muslin works on this subject. It was written in 485 A. H. (1092 A. D. ). The translation is based on 'Abbäs Iqbäl's edition, Teheran, 1934, with some additions which I found lacking from the text when comparing it with the original ls. The introduction contains a general study of the text. The notes are an attempt to elucidate and clarify this concise text. They are meant to be a full commentary on it. They are of two kinds : (a) these written on non-Muslim religions, (b) those written on Muslim sects. In (a), I have attempted to give some aspects of the Muslim knowledge of these religions, as presented by the early Muslim authors. When discussing (b) I have attempted to use books written by members of each particular seat, but in the absence of such books other available sources had to be used. Modern studies have been referred to in both sections when necessary. Beside this, I have prepared for publication a treatise on Zaydi theology entitled, "Misbah ul-Ulum fi Ma'rifat al. Hayy al-Qayyum" written by a Zaydi called Ahmad b. al-Hasan ar-Rassas (d. 600 or 656 A. H. ) by collating six Mss. of it, preserved in the British Museum. I have also produced a chapter on the rise of Kharijism from a book entitled "al-Kashf wa 'l-Bayan" written by an Ibadi Khariji called Abu Sa'id a1-Qal/hati. This work is a unique M.S. in the British Museum. The chapter referred to above is given in an abbreviated English translation because the text is corrupt in some places. As far as I know, this is the first time an account of Khärijism, written by a Khariji, has been published.

This study investigated differences among student writers at three grade levels (i.e., 6, 8, and 10), and between expert writers and students, in terms of (a) the extent to which argument structures were used in their persuasive texts, (b) the complexity of these argument structures (as measured by depth and elaboration), and (c) the use of general semantic structures and conjunctive ties to represent argument substructures. In addition, the study determined the predictive relationship between the holistic scores assigned to student texts and argument structure measures. To identify and analyze argument structure a model was developed that could account for the variability in structure observed across a range of persuasive writing situations. The model was a modified version of Toulmin's (1958) schematic, and its characteristics were defined using categories derived from a theory of semantic representation in discourse. / Results of the structural analyses indicated that (a) argument was the predominant organizational structure for expert and student writers, (b) over 80% of students produced elaborated arguments involving some form of opposition, (c) experts produced more arguments and more complex arguments than students, and (d) expert texts contained relatively higher frequencies for warrants, countered rebuttals, and modals, and student use of these argument substructures increased with grade level. The general semantic and linguistic analyses revealed the following patterns particular to experts: (a) the use of identification types of claims, (b) an increased use of modals and decreased use of opinions as marks of argumentation, and (c) an infrequent use of causal conjunctions to mark data structures. Results of a forward stepwise regression analysis revealed that argument structure complexity accounted for 40% of the variance associated with quality ratings assigned to students' texts. Two other variables were significant predictors: number of supporting structures and number of opposing structures. / The results were interpreted from a rhetorical perspective: the developmental and expertise-related patterns of performance associated with the use of particular argument substructures, and the representation of these substructures were seen as reflecting an awareness of and ability to manipulate one's audience---skills that are necessary to achieve the goals of persuasive discourse.

Thesis (D. Min.)--Logos Evangelical Seminary, 2000. / Vita. Includes bibliographical references (leaves 216-226).