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7 from Perseus Tools and Information

1. Reggio nell'Emilia, Reggio Emilia: Italy [Atlas site] (23.38)

2. Reggio di Calabria: Italy [Atlas site] (13.82)

3. Reggio: Louisiana, United States [Atlas site] (11.06)

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17 from Greek and Roman Materials

1. REGGIO EMILIA, see REGIUM LEPIDI , REGGIO EMILIA, REGGIO EMILIA, see REGIUM LEPIDI [Reference article in The Princeton Encyclopedia of Classical Sites (eds. Marian Holland McAllister, Richard Stillwell, William L. MacDonald)] (7.14)

2. REGIUM LEPIDI (Reggio Emilia) Italy. [Reference article in The Princeton Encyclopedia of Classical Sites (eds. Marian Holland McAllister, Richard Stillwell, William L. MacDonald)] (6.04)

3. RHEGION (Reggio di Calabria) Italy. [Reference article in The Princeton Encyclopedia of Classical Sites (eds. Marian Holland McAllister, Richard Stillwell, William L. MacDonald)] (6.04)

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5 from Beazley Archive

1. Reggio Calabria, Museo Nazionale, C1143: CUP FRAGMENTS; EPIKTETOS; GIGANTOMACHY, ATHENA, HERMES, GIANTS, SHIELD DEVICE, SATYR MASK, MAENADS [Beazley Archive Vase] (5.98)

2. Reggio Calabria, Museo Nazionale, C1138: CUP FRAGMENT; AMBROSIOS PAINTER; SYMPOSIUM, HERAKLES AND DRAPED MAN RECLINING [Beazley Archive Vase] (5.82)

3. Leiden, Rijksmuseum van Oudheden, K94.1.10: NECK-AMPHORA; RED-LINE PAINTER; DIONYSOS ON MULE, SATYR, MEMNON (?) AND NEGROES (ATTENDANTS) [Beazley Archive Vase] (5.50)

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1 from LSU Electronic Thesis and Dissertation Archive

1. Reggio, Brett C.; Production of Transgenic Goats by Somatic Cell Nuclear Transfer: (in English) A series of experiments were conducted to produce transgenic goats by somatic cell nuclear transfer (NT). In all experiments, donor cells were electrically fused to enucleated metaphase II oocytes, then chemically activated. In a preliminary study to evaluate embryonic development following NT with proliferating or quiescent fibroblast or cumulus cells, significantly more embryos reconstructed with quiescent cumulus cells fused (77%) compared with proliferating cumulus cells (41%), proliferating fibroblasts (36%) or quiescent fibroblasts (37%). Improved development to the eight- to sixteen-cell stage was observed when fibroblast cells were serum starved (serum starved 39% vs. serum fed 15%). However, there was no benefit of serum starvation for cumulus cells nor was there a difference among the treatments for development to the blastocyst stage. Next, the in vivo developmental potential of NT embryos produced from the fusion of quiescent transgenic donor cells with cytoplasts prepared from either FSH-stimulated ovaries or nonstimulated abattoir-derived ovaries was compared. There was no difference in the number of transferable embryos produced, nor was there a difference in the number of pregnancies established per recipient between either treatment. All pregnancies from both groups culminated in the births of five healthy female kids. In the third and fourth experiments, proliferating and quiescent donor cells from two different transfected fibroblast cell lines were used to generate cloned goats capable of producing human recombinant antibodies in milk. There was no difference in the number of transferable embryos produced from proliferating donor cells compared with quiescent cells, nor was there a difference in the number of pregnancies established per recipient between either treatment. A twin pregnancy from the quiescent treatment resulted in the birth of two healthy transgenic kids. In the final study, oocytes were harvested either from FSH-stimulated ovaries or from nonstimulated abattoir-derived ovaries to generate transgenic goats by NT using fetal fibroblast cells transfected with the MSP-142 gene. Following transfer of the reconstructed embryos to recipient females, one healthy transgenic kid was produced. There was no effect of oocyte source on the number of pregnancies established or on the number of offspring produced. In total, eight transgenic goats were produced. [Text] [View with Perseus links] (0.59)

1 from OCLC Online Computer Library Center Theses and Dissertations Repository

1. Rosenberg, Charles Michael,--1945-; Art in Ferrara during the reign of Borso d'Este (1450-1471) :--a study in court patronage /--by Charles Michael Rosenberg. 1974.: Photocopy of typescript. Ann Arbor, Mich. : University Microfilms, 1977. 21 cm., Thesis--University of Michigan., Bibliography: leaves 285-304. [Text] (2.98)

1 from Virginia Tech Electronic Thesis and Dissertation Collection

1. Hill, Lynn Thomas; TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities: Steve Bickley, Anna Marshall-Baker, Andrew Stremmel, Victoria Fu, Jerome Niles; (in English) <HTML> <HEAD> <META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=windows-1252"> <META NAME="Generator" CONTENT="Microsoft Word 97"> <TITLE>TeacherWork: An Attempt to Recast the Reggio Emilia Approach</TITLE> </HEAD> <BODY> <B><FONT FACE="Arial"><P ALIGN="CENTER">TeacherWork: A Journey to Recast the Reggio Emilia Approach</P> <P ALIGN="CENTER">for a Middle School within the Context of Power, Politics, and Personalities</P> <P ALIGN="CENTER"></P> </B><P ALIGN="CENTER">by</P> <P ALIGN="CENTER"></P> <P ALIGN="CENTER">Lynn Thomas Hill</P> <P ALIGN="CENTER"></P> <P ALIGN="CENTER">&#x00A0;</P> <P ALIGN="CENTER">Victoria R. Fu, Chairperson</P> <P ALIGN="CENTER"></P> <P ALIGN="CENTER">College of Human Resources and Education</P> <P ALIGN="CENTER"></P> <P ALIGN="CENTER">&#x00A0;</P> <B><P ALIGN="CENTER">(ABSTRACT)</P> </B> <P> The purpose of this study was to focus on a teacher-led school reform </P> <P>initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers.</P> <P> This case study chronicles the life and work of thirteen teachers, three administrators and two university faculty members as they struggled to make sense of the planning process that was necessary to launch a reform effort. Particular attention was focused on the power, politics, and personalities that both harmonized and conflicted with the work of these reformers.</P> <P> Analysis revealed a passionate desire on the part of the reformers to change the face of schooling and education for children and for themselves. Conflicting forces in opposition to their best efforts included the lack of adequate time to devote to such a cause, institutional and cultural rituals in the school, and a changing political climate in the town in which the reform was initiated.</P> </FONT><B><FONT FACE="Arial" SIZE=5><P> </B></FONT><FONT FACE="Arial">Despite the barriers, this group has been able to achieve a solid sense of community and has been able to stand together as an articulate, knowledgeable, savvy group of educators on behalf of improved education for children. Strengthening their power base through collaboration with the administrators at their school has escalated their effort to the implementation stage. Sharing vision and responsibility, their dream is coming true. Based on lessons learned in the journey with the teachers a model for exploration of process of innovation in context is proposed. </P> <P> </P> [Text] [View with Perseus links] (2.05)