Evolution and treatment of vitamin B12 deficiency as a risk factor for (cognitive and functional) neurodegenerative diseases in institutionalized elderly = Evolución y tratamiento de la deficiencia de vitamina B12 como factor de riesgo de enfermedades neurodegenerativas (cognitivas y funcionales) en las personas mayores institucionalizadas.

Prevalence of vitamin B12 deficiency is very common in elderly people and can reach values as high as 40.5% of the population. It can be the result of the interaction among several factors. Vitamin B12 deficiencies have been associated with neurological, cognitive deterioration, haematological abnormalities and cardiovascular diseases that have an important influence on the health of the elderly and their quality of life. It is necessary to approach the problems arisen from the lack of data relative to them. The main objective of this thesis was to analyse the evolution of vitamin B12 status and related parameters, lipid and haematological profiles and their relationship to health risk factors, and to functional and cognitive status over one year and to determine the effect of an oral supplementation of 500 μg of cyanocobalamin for a short period of 28 days. An additional objective was to analyze the possible effects of medicine intakes on vitamin B status. Three studies were performed: a) a one year longitudinal follow-up with four measure points; b) an intervention study providing an oral liquid supplement of 500 μg of cyanocobalamin for a 28 days period; and c) analysis of the possible effect of medication intake on vitamin B status using the ATC classification of medicines. The participants for these studies were recruited from nursing homes for the elderly in the Region of Madrid. Sixty elders (mean age 84 _ 7y, 19 men and 41 women) were recruited for Study I and 64 elders (mean age 82 _ 7y, 24 men and 40 women) for Study II. For Study III, baseline data from the initially recruited participants of the first two studies were used. An informed consent was obtained from all participants or their mentors. The studies were approved by the Ethical Committee of the University of Granada. Blood samples were obtained at each examination date and were analyzed for serum cobalamin, holoTC, serum and RBC folate and total homocysteine according to laboratory standard procedures. The haematological parameters analyzed were haematocrit, haemoglobin and MCV. For the lipid profile TG, total cholesterol, LDL- and HDLcholesterol were analyzed. Anthropometric measures (BMI, skinfolds [triceps and subscapular], waist girth and waist to hip ratio), functional tests (hand grip, arm and leg strength tests, static balance) and MMSE were obtained or administered by trained personal. The vitamin B12 supplement of Study II was administered with breakfast and the medication intake was taken from the residents’ anamnesis. Data were analyzed by parametric and non-parametric statistics depending on the obtained data. Comparisons were done using the appropriate ANOVAs or non-parametric tests. Pearsons’ partial correlations with the variable “time” as control were used to define the association of the analyzed parameters. XIII The results showed that: A) Over one year, in relationship to vitamin B status, serum cobalamin decreased, serum folate and mean corpuscular volumen increased significantly and total homocysteine concentrations were stable. Regarding blood lipid profile, triglycerides increased and HDL-cholesterol decreased significantly. Regarding selected anthropometric measurements, waist circumference increased significantly. No significant changes were observed for the rest of parameters. B) Prevalence of hyperhomocysteinemia was high in the elderly studied, ranging from 60% to 90 % over the year depending on the cut-off used for the classification. LDL-cholesterol values were high, especially among women, and showed a tendency to increase over the year. Results of the balance test showed a deficiency and a tendency to decrease; this indicates that the population studied is at high risk for falls. Lower extremity muscular function was deficient and showed a tendency to decrease. A highly significant relationship was observed between the skinfold of the triceps and blood lipid profile. C) Low cobalamin concentrations correlated significantly with low MMSE scores in the elderly studied. No correlations were observed between vitamin B12 status and functional parameters. D) Regarding vitamin B12 status, holo-transcobalamin seems to be more sensitive for diagnosis; 5-10% of the elderly had a deficiency using serum cobalamin as a criterion, and 45-52% had a deficiency when using serum holotranscobalamin as a criterion. E) 500 μg of cyanocobalamin administered orally during 28 days significantly improved vitamin B12 status and significantly decreased total homocysteine concentrations in institutionalized elderly. No effect of the intervention was observed on functional and cognitive parameters. F) The relative change (%) of improvement of vitamin B12 status was higher when using serum holo-transcobalamin as a criterion than serum cobalamin. G) Antiaenemic drug intake normalized cobalamin, urologic drugs and corticosteroids serum folate, and psychoanaleptics holo-transcobalamin levels. Drugs treating pulmonary obstruction increased total homocysteine concentration significantly. H) The daily mean drug intake was 5.1. Fiftynine percent of the elderly took medication belonging to 5 or more different ATC groups. The most prevalent were psycholeptic (53%), antiacid (53%) and antithrombotic (47%) drugs.

Arquitectura Petite: Charlotte Perriand & Kazuyo Sejima. Una historia transnacional

La tesis revela paralelismos y conexiones entre las arquitectas/diseñadoras Charlotte Perriand (1903-1999) y Kazuyo Sejima (n. 1956), reflejados en una serie de proyectos de pequeña escala que denomino arquitectura petite—mobiliario tecnológico habitable—, resultado de momentos semejantes de cambio social, cultural, económico, industrial y transnacional en Francia en la década de 1920 y en Japón en la década de 1980. Este trabajo dirige su atención a la arquitectura doméstica concebida desde el interior por arquitectos con una formación complementaria en diseño de mobiliario. A su vez, profundiza en la relación que se establece entre el diseño de una casa y el diseño de un mueble, una máquina o un vestido. Los pequeños proyectos, próximos al mobiliario, diseñados por Sejima, no han sido suficientemente estudiados, al igual que los proyectos de arquitectura experimental proyectados por Perriand. Ambas trayectorias analizadas desde estos renovados puntos de vista se encuentran en lo que denominamos arquitectura petite. Surge así un nuevo paradigma espacial en un contexto de poder de lo femenino—en los medios de comunicación—y de intercambio cultural transnacional. Cuando el mobiliario crece y se equipa tecnológicamente para hacerse habitable por un grupo de personas, con cualidades suficientes de confort sensorial, es arquitectura petite. En 2009, Toyo Ito mostró en una conferencia en Madrid, una imagen de Sejima posando en su proyecto Pao I. Justo ochenta años antes, en 1929, Le Corbusier presentó en Buenos Aires la imagen de Perriand posando para su Chaise Longue. La coincidencia de ambas fotografías, junto con la lectura de dos inspiradores artículos de Toyo Ito, “Adèle’s dream” (1984)—cuyo enigmático título utiliza un nombre francés femenino para describir una casa japonesa—y “Simple lines for Le Corbusier” (1994), dieron origen a la hipótesis central de una investigación: la comparación de dos arquitectas, sus maestros y dos objetos pertenecientes a dos momentos y lugares distantes. Perriand y Sejima fueron emblemas del concepto de Nueva Feminidad, ambas tenían éxito en la prensa generalista del momento antes de ser contratadas por Le Corbusier y Toyo Ito respectivamente. Junto a sus maestros de entonces, concibieron dos iconos de la era de la maquina y de la electrónica respectivamente, la Chaise Longue (1928) y Pao I (1985), diseñados para ellas mismas. Perriand y Sejima usaron su propio cuerpo como unidad de medida y su imagen como reclamo publicitario para la promoción de los dos objetos respectivamente. La precisión técnica, materiales de lujo y enfoque de la relajación que compartieron la Chaise Longue y Pao I sugirió un nomadismo lúdico que anticipó el desarrollo posterior de lo que denominamos de arquitectura petite por parte de Perriand y Sejima. Ambos prototipos son los antecedentes de una arquitectura de talla precisa o petite (objetos híbridos entre casa, mueble y máquina con la sensualidad como característica distintiva) que ambas arquitectas han proyectado a lo largo de su carrera, y que aúnan su interés mutuo por las propiedades físicas de los materiales, así como su formación en diseño de mobiliario y su fascinación por la moda. La tesis concluye que la arquitectura petite es la depositaria de los manifiestos de una época, la que sigue a la era de la máquina enunciada por Le Corbusier y a la era de la electrónica descrita por Toyo Ito. En este sentido, la tesis evidencia la forma en la que importantes arquitectos han concentrado ideas ambiciosas en pequeños proyectos. Las características de petite se resumen en el hecho de ser una arquitectura de límites precisos, desmontable y por tanto temporal, que explora el potencial técnico y formal de nuevos materiales importados de otras industrias, incorpora condiciones sensuales propias de su escala antropométrica, y está destinada al ocio de un grupo de personas. A modo de colofón, la tesis descubre la existencia de una historia de ficción que vincula a Charlotte Perriand y Kazuyo Sejima a través de Toyo Ito: “El diario de Adèle”. ABSTRACT This dissertation reveals parallels between the architects/designers Charlotte Perriand (1903- 1999) and Kazuyo Sejima (b. 1956), reflected in a series of small projects I call petite architecture—habitable technological furniture—, which formed during similar periods of social, cultural, economic, industrial and transnational change in France in the 1920s and in Japan in the 1980s. This research focuses on domestic architecture conceived from the inside by architects with additional training in furniture design. At the same time, it explores the relationships established between the design of a house, a piece of furniture, a machine, or a dress. Small architectural projects, close to the furniture, designed by Sejima have not been sufficiently studied, as well as the experimental architectural projects designed by Perriand. Both of their experimental trajectories analyzed from this renovated point of view converge on what we call petite architecture. Thus, it raises a new spatial paradigm in the context of feminine power within the media, as direct consumers, and transnational cultural exchange. When furniture expands and is technologically equipped to the point where it becomes habitable by a group, or groups of people, providing its occupants with sensorial comfort, it is petite architecture. In 2009, at a conference in Madrid, Ito showed a picture of Sejima posing at his Pao I (1985). Just eighty years earlier, in 1929, Le Corbusier exhibited in a conference in Buenos Aires an image of Perriand posing for his Chaise Longue (1928). The coincidence of the two photographs, along with two inspiring articles by Toyo Ito "Adèle's dream" (1984) — whose enigmatic title uses a French female name to describe a Japanese house — and "Simple lines for Le Corbusier" (1994) led to a hypothesis and an investigation comparing the two architects, their mentors, and two objects, each belonging to two distant times and places. Perriand and Sejima were emblems of the concept of New Femininity, both had success in the media of their time before being hired by Le Corbusier and Toyo Ito respectively. Together with their mentors they designed two objects that became icons of the Machine Age and the Electronic Age respectively: the Chaise Longue (1928) and Pao I (1985). Designed "for themselves," Perriand and Sejima used their own bodies as a measuring unit and their image as a publicity stunt to promote the two objects respectively. Both objects are the embryonic capsules of the architecture that pampers the scale or petite (objects that conflate residence, machine and furniture, and have sensuality as a distinctive feature). From the technical precision, luxurious materials, and approach towards relaxation, emerged a playful nomadism, which anticipated the further development of what we call petite architecture. Perriand and Sejima would develop these ideas throughout their career, pooling their interests on the physical properties of materials, formation in furniture design, and their intense interest in fashion. The dissertation concludes that petite architecture is the manifestation of an age, which follows the Machine Age defined by Le Corbusier and the Electronic Age described by Toyo Ito. In this sense, the dissertation demonstrates the way in which important architects have focused their ambitious ideas on small projects. petite characteristics are summarized as being: architecture that pampers the scale, is (de)mountable and therefore temporary, explores the formal and technical potential of novel materials and techniques imported from other industries, incorporates sensual conditions according with its anthropometric scale, and is conceived for the leisure of a group of people. In addition, by way of colophon, the dissertation discovers the existence of a fictional story that links Charlotte Perriand and Kazuyo Sejima through Toyo Ito: "Adèle's Diary".

2.5 Charles W. Florence, 10th President of Lincoln University, 1931-37.

Gaines studied History and Education at Lincoln and was frequently seen in Memorial Hall chatting with his mentors in the History Department, Drs. W. Sherman Savage and Lorenzo Greene about his future after graduation.

2.4 W. Sherman Savage, Lincoln University History Professor, 1921-60

Gaines studied History and Education at Lincoln and was frequently seen in Memorial Hall chatting with his mentors in the History Department, Drs. W. Sherman Savage and Lorenzo Greene about his future after graduation.

Level of involvement of clinical nurses in the evaluation of competence of nursing students

Objective. To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. Methodolgy. Cross-sectional study, in which the “Clinical Practice Assessment Manual” (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter “Nursing Care in Healthcare Processes “, from March to June 2013. Results. 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. Conclusion. The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed.

Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities

Background: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. Method Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. Results Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. Discussion Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided.

The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Mentoring for population health in general practice divisions

This paper describes the implementation and evaluation of a three-way model of service development mentoring. This population health mentoring program was funded by the Commonwealth Department of Health and Ageing to enable staff from eight Divisions of General Practice in South Australia to gain a sound understanding of population health concepts relevant to their workplace. The distinguishing features of service development mentoring were that the learning was grounded within an individual's work setting and experience; there was an identified population health problem or issue confronting the Division of General Practice; and there was an expectation of enhanced organisational performance. A formal evaluation found a consensus among all learners that mentoring was a positive and worthwhile experience, where they had achieved what they had set out to do. Mentors found the model of learning agreeable and effective. Division executive officers recognised enhanced skills among their "learner" colleagues, and commented positively on the benefits to their organisations through the development of well researched and relevant projects, with the potential to improve the efficiency of their population health activities.

A survey of e-mentoring among New Zealand midwives

Mentoring is a strategy that may assist the midwifery profession to support new graduates and midwives working in rural and remote areas. We conducted a survey of 1577 New Zealand midwives about their opinions and experiences of mentoring. The questionnaire comprised 33 questions, nine of which were open questions. There was a 44% response rate. While the telephone was commonly utilized by mentors (37%) and mentored midwives (37%), the Internet and email played only a small part. Participants acknowledged the potential of these avenues for communication, but midwives felt that mentoring could be provided only by immediate, face-to-face contact. Nevertheless, e-mentoring could be a viable option and requires further investigation. About one-third of midwives identified geographical isolation as a barrier to being a mentor (38%) and being mentored (36%). The use of e-mentoring could remove the barrier of location and allow the midwife to chose a mentor who meets her needs, rather than because she is the only mentor available.

Writing for success:mentoring as a pedagogical tool – a cross- institutional study

The prominent position given to academic writing across contemporary academia is reflected in the substantive literature and debate devoted to the subject over the past 30 years. However, the massification of higher education, manifested by a shift from elite to mass education, has brought the issue into the public arena, with much debate focusing on the need for ‘modern-day' students to be taught how to write academically (Bjork et al., 2003; Ganobcsik-Williams, 2006). Indeed, Russell (2003) argued that academic writing has become a global ‘problem' in Higher Education because it sits between two contradictory pressures (p.V). On one end of the university ‘experience' increasing numbers of students, many from non-traditional backgrounds, enter higher education bringing with them a range of communication abilities. At the other end, many graduates leave university to work in specialised industries where employers expect them to have high level writing skills (Ashton, 2007; Russell, 2003; Torrence et al., 1999). By drawing attention to the issues around peer mentoring within an academic writing setting in three different higher education Institutions, this paper makes an important contribution to current debates. Based upon a critical analysis of the emergent findings of an empirical study into the role of peer writing mentors in promoting student transition to higher education, the paper adopts an academic literacies approach to discuss the role of writing mentoring in promoting transition and retention by developing students' academic writing. Attention is drawn to the manner in which student expectations of writing mentoring actually align with mentoring practices - particularly in terms of the writing process and critical thinking. Other issues such as the approachability of writing mentors, the practicalities of accessing writing mentoring and the wider learning environment are also discussed.

Volunteering for success:mentoring as a form of student volunteering

Previous studies into student volunteering have shown how formally organized volunteering activities have social, economic and practical benefits for student volunteers and the recipients of their volunteerism (Egerton, 2002; Vernon & Foster, 2002); moreover student volunteering provides the means by which undergraduates are able to acquire and hone transferable skills sought by employers following graduation (Eldridge & Wilson, 2003; Norris et al, 2006). Within the UK Higher Education Sector, a popular mechanism for accessing volunteering is through formally organized student mentoring programmes whereby more ‘senior’ students volunteer to mentor less experienced undergraduates through a particular phase of their academic careers, including the transition from school or college to university. The value of student mentoring as a pedagogical tool within Higher Education is reflected in the literature (see for example, Bargh & Schul, 1980, Hartman,1990, Woodd, 1997). However, from a volunteering perspective, one of the key issues relates to the generally accepted conceptualisation of volunteering as a formally organized activity, that is un-coerced and for which there is no payment (Davis Smith, 1992, 1998; Sheard, 1995). Although the majority of student mentoring programs discussed in the paper are unpaid and voluntary in nature, in a small number of institutions some of the mentoring programs offered to students provide a minimum wage for mentors. From an ethical perspective, such payments may cause difficulties when considering potential mentors’ motivations and reasons for participating in the program. Additionally, institutions usually only have one or two paid mentoring programs running alongside several voluntary programmes – sometimes resulting in an over-subscription for places as paid mentors to the detriment of unpaid programs. Furthermore, from an institutional perspective, student mentoring presents a set of particular ethical problems reflecting issues around ‘matching’ mentors and mentees in terms of gender, race, ethnicity and religion. This is found to be the case in some ‘targeted’ mentoring programs whereby a particular demographic group of students are offered access to mentoring in an attempt to improve their chances of academic success. This paper provides a comparative analysis of the experiences and perceptions of mentors and mentees participating in a wide-range of different mentoring programs. It also analyzes the institutional challenges and benefits associated with managing large scale student volunteering programs. In doing so the paper adds to third sector literature by critiquing the distinctive issues surrounding student volunteering and by discussing, in-depth, the management of large groups of student volunteers. From a public policy perspective, the economic, educational, vocational and social outcomes of student volunteering make this an important subject meriting investigation. Little is known about the mentoring experiences of student volunteers with regards to the ‘added value’ of participating in campus-based volunteering activities. Furthermore, in light of the current economic downturn, by drawing attention to the contribution that student volunteering plays in equipping undergraduates with transferable ‘employability’ related skills and competencies (Andrews & Higson, 2008), this paper makes an important contribution to current educational and political debates. In addition to providing the opportunity for students to acquire key transferable skills, the findings suggest that mentoring encourages students to volunteer in other areas of university and community life. The paper concludes by arguing that student mentoring provides a valuable learning experience for student volunteer mentors and for the student and pupil mentees with whom they are placed.

Peer mentoring in higher education:a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience

Across the literature researchers agree that the concept of mentoring results in positive outcomes for both mentors and mentees alike (Enrich et al, 2004). From a pedagogical perspective, student focused mentoring activities in Higher Education are generally perceived to comprise dyadic or triadic relationships that encapsulate a diverse range of learning strategies and/or support mechanisms. Whilst there exists a significant amount of literature regarding the wider value of Peer Mentoring in Higher Education, there remains a notable gap in knowledge about the value of such programmes in enhancing the first year undergraduate experience and thus promoting a smooth transition to University. Using the emergent study findings of a large international project, a multidimensional conceptual framework bringing together the theoretical, conceptual and contextual determinants of Peer Mentoring is proposed. This framework makes a distinctive contribution to current pedagogical theory and practice – particularly in relation to the first year experience.

Volunteering for success? An Analysis of Student Perceptions of the Pedagogical and Social Outcomes of Peer Mentoring in Higher Education

Previous studies into student volunteering have shown how formally organized volunteering activities have social, economic and practical benefits for student volunteers and the recipients of their volunteerism (Egerton, 2002; Vernon & Foster, 2002); moreover student volunteering provides the means by which undergraduates are able to acquire and hone transferable skills sought by employers following graduation (Eldridge & Wilson, 2003; Norris et al, 2006). Although much is known about the benefits of student volunteering, few previous studies have focused on the pedagogical value of student mentoring from the perspectives of both student mentee and mentor. Utilising grounded theory methodology this paper provides a critical analysis of an exploratory study analysing students’ perceptions of the pedagogical and social outcomes of student mentoring. It looks at students’ perceptions of mentoring, and being mentored, in terms of the learning experience and development of knowledge and skills. In doing so the paper considers how volunteering in a mentoring capacity adds ‘value’ to students’ experiences of higher education. From a public policy perspective, the economic, educational, vocational and social outcomes of student volunteering in general, and student mentoring in particular, make this an important subject meriting investigation. In terms of employability, the role of mentoring in equipping mentors and mentees with transferable, employability competencies has not been investigated. By critiquing the mentoring experiences of undergraduates within a single institution, this paper will make an important contribution to policy debates with regards to the pedagogical and employability related outcomes of student volunteering and mentoring.

Tackling transition:the value of peer mentoring

This paper is aimed at those interested in the promotion of student retention in higher education; particularly those with an interest in peer mentoring as a means of student support. It critically discusses the results of an exploratory study analysing the perceptions of peer mentors and mentees within five universities in the United Kingdom. The aim of the study was to analyse how student peer mentoring can aid transition into university by focusing specifically on how senior students can support their junior counterparts in their first year at university. The paper discusses the results of a survey which was completed by 329 student peer mentors and mentees. Focusing on the benefits and outcomes of participation in Mentoring Programmes, the survey was distinctive in that it asked mentors and mentees similar questions. From a theoretical perspective, the paper contributes to debates about peer support in higher education showing that participation in such programmes can have positive outcomes from both social and pedagogic perspectives. Practically speaking, the results have important implications for Higher Education Institutions as the research highlights the importance of putting into place formally structured Peer Mentoring Programmes which facilitate student support at a time when new students are most at risk of ‘dropping out’.

Undergraduate peer mentoring:an investigation into processes, activities and outcomes

Peer mentoring of undergraduates is increasingly being used in higher education to reduce first year attrition by aiding transition to university. The authors propose that peer mentoring may also be a means of transmitting the values and ethics which reflect academic and personal integrity and underpin graduate and professional identity. In a qualitative study, they examined students' expectations and subsequent experience of a psychology undergraduate pilot mentoring scheme, together with the process and content. Mentors and mentees felt that mentors had a unique part to play in aiding transition to university. Mentors' advice reflected implicit academic values rather than strategic short cuts and mentoring cued reflection on their own development. The implications for encouraging student participation in mentoring schemes are discussed.