Effect of a single session of aerobic walking exercise on arterial pressure in community-living elderly individuals

Several studies have demonstrated that one exercise session (ES) on a cycloergometer or ergometric treadmill causes a reduction in blood pressure (BP). However, there are few similar studies on walking, which is the exercise modality most available to the elderly. We investigated the immediate and 24-h effects of walking on BP in independent, community-living elderly individuals. Volunteers participated in a single ES and resting control session (CS). Before and after each session, BP was measured by auscultatory and oscillometric methods. After each session, 24-h ambulatory blood pressure monitoring was conducted. An accelerometer was installed 48 h before the sessions and left in place for 5 days. The mean volunteer age was 67.7 +/- 3.5 years; 11 were hypertensive patients under treatment, and 12 were normotensive. In the total sample, there were immediate 14mm Hg and 12 mm Hg reductions in systolic BP (SBP) after the ES according to the auscultatory and oscillometric methods, respectively. Diastolic BP (DBP) was reduced by 4 mm Hg after the ES according to both methods. SBP during wakefulness and sleep and DBP during wakefulness were lower after the ES than after the CS (P<0.01), when wakefulness and sleep were determined individually (variable-time pattern) using data from the activity monitors and provided by the volunteers. The variable-time pattern was more effective in detecting reductions in BP than the fixed-time pattern. Hypertension Research (2012) 35, 457-462; doi: 10.1038/hr.2011.227; published online 9 February 2012

Diferentes concepções da ciência e implicações para seu ensino

Uma teoria científica é um corpo de conhecimento autocontido, com elementos estruturantes - as partes - que, numa lógica interna, compõem um todo articulado. As partes representam um conhecimento local, conceitual e profundo da teoria, enquanto o todo representa a espacialização, o racional, a formalização - um conhecimento em extensão. Numa teoria da Física, a escolha dos elementos que a compõem e a maneira como eles se articulam traduzem uma especial estrutura conceitual, resultando em um produto particular. Se a natureza deste produto é sincrônica e espacial, uma proposta de seu ensino implica seu desmonte epistemológico seguido de uma reconstrução didática, localizando e conceituando suas partes diacrônica e linearmente. A análise da Mecânica Clássica apresentada nos livros didáticos, aprovados no PNLD/2011, exemplifica as singularidades das desconstruções e reconstruções dessa teoria da Física, revelando as diferentes visões da mesma implícitas nessas obras propostas para seu ensino.

The design of a syllabus for translation students: learning outcomes in the subjects of spanish language

[EN]In the new design of educational programs in European Higher Education Area (EHEA), what defines a subject it is Learning Outcomes (LO). These LO, as explicit and precise declarations, turn into the center of teaching and learning process. Keeping this change is mind, our research examines the Educational Guides (EG) of Spanish Language (SL) through a list of verbs, according to the graduation of educacionational objectives of Bllom's Taxonomy (2014-2015)

The informal market of education in Egypt: Private tutoring and its implications /// Arbeitspapiere / Institut für Ethnologie und Afrikastudien ; 88

Education is generally perceived as a public good which should be provided by the state. In Egypt, free and equal access to education has been guaranteed to all citizens since President Nasser’s socialist reforms in the 1950s. However, due to high population growth rates and a lack of financial resources, the public education system has been struggling to accommodate rapidly increasing numbers of students. While enrolment rates have risen steadily, the quality of state-provided services has deteriorated. Teachers and students have to cope with high class densities, insufficient facilities, a rigid syllabus and a centralized examination system. Today, teaching is among the lowest-paying occupations in the public sector. One strategy to cope with this situation is the widespread practice of private tutoring, which usually takes place at students’ homes or in commercial tutoring centers. Based on research carried out in Cairo in 2004/05 and 2006, I use an actor-centered approach to analyze the motivations of Egyptian teachers and students for participating in private tutoring and the impact that this practice has on the relationship between teachers and students. Students of all socio-economic backgrounds resort to tutoring in order to succeed in a highly competitive and exam-oriented education system. However, the form and quality of tutoring that can be accessed depends on the financial means of the family. For teachers, tutoring provides a good opportunity not only to supplement their income, but also, in the case of renowned “star teachers”, to improve their professional status and autonomy. On the informal “market of education” that has developed in Egypt during the last decades, the educational responsibilities of the state are increasingly being taken over by private actors, i.e. the process of teaching and learning is dissociated from the direct control of the state and from school as an institution. At the same time, education is turned into a marketable commodity. Despite the government’s efforts to provide free education to all citizens, the quality of social services that can be accessed in Egypt, thus, depends mainly on the financial means of the individual or the family.

„This is TZ power! Kenkey can’t do this!“ : Die performative Aushandlung nationaler Kultur ; das National Festival of Arts and Culture in Ghana /// Arbeitspapiere / Institut für Ethnologie und Afrikastudien ; 92

Der vorliegende Artikel beschäftigt sich mit der performativen Aushandlung nationaler Kultur auf dem National Festival of Arts and Culture, das 2006 in Wa, Nordwestghana, stattfand. Die Autorin nahm an der Vorbereitung und Planung des Festivals in lokalen staatlichen Kulturinstitutionen teil, und beobachtete die Diskussionen um die Repräsentation einer (imaginierten) spezifischen Kultur des Nordens in scharfer Abgrenzung zu der des als dominant und diskriminierend empfundenen Südens. In diesem Zusammenhang werden Fragen der Authentizität und Authentifizierung, wie sie in der Planung und Rezeption diskutiert wurden, aufgegriffen und mit der Konzeption des Festivals als gleichzeitig einheitsstiftendes Vehikel für nationale Identität und als Austragungsort eines Wettbewerbs der Regionen um Anerkennung und Ressourcen in Verbindung gesetzt. Das Festival, so die Argumentation, ist eine cultural performance, die das Wesen einer „Kultur“ nicht nur abbildet, sondern auch die Möglichkeit des Wandels und der Subversion birgt. Performance meint hier also gleichzeitig die Aufführung und das Skript der Diskurse, die der Aufführung Bedeutung zuschreiben. Diesen doppelten Ansatz verfolgt der Artikel durch die Verknüpfung von Festivalbeobachtungen und Komiteesitzungsmitschriften im Rahmen der Vorbereitung.

Le rappresentazioni sociali della musica degli insegnanti di scuola dell'infanzia. Documenti orientativi e indagini empiriche a confronto tra Italia e Venezuela

Questo lavoro si occupa di studiare l’effetto delle rappresentazioni sociali della musica degli studenti universitari che diventeranno insegnanti di scuola dell’infanzia e in particolare i cambiamenti che intervengono durante il periodo di formazione universitaria sia italiana sia venezuelana. Obiettivo fondamentale è quindi realizzare un’analisi comparativa sulle seguenti tematiche: bambino musicale, competenze dell’insegnante e finalità dell’educazione musicale. Questo lavoro si è inserito all’interno del progetto “Il sapere musicale come rappresentazione sociale” (Addessi-Carugati 2010). L’ipotesi guida è che le concezioni implicite della musica funzionino come rappresentazioni sociali che influenzano le pratiche dell’insegnamento e dell’educazione musicale. Il primo capitolo, affronta i temi dei bambini, degli insegnanti e dell’educazione musicale nella scuola dell’infanzia in Italia e Venezuela. Nel secondo vengono presentati gli studi sui saperi musicali; la teoria delle rappresentazioni sociali (Moscovici 1981) e il progetto pilota realizzato presso l’Università di Bologna “Il sapere musicale come Rappresentazione Sociale”. Il capitolo successivo presenta l'analisi e l'interpretazione dell’indagine empirica effettuata su un gruppo di studenti dei corsi di formazione per insegnanti dell’Università di Mérida (Venezuela). Nel quarto capitolo si sviluppano riflessioni e discussioni riguardo i risultati dello studio comparativo; i piani e programmi di studio universitari e il profilo professionale musicale dell’insegnante. Le conclusioni finali illustrano come l’ipotesi iniziale sia effettivamente confermata: dall’analisi e interpretazione dei dati sembra che le concezioni implicite sui saperi musicali possedute dagli studenti influiscano sulla loro pratica professionale in qualità di futuri insegnanti. Si è anche osservato che le differenze incontrate sembrano essere dovute ai diversi tipi di variabili del contesto dove si trova l’insegnante di educazione musicale; e soprattutto ai significati espressi dai programmi di studi, dai contenuti didattici diversi, dai contesti sociali e culturali e dal curriculum universitario.

Mechanical analysis and modeling of structural archetypes

This is a research B for the University of Bologna. The course is the civil engineering LAUREA MAGISTRALE at UNIBO. The main purpose of this research is to promote another way of explaining, analyzing and presenting some civil engineering aspects to the students worldwide by theory, modeling and photos. The basic idea is divided into three steps. The first one is to present and analyze the theoretical parts. So a detailed analysis of the theory combined with theorems, explanations, examples and exercises will cover this step. At the second, a model will make clear all these parts that were discussed in the theory by showing how the structures work or fail. The modeling is able to present the behavior of many elements, in scale which we use in the real structures. After these two steps an interesting exhibition of photos from the real world with comments will give the chance to the engineers to observe all these theoretical and modeling-laboratory staff in many different cases. For example many civil engineers in the world may know about the air pressure on the structures but many of them have never seen the extraordinary behavior of the bridge of Tacoma ‘dancing with the air’. At this point I would like to say that what I have done is not a book, but a research of how this ‘3 step’ presentation or explanation of some mechanical characteristics could be helpful. I know that my research is something different and new and in my opinion is very important because it helps students to go deeper in the science and also gives new ideas and inspirations. This way of teaching can be used at all lessons especially at the technical. Hope that one day all the books will adopt this kind of presentation.

Conceptual and normative issues of memory enhancement

Our growing understanding of human mind and cognition and the development of neurotechnology has triggered debate around cognitive enhancement in neuroethics. The dissertation examines the normative issues of memory enhancement, and focuses on two issues: (1) the distinction between memory treatment and enhancement; and (2) how the issue of authenticity concerns memory interventions, including memory treatments and enhancements. rnThe first part consists of a conceptual analysis of the concepts required for normative considerations. First, the representational nature and the function of memory are discussed. Memory is regarded as a special form of self-representation resulting from a constructive processes. Next, the concepts of selfhood, personhood, and identity are examined and a conceptual tool—the autobiographical self-model (ASM)—is introduced. An ASM is a collection of mental representations of the system’s relations with its past and potential future states. Third, the debate between objectivist and constructivist views of health are considered. I argue for a phenomenological account of health, which is based on the primacy of illness and negative utilitarianism.rnThe second part presents a synthesis of the relevant normative issues based on the conceptual tools developed. I argue that memory enhancement can be distinguished from memory treatment using a demarcation regarding the existence of memory-related suffering. That is, memory enhancements are, under standard circumstances and without any unwilling suffering or potential suffering resulting from the alteration of memory functions, interventions that aim to manipulate memory function based on the self-interests of the individual. I then consider the issue of authenticity, namely whether memory intervention or enhancement endangers “one’s true self”. By analyzing two conceptions of authenticity—authenticity as self-discovery and authenticity as self-creation, I propose that authenticity should be understood in terms of the satisfaction of the functional constraints of an ASM—synchronic coherence, diachronic coherence, and global veridicality. This framework provides clearer criteria for considering the relevant concerns and allows us to examine the moral values of authenticity. rn

Transnationalism and Identity: the Concept of Community in Ghanaian Literature and Contemporary Ghanaian Culture

In my thesis, I use anthropology, literature, and adinkra, an indigenous art, to study Ghanaian concepts of community from an interactive standpoint. While each of these disciplines has individually been used to study the concept of community, the three have not previously been discussed in relation to one another. I explore the major findings of each field—mainly that in anthropology, transnational informants find communities upheld; in literature, transnational characters find the opposite; and in adinkra, there are elements of both continuity and dissolution—to discuss Ghanaian constructs of community in the transnational world. Throughout time, there have always been transnational individuals and concepts, but as globalization continues, transnationalism has become an ever-more vital topic, and combined with the common anthropological discussion of tradition and modernity, its influence on developing countries, like Ghana, is significant. Therefore, in my thesis, I explore how differing conceptions of community present themselves in each discipline, and how those divergences create a new understanding of place and identity.

Self-Immolation In Tibet: Beyond The Lens Of The Western Media

This thesis provides a critique of Western media articles concerning self-immolation in Tibet. I begin by illustrating how the Western media provides reductionist accounts of Tibetan self-immolation by depicting the act solely as a form of political protest in response to Chinese occupation. I argue that these limited portrayals of self-immolation can be attributed to the Shangri-La imagery that characterizes much of the Western conceptions of Tibet. Through Shangri-La imagery, both Tibetans and their Buddhist religion are portrayed as utopic, peaceful, and able to provide the antidote to solving Western problems relating to modernization and consumerism. After illustrating the ways in which Shangri-La imagery influences Western media portrayals of Tibetan self-immolation, this thesis explores the commonly disregarded Buddhist dimensions of the act. Looking to Buddhist doctrine, scripture, and history, this thesis establishes a clear relationship between self-immolation and Buddhism, which situates the act as being more complicated than mere political protest. I argue that these limited portrayals given by the Western media are problematic because they overlook a fundamental aspect of self-immolation, thus potentially misrepresenting Tibetans. This thesis explores the Buddhist dimensions of self-immolation as a possible way to further understand what has led more than one hundred Tibetans to perform this act during the time of political crisis.

I want to be my own person: the meaning-making and psychosocial processes of legacy students at Bucknell University

This study examined the meaning-making and psychosocial processes of five female legacy students at Bucknell University, each of whom having had at least one parent graduate from the institution. With a research philosophy, design, and methodology rooted in qualitative inquiry and phenomenology, inductive data analysis led to three primary categories that underscored legacy identity development. The first, Paradox of Influence and Identity, revealed through six themes nuanced experiences of separation-individuation. Second, Teaching and Learning, comprised of five themes, illuminated the impact of family — and of Bucknell parent alumni in particular — on their children’s internal working models. Lastly, Bucknell — the Environmental Contextand the five themes grouped therein highlighted the contributions of University community members, and of the campus culture and climate itself, to the co-construction of psychosocial formation. A tentative outline of grounded theory was offered, which explored categorical relationships; Paradox of Influence and Identity emerged as thedominant phenomenon, informing and being reinforced by the data of Teaching and Learning and Bucknell — the Environmental Context. Provisional intervention strategies for student affairs practice, in the contexts of academics, residential life, and career development, were discussed. Further, triangulated research is needed to substantiate and evolve the findings and theoretical model of this thesis.

The Repairing of Misconceptions through the Use of Inquiry-Based Activities

Misconceptions exist in all fields of learning and develop through a person’s preconception of how the world works. Students with misconceptions in chemical engineering are not capable of correctly transferring knowledge to a new situation and will likely arrive at an incorrect solution. The purpose of this thesis was to repair misconceptions in thermodynamics by using inquiry-based activities. Inquiry-based learning is a method of teaching that involves hands-on learning and self-discovery. Previous work has shown inquiry-based methods result in better conceptual understanding by students relative to traditional lectures. The thermodynamics activities were designed to guide students towards the correct conceptual understanding through observing a preconception fail to hold up through an experiment or simulation. The developed activities focus on the following topics in thermodynamics: “internal energy versus enthalpy”, “equilibrium versus steady state”, and “entropy”. For each topic, two activities were designed to clarify the concept and assure it was properly grasped. Each activity was coupled with an instructions packet containing experimental procedure as well as pre- and post-analysis questions, which were used to analyze the effect of the activities on the students’ responses. Concept inventories were used to monitor students’ conceptual understanding at the beginning and end of the semester. The results did not show a statistically significant increase in the overall concept inventory scores for students who performed the activities compared to traditional learning. There was a statistically significant increase in concept area scores for “internal energy versus enthalpy” and “equilibrium versus steady state”. Although there was not a significant increase in concept inventory scores for “entropy”, written analyses showed most students’ misconceptions were repaired. Students transferred knowledge effectively and retained most of the information in the concept areas of “internal energy versus enthalpy” and “equilibrium versus steady state”.

Sexing the Male: Manifestations of Masculinity in Jane Eyre, Wuthering Heights, and Villette

Abstract: This project considers Emily and Charlotte Brontë's constructions of masculinity in Jane Eyre, Wuthering Heights, and Villette. There is a vast proliferation of scholarship focusing on gender in the Victorian Era, but as much of this criticism focuses on women, the analysis of heterosexual masculinity in these novels provides a unique perspective on the complexities involved in gender constructions during this period. Masculine identity was in a transitory state in the early nineteenth century, as Romantic values were replaced by Victorian conceptions of masculinity, largely influencing the expectations of men. This paper argues that based on an understanding of femininity and masculinity as defined in relation to each other, the Brontë heroes look to the female characters as a source of stability to define themselves against, constructing a stagnant feminine role to frame an understanding of how masculinity was changing. The female characters resist this categorization, however, never allowing the men to fully classify them into stable feminine roles, which leads both shifting gender roles to intertwine and collapse in the novels, undermining any conceptualization of a stable or universal understanding of gender. The paper considers the role of masculinity based in class, relationships with women, and the understanding of sexual passion, to argue that the Brontës' portrayal of men emulates the anxieties surrounding the shift from Romantic to Victorian values of manliness, ultimately rejecting any stable definition of the nineteenth-century man.

An Analysis of Capacities, Moral Hierarchies, and the Moral Status of Non-Human Animals in Contemporary Animal Rights Work

The primary objective of this thesis is to demonstrate the pernicious impact that moral hierarchies have on our perception and subsequent treatment of non-human animals. Moral hierarchies in general are characterized by a dynamic in which one group is considered to be fundamentally superior to a lesser group. This thesis focuses specifically on the moral hierarchies that arise when humans are assumed to be superior to non-human animals in virtue of their advanced mental capabilities. The operative hypothesis of this thesis is essentially that moral hierarchies thwart the provision of justice to non-human animals in that they function as a justification for otherwise impermissible actions. When humans are assumed to be fundamentally superior to non-human animals then it becomes morally permissible for humans to kill non-human animals and utilize them as mere instrumentalities. This thesis is driven primarily by an in-depth analysis of the approaches to animal rights that are provided by Peter Singer, Tom Regan, and Gary Francione. Each of these thinkers claim that they overcome anthropocentrism and provide approaches that preclude the establishment of a moral hierarchy. One of the major findings of this thesis, however, is that Singer and Regan offer approaches that remain highly anthropocentric despite the fact that each thinker claims that they have overcome anthropocentrism. The anthropocentrism persists in these respective approaches in that each thinkers gives humans Regan and Singer have different conceptions of the criteria that are required to afford a being moral worth, but they both give preference to beings that have the cognitive ability to form desires regarding the future.. As a result, a moral hierarchy emerges in which humans are regarded to be fundamentally superior. Francione, however, provides an approach that does not foster a moral hierarchy. Francione creates such an approach by applying the principle of equal consideration of interests in a consistent manner. Moreover, Francione argues that mere sentience is both a necessary and sufficient condition for being eligible and subsequently receiving moral consideration. The upshot of this thesis is essentially that the moral treatment of animals is not compatible with the presence of a moral hierarchy. As a result, this thesis demonstrates that future approaches to animal rights must avoid the establishment of moral hierarchies. The research and analysis within this thesis demonstrates that this is not a possibility, however, unless all theories of justice that are to accommodate animals abandon the notion that cognition matters morally.

P-Technique Factor Analyses of the Multiple Affect Adjective Checklist (MAACL)

The Multiple Affect Adjective Check List (MAACL) has been found to have five first-order factors representing Anxiety, Depression, Hostility, Positive Affect, and Sensation Seeking and two second-order factors representing Positive Affect and Sensation Seeking (PASS) and Dysphoria. The present study examines whether these first- and second-order conceptions of affect (based on R-technique factor analysis) can also account for patterns of intraindividual variability in affect (based on P-technique factor analysis) in eight elderly women. Although the hypothesized five-factor model of affect was not testable in all of the present P-technique datasets, the results were consistent with this interindividual model of affect. Moreover, evidence of second-order (PASS and Dysphoria) and third-order (generalized distress) factors was found in one data set. Sufficient convergence in findings between the present P-technique research and prior R-technique research suggests that the MAACL is robust in describing both inter- and intraindividual components of affect in elderly women.