Troilus and Cressida - A Scenic Design

The purpose of this thesis is to provide research, supporting paperwork, production photographs, and other materials that document the scenic design process for the production of William Shakespeare’s Troilus & Cressida by the University of Maryland – College Park, School of Theater, Dance, and Performance Studies. This thesis contains the following: scenic research images collected to express period, location, and emotional/intellectual landscapes to the production team; preliminary sketches; photographs of the ¼” scale model; a full set of drafting plates and paint elevations used to communicate the design to the technical director and paint charge; a unit list naming each scenic element; a props list and research book to detail each hand prop, furniture piece and consumable to the prop master; and, lastly, archival production photographs to document the completed design.

Programming Assignment of Programming 3: an Object-Oriented Version of Conway’s Game of Life

These are the instructions for a programming assignment of the subject Programming 3 taught at University of Alicante in Spain. The objective of the assignment is to build an object-oriented version of Conway's game of life in Java. The assignment is divided into four sub-assignments.

Some considerations on the alternation of generations in plants,

Mode of access: Internet.

The graduate teacher workforce: shaping teacher quality

This paper presents findings from an Australian large-scale longitudinal study designed to generate an evidentiary basis for policy decisions regarding teacher education and beginning teaching. The Studying the Effectiveness of Teacher Education (SETE) study investigated the career progression of graduate teachers from teacher education into teaching employment, tracking their perceptions over time on the relevance and effectiveness of their teacher education programs and their experience of beginning teaching. This paper examines notions of ‘preparedness’ and ‘effectiveness’ during the first years of teaching. We think of preparedness and effectiveness in terms of the graduate teachers’ attitudes and beliefs (Löfström & Poom-Valickis, 2013) about their own preparedness and effectiveness in relation to context (Alton-Lee, 2003) and personal qualities and variables (Beijaard, Verloop, & Vermunt, 2000). The findings support the established view that learning to teach is a continuum involving initial teacher education, induction into the profession and then ongoing professional learning and development (e.g. Conway, Murphy, Rath, & Hall, 2009; Putnam & Borko, 2000). But SETE data shows that this is not linear and that preparedness and effectiveness are not related in ways commonly reflected in the storylines of teacher education entrenched in the schooling and educational policy discourses in Australia. The longitudinal components of the quantitative and qualitative data highlight graduate teachers’ changing perspectives on the effectiveness of their teacher education in preparing them for the diverse contexts in which they begin teaching and their sense of effectiveness as beginning teachers. In respect to thinking about ‘being prepared’ and ‘being effective’, this study furthers the international debate on what matters in the field of teacher education and teacher education research.

Correlates of agreement between accelerometry and self-reported physical activity

PURPOSE: Understanding factors that influence accurate assessment of physical activity (PA) and sedentary behavior (SB) is important to measurement development, epidemiologic studies, and interventions. This study examined agreement between self-reported (International Physical Activity Questionnaire-Long Form [IPAQ-LF]) and accelerometry-based estimates of PA and SB across six countries and identified correlates of between-method agreement. METHODS: Self-report and objective (accelerometry-based) PA and SB data were collected in 2002-2011 from 3865 adult participants in eight cities from six countries (Belgium, Czech Republic, Denmark, Spain, United Kingdom, and United States). Between-method relative agreement (correlation) and absolute disagreement (mean difference between conceptually and intensity-matched IPAQ-LF and accelerometry-based PA and SB variables) were estimated. Also, sociodemographic characteristics and PA patterns were examined as correlates of between-method agreement. RESULTS: Observed relative agreement (relationships of IPAQ-LF with accelerometry-based PA and SB variables) was small to moderate (r = 0.05-0.37) and was moderated by sociodemographic (age, sex, weight status, and education) and behavioral (PA-type) factors. The absolute disagreement was large, with participants self-reporting higher PA intensity and total time in moderate-to-vigorous-intensity PA than accelerometry. Also, self-reported sitting time was lower than accelerometry-based sedentary behavior. After adjusting for sociodemographic and behavioral factors, the absolute disagreement between pairs of IPAQ-LF and accelerometry-based PA variables remained significantly different across cities/countries. CONCLUSIONS: Present findings suggest systematic cultural and/or linguistic and sociodemographic differences in absolute agreement between the IPAQ-LF and the accelerometry-based PA and SB variables. These results have implications for the interpretation of international PA and SB data and correlate/determinant studies. They call for further efforts to improve such measures.

Midazolam for sedation before procedures

BACKGROUND: Midazolam is used for sedation before diagnostic and therapeutic medical procedures. It is an imidazole benzodiazepine that has depressant effects on the central nervous system (CNS) with rapid onset of action and few adverse effects. The drug can be administered by several routes including oral, intravenous, intranasal and intramuscular. OBJECTIVES: To determine the evidence on the effectiveness of midazolam for sedation when administered before a procedure (diagnostic or therapeutic). SEARCH METHODS: We searched the Cochrane Central Register of Controlled Trials (CENTRAL to January 2016), MEDLINE in Ovid (1966 to January 2016) and Ovid EMBASE (1980 to January 2016). We imposed no language restrictions. SELECTION CRITERIA: Randomized controlled trials in which midazolam, administered to participants of any age, by any route, at any dose or any time before any procedure (apart from dental procedures), was compared with placebo or other medications including sedatives and analgesics. DATA COLLECTION AND ANALYSIS: Two authors extracted data and assessed risk of bias for each included study. We performed a separate analysis for each different drug comparison. MAIN RESULTS: We included 30 trials (2319 participants) of midazolam for gastrointestinal endoscopy (16 trials), bronchoscopy (3), diagnostic imaging (5), cardioversion (1), minor plastic surgery (1), lumbar puncture (1), suturing (2) and Kirschner wire removal (1). Comparisons were: intravenous diazepam (14), placebo (5) etomidate (1) fentanyl (1), flunitrazepam (1) and propofol (1); oral chloral hydrate (4), diazepam (2), diazepam and clonidine (1); ketamine (1) and placebo (3); and intranasal placebo (2). There was a high risk of bias due to inadequate reporting about randomization (75% of trials). Effect estimates were imprecise due to small sample sizes. None of the trials reported on allergic or anaphylactoid reactions. Intravenous midazolam versus diazepam (14 trials; 1069 participants)There was no difference in anxiety (risk ratio (RR) 0.80, 95% confidence interval (CI) 0.39 to 1.62; 175 participants; 2 trials) or discomfort/pain (RR 0.60, 95% CI 0.24 to 1.49; 415 participants; 5 trials; I² = 67%). Midazolam produced greater anterograde amnesia (RR 0.45; 95% CI 0.30 to 0.66; 587 participants; 9 trials; low-quality evidence). Intravenous midazolam versus placebo (5 trials; 493 participants)One trial reported that fewer participants who received midazolam were anxious (3/47 versus 15/35; low-quality evidence). There was no difference in discomfort/pain identified in a further trial (3/85 in midazolam group; 4/82 in placebo group; P = 0.876; very low-quality evidence). Oral midazolam versus chloral hydrate (4 trials; 268 participants)Midazolam increased the risk of incomplete procedures (RR 4.01; 95% CI 1.92 to 8.40; moderate-quality evidence). Oral midazolam versus placebo (3 trials; 176 participants)Midazolam reduced pain (midazolam mean 2.56 (standard deviation (SD) 0.49); placebo mean 4.62 (SD 1.49); P < 0.005) and anxiety (midazolam mean 1.52 (SD 0.3); placebo mean 3.97 (SD 0.44); P < 0.0001) in one trial with 99 participants. Two other trials did not find a difference in numerical rating of anxiety (mean 1.7 (SD 2.4) for 20 participants randomized to midazolam; mean 2.6 (SD 2.9) for 22 participants randomized to placebo; P = 0.216; mean Spielberger's Trait Anxiety Inventory score 47.56 (SD 11.68) in the midazolam group; mean 52.78 (SD 9.61) in placebo group; P > 0.05). Intranasal midazolam versus placebo (2 trials; 149 participants)Midazolam induced sedation (midazolam mean 3.15 (SD 0.36); placebo mean 2.56 (SD 0.64); P < 0.001) and reduced the numerical rating of anxiety in one trial with 54 participants (midazolam mean 17.3 (SD 18.58); placebo mean 49.3 (SD 29.46); P < 0.001). There was no difference in meta-analysis of results from both trials for risk of incomplete procedures (RR 0.14, 95% CI 0.02 to 1.12; downgraded to low-quality evidence). AUTHORS' CONCLUSIONS: We found no high-quality evidence to determine if midazolam, when administered as the sole sedative agent prior to a procedure, produces more or less effective sedation than placebo or other medications. There is low-quality evidence that intravenous midazolam reduced anxiety when compared with placebo. There is inconsistent evidence that oral midazolam decreased anxiety during procedures compared with placebo. Intranasal midazolam did not reduce the risk of incomplete procedures, although anxiolysis and sedation were observed. There is moderate-quality evidence suggesting that oral midazolam produces less effective sedation than chloral hydrate for completion of procedures for children undergoing non-invasive diagnostic procedures.

Cancer Control Activities in Australian Public Hospitals

Cancer is a major cause of death in Australia and there is considerable interest in the role health education in hospital settings has in reducing this burden. Based on a survey of medical superintendents and other hospital staff, this article describes the cancer control activities routinely conducted in Australian public hospitals. The survey considered cigarette smoking, alcohol, diet and nutrition, exercise, and the early detection of skin cancer, cervical cancer, and breast cancer. Overall 112 medical superintendents (93%) participated and a further 163 hospital staff members provided additional details. Not unexpectedly, the survey confirmed the very low level of activity and identified a number of specific issues that need to be addressed in order to enhance cancer control activities in public hospitals. Given the relatively higher level of activity, and the prominence of cigarette smoking and alcohol consumption as health issues, one approach might be to initially concentrate on these areas when they are related to the patient's condition. Article in International Quarterly of Community Health Education 15(3):229-40 · January 1994

Especificidade de evocação de memórias autobiográficas na perturbação de pânico um estudo à luz do modelo carfax

Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre em Psicologia especialidade de Psicologia Clínica.

Perceived neighborhood environmental attributes sssociated with walking and cycling for transport among adult residents of 17 cities in 12 countries: the IPEN study

INTRODUCTION: Prevalence of walking and cycling for transport is low and varies greatly across countries. Few studies have examined neighborhood perceptions related to walking and cycling for transport in different countries. Therefore, it is challenging to prioritize appropriate built-environment interventions. OBJECTIVES: The aim of this study was to examine the strength and shape of the relationship between adults' neighborhood perceptions and walking and cycling for transport across diverse environments. METHODS: As part of the International Physical activity and Environment Network (IPEN) adult project, self-reported data were taken from 13,745 adults (18-65 years) living in physically and socially diverse neighborhoods in 17 cities across 12 countries. Neighborhood perceptions were measured using the Neighborhood Environment Walkability Scale, and walking and cycling for transport were measured using the International Physical Activity Questionnaire-Long Form. Generalized additive mixed models were used to model walking or cycling for transport during the last seven days with neighborhood perceptions. Interactions by city were explored. RESULTS: Walking-for-transport outcomes were significantly associated with perceived residential density, land use mix-access, street connectivity, aesthetics, and safety. Any cycling for transport was significantly related to perceived land use mix-access, street connectivity, infrastructure, aesthetics, safety, and perceived distance to destinations. Between-city differences existed for some attributes in relation to walking or cycling for transport. CONCLUSIONS: Many perceived environmental attributes supported both cycling and walking; however, highly walkable environments may not support cycling for transport. People appear to walk for transport despite safety concerns. These findings can guide the implementation of global health strategies.

Optimising health literacy and access of service provision to community dwelling older people with diabetes receiving home nursing support

Background. Health literacy is the ability to access, understand, and use information and services for good health. Among people with chronic conditions, health literacy requirements for effective self-management are high. The Optimising Health Literacy and Access (Ophelia) study engaged diverse organisations in the codesign of interventions involving the Health Literacy Questionnaire (HLQ) needs assessment, followed by development and evaluation of interventions addressing identified needs. This study reports the process and outcomes of one of the nine organisations, the Royal District Nursing Service (RDNS).

Methods. Participants were home nursing clients with diabetes. The intervention included tailored diabetes self-management education according to preferred learning style, a standardised diabetes education tool, resources, and teach-back method.

Results. Needs analysis of 113 quota-sampled clients showed difficulties managing health and finding and appraising health information. The service-wide diabetes education intervention was applied to 24 clients. The intervention was well received by clients and nurses. Positive impacts on clients' diabetes knowledge and behaviour were seen and nurses reported clear benefits to their practice.

Conclusion. A structured method that supports healthcare services to codesign interventions that respond to the health literacy needs of their clients can lead to evidence-informed, sustainable practice changes that support clients to better understand effective diabetes self-management.

The Take Home Car Advantage

This paper explores the idea of police officers from Conway being able to take their police cars home instead of leaving them at the station and having an assigned vehicle instead of a shared one.

Niveles de actividad física de niños y adolescentes durante las clases de educación física en tres colegios oficiales de Bogotá

La clase de educación física es un espacio en el cual los niños y adolescentes pueden incrementar los niveles de actividad física y alcanzar las recomendaciones emitidas por la Organización Mundial de la Salud (OMS), sin embargo, existe poca evidencia científica a nivel nacional sobre las actividades físicas que realizan los estudiantes dentro del ámbito escolar, específicamente dentro de las clases de educación física y sus relaciones con el contexto; es por esto que el objetivo de este estudio fue evaluar los niveles de actividad física de niños y adolescentes durante las clases de educación física en tres colegios oficiales de Bogotá, Colombia, por medio de la herramienta SOFIT. Estudio de diseño descriptivo y transversal realizado entre octubre de 2014 y mayo de 2015. Las observaciones se llevaron a cabo en tres colegios oficiales de la ciudad de Bogotá ubicados en las localidades de Tunjuelito y Ciudad Bolívar que aceptaron su participación en la investigación. Se obtuvo la aprobación para participar de 1361 estudiantes (682 niñas y 679 niños) de 5 a 17 años de los cuales 180 estudiantes (93 niños y 87 niñas) fueron seleccionados de manera aleatoria sistemática, siguiendo el protocolo SOFIT para observar su nivel de actividad física durante las clases de educación física. El 45,23% del tiempo de la clase de educación física los estudiantes mantuvieron un comportamiento sedentario; mientras que el 30.91% y el 23.86% del tiempo de la clase presentaron un nivel de actividad física moderada (AFM) y vigorosa (AFV) respectivamente. El nivel de actividad física moderada a vigorosa (AFMV), fue de 54,78% es decir, 35,27 minutos de la clase. Los docentes no promovieron la actividad física en un 56,47% del tiempo de la clase y se encontró que ningún docente promovió la actividad física fuera de la clase, es decir, alentando a sus estudiantes a que practicaran cualquier forma de actividad física en horas extraescolares. El contexto de la clase que más se desarrolló fue la condición física con un 35,66% del tiempo de la clase, seguido por los contextos de generalidades 24,83% y habilidades 23,84%. El contexto de la clase generalidades está asociada significativamente y de manera negativa (β=-0,32, p=0,006) con menor porcentaje de tiempo en AFM y AFV, las variables activas de SOFIT, lo que sugiere que las clases deben invertir menos tiempo en este contexto e incrementar el porcentaje de tiempo en los otros contextos como condición física y habilidades para aumentar la cantidad de minutos de AFMV en los estudiantes.

Niveles de actividad física en los periodos de recreo de niños y adolescentes en un colegio distrital de Bogotá

Objetivo: determinar los niveles de actividad física (AF) de niños y adolescentes entre 10 y 17 años durante los periodos de recreo escolar en un colegio distrital de Bogotá. Método: estudio de corte transversal en un colegio distrital de la localidad de Puente Aranda en Bogotá. Fueron observados a través del sistema de observación de juego y de actividad en el tiempo libre en jóvenes (SOPLAY) los niveles y tipos de AF de niños y adolescentes en los periodos de recreo durante tres semanas, utilizando una condición de observación diferente para cada semana. Adicionalmente, las condiciones del contexto de las áreas recreo deportivas fueron evaluadas. Resultados: las prevalencias de escolares sedentarios fueron de 52,4 %, 77,3 % y 64,9 % durante la 1ª, 2ª y 3ª semana respectivamente. El sexo femenino fue más sedentario con el masculino (57 %, 82 % y 73 % vs 45 %, 70 % y 54 %) para cada semana observada. Se obtuvieron diferencias significativas (p<0,05) en los niveles de AF de los escolares. Conclusión: niños y adolescentes presentan elevadas prevalencias de sedentarismo siendo las actividades más frecuentes estar sentado, de pie o acostado durante los periodos de recreo. El sexo masculino mostró porcentajes superiores de participación en AF moderadas vigorosas. Las áreas recreo deportivas no contaban con condiciones del contexto relacionadas con disponibilidad de equipamiento para realizar AF ni existencia de actividades organizadas. Son necesarios programas e intervenciones eficaces que promuevan la AF en niños y adolescentes durante el recreo de la jornada escolar.

Niveles de actividad física, contenidos-contextos de la clase e intervención docente durante la clase de educación física y su asociación con el tipo de profesor

Resumen: Objetivo: determinar la asociación entre el tipo de profesor (especialista y no especialista en educación física), con el nivel de actividad física, el contenido-contexto de la clase y el comportamiento del profesor. Método: Estudio descriptivo de corte transversal en un colegio distrital de Bogotá. Fueron evaluadas 57 clases de educación física, y dos docentes (uno con formación académica en Educación física), por medio del Sistema para la observación del tiempo de instrucción de la condición física (SOFIT). Las variables observadas fueron analizadas con estadística descriptiva en cantidades relativas a los minutos y proporción de la clase. Para establecer la asociación entre el género de los estudiantes y el tipo de profesor se usaron test t para muestras independientes y U de Mann-Witney. Resultados: La duración promedio de la clase fue 82,7 minutos, 69% del tiempo programado; los estudiantes pasaron la mayor parte del tiempo de pie 29% (25 minutos), el contenido predominante de la clase fue el de tipo general 21% (25 minutos) y los maestros ocuparon en promedio el 36% (29 minutos) de la clase observando. Los estudiantes pasaron 53% (44 minutos) en actividades físicas moderadas a vigorosas (AFMV). Los niños fueron más activos que las niñas (53.94% vs 50,83%). Se observó una asociación positiva entre el género y casi todos los niveles de actividad física de los estudiantes (p<0,05). Se identificó que existe una diferencia estadísticamente significativa (p<0,05), para las categorías sentado y estar de pie de la variable Niveles de Actividad física tanto en los resultados expresados en minutos, como en la proporción del tiempo de la clase y para la categoría caminando expresada en tiempo de la clase. Para la variable contenido-contexto se determinó una asociación para la categoría conocimiento, tanto en la proporción como en el número de minutos, y para la categoría contenido general en los resultados expresados en proporción de la clase. Finalmente, para la variable comportamiento del profesor expresada tanto en minutos como en proporción de la clase tuvo significancia estadística en todas sus categorías a excepción de la categoría promover Conclusiones: hay una diferencia importante en la forma como los dos tipos de maestros desarrollan la clase y los niveles de actividad física en que involucran a los estudiantes. La educación física en la escuela debe ser impartida por profesionales formados en el área, que tengan las destrezas y habilidades necesarias para desarrollar una educación física de calidad.