Exploring women community college natural scientists\u27 personal experience narratives through a subjectivist lens

The thrust in education today is to encourage young women to enter nontraditional fields of study such as chemistry, physics, and biology. In order to better prepare the next generation of women scientists, then, we should examine the experiences of women participants already working within these areas. We can learn from their experiences. What motivated them toward science? What influenced them to become teachers? What brought them to the community college? If the premise is that we want more women involved in science, then one way to understand how to entice women into science would be to research those who are already there. This research project has two important findings, (1) women community college natural science instructors can experience issues of identity between their roles as scientists and teachers; (2) women community college natural science instructors value a different community structure compared to many of their male counterparts. This research lists several recommendations for future practice as well as recommendations for future research

Human rights and environmental sustainability in the context of globalisation

This thesis undertakes a sustained engagement with theoretical debates within and between the fields of human rights and environmental sustainability, which, it is argued here, inevitably come together in the context of globalisation. At issue in this thesis are questions about the nature of and rationale for human rights, the necessary and sufficient conditions of environmental sustainability, the impact of globalisation on human rights and environmental sustainability, and the interaction between them. The aim of the thesis is to interrogate a variety of arguments about human rights and environmental sustainability in order to assess their coherence and consistency, and to evaluate competing perspectives. The central questions animating this inquiry are, to what extent can environmental threats to human security be conceptualised as a human rights issue, and do human rights provide an adequate and appropriate framework in terms of which to respond to the environmental impacts of globalisation? The thesis begins by examining the impact of globalisation on human rights and environmental sustainability. There follows, in chapter 3, a detailed analysis of possible justifications of support for universal human rights, looking at philosophical foundations, the idea that there might be an overlapping consensus on human rights, and the idea of human rights as a sentimental education. Chapter 4 focuses on criticisms that have been levelled at the contemporary human rights regime and evaluates a proposed alternative, Thomas Pogge’s idea of an institutional model of human rights. Thereafter the focus of the thesis shifts to environmental sustainability. Firstly, chapter 5 investigates definitions of environmental sustainability and proposes an evaluative framework for assessing different models of economic organisation. Secondly, chapter 6 looks at the political changes that might be appropriate to an environmentally sustainable society by examining green (re-)interpretations of the concepts of citizenship, democracy, and justice. In chapter 7 the two fields of inquiry are reintegrated, firstly by addressing the question of whether rights or sustainability can or should be prioritised at the expense of the other, and secondly by considering the plausibility and merit of the idea of claiming that there are environmental human rights. The conclusion advanced in the thesis is that human rights do not provide a sufficient framework in terms of which to respond to the environmental impacts of globalisation, however, a renewed understanding of human rights, informed by a sense of the social and ecological embeddedness of human life, may be a fruitful feature of an environmentally sustainable society. Moreover, it is argued here that human rights and environmental sustainability share some illuminating features, in that support for each is most coherently justified in terms of a sentimental concern for the fate of others, though informed by a sense of the social and ecological embeddedness of human life. This informed sentimentalism is ultimately held to be a stronger motivation to act in defence of human rights or environmental sustainability than rational self-interest in the context of globalisation

Handwriting and Occupational Therapy in the Schools

Handwriting is an important life skill, and handwriting tasks take up a significant amount of time during the school day. Research suggests that writing by hand influences reading skills, recall, academics, and motor and composition skills. Pediatric occupational therapists evaluate and treat children who are struggling with handwriting; therefore, it is important for practitioners to be aware of a variety of treatment strategies for addressing handwriting challenges. After participating in this session, the learner will be able to discuss the research on typical and atypical pencil grasps, identify and name 5 common handwriting errors, and explain 3 techniques for increasing handwriting legibility

Infection et auto-immunité : la piste des récepteurs Toll-like

Les mécanismes de tolérance immunitaire sont destinés à prévenir le développement des maladies auto-immunes. Concernant les lymphocytes B (LyB), les processus d’élimination décrits à ce jour (délétion clonale et anergie qui aboutissent à l’élimination de la cellule et édition du récepteur qui conduit à une perte de l’auto-réactivité) ne sont que partiellement efficaces [1]. En effet, les sujets sains possèdent de nombreux LyB auto-réactifs. Dans les conditions physiologiques, ils ne sont pas activés et coexistent « en paix » avec leur auto-antigène. Les mécanismes que nous-mêmes et d’autres avons proposés d’appeler « ignorance immunologique » sont imparfaitement élucidés [2]. La rupture de cet état est certainement un des mécanismes à l’origine des maladies auto-immunes. De nombreux facteurs génétiques influençant la susceptibilité aux maladies auto-immunes ont été identifiés. Néanmoins, ils apparaissent généralement insuffisants, suggérant un rôle important pour des facteurs environnementaux. Parmi ceux-ci, les infections jouent très probablement un rôle, suspecté de longue date, bien que les mécanismes physiopathologiques en restent mal connus [3]. Une hypothèse (la théorie dite antigène non-spécifique) formule que les dégâts tissulaires infligés par l’infection microbienne pourraient exposer des auto-antigènes aux lymphocytes auto-réactifs

Apathy and its response to antipsychotic review and non-pharmacological interventions in people with dementia living in nursing homes : WHELD, A factorial cluster randomised controlled trial

Objectives: Apathy is common, impactful, and difficult to manage in people with dementia. We evaluated the efficacy of non-pharmacological interventions, exercise and social interaction, in combination with antipsychotic review, to reduce apathy in people with dementia living in nursing homes in a cluster randomised controlled trial (RCT). Methods: Well-being and health for people with dementia (WHELD) programme included a 2X2X2 factorial cluster RCT involving people with dementia living in 16 nursing homes in UK. All homes received training in person-centred care, and were randomised to receive antipsychotic review, social interaction, and exercise, either alone or in combinations. Apathy was one of the secondary outcomes of the WHELD trial, and it was measured by the Neuropsychiatric Inventory-nursing home version at baseline and nine months (N=273). We employed multilevel mixed effects linear regression models to assess the impact of the interventions on apathy. Results: Prevalence of apathy was 44.0% (n=120; 95% CI 38.1-49.9%) at baseline. Severity of apathy had significant positive correlations with dementia severity, neuropsychiatric symptoms, depressive symptoms, agitation, and the needs of the people with dementia (p<0.001). Antipsychotic review reduced antipsychotic use, but it significantly increased apathy (β=5.37; SE=0.91; p<0.001). However, antipsychotic review in combination with either social interaction (β=-5.84; SE=1.15; p<0.001) or exercise (β=-7.54; SE=0.93; p<0.001) significantly reduced apathy. Conclusions: Antipsychotic review can play a significant role in improving apathy in people with dementia living in nursing homes, when combined with psychosocial interventions such as social interaction and exercise. Guidance must be adapted to reflect this subtlety in care

The Phantom Vanish Magic Trick: Investigating the Disappearance of a Non-existent Object in a Dynamic Scene

Drawing inspiration from sleight-of-hand magic tricks, we developed an experimental paradigm to investigate whether magicians’ misdirection techniques could be used to induce the misperception of “phantom” objects. While previous experiments investigating sleight-of-hand magic tricks have focused on creating false assumptions about the movement of an object in a scene, our experiment investigated creating false assumptions about the presence of an object in a scene. Participants watched a sequence of silent videos depicting a magician performing with a single object. Following each video, participants were asked to write a description of the events in the video. In the final video, participants watched the Phantom Vanish Magic Trick, a novel magic trick developed for this experiment, in which the magician pantomimed the actions of presenting an object and then making it magically disappear. No object was presented during the final video. The silent videos precluded the use of false verbal suggestions, and participants were not asked leading questions about the objects. Nevertheless, 32% of participants reported having visual impressions of non-existent objects. These findings support an inferential model of perception, wherein top-down expectations can be manipulated by the magician to generate vivid illusory experiences, even in the absence of corresponding bottom-up information

Study of the Shift in Error Patterns Between Instructional and Frustration Levels among Third Grade Developmental Readers

Elementary Educatio