The Iowa Homemaker vol.29, no.1

How to Read a Foreign Menu, Margaret Wallace, page 3 Poor Health, Barbara Parsons, page 4 Vicky Chooses Slumbertogs, Frances Bosnak, page 6 Going to Summer School, Mary Kay Pitzer, page 7 Easter in Sudan, Marjorie Turner, page 8 What’s New, Virginia Foth, page 10 They Wear Trousers, Virginia Foth, page 12 Here’s An Idea, Nancy Johnson, page 15 The Life of Timmy Telephone, Dorothy Heck, page 1

Unraveling the complex polymorphic crystallization behavior of the alternating copolymer DMDS-alt-DVE

[Abstract]: A complex crystallization behavior was observe the alternating copolymer DMDS-alt-step-growth polymerization. Understanding the underlying complex crystallization processes of such innovative polythioethers is critical for their application, for example, in polymer coating technologies. These alternating copolymers have polymorphic traits, resulting in different phases that may display distinct crystalline structures. The copolymer DMDS-alt-DVE was studied in an earlier work, where only two crystalline phases were reported: a low melting, L − Tm, and high melting, H − Tm phase. Remarkably, the H − Tm form was only achieved by the previous formation and melting of the L − Tm form. We applied calorimetric techniques encompassing seven orders of magnitude in scanning rates to further explore this complex polymorphic behavior. Most importantly, by rapidly quenching the sample to temperatures well below room temperature, we detected an additional polymorphic form (characterized by a very low melting phase, denoted VL − Tm). Moreover, through tailored thermal protocols, we successfully produced samples containing only one, two, or all three polymorphs, providing insights into their interrelationships. Understanding polymorphism, crystallization, and esulting morphological differences can have significant implications and potential impact on mechanical resistance and barrier roperties.Gobierno Vasco; IT1503-22Gobierno Vasco; IT-1525-22Ministerio de Ciencia e Innovación; PGC2018-094620-A-I00Xunta de Galicia; ED431F 2021/00

Biomass and Productivity of Thalassia testudinum in Estuaries of the Florida Panhandle

Thalassia testudinum often dominates seagrass meadows of the Florida panhandle but few measurements of productivity, biomass, density, turnover or leaf area index in this region have been made. We targeted 5 estuaries located at similar latitudes, 30⁰ ± 0.3⁰N: Big Lagoon, Santa Rosa Sound, St. Andrew Bay, St. Joseph Bay, and St. George Sound. This study was one component of a collaborative partnership of state and local researchers examining factors preventing recovery in panhandle estuarine areas that had historically contained seagrass in the 1940s and 1950s. Measurements were made twice in 2016, once in June and then again in summer or fall, except in Santa Rosa Sound where measurements were made 3 times. In the estuaries sampled for the second time in July or August, aboveground productivity was greater than in June. St. Joseph Bay had the highest aboveground productivity (4.3 g/m2/d) and 1—sided leaf area index (4.2) while St. George Sound had the lowest values (0.41 g/m2/d and 1.0). Principal component analysis suggested that St. Andrew Bay, Big Lagoon and Santa Rosa Sound were the most similar, with higher values for shoot densities and leaf turnover and lower salinities and watershed:water ratios. St. Joseph Bay had high aboveground productivity and salinity, and low turbidity. St. George Sound had low aboveground productivity, high total suspended solids and the highest watershed:water ratio. These baseline productivity estimates will be useful to assess the success of restoration efforts targeting seagrasses in the Florida panhandle and evaluate impacts of climate change on seagrasses

Avaliação da atenção básica e os enfermeiros:: estudo das tendências da produção de conhecimento

Esse trabalho buscou investigar a produção de teses e dissertações sobre a temática avaliação da atenção básica e os enfermeiros. O estudo de revisão narrativa buscou responder quais são as produções disponíveis no banco de teses e dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, acerca da avaliação da atenção básica a partir da atuação do enfermeiro. Utilizaram-se as palavras-chave: Enfermagem, avaliação em saúde, avaliação dos serviços de saúde, atenção básica, enfermeiros. Após seleção de 9 resumos, foi realizada análise temática, resultando três categorias: Trabalho do enfermeiro e/ou enfermeiro gestor em serviços da atenção básica; Sistema de informações como ferramenta de avaliação para o enfermeiro na atenção básica; Enfermeiro e avaliação de atributos da atenção básica. Conclui-se que as tendências e inovações no campo apresentaram poucas produções, este por sua vez corrobora nas ações de gestão frente à atenção básica. O fato do processo de gestão ser de contínua reestruturação com iniciação de novas tecnologias e estratégias, levando o tema a uma escassez de publicações apresentando uma lacuna nas publicações, tendo um vasto campo a ser explorado

Caracterização das mulheres agredidas em uma zona urbana localizada em uma região de fronteira

Aim: to know the profile of battered women in a west border region of Rio Grande do Sul, Brazil. Method: quantitative descriptive research, developed in Emergency Care, with 68 victims in the period January to June, 2013. The collection was through the records of the Outpatient chips, analyzed by the Statistical Package for Social Sciences. Results: the most prevalent age was between 20 and 29 years, most of the records were not in the offending agent, followed by the spouse. The reasons were the attendance of physical aggression. Among morbidities sharp injuries stood out, followed by a referral to intensive therapy and one death. Conclusions: we emphasize the importance of improving the search for cases of violence against women, customer service network, pay attention to the realization of the records and point out the incipience of studies in frontier areas.Objetivo: conocer el perfil de las mujeres agredidas en una zona urbana situada en una región de frontera del estado del Rio Grande do Sul, Brasil. Método: investigación cuantitativa, descriptiva, desarrollada en el Atendimiento de Urgencia, con 68 víctimas en el período de enero/junio de 2013. La recopilación fue mediante registros de fichas de atención ambulatoria, analizados por el programa StatisticPackagefor Social Sciences. Resultados: la edad con mayor predominio fue entre 20 y 29 años, la mayoría de los registros no constaban el sujeto agresor, seguidas de cónyuge. Los motivos de atendimiento fueron las agresiones de orden física. Entre las morbilidades se destacan las lesiones cortantes, seguidas de un direccionamiento a la terapia intensiva y un fallecimiento. Conclusiones: se destaca la importancia de mejorar la búsqueda de casos de violencia contra la mujer, el servicio de atendimiento, la realización de registros, además de señalar estudios iniciales en áreas de fronteras.Objetivo: conhecer o perfil das mulheres agredidas em uma zona urbana localizada em uma região de fronteira do estado do Rio Grande do Sul, Brasil. Método: pesquisa quantitativa, descritiva, desenvolvida em Pronto Socorro, com 68 vítimas no período de janeiro a junho de 2013. A coleta foi por meio dos registros das fichas ambulatoriais, analisadas pelo programa StatisticPackage for Social Sciences. Resultados: a faixa etária com maior prevalência foi entre 20 e 29 anos, na maioria dos registros não constavam o agente agressor, seguidas do cônjuge. Os motivos de atendimento foram as agressões de ordem física. Entre as morbidades destacaram-se as lesões cortantes, seguidas de um encaminhamento à terapia intensiva e um óbito. Conclusões: ressalta-se a importância de aprimorar a busca dos casos de violência contra a mulher, da rede de atendimento, da realização dos registros,além de apontar a incipiência de estudos em áreas de fronteiras

Außerschulische Lernorte von Kindern : Reflexionen - Konzeptionen - Perspektiven

Weitere Hrsg.: Martin Gröger, Daria Johanna Schneider, Jutta Wiesemann. Publikation anlässlich der Tagung „Orte und Räume der Generationenvermittlung – Außerschulisches Lernen von Kindern“, Universität Siegen, 5.-6. Oktober 2017Die Wertschätzung des außerschulischen Lernens hat in der Schulpädagogik eine lange Tradition und ist besonders in der Grundschule und im Sachunterricht etabliert. Mit einem Blick auf Möglichkeiten der Vernetzung schulischer und außerschulischer Lernwelten rückt das Bildungspotenzial und die Bildungswirksamkeit außerschulischer Lernorte zunehmend in den Aufmerksamkeitsfokus bildungspolitischer, schulpädagogischer sowie didaktischer Reflexion. Eine Gelegenheit zu einer vertieften Auseinandersetzung mit diversen außerschulischen Lernarrangements bot die Tagung zum Thema „Orte und Räume der Generationenvermittlung – außerschulisches Lernen von Kindern“, die im Oktober 2017 an der Universität Siegen stattfand. Die vielfältigen Impulse und wertvollen Überlegungen der Tagungsteilnehmerinnen und -teilnehmer werden in der vorliegenden Publikation „Außerschulische Lernorte von Kindern – Reflexionen – Konzeptionen – Perspektiven“ aufgegriffen. Die Beiträge des Bandes gliedern sich in drei Themenblöcke: zum einen werden konzeptionelle Überlegungen zum außerschulischen Lernort vorgestellt, zum anderen eröffnet der Band Einblicke in die Entwicklung und Ausgestaltung sowie in den Einsatz von Materialien am außerschulischen Lernort. Der dritte Themenblock gibt abschließend einige Beispiele für die mannigfaltigen Möglichkeiten, schulische und außerschulische Lernorte effektiv zu vernetzen

Inquiry in University Mathematics Teaching and Learning. The Platinum Project

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students‘ own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of „modelling“ in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

Inquiry in University Mathematics Teaching and Learning

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals