A field research: evaluation of efficiency of P.E. lessons

Introduction: We focused on the efficiency evaluation of some forms of exercise used often for the loading and growth of physical load in the P.E. lessons. The aim of our research was to create and realise exemplary P.E. lessons oriented to fitness development and to measure data (lesson timing, heart rating). The short relays and indoor parcourse were selected forms of exercise. The observing was an initial method. We measured physiological time (tf), pedagogical time (tp) and fault time (tz). The physical load was assessed through a heart rate. Two pupils in every PE lessons were measured. During evaluation of the PE lesson efficiency we watched a) total physiological time in the lessons; b) total time of loading in the middle and higher intensity zone. The measured heart rating characterising middle and higher intensity zones and the total time of the activity in these zones showed both of used forms filled demands on the PE lessons; the parcourse are physiologically more effective than the short relays

Hop proanthocyanidins for the fining of beer

Fining agents are used in the clarification of beers; they help to reduce the time required to sediment suspended yeast cells and ensure the clarity and colloidal stability of beer. Following an adventitious observation during dry-hopping experiments, we identified a fining activity associated with Saaz hops. Extracts of hop cones were subsequently shown to have the capacity to flocculate yeast and result in their sedimentation. This activity has since been identified in extracts of many different hop varieties and, significantly in spent hops, the co-product resulting from commercial extraction of hops with either CO2 or ethanol. Here we illustrate the activity of the novel finings extracted from spent hops following CO2 extraction of Galena hops. The sediments formed on fining were compact, relative to those obtained when commercial isinglass was used to fine the same beers. The hop extracts were also effective in reducing 90° haze in beers under conditions designed to mimic both cask ale (12 °C) and lager (4 °C) type applications. The compounds responsible for the fining activity appear to be large (30–100 kDa, or more) polyphenols. Analysis of the polyphenols using colourimetric tests indicated the presence of proanthocyanidins. On acidic hydrolysis these generated cyanidin, which would be derived from a polymer composed of catechin and epicatechin subunits. The presence of these materials in spent hops offers the possibility to develop commercial products, with desirable fining properties, from an existing co-product stream. Furthermore, the finings are derived from a traditional ingredient of the brewing process

Principles of Adult Education at Work in an Early Women’s Prison: The Case of the Massachusetts Reformatory, 1930-1960

Abstract: This paper discusses the role and significance of adult education principles as espoused by an early corrections official Austin MacCormick and how his philosophy and aim of adult education for prisoners relates to the educational programs and practices implemented at the Massachusetts Reformatory for Women during the 1930s, 40s, and 50s

Critical Anthological Imagination: Looking Historically at Prisoners Writing About Themselves as Adult Learners in the United States (1966-2006)

This paper presents some initial findings from an analysis of published anthologies written by prisoners in the U. S. about how they view their own educational advancement, schooling, and their role as adult learners within the context of their incarcerated lives

Beyond the Foreigner: representations of non-roman individuals and communities in latin historiography, from Sallust to Ammianus Marcellinus

From the foundation of the city of Rome in 753 BCE to the capture of the same in 476 CE, the ancient Romans came into contact with a diverse range of peoples. The Romans did not want only to conquer these peoples and incorporate them into the empire, but also they displayed a genuine interest in learning about foreigners. Roman historical narrative demonstrates clearly this prevailing curiosity. This thesis examines the representations of foreign individuals and communities in five works: SaUust, helium lugurthinum; Livy, Ab Vrhe Condita 21-30; Justin, Epitome of Pompeius Trogus, Historiae Philippicae 11-12; Tacitus, Germania; Ammianus MarcelHnus, Res Gestae 23.6. These authors represent a broad range of types of history writing (monograph, AUG history, universal history), and they span most of die history of Rome as an empire (40s BCE to the late 300s CE). Moreover, these works represent a diverse range of geographic locations in that they include the three major parts of the world as understood by the Romans: Africa, Europe and Asia. Finally, they cover—or they exist within the context of—the full range of the Roman-Foreign experience: victory (Numidia, Carthage), defeat (Persia), and non- result (Germani).This thesis demonstrates that Roman historians employ a diverse range of presentations of non-Roman individuals and communities. Roman historians appear not to have been constrained by a narrow set of rules when it comes to writing non- Romans; rather, each author can be seen to be engaging in a wider Roman discourse on the foreigner. And this discourse extends beyond the Roman world and Roman historical writing: the historians of Rome can be seen as building upon, and responding to, the so-called father of history, Herodotus, whose own narrative established firmly that exploration of the foreigner is an important part of historical inquiry. Close analysis clearly demonstrates each presentation of a non-Roman character or community to be an intricate and fascinating construction, and understanding how the foreigner is conceptualised in the work is of critical importance. On the one hand, the presentation of foreigners fits into the historian’s overarching aims and objectives in his work; on the other hand, the representation of foreigners can dictate the ways in which the Roman history is narrated. Non-Romans both fit into and they provide direction for, Roman historical narrative. By studying the complexities of the presentation of non-Romans, therefore, this thesis enhances our understanding of the sophistication of Roman historical writing. Despite the continuing acknowledgement of the important role ethnography plays in writings of Herodotus and his Greek and Roman successors and imitators, there has not so far been a genre-wide detailed study of the ethnography in Greek or Roman historiography. This thesis, therefore, seeks to rectify partially this omission on the part of scholarship, and establish a foundation for future study of the non-Roman in Latin literature and Roman culture

Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy, and Emotional Intelligence

Researchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master’s or doctoral degrees (i.e., graduate students). In this study, we examined writing anxiety, self-efficacy, and emotional intelligence in a sample of graduate students at a large, research-intensive university in the United States. Using a survey, we collected measures on these variables in addition to demographic information from the participants. We then used the measures to descriptively compare groups of students with similar characteristics and to run three regression models to identify which variables best predicted writing anxiety. Our findings indicate self-efficacy is a statistically significant and large predictor of writing anxiety while emotional intelligence (EI) is not, though descriptive data showed moderate effects between EI and first language (i.e., whether or not a student reported English as a first language). In the presence of self-efficacy, gender remained a significant predictor of writing anxiety, while first language did not. We discuss implications for future research and practice focused on helping graduate student academic writers succeed

How to Stay A.L.I.V.E. in a World of Ever-Changing Technology: Keeping Up with Adult Learning in a Virtual Environment

The purpose of this paper is to discuss the benefits and barriers for adult learning within virtual environments

Beyond Illiteracy and Poverty: Theorizing the Rise in Black Women’s Incarceration

This paper explores the impact of poverty and low literacy on the increase in Black women’s incarceration. Using critical race theory as a guiding framework, we present the argument that neoliberal policies of welfare reform and crime control laws are primary reasons for the increase. We emphasize gender-responsive strategies in planning programs for low-income, low-literate, and incarcerated women

Expanding the Conversation on Adult Learning Theories: Theorizing African American Women’s Learning and Development in Predominantly White Organizations

This study is a qualitative, interpretative examination of nine African American women’s (AAW’s) experiences while working in a leadership position at a predominantly White organization and the learning experiences that emerged from these encounters. Black feminist theory (BFT) is used as a sociocultural framework to explain how the participants learned from these experiences. Three main learning themes emerged: learning from influential sources, learning through divine guidance, and learning through affirmation of self. We posit that sociocultural theories derived from AAW’s ways of knowing is necessary to move the field of adult education toward more inclusive ways of theorizing learning

A Bridge from Behind Bars: A Look at Prison Literacy Programs1

The purpose of this paper is to illustrate—using four U.S. based case examples—how writing and literacy education practices are connected to prisoner self-reflection, knowledge development, and re-visioning of prisoner lives. While we explore prisons as sites for literacy education, we also complicate the picture by acknowledging that education for prisoners needs to go beyond adult basic education and literacy