Metarummets arkitektur: - reflektioner af forholdet mellem fysisk rum og psykisk rum i den skabende proces

Som billedkunstner og arkitekt nærer jeg kærlighed til mine fysiske omgivelser - også de menneskeskabte. Min tilværelsesom menneske har ændret sig i takt med en bevidstgørelse omkring i hvor høj grad jeg selv er del af alt dette. -Det er denne»vision« om sammenhæng og helhed jeg benævner som et metarum i forbindelse med erkendelse. Jeg ser mennesket som eterkendende, selvbevidst individ, som kan benytte sig af blandt andet arketypiske symboler til en bevidstgjort individuation.Disse symboler udvikles i en skabende proces, og er under alle omstændigheder virksomme. Jeg underviser i udvikling af kreativitet.De forfattere, jeg bringer sammen, er alle med til at udvikle min egen kreativitet, ved at give ord og bringe orden til alt detder sker med mig - og omkring mig - i den skabende proces. Jeg anvender disse forfatteres begreber som metaforer - sombilleddannende inspiration. Det gælder også for Jungs begreb om arketyperne i det kollektive ubevidste. Samlet indebærer mitarbejde et ønske om at være med til at begribe rummet.As an artist and architect I feel love for my environments - also the man-made. My life has been changed by an awareness of to what extent I myself am part of all this. It is this »vision« about togethemess and wholeness - in the process whereby knowledgeis acquired - I am naming metaspace. That is: the dynamic, ever fluctuating, creative space (and power-field) where matter and consciousness is brought together - and separated, - where ideas and words materialises. My statement is: if architecture shall develop out of our western, one-dimensional, rational mind, our metaspaces have to be fumished with ideas - and concepts - which makes it possible for us to catch the »call« from our natural environments - or universe. That call is namedintuition. In my own work I am inspired by the idea of »Forms with an existence will« (Kahn) which I relate to the concept of »archetypes in the collective unconscious« (Jung) whose existence will break through in symbols in a creative move - a movementwhose purpose man recreate by his own becoming. Architecture belongs to these symbol systems.Inherent the concept of metaspace is a method for self-understanding and developing creativity in a healing manner: you can consciously walk in and out of different metaspaces, you may break them down and rebuild them experimentally, until youone day know - for sure - which metaspaces are authentic for life and which ones are just »castles in Spain«

Association Between DXA and HR-pQCT Measurements of Bone Characteristics in Recreationally Active, Recruit-Aged Men

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The Effect of 12 - weeks of Concurrent Exercise Training on Body Composition and Bone Microarchitecture

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Positional Differences in Areal Bone Mineral Density and Body Composition in NCAA Division - I Football Athletes

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Bone Mineral Density and Tibial Microarchitecture Changes in Division I Male and Female Cross - Country Runners

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Structural Differences in the Tibial Metaphysis Between Female NCAA Division I Cross - Country Runners and Gymnasts

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The Role of Physiologic Loading, Micronutrient and Trace Mineral Deficiencies and Senescence on Bone Functional Adaptation

Bone functional adaptation refers to bone tissue’s ability to optimize its structure and mass through adaptive processes, ultimately meeting the contradictory needs of stiffness and flexibility with sufficient stiffness lending to resistance to deformation (i.e. strain) and flexibility that allows for storage of energy in elastic (i.e. reversable) deformation during impact loading, muscle contraction and joint movement. Emerging evidence supports the integral role of micronutrients—namely vitamin D and iron—in mediating bone homeostasis through different mechanisms at the composition, tissue-level and morphologic level. While prior imaging modalities have lacked the resolution necessary to discern evidence of an adaptive response, the pQCT and focally, the HR-pQCT have provided researchers the ability to investigate bone microarchitecture in vivo and quantify densitometric, morphological and geometric adaptation in response to exercise and training exposure, such as concurrent resistance training or military training. Conversely, in an ageing population, the full consequence of micronutrient deficiency and cellular senescence on bone quality remains unknown due to the over reliance of osteoporosis research on low-resolution imaging modalities and the disproportional recruitment of women in prior studies. Therefore, the purpose of this work is to examine the synergistic effort of combining varying physiologic loading models (concurrent resistance training, military training) with potential mediating factors of bone functional adaptation including sex-specific responses, non-mechanical factors such as nutritional deficiencies and cellular senescence in order to further elucidate characteristics contributing to bone functional adaptation

The Best Practices for Teaching Writing to Postsecondary Students With Acquired Brain Injuries

Because the writing abilities of postsecondary students with acquired brain injuries (ABI) are often determined by the student’s age when the injury was acquired, the severity of the injury, the amount of time that has passed since the injury, and the quality of the student’s writing education before the injury, it is impossible to generalize the best strategies to assist students with ABI in writing. However, through a review of existing literature on teaching writing to students with ABI, the relationship between oral and written discourse, expressive writing, educational intervention, and assistive technologies, this study presents a list of recommendations for writing instructors. Case studies based on interviews with two students who have ABI, two writing instructors who have taught students with ABI, and one postgraduate are also included in this study as a way to identify the areas in which these personal testimonies align with or diverge from the extant research. The findings suggest that when professors interact with all students in a way that challenges them to think critically and takes their needs into consideration, they ultimately become better teachers. The adjustments they make to accommodate students with ABI-such as dividing larger assignments into manageable tasks, providing visual aids, and repeating key information-benefit all students both in and outside of their writing courses

The phonemic awareness knowledge and skills of first-grade teachers: a sound investment?

This study investigated the phonemic awareness knowledge and skills of 108 first-grade teachers and whether teaching of these skills, understanding of the important role phonemic awareness plays in reading acquisition, teaching experience, or the number of reading courses taken impacts reading achievement. Many studies have been conducted on understanding the role phonemic awareness plays in learning to read (e.g., Wagner, Torgesen, & Rashotte, 1994; Weiner, 1994; Adams, 1990). This study included some of these characteristics but considered an additional component: the teacher’s own phonemic awareness. Could the teachers’ own phonemic awareness skill be a factor that improves predictability of student reading success? The study was divided into two parts. The first part involved first-grade teachers individually completing a survey. This questionnaire requested information in a multiple choice format on background information, including teaching experience, degrees, rating of their university experience, number of reading courses taken and philosophical orientation in reading. Probing the teachers’ own phonemic awareness ability as well as their understanding of phonemic awareness was done through teachers identifying, locating, and counting sounds in words in a multiple choice format, and indicating the level of agreement to various statements about learning to read and phonemic awareness using a Likert scale. Open-ended questions involved the participants in defining phonemic awareness, providing examples of appropriate activities, as well as providing the orthographic spellings of first-grade students’ common transitional spelling of words. The second part of the study compared the teachers’ responses to their students’ reading scores. Sixty-three of the surveyed 108 teachers returned their students’ scores as measured on the District Reading Assessment, resulting in 1037 student scores. Beginning and end of year scores were compared to ascertain student gains. When a multiple regression analysis was applied to the teacher data and the students’ mean gains, no correlation was found between the teachers’ knowledge and understanding of the importance of phonemic awareness or when the teacher’s own phonemic awareness was considered. The lack of statistical significance in the findings suggests that experience, coursework, phonemic awareness knowledge or skill do not correlate with student reading gains.Curriculum and Instructio