Advertising Health Status in Male Sex Workers\u27 Online Ads

This brief report examines whether male sex workers mentioned any health concerns in their online ads. The analysis uses 203 male escorts\u27 online ads collected from America Online chat rooms in 2001/2002. The results indicate that only 25 percent of male escorts explicitly mentioned any health-related words or phrases in their ads. The results also show that whether a male escort mentioned health in their ad is correlated with the type of images they would like to portray and with the type of sex services they offer

Gendered Synthetic Love: Real Dolls and the Construction of Intimacy

Real Dolls are life-size, anatomically correct figures. Except for their lifelessness, they are made to look and feel like humans. The availability of Real Dolls allows us to examine the social significance of relationships and gender expectations in a new light. In this paper, we are interested in how the Real Dolls are being offered and accepted as alternative partners. Specifically, we examine the relationship between the commodification of the body and the agency individuals have to create intimacy and connection. We conducted an exploratory content analysis of the customer testimonials on the Real Doll website. Results suggest that the Dolls fit into the stereotypical ideal beauty and promote the commodification of bodies. Buyers use these Dolls not just for sexual gratification but are also used for emotional support. The consequences of these attachments are discussed

Sex Discrimination: State Veteran\u27s Preference Statute Declared Unconsitutional under Discriminatory Purpose Rule

Military veterans have traditionally been granted special advantages in securing governmental employment. The underlying rationale for such benefits is to promote the governmental interest in rewarding those who have served their country in the military, to aid in the rehabilitation and relocation of veterans whose life style has been disrupted by the military service, and to provide incentives for young men and women to join the armed forces. This form of legislation\u27 has been the subject of many constitutional challenges on due process and equal protection grounds. Due to proscriptions limiting the number of women eligible to enter the military, veterans\u27 preference statutes have generally been inaccessible to most women. Accordingly, an increasing number of judicial challenges have been made by women alleging that preference legislation violates the equal protection clause. The statutes have generally been upheld as a rational means of implementing a state\u27s goal of aiding the veteran. Nevertheless, in Feeney v. Massachusetts, a three-judge federal district court upheld a challenge to the Massachusetts veterans\u27 preference statute due to its unfair impact on women, causing them to be precluded from that state\u27s higher administrative positions. The focus of this note is on the rationale applied by the district court, on remand, in reaffirming its earlier decision to declare the veteran\u27s benefit statute unconstitutional

(Il rischio di) antipedagogicità dell'ICF

Questo contributo si prefigge di illustrare i rischi che un’adozione acritica della “prospettiva” ICF potrebbe comportare a livello pedagogico. L’ICF è anzitutto un sistema di classificazione, poi un linguaggio condiviso e, infine, un modello concettuale, che apre ad una prospettiva bio-psico-sociale. Ne sono stati analizzati i pro e i contra, considerando il rischio di antipedagogicità per la relazione educativa, trattandosi di un approccio che contempla soltanto ciò che è manifesto, l’aspetto fenomenologico, eliminando dalle proprie considerazioni l’aspetto eziologico, oltre al fatto di fondarsi su una visulae carente dal punto di vista antropologico, se si pensa – ad esempio – che tra i vari domini è completamente assente, tra le altre, l’area “affettivo-relazionale”, con le correlate funzioni e attitudini personali ed emozionali, nonché la funzione dell'esperienza del sé e del tempo, compresi tutta una serie di aspetti “interni” che sono oggetto della psicologia scientifica e della neuropsichiatria infantile. Nella letteratura scientifica internazionale che studia ICF le perplessità sulla coerenza dell’impianto teorico sono molto elevate, soprattutto in quanto la componente dei “fattori personali”, in assenza di codici formali, manca della legittimità che dovrebbe fornire una documentazione con tassonomia scientifica. Certamente, la prospettiva ICF può contribuire a migliorare sensibilmente la qualità dell’inclusione scolastica, soprattutto nella fase di progettazione educativo-didattica, laddove lo sguardo dei docenti si apre alla considerazione di un orizzonte più vasto, globale e complesso, che contempla in maniera dinamica e sistemica la persona (le persone) e la loro interazione reale. Tuttavia, va chiarito che il contesto, per molti aspetti, si qualifica soltanto se un soggetto vi si può, per così dire, immergere, qualificandolo; altrimenti potrebbe restare neutro, mentre il soggetto è sempre attivo. Se l’attenzione al contesto diventa predominante, schematica e astratta, persino riduttiva dell’esperienza concreta, vi è allora il rischio di perdere il contatto con la realtà e di infilarsi in un tunnel di parole vuote.The aim of the present contribution is to outline the risks entailed in an «acritical» use of the ICF perspective in the pedagogical practices. ICF is primarily a classification system, then a common language and, eventually, a conceptual model based on a biopsychosocial perspective, of which pros and cons, along with the risk of being unpedagogical within the educational relationship, are being investigated. Such approach envisages only the phenomenological aspects — what is manifest — disregarding the causes (for instance, no domains are foreseen, in relation to the emotional and relational areas). International studies already highlight some lack of coherence within the ICF theoretical framework, given that «personal factors» are neither defined nor categorised. The ICF perspective can definitely contribute to improving the quality of school inclusion, particularly in the educational and didactic planning stage, whereas the teachers are ready to widen the gaze on a broader and complex perspective, which contemplates human interaction dynamically and systemically. At the same time, it should be made clear that the overall context, as environmental factor, remains neutral per se, if its features don’t interact with the person’s features («personal factors»). So, the mere focus on the context, regarded rather schematically and theoretically, should be avoided

Microbiological stability of canned tuna produced in italy and in non-european countries

The results of a study on the microbiological stability of canned tuna produced by Italian companies and similar canned products manufactured in countries outside Europe are reported herein. The study involved 38 samples of canned tuna of various brands, of which 14 were produced by companies outside Europe and 24 by Italian companies. Qualitative and quantitative microbiological tests were conducted for the following parameters: bacterial colony counts at 30\ub0C, total coliforms, total Enterobacteriaceae, sulphite-reducing anaerobes, Salmonella spp., Bacillus cereus, Escherichia coli, Staphylococcus aureus, yeasts and molds. Bacterial loads and mold contamination were respectivelyin found in 8/14 (57%) samples from outside EU and 7/24 (29%) Italian samples. The bacterial flora was represented by Gram-positive bacteria (Staphylococcus warneri, Staphylococcus lentus, Streptococcus mitis, Enterococcus faecalis, Leuconostoc mesenteroides), Gram-negative bacteria (Sphingomonas paucimobilis, Acinetobacter iwoffii, Rhizobium radiobacter), spore-forming bacteria (Bacillus vallismortis), while the fungal species was represented by Penicillium spp., Rhizopus spp., Rhodotorula spp. and Alternaria spp. Excluding anomalies in the thermal treatment process of products and any contamination after treatment, the contaminations encountered in both cases were most likely due to insufficient production quality standards and the quality of the raw material used. These results may require a redefinition of the concept of commercial stability as hitherto stated

The Low Energy Tagger for the KLOE-2 experiment

The KLOE experiment at the upgraded DAFNE e+e- collider in Frascati (KLOE-2) is going to start a new data taking at the beginning of 2010 with its detector upgraded with a tagging system for the identification of gamma-gamma interactions. The tagging stations for low-energy e+e- will consist in two calorimeters The calorimeter used to detect low-energy e+e- will be placed between the beam-pipe outer support structure and the inner wall of the KLOE drift chamber. This calorimeter will be made of LYSO crystals readout by Silicon Photomultipliers, to achieve an energy resolution better than 8% at 200 MeV.Comment: 4 pages, 5 figures, in the proceedings of "Frontier detectors for frontier physics", isola d'Elba, Italy, May 200

Status of the Cylindical-GEM project for the KLOE-2 Inner Tracker

The status of the R&D on the Cylindrical-GEM (CGEM) detector foreseen as Inner Tracker for KLOE-2, the upgrade of the KLOE experiment at the DAFNE phi-factory, will be presented. The R&D includes several activities: i) the construction and complete characterization of the full-size CGEM prototype, equipped with 650 microns pitch 1-D longitudinal strips; ii) the study of the 2-D readout with XV patterned strips and operation in magnetic field (up to 1.5T), performed with small planar prototypes in a dedicated test at the H4-SPS beam facility; iii) the characterization of the single-mask GEM technology for the realization of large-area GEM foils.Comment: 4 pages, 10 figures, Presented at Vienna Conference on Instrumentation (Feb 15-20, 2010, Vienna, Austria). Submitted to the Proceeding

Enhanced shot noise in resonant tunneling: theory and experiment

We show that shot noise in a resonant tunneling diode biased in the negative differential resistance regions of the I-V characteristic is enhanced with respect to ``full'' shot noise. We provide experimental results showing a Fano factor up to 6.6, and show that it is a dramatic effect caused by electron-electron interaction through Coulomb force, enhanced by the particular shape of the density of states in the well. We also present numerical results from the proposed theory, which are in agreement with the experiment, demonstrating that the model accounts for the relevant physics involved in the phenomenon.Comment: 4 pages, 4 figure

La sperimentazione inclusiva di approcci sistemici nella didattica capovolta

The experimental project under way at the University of Salerno, titled Flipped inclusion of theoretical and experimental facility of ‘classroom aumentata.si focuses on a non-linear teaching through systemic procedurality perspective ecology, promotes plural identities are fluid and malleable to rollovers (Bergmann, Sams, 2011), typical of the cross-media knowledge society, with investment in education: self-esteem- (Coopersmith., 1967; selfefficacyperceived (Bandura, 2001), nell’empowerment (Piccardo, 1995) reciprocity and interdependent, resulting from the re-cognition of self in the other (Derrida, 2008, Ricoeur, 2005, 4), as community- ecological system (Lewin, 1948, Orford, 1995 Kelly, 1966). the position of problem, highlighted in research, it ranks in the observation of problems related to the modern complexity (Morin, 1993) of the global society (Beck, 2000) and liquid (Bauman, 2003). to this is connected the training of an emergency educational investment in the promotion of a simplex teaching (Sibilio, 2014), from a systemic perspective, to standup against the continuing social readjustments, linked to the fluidity (Bauman, 2003) Social, real/virtual, formal/informal.Il progetto sperimentale in atto presso l’Università di Salerno, dal titolo Flipped inclusion tra impianto teoretico e sperimentale dell’aula aumentata, si concentra su una didattica non lineare che attraverso proceduralità sistemiche in prospettiva ecologia, promuove identità plurali, fluide e duttili ai ribaltamenti (Bergmann, Sams, 2011), proprie della crossmediale società della conoscenza, con un investimento educativo nel: self-esteem (Coopersmith, 1967); nell’autoefficacia percepita (Bandura, 2001), nell’empowerment (Piccardo,1995) e nella reciprocità interdipendente, derivante dal ri-conoscimento di sé nell’altro (Derrida, 2008, Ricoeur, 2005, p. 4), in quanto comunità-sistema ecologico (Lewin, 1948, Orford, 1995, Kelly, 1966). La posizione del problema, evidenziato nella ricerca, si colloca nell’osservazione delle problematiche connesse alla moderna complessità (Morin,1993) della società globalizzata (Beck, 2000) e liquida (Bauman, 2003). A ciò si connette l’emergenzaformativa di un investimento educativo nella promozione di una didattica semplessa (Sibilio, 2014), in ottica sistemica, che fronteggi le continue rimodulazioni sociali, connesse alla fluidità (Bauman, 2003) sociale, reale/virtuali, formale/informale

La sperimentazione inclusiva di approcci sistemici nella didattica capovolta

The experimental project under way at the University of Salerno, titled Flipped inclusion of theoretical and experimental facility of ‘classroom aumentata.si focuses on a non-linear teaching through systemic procedurality perspective ecology, promotes plural identities are fluid and malleable to rollovers (Bergmann, Sams, 2011), typical of the cross-media knowledge society, with investment in education: self-esteem- (Coopersmith., 1967; selfefficacyperceived (Bandura, 2001), nell’empowerment (Piccardo, 1995) reciprocity and interdependent, resulting from the re-cognition of self in the other (Derrida, 2008, Ricoeur, 2005, 4), as community- ecological system (Lewin, 1948, Orford, 1995 Kelly, 1966). the position of problem, highlighted in research, it ranks in the observation of problems related to the modern complexity (Morin, 1993) of the global society (Beck, 2000) and liquid (Bauman, 2003). to this is connected the training of an emergency educational investment in the promotion of a simplex teaching (Sibilio, 2014), from a systemic perspective, to standup against the continuing social readjustments, linked to the fluidity (Bauman, 2003) Social, real/virtual, formal/informal.Il progetto sperimentale in atto presso l’Università di Salerno, dal titolo Flipped inclusion tra impianto teoretico e sperimentale dell’aula aumentata, si concentra su una didattica non lineare che attraverso proceduralità sistemiche in prospettiva ecologia, promuove identità plurali, fluide e duttili ai ribaltamenti (Bergmann, Sams, 2011), proprie della crossmediale società della conoscenza, con un investimento educativo nel: self-esteem (Coopersmith, 1967); nell’autoefficacia percepita (Bandura, 2001), nell’empowerment (Piccardo,1995) e nella reciprocità interdipendente, derivante dal ri-conoscimento di sé nell’altro (Derrida, 2008, Ricoeur, 2005, p. 4), in quanto comunità-sistema ecologico (Lewin, 1948, Orford, 1995, Kelly, 1966). La posizione del problema, evidenziato nella ricerca, si colloca nell’osservazione delle problematiche connesse alla moderna complessità (Morin,1993) della società globalizzata (Beck, 2000) e liquida (Bauman, 2003). A ciò si connette l’emergenzaformativa di un investimento educativo nella promozione di una didattica semplessa (Sibilio, 2014), in ottica sistemica, che fronteggi le continue rimodulazioni sociali, connesse alla fluidità (Bauman, 2003) sociale, reale/virtuali, formale/informale