Cultural issues in disease management for chinese americans with type 2 diabetes

The purpose of this study is to highlight culturally unique experiences and responses to type 2 diabetes among Chinese immigrant families. Patient and spouse narratives from 16 different families were elicited in a series of group interviews on this topic. Using interpretive phenomenology, 5 primary cultural considerations in diabetes management emerged from the narratives: (1) conceptualization of diabetes, illness and health, (2) significance and meaning of food, (3) perceptions of Chinese and Western medicines, (4) exercise and physical activity, and (5) effects of the disease on family dynamics. The relation of these cultural considerations to an interdependent view of the self, collectivistic social orientation, Chinese cultural beliefs and norms, and acculturation processes are discussed. Clinical recommendations for culturally appropriate disease management strategies are outlined.     

Neurocognitive development in 5- to 16-year-old North American children: A cross-sectional study

Executive functions are thought to be the latest functions to mature. However, this view has not been tested by assessing simultaneously memory, perception of emotions, visuospatial perception, and visuoconstructional skills. NEPSY II norm data from 1000 5- to 16-year-old U.S. children were obtained. Fifteen NEPSY II subtests with no floor or ceiling effects in any age group and no major changes in task type were selected. The 16-year level was attained at age 12 to 13 in all subtests with two exceptions: social perception (age 10 to 11) and narrative memory (age 14). Trend analyses showed that development was rapid in the age range 5 to 9 years followed by a deceleration in the rate of development. Peak performances were reached at 14 to 16 years but later in some subtests representing executive functions, verbal memory, and visuospatial performance. Thus, the study specified developmental time tables of neurocognitive functions. It demonstrated that not only executive functions but also verbal memory and visuospatial performance continue to develop beyond age 16.     

A new approach to surface photovoltage measurements on hydrogenated microcrystalline silicon layers

A new approach to the surface photovoltage method is demonstrated on thick undoped microcrystalline silicon films grown on different substrates. The model, which includes top as well as bottom space-charge regions, gives a good picture of rather complex experiments and allows good fitting of theoretical curves to experimental results. This method gives us not only the diffusion length of minority carriers but also information on the existence and properties of the space-charge regions in the sample and the results are verified by comparison with the standard procedure.     

Nanocracks at grain boundaries in nanocrystalline materials

A theoretical model is proposed to describe the generation and evolution of nanoscale cracks (nanocracks) in strained nanocrystalline materials. In the framework of the model, the nanocracks are nucleated and grow along grain boundaries, changing the direction of their growth at triple junctions.     

Teachers’ Identity, Self and the Process of Learning

In this paper we try, by drawing on some insights from practical knowledge, to bridge a gap between common conceptions of teaching on the one hand, and of learning on the other. In Western traditions of educational thought and discourse, practical knowledge—i.e. the dynamics of thinking, speaking, acting, and personal writing—is frequently separated from disciplinary knowledge: i.e. the knowledge of academic disciplines. But this separation often fails to recognize an inherent dialectic in teaching and learning. Through fresh explorations of human capacities to act and think, to speak and write, we try to illuminate different aspects of a teacher’s identity, including the teacher’s individuality and the teacher as an agent of an educational institution. The teacher has to present and represent knowledge in education, both as an agent of an institution and as a person. By examining the disclosure and transformation of the self in light of understandings of identity as sameness (i.e. that which doesn’t change with time), or as selfhood (i.e. that which is confronted by successive challenges), we hope to draw some productive conclusions about the teacher’s self-understanding as the source for personal learning in education. We aim to explore the importance of transformation of the teachers’ self for the quality of learning relationships between the teacher and the always Other student.     

The Way of Salvation in Luther's Theology: A Feminist Evaluation

Abstract : Luther's understanding of salvation can be summed up with the phrase “justification by grace through faith.” The doctrine of justification is the focal point for all theological categories in Luther's theology, including salvation. That said, this article examines various ways grace or salvation is understood to be conveyed in Luther's theology through: the cross, the resurrection or through God's election and covenant with humankind. Throughout the article, it evaluates these foci for salvation in terms of their ability to speak gospel to women's lives today. In particular, it evaluates the appropriate usage of Luther's epistemology of the cross.     

Educational Practice and Development of Human Capabilities

When you enrol as a student you are assigned a ‘place’ in education. This assignment will gradually imply an assessment of you as a human being. We argue that these are processes taking place in educational practice. In our orientation in educational research an orientation towards a theory of action has been inspired by the French philosopher Paul Ricoeur. In our search for an educational practice that could describe what it is that makes the student a capable human being we continue in the spirit of Ricoeur. The text is divided in two parts. In the first part, Basic Capabilities in Education, we are asking: Who is the student if education is the process where the student learns to be a capable human being? We try to answer this with the help of Ricoeur’s phenomenology of the capable human being which is structured around the capacity to speak, to act, to tell and finally to impute. In the second part, Institutional Mediations of Capabilities in Education, we try to show how the transmission of the human capacities to an actualization through education at an institutional level, represented by the teacher, is necessary. If the student shall become a capable human being s/he has to have conditions for actualizations of her capacities. A paradigm for this is found in the process of assigning and assessing in education.     

Sensing Feeling Alive: Attentiveness to Movements in/with Embodied Teaching

Studies in Philosophy and Education - This is an explorative work on teaching. The understanding of teaching that I use in my work is that teaching is action, it happens in the present – here...