Movements,moments and moods. Generation as unity and strife in Peruvian migration

This article discusses the meaning and use of generation in migration studies. It argues that the term is useful to examine how migrants create linkages between their pre- and post-migration lives. The article draws on Mannheim's notions of ‘generational units’ and ‘fresh contact’ to scrutinize how Peruvians engage resources from their previous lives in Peru to achieve social mobility in the USA, Japan, Spain and Argentina. In particular, the article focuses on the role of education, ethnicity and conflict in Peruvians’ efforts to create support networks and form migrant institutions. It suggests that generational units grow out of migrants’ shared experience of mobilizing the same resource to establish fresh contact with their receiving society. The article concludes that while generational belonging can generate a strong sense of solidarity among some groups of migrants, this often happens at the cost of the unity and inclusion of the migrant community at large.     

History textbooks,racism and the critique of Eurocentrism: beyond rectification or compensation

This article is based on the theoretical framework developed within a research project on the construction of Eurocentrism and, more specifically, on the analysis of Portuguese history textbooks. We propose that the textbooks’ master narrative constitutes a power-evasive discourse on history, which naturalizes core processes such as colonialism, slavery and racism. Showing the limits of an approach that merely proposes the compensation or rectification of (mis)representations, we argue for the need to unbind the debate on Eurocentrism from a perspective that fails to make problematic the ‘very idea of Europe’. Accordingly, our analysis of Portuguese history textbooks focuses on three core narrative devices: (1) the chronopolitics of representation; (2) the paradigm of the (democratic) national state; and (3) the definitive bond between concepts and historical processes.     

Colour-blindness and diversity: race frames and their consequences for white undergraduates at elite US universities

In this paper we bring together the literatures on frame analysis, the meaning of race and campus racial climate to analyse the race frames – lenses through which individuals understand the role of race in society – held by white students attending elite US universities. For most, the elite university experience coincides with a strengthening or emergence of the diversity frame, which emphasizes the positive benefits of cultural diversity. Still, many also hold a colour-blind frame, which sees race groups as equivalent and racial identities as insignificant. We highlight the ambivalence that these divergent frames create for student perspectives on affirmative action and interracial contact on campus. Our findings demonstrate the mutability of race frames. We also highlight the impact that institutions may have on individuals' race frames. The paper is based on in-depth interviews with forty-seven US-born white undergraduates attending Brown University and Harvard University.     

Education for sustainability in higher education: a multiple-case study of three courses

Education for sustainability (EfS) in higher education is an emerging specialisation within the general field of EfS. EfS encompasses cognitive, affective and behavioural aspects, and aims at enhancing a variety of learning outcomes in these domains and reaching students from all programmes. One of the main challenges for higher education educators is to design courses in a way that will effectively promote the various learning outcomes of EfS. A central question is how sustainability should be integrated into the curriculum; which topics should be taught and which pedagogies ought to be applied to improve students’ knowledge, skills and motivation to promote sustainable living. The present study aimed to contribute to the knowledge about students’ learning outcomes yielded by different designs of EfS courses. This multiple-case study of three courses used a mixed-methods design. For each course, we identified its characteristics and analysed students’ self-reported learning outcomes. We found that: (1) a course with a higher degree of participatory learning, employing a system approach, promoted the highest and most varied learning outcomes; (2) the lecture-based course yielded the fewest learning outcomes; and (3) field trips promoted learning outcomes only when accompanied by more advanced pedagogies.     

上海市患儿家长健康教育需求及现状调查

??????? 目的 了解上海市患儿家长对健康教育知识和方式的需求情况,提出做好患儿家长健康教育的方法和途径。方法 在文献检索和专家咨询的基础上,采用自行设计的调查问卷对200名门诊患儿家长和300名住院患儿家长进行调查,并对调查结果进行统计分析。结果 患儿家长对健康教育知识的需求广泛,教育方式的需求多样,对目前开展的健康教育,住院患儿家长的满意度要好于门诊患儿家长,但仍存在一定的不足。 结论 通过满足患儿家长对健康知识的需求、丰富健康教育的形式、加强医护人员人文教育等途径来做好患儿家长的健康教育。     

绵地花菌(Albatrellus ovinus)中的grifolin及其衍生物

本文对高等真菌绵地花(Albatrellus ovinus)进行了化学成分的研究。利用各种柱色谱方法(包括正相硅胶、反相硅胶、Sephadex LH-20凝胶色谱、中压液相色谱、半制备HPLC等),分离得到grifolin及其它的5个衍生物。分别为grifolin(1)、neogrifolin(2)、grifolinone A(3)、grifolinone C(4)、confluentin(5)和4-O-methylgrifolic acid(6)。这些化合物的结构通过波谱学方法以及与文献数据对照进行确定。化合物3～6为首次从该种高等真菌中分离得到。化合物4为一个真菌色素,它是一个由一分子的grifolin和一分子苯醌化的grifolin以头对头的方式聚合而成的二聚体。     

某部队男性官兵前列腺炎及其相关因素的调查研究

目的：了解部队男性官兵前列腺炎的发病情况及影响因素调查。方法：采用整群分层,随机抽样,对某高原部队300名男性官兵进行问卷调查,并对官兵的生殖系统、前列腺液等进行相关检查。结果：发现前列腺炎12人,多数为已婚的干部及入伍前有女朋友的战士。约66%官兵了解生殖健康概念及内容,与被调查者的学历、职务、是否来自城市等有关;对性传播疾病的病种及传播途径了解不够的官兵达20%。结论：部队官兵的生殖健康良好,少数有前列腺炎,最好定期进行生殖系统疾病筛查;部队官兵对生殖健康概念及内容了解尚可,但还应加强宣传教育。     

A meta‐analysis of cardio‐metabolic abnormalities in drug naïve,first‐episode and multi‐episode patients with schizophrenia versus general population controls

A meta‐analysis was conducted to explore the risk for cardio‐metabolic abnormalities in drug naïve, first‐episode and multi‐episode patients with schizophrenia and age‐ and gender‐ or cohort‐matched general population controls. Our literature search generated 203 relevant studies, of which 136 were included. The final dataset comprised 185,606 unique patients with schizophrenia, and 28 studies provided data for age‐ and gender‐matched or cohort‐matched general population controls (n=3,898,739). We found that multi‐episode patients with schizophrenia were at increased risk for abdominal obesity (OR=4.43; CI=2.52‐7.82; p<0.001), hypertension (OR=1.36; CI=1.21‐1.53; p<0.001), low high‐density lipoprotein cholesterol (OR=2.35; CI=1.78‐3.10; p<0.001), hypertriglyceridemia (OR=2.73; CI=1.95‐3.83; p<0.001), metabolic syndrome (OR=2.35; CI=1.68‐3.29; p<0.001), and diabetes (OR=1.99; CI=1.55‐2.54; p<0.001), compared to controls. Multi‐episode patients with schizophrenia were also at increased risk, compared to first‐episode (p<0.001) and drug‐naïve (p<0.001) patients, for the above abnormalities, with the exception of hypertension and diabetes. Our data provide further evidence supporting WPA recommendations on screening, follow‐up, health education and lifestyle changes in people with schizophrenia.     

Use of standardised patients in the evaluation of a residency mood disorders curriculum: a brief report

Background and objectives The purpose of this paper is to describe the use of resident performance on an observed structured clinical examination (OSCE) as a tool to refine a mood disorders curriculum, and to disseminate a mood disorders OSCE for use in other residency settings.Methods A depression-focused OSCE and a direct observation evaluation tool were developed and implemented. A total of 24 first-year family medicine residents (PGY1) participated in the OSCE, and their performance was used to direct changes in a mood disorders curriculum.Results Residents performed well on general interview behaviours, and 67% were able to uncover depression in a patient presenting with headaches. Less than 50% of the residents asked about suicidal ideation and recreational drug use. Curriculum was added that addressed the latter deficiencies.Conclusions Tracking of resident performance on specific behaviours during OSCE sessions can be used for curriculum evaluation purposes. The mood disorders curriculum in additional family medicine residency programmes can now be evaluated using our depression-focused OSCE and Clinical Performance Checklist.