Azo dyes are the most important group of synthetic colorants. They are generally considered as xenobiotic compounds that are very recalcitrant against biodegradative processes. Nevertheless, during ...the last few years it has been demonstrated that several microorganisms are able, under certain environmental conditions, to transform azo dyes to non-colored products or even to completely mineralize them. Thus, various lignolytic fungi were shown to decolorize azo dyes using ligninases, manganese peroxidases or laccases. For some model dyes, the degradative pathways have been investigated and a true mineralization to carbon dioxide has been shown. The bacterial metabolism of azo dyes is initiated in most cases by a reductive cleavage of the azo bond, which results in the formation of (usually colorless) amines. These reductive processes have been described for some aerobic bacteria, which can grow with (rather simple) azo compounds. These specifically adapted microorganisms synthesize true azoreductases, which reductively cleave the azo group in the presence of molecular oxygen. Much more common is the reductive cleavage of azo dyes under anaerobic conditions. These reactions usually occur with rather low specific activities but are extremely unspecific with regard to the organisms involved and the dyes converted. In these unspecific anaerobic processes, low-molecular weight redox mediators (e.g. flavins or quinones) which are enzymatically reduced by the cells (or chemically by bulk reductants in the environment) are very often involved. These reduced mediator compounds reduce the azo group in a purely chemical reaction. The (sulfonated) amines that are formed in the course of these reactions may be degraded aerobically. Therefore, several (laboratory-scale) continuous anaerobic/aerobic processes for the treatment of wastewaters containing azo dyes have recently been described.
The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generating ...knowledge about first-person events, or the lived experiences of students in certain educational contexts. With the rise of phenomenology and phenomenography as a method, some conceptual mistakes and associated confusion have also arisen; however, accounts examining both are limited. As a result, this paper will be concerned with the discussion of two issues: (1) for the sake of conceptual clarity, I provide a brief outline of phenomenology and phenomenography; and, (2) I then turn my attention to a critical discussion of phenomenography. In the latter case, I argue that when phenomenography departs from phenomenology it actually weakens its legitimacy as an approach to research. In order to overcome this problem, I argue that it makes sense to consolidate phenomenography within the broader research agenda of phenomenology which extends on the work of Husserl. Of course, the caveat to this idea is contingent upon a significant shift within phenomenography so it closely aligns itself with phenomenological principles and methods. As a way forward, I offer research direction to those who may be interested in the study of human experience by opening-up interdisciplinary dialogue about phenomenology, and at the same time I explore core methods used in phenomenology that extend on the continental tradition of phenomenology.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
3.
Embodied Learning Stolz, Steven A.
Educational philosophy and theory,
04/2015, Letnik:
47, Številka:
5
Journal Article
Recenzirano
This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped ...meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how I perceive myself, other persons and other things in the world. In this sense, it is argued that a central tenet of any educational learning involves being taught to perceive, come to know ourselves and the world around us. This may seem like stating the obvious, but there is a general tendency to take the experience of perception for granted. Since phenomenology according to Merleau-Ponty recognises that perceptual experience is the basis of 'all rationality' makes it particularly apt for explaining the significant role embodiment plays in understanding what has been learned, and understanding that has been grasped meaningfully. What makes this account of embodied learning educationally significant is that the whole person is treated as a whole being, permitting the person to experience him or herself as a holistic and synthesised acting, feeling, thinking being-in-the-world, rather than as separate physical and mental qualities which bear no relation to each other.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Psychology has made, and continues to make, a significant contribution to the discipline area of education. Since one of the main aims of education concerns student learning - which is an ...indisputably psychological phenomenon - we argue that the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers. Although embodied cognition is still in its infancy, the multidisciplinary and interdisciplinary nature of the literature provides some thought-provoking recommendations to enhance educational practice or practices, which in turn can bring about student learning more effectively. Consequently, this article will be concerned with the discussion of two issues: first, we provide a brief historical overview that foregrounds embodied cognition, and, second, we outline the educational implications of embodied cognition through the use of some examples significant to education. We conclude with an argument for the importance of making findings in an area we call 'embodied education' available to teachers. Author abstract
In recent years there has been a notable increase in the use of phenomenology as a research method, particularly in educational research. With the rise of phenomenology as a research method, ...confusion has also arisen concerning what counts as phenomenology, and how best to practice phenomenological research in non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, to contextualise the debate, I provide a brief overview of three popular and influential approaches to phenomenology as a research method: (1) Giorgi's descriptive phenomenological method; (2) van Manen's hermeneutic phenomenology; and, (3) Smith's interpretative phenomenological analysis; secondly, for the sake of conceptual clarity, I then turn my attention to a critical discussion of these approaches and argue that these approaches tend to converge phenomenology into either a descriptive or interpretative focus that essentially transforms phenomenology into a kind of solipsist subjectivism; and, lastly, to progress the debate forward, I argue that it makes sense to look beyond the qualitative or educational research literature to successful applications of phenomenology in non-philosophical contexts because there are plenty of relevant resources that can offer significant theoretical and methodological support to researchers.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The objective of this study was to determine through a systematic review of the literature and meta-analysis whether success rates, time to cannulation, and number of punctures required for ...peripheral venous access are improved with ultrasound guidance compared with traditional techniques in patients with difficult peripheral venous access.
We conducted a systematic search of MEDLINE, Web of Science, The Cochrane Library, ClinicalTrials.gov, Cumulative Index to Nursing, and Allied Health Literature. Studies were included if they met the following criteria: patients of any age identified as having difficult peripheral venous access; real-time ultrasound guidance was used for peripheral venous cannulation; and inclusion of at least one of these outcomes (success rates, time to successful cannulation and number of punctures required).
Seven studies were selected for final analysis. Ultrasound guidance improved success rates when compared with traditional techniques pooled odds ratio (OR) 3.96; 95% confidence interval (95% CI) 1.75-8.94. No significant difference between ultrasound-guided techniques and traditional techniques was detected for time to cannulation or number of punctures required.
In patients with difficult peripheral venous access, ultrasound guidance increased success rates of peripheral venous placement when compared with traditional techniques. However, ultrasound guidance had no effect on time to successful cannulation or number of punctures required for successful cannulation.
This critical paper posits that an ongoing reconceptualising of educational aims and values is necessary and desirable, especially so given the multiple complexities of current times and the ...associated need to reappraise the overarching pedagogical principles that inform contemporary education. We propose that phenomenology can yield incisive insights that can inform and shape students' holistic learning experiences. We focus specifically on the contribution of Merleau-Ponty, as his work concentrates on an intersubjective interpretation of experience which constructively draws on a mix of self and shared, and cultural and environmental occurrences children share. We analyse the seldom explored content of Merleau-Ponty's Sorbonne Lectures on Child Psychology and Pedagogy and discuss these in relation to embodiment and intersubjectivity; matters which we see as pivotal to the realisation of a more rounded and nuanced education of the mind and body. We then conduct a review of methodological and pedagogical insights which highlight how embodied and intersubjective aspirations could be taken forward in contemporary school education. We argue that if effective, more eventful and at times optimistic pedagogical episodes could support whole school attempts to recover and construct new and enlivening educational opportunities.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The use of narrative has been a time-honoured way of exploring complex ideas, and a valuable way to learn. An obvious example that epitomises this thesis, are the dialogues of Plato. Indeed, what ...gives significance to these dialogues is the way in which complex ideas are revealed through the struggles and conflicts of one or more characters. With this in mind, one of my aims is to present my own fictional dialogue that I have created between two academics who are in conflict over a student who is deemed to be 'at risk' by an educational institution as a means to explore notions of justice in education. Although there is much that can be learned about justice from formal arguments; however, I argue that narratives are useful devices to learn about complicated concepts, and at the same time, serve as a catalyst for debate about principles that are fundamental to education. Consequently, this article uses a narrative approach for the dual purposes of elucidating the concept of justice exhibited through the characters found in the narrative, which in turn offers the means in which to critically discuss and analyse the narrative in relation to justice in education.
This paper reviews the theoretical underpinnings of phenomenology-related writings which support claims that the self and the social (the 'I' and the 'We') can plausibly be integrated and nurtured ...together in education. We begin by analysing contemporary theorising which suggests that reviewing foundational phenomenologists, particularly Husserl and Merleau-Ponty, can lead to greater clarity in understanding and appreciating the intersubjective sense of the self and the social. This perspective is aided by reviewing the reciprocal connections which take place during human action, situational structuring, and reality construction. Building on this review we consider some of the ontological possibilities for a self and social phenomenology to become more central to educational aims. In doing so, we raise rather than unpack in exhaustive detail associated methodological matters in light of their educational implications. If successfully enacted, we perceive considerable benefits for students in being able to directly attend to the properties of their experiences, especially in contexts where new habits are formed and where opportunities arise for self and shared experiences to be reviewed and reflected on by all involved.
This work summarizes the methodical capabilities, improvements, and new developments in the radiocarbon laboratory of the accelerator mass spectrometry (AMS) facility at the University of Cologne, ...Germany, which was established in 2010. During the past years, the laboratory has specialized in the analysis of small and gaseous samples. We thus, recently installed a second ion source dedicated for radiocarbon (14C) analysis of CO2 samples at our 6 MV Tandetron AMS from High Voltage Engineering Europe B.V. that is coupled with the gas injection system from Ionplus and an EuroVector EA 3000 elemental analyzer. This work summarizes all pretreatment methods and analytical facilities established in our laboratory during the last years including 14C analysis of individual organic compounds and of CO2 trapped on molecular sieves. We also report different blank values including our long-term blank since 2011, which is for normal-sized, solid samples (650–1000 µg C) 0.0012 ± 0.0004 F14C (54,305 ± 2581 yr BP, n = 484). The precision obtained for modern samples measured as graphite is 0.5% and for gaseous samples injected with the GIS ≤2%.
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