BackgroundThe project focuses on the education of carers, employees of social facilities and students and staff of educational institutions. Huntington’s disease (HD) is a very specific ...neurodegenerative disease and the care of HD patients is complicated. HD patients acceptance to social facilities is very problematic. Most institutions are not familiar with HD or have not enough experience. Particularly in the illness terminal stages institutional care is very much needed.AimsFrom the experiences in the Czech Republic and abroad we know the care for HD patients can be handled if the staff is well trained. During the lectures the staff is familiar with the issue of HD and the care specifics. Afterwards the institution can accept HD patients as their residents. This improves the quality of life not only of the patients themselves but also of their families which are heavily burdened in the home environment.Methods/techniquesCzech Huntington Association has a multidisciplinary team of experts, collaborating physicians and therapists who can provide lectures on the specifics of HD care. Lectures and seminars for social facilities and educational institutions raise awareness of HD. The lectures and workshops materials are freely available to all participants.Results/outcomeThis training project started in 2014. Since then, lectures have been held in 17 social facilities and at the Faculty of Education at Charles University in Prague. All care institutions can accept HD patients depending on their actual availabilities.ConclusionThe aim of the project is to create a network of special social facilities throughout the Czech Republic that can accept HD patients. The social facility fulfils these criteria: The offered care is professional, the staff is well informed and acquainted with the specifics of HD patients care. Thanks to wide network of possible care institutions the patients’ social contact with the family can be maintained.
Spanning a historical period that begins with women’s exclusion from university debates and continues through their participation in coeducational intercollegiate competitions, Debating Women ...highlights the crucial role that debating organizations played as women sought to access the fruits of higher education in the United States and United Kingdom. Despite various obstacles, women transformed forests, parlors, dining rooms, ocean liners, classrooms, auditoriums, and prisons into vibrant spaces for ritual argument. There, they not only learned to speak eloquently and argue persuasively but also used debate to establish a legacy, explore difference, engage in intercultural encounter, and articulate themselves as citizens. These debaters engaged with the issues of the day, often performing, questioning, and occasionally refining norms of gender, race, class, and nation. In tracing their involvement in an activity at the heart of civic culture, Woods demonstrates that debating women have much to teach us about the ongoing potential for debate to move arguments, ideas, and people to new spaces.
The teacher’s lectures are the result of his many years of knowledge and the fruit of his labor, and they serve as an instrument to improve the level of his students to the highest levels. However, ...some students may record the lecture without the teacher’s knowledge and load it onto their own devices, making the teacher feel like his efforts are in vain. It is necessary to pause lawfully and demonstrate the legitimacy of such an act in order to build the argument against anyone who claims ignorance or doubts the legality of this behavior. The teacher has a moral right to his lectures, which forbids anybody from utilizing them until he decides they are appropriate for publication and dissemination, as well as a material right to them because lectures are considered creative works and are protected by copyright. Aside from the issue about who owns the lectures between the teacher and the university, a student may not record the lectures without the permission of the teacher or university. The laws’ restrictions and exceptions will not assist the student in determining the legality of his or her behavior because all restrictions are governed by criteria that do not apply in the student’s instance and do not provide legal protection. Even if a student manages to discuss about the legality of his work while adhering to the rules and exceptions, an attack on private life would be viewed as an attack on a teacher’s right.
Visual material plays a central role in lectures to illustrate the spoken word or to show objects of knowledge. Historically, the question arises as to when which methods were used and what their ...functions were and still are today. In a further diagrammatic perspective on the setting of the lecture, however, other aspects of pictoriality must be included: For example, there is a tradition of storing, commenting on, processing and editing lectures by the audience, which leads, for example, to transcripts that transform the lecture medially. Yet these techniques are embedded in an ensemble of diagrammatic practices of lecture organisation, which can be understood as „instructions for use“ for both lecturers and listeners. From a diagrammatic perspective, it becomes clear that the diagrammatic orders applied in and by lectures are not simply ornaments of the lecture, but have a knowledge-constitutive effect.
Background: Persons with obesity are considered a legitimate target for ridicule. Anti-obese behaviour of healthcare providers make patients with obesity dread hospital visits. Since the prevalence ...of obesity is increasing worldwide and the condition is often associated with other diseases, physicians can expect to encounter more patients with obesity in future. Reducing weight bias in healthcare requires recognition of its existence and sensitization of staff. Methods: Tests to identify obesity bias (Attitudes Towards Obese Persons or ATOP, Beliefs About Obese Persons or BAOP, Anti-Fat Attitudes or AFA, Fat Phobia or FP, and Implicit Association Test for Weight) were conducted on 50 undergraduate medical student volunteers. Tests were repeated one week after conducting two sensitization lectures (Causes and Consequences of Obesity and Obesity Discrimination in Healthcare). Results: A slight but significant improvement was observed in the scores of ATOP, BAOP, AFA, and FP after sensitization lectures. No improvement was observed in the Implicit Association Test for Weight. Conclusions: ATOP, BAOP, AFA, and FP indicate conscious bias, while the Implicit Association Test estimates the unconscious bias. Our results show that sensitization lectures were successful in removing the conscious bias in student volunteers, but not in removing the unconscious bias. Removal of unconscious bias is difficult and cannot be achieved merely through two sensitization lectures. However, recognition of its existence and conscious elimination of prejudice from behaviour can result in a more empathetic attitude of healthcare workers towards persons with obesity.
The purpose of this study was to investigate whether the anxiolytic effect of cannabidiol (CBD) in humans follows the same pattern of an inverted U-shaped dose-effect curve observed in many animal ...studies. Sixty healthy subjects of both sexes aged between 18 and 35 years were randomly assigned to five groups that received placebo, clonazepam (1 mg), and CBD (100, 300, and 900 mg). The subjects were underwent a test of public speaking in a real situation (TPSRS) where each subject had to speak in front of a group formed by the remaining participants. Each subject completed the anxiety and sedation factors of the Visual Analog Mood Scale and had their blood pressure and heart rate recorded. These measures were obtained in five experimental sessions with 12 volunteers each. Each session had four steps at the following times (minutes) after administration of the drug/placebo, as time 0: -5 (baseline), 80 (pre-test), 153 (speech), and 216 (post-speech). Repeated-measures analyses of variance showed that the TPSRS increased the subjective measures of anxiety, heart rate, and blood pressure. Student-Newman-Keuls test comparisons among the groups in each phase showed significant attenuation in anxiety scores relative to the placebo group in the group treated with clonazepam during the speech phase, and in the clonazepam and CBD 300 mg groups in the post-speech phase. Clonazepam was more sedative than CBD 300 and 900 mg and induced a smaller increase in systolic and diastolic blood pressure than CBD 300 mg. The results confirmed that the acute administration of CBD induced anxiolytic effects with a dose-dependent inverted U-shaped curve in healthy subjects, since the subjective anxiety measures were reduced with CBD 300 mg, but not with CBD 100 and 900 mg, in the post-speech phase.
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