A study of serum lipid profile part-1: Establishment of normal reference values of serum lipid levels in healthy vegetarian population of Gujarat

Fasting samples of 1329 apparently healthy vegetarian Gujarati population were tested for total cholesterol, triglycerides and three major fractions of lipoproteins, i.e. high density lipoproteins, low density lipoproteins and very low density lipoproteins. All the values showed marked increase with the age. Except for serum triglycerides, values differ in males and females in the age group of above 45 years. Compared to Northern Indian population low density lipoprotein and high density lipoprotein values were higher, but values of triglycerides and very low density lipoproteins were lower. There is no significant difference in total cholesterol values. Compared to Southern Indian population low density lipoprotein and very low density lipoprotein values were higher but values of triglycerides, total cholesterol and high density lipoprotein were lower. All serum lipid values were significantly lower than the Westem population. The range of values for both the sexes is presented for different age groups.     

Job-related requirements and competences of educational science graduates

All over the world, universities have to cope with the mission to promote the employability of their graduates, implying that competences should be trained which are relevant for the professional experience. In this context, it is of special interest where graduates work and what they are doing at work. In this study we focus on educational science graduates (N = 1565) and compare them to graduates of other study programmes (N = 10,224). Using data of the German DZHW graduate panel 2005 (N = 11,789), we address the questions (1) in which fields graduates of educational science work, (2) whether a theoretical-based four-dimensional internal structure of graduates’ job-related requirements and competences can be confirmed, (3) what kind of self-rated requirements educational science graduates experience at work, and (4) which self-rated levels of competences they possess, compared to other graduates. The analyses show that most graduates of educational science find an appropriate job in a clearly educational setting and that generic competences (systematic, social, and personal competences) are rated as more important than knowledge processing.     

Symbolic and cued immersion: Paratextual framing strategies on the Doctor Who Experience Walking Tour

This article employs autoethnographic reflections to contribute towards debates concerning film-induced tourism by analysing the officially endorsed Doctor Who Experience Walking Tour around filming locations from the BBC series in Cardiff Bay, Wales. Approaching this tour as an example of paratextuality, the article pursues two arguments. First, it reflects upon the attempts used within the tour for encouraging connection between participants and the locations visited from the perspective of immersion. However, noting preceding positions, it is recognized that the tour constructs forms of imaginative immersion. The terms symbolic and cued immersion are subsequently introduced to consider the strategies that the tour employs to position fans and engage them with its frequently quotidian spaces. Second, the article explores the links between the tour’s immersive strategies and its institutional context, arguing that these assist in reinforcing core brand values regarding BBC Worldwide.     

Children's literacy interest and its relation to parents’ literacy‐promoting practices

This study examined how children's literacy interests related to parent literacy‐promoting practices across time. Using a sample of 909 preschool‐age children and the newly developed Child Activities Preference Checklist, literacy interest appeared to be a complex construct, not easily captured by a single measure. In a subsample of 230 children with longitudinal data, parent literacy practices and child literacy interests related concurrently and across time. Parent literacy practices were more stable than child literacy interests, with children's literacy interest continuing to develop over the preschool year. Parent practices of exposing children to literacy and teaching them literacy concepts appeared to be distinct constructs. Exposure to literacy was especially important in the growth of literacy interests and the hypothesis that exposure has a negative effect on children with little initial interest was not fully supported.     

Medieval and renaissance glass technology in Valdelsa (Florence). Part 1: raw materials, sands and non-vitreous finds

A significant number of archaeological finds of the 13th–16th century from the Tuscan sites of Germagnana and Gambassi in Valdelsa—FI, was studied by different physico-chemical investigations (SEM–EDS, ICP, Mössbauer spectroscopy, XRD, XRF, TG-DTA) in order to contribute to clarify the production methodology and the pre-industrial glass manufacture technology. The studied samples are mainly non-vitreous finds as production waste, refractory materials, crucibles and raw materials; also vitreous finds as frits, skims, glasses (glass masses, glass working waste and finished products) have been taken into consideration. The obtained petrographic and physico-chemical data strongly suggest that both Gambassi and Germagnana glass manufactures were strictly connected with the sources of vitrifiable materials, situated in Tuscan sand quarries. In particular a comparison between sands from the neighbouring quarries and appropriate finds of the two archaeological sites evidences that the employed vitrifiable materials possibly belong to La Casina La Cava resort. The archaeological classification, based on macroscopic observation and stratigraphic position, was compared and verified with the scientific classification of the examined finds of Germagnana and Gambassi sites based on their composition, morphology and physico-chemical properties.     

Physician information seeking: improving relevance through research

Health sciences libraries have considerable potential as resources for both formal continuing professional education, as well as the informal continuing education that results from the professional's efforts to solve problems in daily practice. While there is a growing interest in making the resources of health sciences libraries more accessible to practitioners on a routine, day-to-day basis, there also needs to be more awareness of how, when, where, and why professionals look for information in the context of practical problems. This paper reviews recent research that identifies the context in which physicians seek information and advice from external sources, the information sources that physicians access, and the factors that influence which particular sources are sought. The results indicate that physicians vary in their information needs, preferences, motivations, and strategies for seeking information. This diversity suggests that health sciences libraries, in their efforts to be more accessible, should consider "market research" to determine the needs, preferences, and use patterns of the library's targeted users. Libraries may also benefit from exploring alternative methods of improving access to their resources.     

Exploring the nexus between community cultural wealth and the academic and social experiences of Latino male achievers at two predominantly White research universities

Latino males are grossly underrepresented at four-year postsecondary institutions in the United States. This phenomenological study seeks to address this emergent educational crisis by focusing on the experiences of two Latino male achievers at predominantly White research universities. Community Cultural Wealth is used to explore how Latino male collegians with a cumulative grade point average (GPA) above 3.75 employed linguistic, resistant, and navigational capital to enhance their academic and social experiences during college. The reports offered by participants in this study are intended to advance knowledge regarding the experiences of Latino male collegians as well as to enhance research, policies, and practices that increase the educational attainment of Latina/o students within higher education.