Valparaiso University Research Articles

The Consolidation of Two Campus Interlibrary Loan Units Into One: A Partnership Between Law and Main Campus

Until July 2009 Valparaiso University had two campus interlibrary loan units, one serving the main campus and the other serving the law school. In the wake of a projected 15–20% campuswide budget cut, the two campus libraries investigated ways to work together to reduce costs. The libraries came together with Online Computer Library Center and Atlas Systems, Inc., to consolidate the two separate units and ILLiad databases into one. This article discusses the reasons for merging two interlibrary loan units and the steps undertaken to combine two ILLiad systems.

Recent Developments in Medical Malpractice

University (Ohio); J.D., Honors Program, 2006, Valparaiso University School of Law. 1. IND. CODE §§ 34-18-1-1 to -18-2 (2008). 2. Id. § 34-18-7-1. 3. See Herron v. Anigbo, 897 N.E.2d 444, 449 (Ind. 2008), reh’g denied, No. 4S503-0811CV-594, 2009 Ind. LEXIS 119 (Ind. Feb. 10, 2009). 4. The court defined the “trigger date” before the Survey Period. See id. at 454. [T]he ultimate question becomes the time at which a patient “either (1) knows of the malpractice and resulting injury or (2) learns of facts that, in the exercise of reasonable diligence, should lead to the discovery of the malpractice and the resulting injury.” Although we have sometimes referred to the critical date as the “discovery date,” we think a more accurate term is “trigger date,” because actual or constructive discovery of the malpractice often postdates the time when these facts are known. Moreover, the trigger date, unlike a typical discovery date applicable to an accrual of a claim, in most circumstances does not start a fixed limitations period. Rather, it is the date on which a fixed deadline becomes activated. Id. at 448-49 (footnote omitted) (quoting Booth v. Wiley, 839 N.E.2d 1168, 1172 (Ind. 2005)). RECENT DEVELOPMENTS IN MEDICAL MALPRACTICE

The Indiana Dunes Revealed: The Art of Frank V. Dudley

The Indiana Dunes Revealed: The Art of Frank V. Dudley. Edited by James R. Dabbert. (Champaign, Illinois: University of Illinois Press, 2006. Pp. Xiii, 240. Illustrations. Cloth, $60.00; Paper, $29.95). This richly illustrated book is the catalog of the exhibition of Dudley's work shown at the Brauer Museum of Art at Valparaiso University in 2006, but is also a stand-alone onograph that provides the definitive word on the painter of the rich and varied landscape of this rich and colorful area on the southeastern shores of Lake Michigan. And, as the Brauer Museum has an excellent selection of paintings by Dudley and the Indiana State the largest holdings of all, it is most fitting that the University host this exhibition of the work so admired by the foresighted long-time curator of the museum-Richard H.W. Brauer. The book is comprised of four essays, and a catalog with color plates of the seventytwo paintings in the exhibit. While there is a great deal of intertwining of the material of the essays, there is very little overlap, as each of the authors have written about different aspects of the work and the exhibit. The first, and longest, essay is a biography of the artist, well illustrated with more than fifty photographs of Dudley, members of his family, his studio, and other places important to his life and interests. Dabbert has drawn on letters, family diaries, newspaper and magazine accounts and provides a full and somewhat celebratory biography, voiding analysis of the work and its importance in the world of art. He also weaves the involvement with place, both of the Dunes and the places Dudley lived, into the story. We learn a great deal about the painter's interests, his passions, his relationship and role within the artists' organizations to which he belonged, and how he wove those elements into an artistic life. The article by Greenhouse is an analysis of the artist's work, in terms of how he achieved his ambitions in paint, his conservative style, and his range and type of subjects within the limits of the area to which he devoted a long career. She cautiously points to several possible influences in his early development, but concentrates on what the artist paints - and doesn't paint - as a way of placing him within the context of both the specific Chicago art world and the broader trends in American painting during the years of his major activity. Inevitably, she must engage with his avoidance, or at least muting, of the realities of urban life, though Dudley, like so many of the French Impressionists he admired, lived, and worked almost all his adult life in a major industrial city. …

Direct and Indirect Benefits of an International Service-Learning Design Project: Educational Effects on Project Members and Their Peers

It has been well documented that international service-learning design projects in engineering provide many educational benefits to the students involved in these projects. This article addresses the question of whether or not the benefits gained from international service-learning design projects extend to those students who are not directly involved with these projects but are peers of those who are. To answer this question, graduates of the senior design projects course at Valparaiso University from 2003 to 2008 were surveyed on the course learning objectives, their desire to participate in service-related activities, and their social and cultural awareness. The responses from this survey show that peers of students who experienced an international service-learning design project developed a stronger desire to participate in service-related activities than those alumni who experienced the course when an international service-learning design project was not offered. The responses also show that these same peers felt they were more aware of societal issues and other cultures as well. This article discusses the senior design course, the international service-learning design project, the survey, the results of this survey, and suggested improvements that will extend the benefits of an international service-learning design project beyond those students with direct involvement to their peers.

BLUEBERRIES MYCORRHIZAL SYMBIOSIS OUTSIDE OF THE BOUNDARIES OF NATURAL DISPERSION FOR ERICACEOUS PLANTS IN CHILE

BLUEBERRIES MYCORRHIZAL SYMBIOSIS OUTSIDE OF THE BOUNDARIES OF NATURAL DISPERSION FOR ERICACEOUS PLANTS IN CHILE

Academic Libraries, Facebook and MySpace, and Student Outreach: A Survey of Student Opinion

This study surveyed 366 Valparaiso University freshmen to discover their feelings about librarians using Facebook and MySpace as outreach tools. The vast majority of respondents had online social network profiles. Most indicated that they would be accepting of library contact through those Web sites, but a sizable minority reacted negatively to the concept. Because of the potential to infringe on students' sense of personal privacy, it is recommended that librarians proceed with caution when implementing online social network profiles.

Pharmacological Treatment of College Students With Psychological Problems

Pharmacological Treatment of College Students With Psychological Problems . Leighton C. Whitaker & Stewart E. Cooper (Eds.). Binghamton, NY: The Haworth Press, 2007, 271 pp., $56.00 (hardcover), $32.00 (softcover). This is an unusual look at the current college handling and treatment of students with emotional problems from the view of the college and university health center. In particular, this book provides a unique and well-rounded perspective of the increasing use of psychiatric medications on the college campus. This book has been simultaneously copublished as the Journal of College Student Psychotherapy, Volume 21, Numbers 3 and 4, 2007. Whitaker and Cooper have brought together a collection of experts in the field of the treatment of college students to discuss the influences contributing to the dramatic surge in medications along with the biologically oriented "new psychiatry." They have brought together diverse points of view, thereby creating a forum for opposing views. Howard Blue, Louis Sanfilippo, and Christopher Young, all psychiatrists from Yale University, discuss the critical need for careful histories, diagnostic clarity, and having clear aims for any pharmacological intervention. They stress the use of pharmacotherapy to target specific symptoms, such as improvement of mood, and that patients should be told of all the potential side effects of these drugs. They stress the need to distinguish between the depressed phase of bipolar depression and nonbipolar depression, although they rely on the DSM-IV 's fuzzy definitions to determine this. Blue, Sanfilippo, and Young represent, perhaps, the most promedication view in this field of authors. In a more moderate projection, Gerald Amada, the director emeritus of mental health programs at the City College of San Francisco, examines the general quality of the prescribing policy for college students and calls for more caution, more counseling, more disclosure of the side-effects of medication, and a greater focus on counseling. On the one hand, Amada points out that research has shown that quick symptom reduction with medication often tends to subvert insight and prematurely disrupts the very symptoms that are needed to sustain an analysis of them, and this results in a feeling that the student will always need an artificial crutch. In contrast to this, however, he posits that drugs may also work synergistically with psychotherapy and facilitate access to psychotherapy by dulling the interference of disruptive symptoms. Stewart E. Cooper, director of counseling services at Valparaiso University, also assumes an integrative model, discussing the use of both pharmacotherapy and psychotherapy. In this program, they start with psychotherapy and then use their medication consultation service only for those patients who are actively involved in psychotherapy. The program uses nurse practitioners to provide follow-up for uncomplicated cases, which lowers their costs. Cooper also feels that the trend of augmenting psychotherapy with medication is a trend that is likely to increase. While the medication-favorable side of this issue is represented by this group, the less medication-friendly group is represented by Henry C. Emmons, consultant to seven Twin Cities college counseling centers, M. Gerard Fromm, director of the Education and Research Center at Austen Riggs, and by Gertrude Carter, the former director of Psychological Services at Bennington College. Dr. Emmons describes depression in college students as a holistic illness, and his aim is to provide a more comprehensive and effective approach to treatment and prevention. In doing that, he rejects the reductionistic assumption of modern-day psychiatry. Em-mons points to three main factors that erode one's inborn resiliency. These are physical depletion or toxicity; unattended emotions; and the belief that one is disconnected from others and feelings of isolation and not belonging. He states that the factors involved in the increase in depression and loss of resiliency over the past 100 years include exposure to environmental toxins, dietary factors and obesity, inadequate intake of vitamins and minerals, ingesting saturated and hydrogenated fats, and lack of adequate sleep or exercise. …

Mechanism of redox‐ and CO‐sensing by the heme protein, CooA: Cryoradiolysis studies

Gas‐sensing heme proteins participate in a variety of signal‐transduction mechanisms across a broad range of biological systems. This class of proteins functions by undergoing an allosteric conformational change in response to the binding of a small gas molecule to a heme group. CooA, which is a redox‐ and CO‐sensing transcription factor that is found in several bacteria, regulates gene expression that enables growth on CO as a sole energy source. In the current study, we have employed the technique of gamma‐irradiation / cryoreduction spectroscopy (cryoradiolysis) to investigate facile changes that occur to the heme coordination structure of CooA during activation. Specifically, we conducted cryoradiolysis experiments to elucidate the chemical steps of an unusual ligand switch that occurs rapidly when the CooA hemes are reduced from the Fe(III) to Fe(II) state. Presented are our protocols for the preparation of samples suitable for cryoradiolysis experiments, as well as results we have obtained that provide evidence for the isolation of a highly‐reactive Fe(II)‐Cys/Pro species upon gamma irradiation at 77 K. Finally, we present initial results of annealing experiments that seek to identify the chemical details of the redox‐mediated ligand switching mechanism utilized by CooA from Rhodospirillum rubrum.The authors wish to thank Valparaiso University, the Hope College Chemistry Department, and the Riechel Fund for financial support.

Chapter 6.

This article presents how the Valparaiso University Student Counseling and Development Center (SCDC) developed and delivers a combined service treatment model integrating pharmacotherapy with psychotherapy for a subset of the center's clients evidencing significant psychiatric concerns. To explicate the model, several documents that may be of potential use to other counseling centers are shared. The chapter then summarizes a recently published study on outcomes for clients using our combined treatment service. Finally, the chapter presents questions currently under consideration concerning the continuing implementation of the model.

Eugene R. Wittkopf

Eugene R. Wittkopf, professor emeritus of political science at Louisiana State University, passed away suddenly on September 18, 2006. He was 63 years old. Gene was a native of Algona, Iowa and received his B.A. from Valparaiso University in 1965, and his M.P.A and his Ph.D. from the Maxwell School of Citizenship & Public Affairs at Syracuse University in 1966 and 1971, respectively. He started his academic career at the University of Florida, where he taught for 17 years. In 1987, he moved to Louisiana State University, where he taught until his retirement in 2005. Gene Wittkopf was an extraordinary scholar and teacher and a wonderful colleague and mentor.

Student Assistant Training in a Small Academic Library

At Valparaiso University's main library, the Christopher Center for Library and Information Resources (formerly the Moellering Library), student employees are an integral part of day-to-day operations. Students work at the reference desk and must be able to handle reference questions. Since the fall 2000 semester, the Reference Services Librarian has been creating a training program for the student assistants, consisting of an initial training period and a series of quizzes combined with review sessions. Student assistants are also indispensable in Instruction Services. These students are charged with library web site and instruction materials' updates. Methods, lessons learned throughout the process, and quiz questions are used to illustrate the development of the training program. Student performance evaluations and feedback are positive.

Internet and information technology use by dental students in Chile

As part of a larger cross-country survey of dental students, students from the School of Dentistry, The University of Valparaiso, were invited to participate in a study to describe their use of information and communication technology (ICT). Information was derived from a 124-item questionnaire which included 14 socio-demographic items and 29 items asking about ICT use. ICT items were derived from a University of Birmingham, UK, battery. Data was collected in July and August 2004. A total of 162 of the 249 dental students participated in the study. The average age of students was 21.0 years (SD 2.4 years). The majority of participants (62.1%) were female. All participants had access to a computer, and 96.4% used the Internet. Most students had home Internet connections (73.4%). The most commonly used Internet sites on at least a weekly basis were: email (92.2%); and search engines (88.3%). However, a very few (21.1%) used the Internet to search for dental information for their studies on at least a weekly basis. Furthermore, although the majority (70.4%) found Internet use easy/very easy, 56.2% indicated that any search for information was easy/very easy. The majority (72.2%) indicated that the use of virtual education would not affect their class attendance. The final multivariate model explained 26% of the variance in ICT use, significant predictors for ICT use were gender, year of study, level of difficulty in using Internet, and place of Internet use. However, Internet use was mostly for non-dental purposes.

Exploring the Research Agenda for Theology, Religion and Popular Culture: Report of a Panel Discussion at the American Academy of Religion, November 2005

The following report offers a summary of the discussion at a session of the Religion and Popular Culture program unit at the 2005 annual meeting of the American Academy of Religion. The session was chaired by Gordon Lynch (University of Birmingham, UK), and the panellists were Tom Beaudoin (University of Santa Clara), Lynn Schofield Clark (University of Colorado at Boulder), Jeffrey Mahan (Iliff School of Theology), David Morgan (Valparaiso University) and Anthony Pinn (Rice University).

Strengthening Nanoscience Education through Multidisciplinary Collaborations

ABSTRACTRecent collaborations with science and engineering faculty in major research universities have dramatically increased and strengthened research and educational opportunities in nanoscience and nanotechnology at Ball State University. The three-year Center for Computational Nanoscience (CCN) project involved eleven co-principal investigators from three disciplines (physics, chemistry, electrical engineering) and five universities, including Ball State University, University of Notre Dame, Ohio University, Purdue University, and Valparaiso University. Funded by the Indiana 21st Century Research and Technology Fund, this $1.5 million project focused on theoretical and computational investigations of the electrical and optical properties of quantum dots and included partial support for software development for the Purdue NanoHub, a web-based software repository. The effects of this collaborative project (and previous contacts) on nanoscience education and research at the undergraduate and master's levels in the Department of Physics & Astronomy at Ball State University have been extensive and are described in this paper. University and community impacts include an enhanced awareness of nanoscience and nanotechnology.

Gender and Politics in Early Modern Europe: English Convents in France and the Low Countries (review)

Reviewed by: Gender and Politics in Early Modern Europe: English Convents in France and the Low Countries Colleen M. Seguin Gender and Politics in Early Modern Europe: English Convents in France and the Low Countries. By Claire Walker. [Early Modern History: Society and Culture.] (New York: Palgrave Macmillan. 2003. Pp. xii, 247. $72.00.) Not since Peter Guilday's magisterial The English Catholic Refugees on the Continent, 1558–1795 (London, 1914), has a scholar attempted a sustained analysis of post-Reformation English nuns' experiences in Continental exile. Claire Walker's important book fills that gap and enhances our understanding of Catholic Englishwomen in religious life by focusing on the activities of the contemplatives rather than on the redoubtable, and much-studied, Mary Ward. Walker makes excellent use of the rich historiography on convents in early modern Italy, Germany, Spain, and France in order to contextualize the English nuns' story within the history of women religious in Europe. Drawing from conventual and archdiocesan archives in England, France, and Belgium, as well as [End Page 827] from other ecclesiastical and governmental records, Walker studies 1,109 Englishwomen professed in France and the southern Netherlands from 1591 to 1710. She concentrates her attention on a cross section of ten cloisters out of the total twenty-two English Tridentine foundations. In chapters on vocations, the familial metaphor in convent life, the spiritual and economic labors of cloistered women, nuns' political activities as both recipients and purveyors of patronage, and contemplation, Walker explores how the nuns confronted the unique challenges and opportunities of exile. The elite, stalwartly English, women who populated the convents struggled mightily to cope with the difficulties that their exiled status posed. Although remarkably no English foundations for women failed in the early modern era, they consistently teetered on the edge of economic disaster, vulnerable both to the vagaries of the Catholic experience in England (chronic financial sufferings of nuns' families through recusancy fines, the possibility of martyrdom, the Civil War) and to the vicissitudes of life on the Continent (war, periodic outbreaks of epidemic disease, tensions with local ecclesiastical officials). Walker makes clear the complexities that the Council of Trent's imposition of strict enclosure presented for these nuns, who were rendered deeply dependent on stewards and clergy—of varying degrees of trustworthiness—for recruiting new members, secretly transporting them to the cloisters (in violation of English law), and securing their crucial dowries. Clausura and the nuns' linguistic and cultural differences from their Continental neighbors isolated them. Yet they coped creatively with these restrictions, and Walker is at pains not to overemphasize their liminality. Rather, she sees the nuns as "vital link[s] between the English Catholic nonconformist tradition and the Continental Church" (p. 6) who "ignored, opposed, assimilated, or modified" clausura (p. 45). She argues that convent walls were "fluid" and that nuns maintained intense spiritual, economic, social, and political connections to their natal families and ecclesiastical and governmental officials. In extreme circumstances, the sophisticated communications and patronage networks fostered by women like Abbess Mary Knatchbull of the Ghent Benedictines could even abet the cause of political conspiracy by assisting the exiled Stuarts. Walker's fascinating analysis of such episodes breaks new ground in the study of early modern women and politics. Although the nuns did not achieve their goal of converting their homeland—by prayer and any other means necessary—they did "preserve the [English] monastic tradition for women" (p. 129) after its sixty-year hiatus, another of their central concerns. Ultimately amid the depredations of the French Revolution, many of these religious communities settled in England, a homecoming which the nuns never had doubted would occur. Walker's thorough study redresses the scholarly neglect to which the English nuns have been subject and is a fine contribution to the historiography on Recusancy, early modern Catholicism, and European women and religion. Colleen M. Seguin Valparaiso University Copyright © 2005 The Catholic University of America Press

Recent Developments: Indiana Family Law

distinction, 1979, St. Mary’s University School of Law, San Antonio Texas. ** Associate, Ruppert & Schaefer, P.C. A.S. 2000, Indiana University; B.S., with distinction, 2002, Indiana University; J.D., Family Law Concentration, Valparaiso University School of Law, Valparaiso, Indiana. The authors also wish to acknowledge Jake McKinney for his assistance in compiling the appellate decisions used in this Survey. 1. Ten articles of Title 31 of the Indiana Code are specifically titled family law. IND. CODE §§ 31-11 to -20 (2004). These articles cover marriage, domestic relations courts, the parent-child relationship, establishment of paternity, dissolution of marriage and legal separation, support of children and other dependents, custody and visitation rights, the Uniform Interstate Family Support Act, adoption and human reproduction. Title 31 also contains an article of general provisions as well as an article consisting of 149 sections of definitions pertaining to both family and juvenile law. An additional eleven articles of Title 31 are specifically referred to as “juvenile law.” See IND. CODE § 31-9-2-72 (2004) (“‘Juvenile law’ refers to [Indiana Code section] 31-30 to 31-40.”). Also, every legal proceeding in Indiana between parents involving child support or visitation with their children is governed by the Indiana Supreme Court’s Child Support Rules and Guidelines and Parenting Time Guidelines. Throughout an additional fifteen other titles of the Indiana Code are provisions governing criminal offenses against children and the family, children’s protection services, marriage and family therapists, and trust and fiduciaries. Federal legislation involving taxation, bankruptcy and retirement benefits can be a consideration in virtually any property settlement. Other federal legislation impacts Native American adoptions, parental kidnapping and state enforcement of child support obligations. RECENT DEVELOPMENTS: INDIANA FAMILY LAW

The Catholic Church and the Jews: Introduction To This Special Section of Shofar

At a Western States Jewish Studies Association Conference in Tempe, Arizona a small group of Jewish and Christian scholars came together to discuss the implications of the release of the Vatican's Statement, Iesus (DI), in the year 2000. These papers continue to have significance even a few years after the original discussion. To these original papers we have added the response of the distinguished Catholic scholar, Dr. Eugene J. Fisher, Associate Director, Secretariat for Ecumenical and Interreligious Affairs, U.S. Conference of Bishops. The first paper, written by Samuel Edelman, Director of Modern Jewish and Israel Studies at the California State University, Chico, was meant to offer the context of Christian/Catholic discussion over the last 60 plus years. This paper, Supersessionism Rears Its Ugly Head, categorizes the Jewish-Catholic dialogue as centered around ambiguity and ambivalence, pitting right-wing Catholic against left-wing Catholic in a behind-the-scene conflict in spite of the current Pope's public and positive embrace of Jews and Judaism in ways few in the Catholic have done since Pope John XXIII. Steven L. Jacobs, Aaron Aronov Chair of Judaic Studies at the University of Alabama, wrote the second paper. Dominus Iesus: Why This? Why Now? lays out in a logical and precise way the ironic twists and turns of Iesus. Jacobs argues persuasively that, Given the advancing age and increasing physical infirmities of the incumbent Pope, John Paul II; the power of the conservative wing of the Roman Catholic in the person of Joseph Cardinal Ratzinger...Dominus Iesus is an attempt by those in positions of power within the to reverse the seemingly more liberal progress made by the incumbent prior to the election of his successor, to undo, as it were, the perceived falsely relativistic position of the (i.e., one among many) and restore it to its pre-Vatican II/Nostre Aetate understanding of No salvation outside the Church. The third paper, Church Faith and Religious Belief: A Reading of by Peter Haas, Abba Hillel Silver Professor of Jewish Studies and Director of the Samuel Rosenthal Center for Judaic Studies at Case Western University, posits the argument that the authors of Iesus were using the cloak of the of pluralism to attack pluralism. The having set into place 40 years of dialogue now seems bent on using language that marks a clear retreat back to pre-Vatican II exclusivity. Using a close textual analysis of the text of Iesus, Haas concludes by saying: What is likely going on here is just the surface manifestation of a much deeper and profound struggle over the future of the in the twenty-first century. The fourth paper, Impressions of Catholic Statements, by the distinguished Protestant scholar, James F. Moore of Valparaiso University, provides us with a Derrida-like post-modern analysis of not only the Catholic text but also of the avid interest of Jewish Studies scholars in this Catholic text. His claim is that the document is intended to restrict quite directly the scope of what these leading teachers can officially teach as Catholic theology. Yet, having said this, Moore begins to plumb the depths of both unintended and possibly intended consequences of Iesus. He concludes with singularly brilliant insight that If the aim of such a theology is both to eliminate certain views about Jews and others from Catholic teaching and thus to reinstate a particular memory about Christianity, then this would mean that the impact of Jewish studies, that is, the views of Jews about various topics, would be dramatically reduced in those places that do Christian studies, that is, among those who would teach about the themes that Jesus addresses. Above all, we lose the long-standing effort to reaffirm the Jewish roots of Christianity at least in part, and we lose sight of the important gains we have made in thinking about the Jewish Jesus, like the efforts I have made to re-think Christianity by seeing Jesus as preeminently a Jewish teacher teaching from within the Jewish tradition. …

Modern Greek Theatre: A Quest for Hellenism (review)

Reviews125 cause I am less enamored ofDoctorFaustus, not Callens. Leslie Wades sifting of die 1990s plays, on the other hand,will nourish those less enamored ofShepard. And so on. The order of the essays follows the development of Shepard's career. This arrangement reminds us diat the timing of Shepard's birth conferred advantages on him. Getting an MFA in playwriting in die late 1960s, for instance, was a lot less convenient then than it is now, because there were many fewer programs . Such was never a choice for Shepard in any case. And by the time an MFA was possible,he could say, as did Harvard's eminent Shakespearean scholar George Lyman Kittredge when asked why he never took the Ph.D,"Who would examine me?" Just as well. Shepard never would have thrived in a playwriting class, anyway. No wonder he makes us nervous. Arvid F. Sponberg Valparaiso University Stratos E. Constantinidis. Modern Greek Theatre: A Questfor Hellenism. Jefferson, North Carolina: McFarland, 2001. Pp. ? + 198. $34.95 paperbound. "Can [Greek] postmodernism find its way out of the loop of Greek modernism ?" This is one of the questions asked by Stratos Constantinidis (29) in his newbook Modern Greek Theatre:A QuestforHellenism, which offers a revisionist account ofthe state ofmodern Greek drama from the late Enlightenment to the 1970s. The issue of modernism can hardly be avoided in any discussion of Greek literature,tiiough, as Constantinidis wryly observes,"Like Homer's Scylla and Charybdis, modernism and postmodernism may wreck the reputation of many a scholar and artist" (18). In his book, Constantinidis approaches the minefield of modernism and postmodernism through the unusual vantage point afforded by diree plays by women dramatists: the littie-known Nikiratos (1826) by Evandiia Kairi and die neglected The New Woman (1908) by Kalliroi Siganou-Parren represent die modernist/nationalist perspective ofdie early nineteenth century, while Loula Anagnostaki's more successful Victory (1978) illustrates the demise ofmodernism . The context in which these plays are discussed (Greek modernism and its subversion by postmodernism) is subsumed widiin the context ofgender studies , colonialism, postcolonialism, and cultural imperialism. This "provisional 126Comparative Drama framework" (4ff) allows Constantinidis to discuss Greek nationalism, to conduct an "inclusive analysis" in the context of nation-building and identity, as well as to incorporate an incisive (if cursory) analysis of selected plays by the better-known autiiors Nikos Kazantzakis,Angelos Sikelianos, and Kostis Palamas. The general background for this new study and the methodological process chosen for its completion are laid out with precision and thoroughness in the author's preface and lengtiiy introduction. In his first chapter, Constantinidis discusses die above-mentioned Nikiratos by Evanthia Kairi, "the first known Greek woman playwright," and compares and contrasts its views of Hellenism widi those of Keats, Byron, and Shelley. Constantinidis provides a summary of Kairi's play ("one of the earliest Greek dramatic responses to European colonialists" [51]) as well as Shelley's Hellas. He points out that Kairi chooses not to model her play on a Greek tragedy (as did Shelley in Hellas) or to replicate Byron's "egocentric ... heroes in their Satan-like rebellion against cosmic authority" (58). Instead, Kairi's heroes and heroines are firmlypositioned widiin die Greek family and community (58). In the second chapter, Constantinidis summarizes and analyses Babel, aplay by DimitriosVyzantios (Constantinidis chooses to refer to the author byhis real name, Hatziaslanis, rather than the pen name with which he was, and still is, generally known) first published in 1836, widi a revised edition in 1840. According to Constantinidis, Babel represents the conflict between diversity and standardization that prevailed in the early years ofthe modern Greek state and its new capital, Nafplio. An immensely popular play with enduring success on die stage, Babel (as its tide implies) deals with die subject ofmiscommunication among a group of Greeks from regions as diverse and geographically disparate as Albania, Cyprus, Crete, and Asia Minor. In fact, Constantinidis sees Babel as a "subversive text" (72) since the "diversity" of die regional dialects reproduced in the play runs counter to the policy of standardization and "dynastic Hellenism " pursued by die monarchy and subsequent administrations. One might add, however, that despite the comic imbroglios occasioned by regional...

Prevalencia de factores de riesgo de enfermedades crónicas no transmisibles en estudiantes de medicina de la Universidad de Valparaíso

Introduction : The origin of non-transmissible diseases is associated with risk factors related to harmful life styles. It is interesting to observe these factors in medical students. Objectives : To quantify the prevalence of risk factors of chronicnon-transmissible diseases in medical students. Patients and methods : A cross sectional study was carried out on 242 medical students, in yearly groups, 1st to 5th year attending the School of Medicine of the University of Valparaiso. Risk factors quantified were: physical inactivity, overweight and obesity, tabacco addiction and hypertension. Results : After statistical analysis, the risk factor with the highest prevalence (88%) was physical inactivity, with no sex or year difference. Over weight and obesity (31.8%) was higher in males but with no year difference. In relation to tabacco abuse (22.7%) it was higher in females, but smoking intensity was higher in males, with no differences between early groups. Finally, normal high arterial pressure (4.6%) was higher in males. Conclusion : The prevalence of risk factors is high and preventive strategies are recommended.

Teams work (panel session)

“I didn't think I'd like group work, but I ended up in a good team and it was a great experience. But I feel if you end up in a bad team it can really get you down and will affect your mark.” This student response (University of Exeter, U.K.) is typical and telling. At least some of the time teams work, and the progression from “didn't think I'd like” to “great experience” happens often enough that those of us who use team work have come to expect it, at least part of the time. The ability to work well in teams is essential for our graduates. It cuts across all the questions — what, where, why and how we teach. However, not all of our students find working as a member of a team a natural and easy thing to do. Not only that, even though the student quoted in the preceding paragraph uses the phrase “good team” and the phrase “bad team” these and many other terms are not well defined. The Computer Science (CS) academic community regards group project work as an essential component of any degree; the discipline's professional societies world-wide emphasize project and group work as preparation for professional practice. Project work is recognized as having many educational and social benefits, in particular providing students with opportunities for active learning. Nevertheless, managing project work is problematic, because CS projects are: expensive , demanding considerable supervision as well as technical resources; complex , marrying design, human communication, human-computer interaction, and technology to satisfy objectives ranging from consolidation of technical skills through provoking insight into organizational practice, teamwork and professional issues, to inculcating academic discipline and presentation skills; continually demanding , set in the context of a rapidly changing technology which affects technical objectives and demands ever-evolving skills in both students and supervisors. In a young and changing discipline, some aspect of project work is questioned in almost every institution. The three panelists bring experience from four educational institutions in two countries. Louise Moses is Chair of the Department of Computer Science and Information Systems at Mount Union College. She has supervised team projects in extra-departmental service courses, classes provided for departmental majors, and inter-disciplinary courses. During the summer term of the previous three academic years she has been Honorary Visiting Researcher in the Department of Computer Science in the School of Engineering at The University of Exeter, Exeter, U.K. In that position she has worked as part of the management team for first year students in the first year project. James Caristi is a professor of mathematics and computer science at Valparaiso University. He was the 1990 recipient of the Sears Roebuck Award for Teaching Excellence and Campus Leadership, and is the 1999 recipient of the Distinguished Teaching Award from the Indiana Section of the Mathematical Association of America. He has been using teams in different ways in computer science classes at all levels for over 15 years. Sally Fincher is a Lecturer in the Computing Laboratory at the University of Kent at Canterbury in England. She has been project manager for the Effective Projectwork in Computer Science (EPCoS) project. EPCoS was a 10-partner, three-year funded project which worked to identify best practices in CS projectwork, transfer those practices between institutions and examine and analyze the process of transfer. We have wrestled with project design and how to make team assignments. And, even though providing good teamwork experiences is more of an art than a science — with no hard and fast rules — there are guidelines; it will be profitable to share our knowledge and our experiences. We shall consider six major areas concerning team and group work, and the kind of issues that are associated with them. Allocation How do we allocate students to groups? And then groups to supervisors? Supervision What sort of role should a supervisor take with respect to their group? Friend, mentor, project manager or technical guru? Does it make a difference? Assessment How do we assess the contribution of an individual when the deliverables are a team effort ? Should we even try to? Motivation What happens when students get into a “bad” team? How do we keep them motivated? Reflection Especially when introducing teamwork into the curriculum, reflection is an essential part of the learning cycle. How do we plan to make sure we include time and opportunity for this? Teamwork How do we encourage working together, when in some other academic circumstances this might be called “cheating”?