St. Bonaventure University

In this retrospective study, powerlifting performances in the United States from 1995 – 2005 were taken from annual top 100 rankings published in Powerlifting USA magazine. The rankings included results for the squat, bench press, deadlift, and total for each standard weight class during a calendar year. In the current study, average performances for each weight class were compiled for the #1, #10, #50, and #100 ranks. The weights lifted for each category increased as a function of the competitor’s weight class in a curvilinear pattern, with the heaviest classes showing diminishing improvement in weight lifted with increased body weight. When weights lifted were standardized to the lifter’s weight class, a unimodal curve was observed, with maximal values being in the middle weight classes. The lower mass-specific performance in heavier lifters is the basis for Wilks coefficient and other adjustments for comparing performances among different weight classes. This coefficient is a mathematical formula based on a polynomial transformation of a lifter’s weight class. It was derived to compensate for the curvilinear nature of lifting performance as a function of body weight. Based on the patterns documented, it is proposed that part of this flattening of performance can be attributed to systematic differences in body composition across weight classes. During this 11-year period, significant improvements were observed for some lifts, ranks, and weight classes. However, many did not change, while others showed significant declines. These data demonstrate that U.S. powerlifters at the turn of the century were highly competitive, particularly within the middle through the heaviest weight classes. Overall, the lifting performances in the U.S. during this decade provide an historical reference point, from a time before powerlifting records became more widely available via the internet.

Este artículo de reflexión explora la relación dialéctica entre la digitalización del conocimiento y la educación. Con la irrupción de la tecnología digital en las instituciones educativas, se ha producido una mutación del determinismo tecnológico hacia una nueva forma de exigencia que hemos denominado imperativo digital, que constriñe a estudiantes, maestros, tutores y directivos a habitar un mundo virtual que determina sus distintas formas de existencia, moldea sus pensamientos y comportamientos y prescribe sus relaciones. Como consecuencia, las experiencias educativas se reducen a vivencias, lo que convierte a los actores educativos en espectadores pasivos. Nuestra reflexión se fundamenta en Walter Benjamin, pensador de la Escuela de Frankfurt y crítico del progreso tecnológico. En La obra de arte en la época de su reproductibilidad técnica, Benjamin advierte cómo la reproducción masiva extingue el aura de las obras originales, anulando su contexto histórico. Aplicado a la educación, esto sugiere que la enseñanza digitalizada transforma el aprendizaje en una experiencia desprovista de profundidad. Asimismo, en El narrador, Benjamin distingue entre experiencia y vivencia, señalando que la inmediatez tecnológica fomenta un aprendizaje fragmentario y superficial. Desde esta óptica, el artículo invita a repensar el impacto del imperativo digital en la educación, no como un simple avance tecnológico, sino como un fenómeno que reconfigura subjetividades y prácticas pedagógicas. Siguiendo a Benjamin, proponemos una mirada crítica que permita subvertir la narrativa dominante sobre el progreso y rescatar la riqueza de una educación basada en la experiencia y la reflexión.

Prispevek raziskuje ključno vlogo inkulturacijske teologije pri spodbujanju krepitve vloge žensk v različnih kulturnih in verskih okvirih, s poudarkom na doseganju enakopravnosti spolov in odpravljanju ovir, ki jih postavljajo patriarhalne in mizoginistične norme. Podroben pregled literature sledi razvoju inkulturacijske teologije v krščanstvu in poudarja njeno prožnost ter uporabnost v različnih kulturah, kakor kažejo študije primerov v Zambiji in na Filipinih. Prispevek obravnava pereče izzive, s katerimi se ženske soočajo zaradi globoko zakoreninjenih družbenih norm, in prikazuje, kako združevanje krščanskih načel s kulturnimi tradicijami lahko služi kot močno sredstvo za soočanje s temi izzivi. Prispevek poudarja potencial teologije za spodbujanje družbene preobrazbe, zagovarjanje enakopravnosti spolov in povečanje prisotnosti žensk v verskih in širših družbenih krogih. Poudarja tudi pomen nadaljnje uporabe teologije inkulturacije za ustvarjanje pravičnejših in vključujočih prostorov za ženske po vsem svetu ter poziva k nadaljnjim raziskavam in njihovi uporabi na tem področju.

Los procesos de exposición al riesgo natural o antrópico, como la pandemia por COVID- 19, derivan en pérdidas, rupturas, desorganización familiar y múltiples factores de estrés que obligan a los individuos, las familias y las redes sociales a poner en juego los recursos que tienen a su alcance para desencadenar procesos resilientes. Mucho se ha escrito sobre dichos procesos en el ámbito individual, pero, como afirman Aisenberg y Herrenkohl (2008), los estudios debieran también favorecer el acercamiento a la resiliencia a nivel familiar y comunitario, debido a que las familias en el proceso de recomposición de la identidad colectiva desarrollan factores protectores y fortalecen relaciones basadas en el apego y la estabilidad emocional (Cohen, 2010; Falicov, 2011; Manciaux, 2003; Walsh, 2004; Boucher, 2009) que hacen frente a los desempoderamientos y la desconexión que se encuentran en el centro de la experiencia traumática (Herman, 2001). Este capítulo pretende hacer un análisis de estos factores, con el fin de responder a la pregunta ¿Cuáles son los recursos familiares que determinan el desencadenamiento del proceso resiliente? Se concluye cómo una larga tradición en materia de redes sociales y familiares permite la recuperación y el mantenimiento de la cohesión familiar en eventos extremos (Haines et al., 1981; Haines, 1982; Hanh, 1979).

Abstract Introduction Transgender individuals on gender-affirming hormone therapy (GAHT) may have distinct cancer risks, and their perceptions of these risks and the adequacy of cancer screening counseling remain underexplored. Objective This study evaluates cancer concerns and perceptions of counseling among transgender adults on GAHT. Methods Transgender adults on GAHT for at least six months (N=55) completed questionnaires assessing perceptions of cancer risk and counseling. Perceived quality of cancer screening counseling was reported on a 5-point Likert scale (1 = Very poor, 5 = Very good). Results Among transfeminine participants (n=39), the mean perceived counseling quality was 2.97 (SD=1.50). Breast cancer was the most cited concern (41.0%), followed by prostate cancer (23.1%). Among transmasculine participants (n=16), the mean perceived counseling quality was 2.93 (SD=1.53). Breast (12.5%) and anal (12.5%) cancer were the most cited concerns. Conclusions Despite perceived adequacy of counseling, cancer risk perception among transgender individuals on GAHT may not align with their risk profiles. Transfeminine participants were concerned about breast cancer although literature indicates a lower risk than cisgender women. Fewer transfeminine participants expressed concern about prostate cancer, despite posing a risk. Tailored discussions and provider education are necessary to ensure screening recommendations reflect evidence-based risks and individual healthcare needs. Disclosure No

Desde el año 1998 Colombia aplica planes de ordenamiento territorial a sus ciudades, para lo cual divide la zona urbana en polígonos de intervención, cada uno de ellos con una acción específica. Se presenta un trabajo que evaluó el efecto de las políticas urbanas reglamentadas en el plan de ordenamiento territorial sobre el recurso lumínico natural en las viviendas de la ciudad de Medellín en dos polígonos ubicados en las laderas del valle destinados a la redensificación. Mediante software de simulación ClimateStudio se evaluaron los parámetros Useful Daylight Illuminance (UDI) y Spatial Daylighting Autonomy (sDA) entre 300 y 3000 lx en cuatro orientaciones de una vivienda tipo por cada costado del valle y con una variación entre uno y tres niveles de altura. En todos los casos los consumos de energía extra utilizada para iluminar espacios más oscuros de la vivienda tipo representa un consumo promedio adicional de 12,7% , los resultados se validaron estadísticamente mediante coeficientes de correlación de Pearson y regresión lineal R².

The Book of Job is a profound piece of wisdom literature in the Old Testament, exploring themes of suffering, divine justice, and human righteousness. It is named after its central character, Job, a man described as "blameless and upright" (Job 1:1). Reading the book of Job, the reader will encounter many tensions. The author has presented some actors: God, Satan, Job’s three friends, Job’s family and of course the main character, Job. Every character plays their own role that has the connection with Job. In his faithful journey toward a deep awareness of wisdom, Job come to find the real image of God and his Wisdom for human life. With a restored sense of self and a new way of looking at things, Job become a co-creator and player in the new world of life. Job remains being faithful to God in prologue and epilogue.

Objectives. The study aimed to explore the meaning of pedagogical and research practice in physical education teacher training in the city of Medellín, as part of a broader study on the Pedagogical Content Knowledge (PCK) of these professionals regarding research. Materials and Methods. An interpretive approach with a multiple case study design was employed. Semi-structured interviews, validated by experts, were conducted with 18 teachers from the four universities that offer degrees in physical eduation and sports in the city of Medellín. The data was analyzed using Atlas.ti v25 software through open, axial and selective coding. Results. Six key purposes of pedagogical and research practice were identified: training the teacher-researcher, developing critical thinking, combining theory and practice, contextual reading, recognizing professional fields of action, and training in research. Project-based learning was found to be a recurring methodology. Furthermore, a tension was identified between traditional practical training in physical education and the need to develop research skills. Conclusions. Pedagogical and research practice should overcome the dichotomy between theory and practice through active pedagogies, develop skills for contextualized action research, and address various professional fields. The study contributes a framework for redesigning curricula that integrate research as a cross-cutting theme in physical education teacher training.