Representationalism and the Intentionality of Moods

It seems hard to comprehend how, during mood experience, the ‘inner’ meets the ‘outer’. The objective of this paper is to show that a currently popular attempt at providing a neat solution to that problem fails. The attempt comes under the heading of representationalism, according to which the phenomenal aspects of mood are exhausted by its representational content. I examine three accounts of intentionality developed within the representationalist camp, and I show that they incur phenomenological and metaphysical costs. © 2017, Springer Science+Business Media Dordrecht

D-dimer and reduced-dose apixaban for extended treatment after unprovoked venous thromboembolism: the Apidulcis study.

D-dimer assay is used to stratify patients with unprovoked venous thromboembolism (VTE) for the risk of recurrence. However, this approach was never evaluated since direct oral anticoagulants are available. With this multicenter, prospective cohort study, we aimed to assess the value of an algorithm incorporating serial D-dimer testing and administration of reduced-dose apixaban (2.5 mg twice daily) only to patients with a positive test. A total of 732 outpatients aged 18 to 74 years, anticoagulated for ≥12 months after a first unprovoked VTE, were included. Patients underwent D-dimer testing with commercial assays and preestablished cutoffs. If the baseline D-dimer during anticoagulation was negative, anticoagulation was stopped and testing repeated after 15, 30, and 60 days. Patients with serially negative results (286 [39.1%]) were left without anticoagulation. At the first positive result, the remaining 446 patients (60.9%) were given apixaban for 18 months. All patients underwent follow-up planned for 18 months. The study was interrupted after a planned interim analysis for the high rate of primary outcomes (7.3%; 95% confidence interval [CI], 4.5-11.2), including symptomatic proximal deep vein thrombosis (DVT) or pulmonary embolism (PE) recurrence, death for VTE, and major bleeding occurring in patients off anticoagulation vs that in those receiving apixaban (1.1%; 95% CI, 0.4-2.6; adjusted hazard ratio [HR], 8.2; 95% CI, 3.2-25.3). In conclusion, in patients anticoagulated for ≥1 year after a first unprovoked VTE, the decision to further extend anticoagulation should not be based on D-dimer testing. The results confirmed the high efficacy and safety of reduced-dose apixaban against recurrences. This trial was registered at www.clinicaltrials.gov as #NCT03678506

High-unsaturated-fat, high-protein, and low-carbohydrate diet during pregnancy and lactation modulates hepatic lipid metabolism in female adult offspring

Whether a high-unsaturated-fat, high-protein (HFP), and low-carbohydrate (CHO) diet during gestation has long-lasting beneficial effects on lipid metabolism in the offspring was investigated using a mouse model. Female mice were fed either a standard (CHO rich) chow diet or a CHO HFP diet, before and during gestation and lactation. All offspring were weaned onto the same chow until adulthood. Although liver cholesterol concentration and fasting plasma triglyceride (TG), cholesterol, and free fatty acid concentrations were not affected in either male or female HFP offspring, hepatic TG concentration was reduced by ~51% (P < 0.05) in the female adult offspring from dams on the HFP diet, compared with females from dams on the chow diet (a trend toward reduced TG concentration was also observed in the male). Furthermore, hepatic protein levels for CD36, carnitine palmitoyltransferase-1 (CPT-1), and peroxisomal proliferator activated receptor-{alpha} (PPAR-{alpha}) were increased by ~46% (P < 0.001), ~52% (P < 0.001), and ~14% (P = 0.035), respectively, in the female HFP offspring. Liver TG levels were negatively correlated with protein levels of CD 36 (r = –0.69, P = 0.007), CPT-1 (r = –0.55, P = 0.033), and PPAR-{alpha} (r = –0.57, P = 0.025) in these offspring. In conclusion, a maternal HFP diet during gestation and lactation reduces hepatic TG concentration in female offspring, which is linked with increased protein levels in fatty acid oxidation

Aprendizaje de los números complejos desde la teoría de las situaciones didácticas y el Software Geogebra

Spa: El presente trabajo de investigación surge como resultado de la experiencia respecto a la práctica docente, donde se reconoce, que el concepto de Número Complejo, junto con sus operaciones reciben un tratamiento netamente analítico, lo cual genera dificultades en la comprensión de los estudiantes y genera un aprendizaje parcial, al dejar de lado sus representaciones gráficas, hecho que se pueden evidenciar en los trabajos de investigación que sirven de antecedentes al presente estudio. De esta reflexión nace la idea de diseñar diversas actividades que vinculen los dos tipos de representación. De acuerdo a estos argumentos, en el estudio se establece como pregunta de investigación ¿Cómo construir análisis didácticos, que permitan estudiar como comprenden los estudiantes de grado noveno de una institución educativa de carácter privado de la ciudad de Zipaquirá el objeto números complejos? El trabajo se enfoca entonces en el análisis de cómo comprenden los estudiantes el concepto de número complejo a partir de situaciones propuestas. Para su desarrollo, se adopta un enfoque cualitativo y la metodología de la investigación-acción abordando análisis de tipo descriptivos. Como instrumentos de recolección de información se utilizan: la observación y grabaciones en audio y video por medio de la plataforma Zoom Education y las actividades desarrolladas por los estudiantes, recopiladas por medio de la plataforma Classroom y formularios de Google. El análisis de resultados del estudio nos permite mostrar que la Teoría de las Situaciones Didácticas junto con el Software GeoGebra aportan herramientas significativas para la enseñanza y aprendizaje de los números complejos, convirtiéndose en una estrategia de enseñanza y aprendizaje potencial para el tránsito entre los registros algebraicos y gráficos.Eng: The present research work arises as a result of the experience regarding the teaching practice, where is recognized according to the reflection, that the concept of complex number together with its operations receive a net analytical treatment, which generates difficulties in the students' comprehension and generates a partial learning, when leaving aside their graphic representations, fact that can be evidenced in the research works that serve as background to this study. From this reflection, the idea of designing diverse activities that link the two types of representation is born. According to these arguments, the study establishes as a research question: How to implement didactic analysis, which allows studying how students understand the object of complex numbers? The work is then focused on the analysis of how students understand the concept of complex numbers from proposed situations. For its development, a qualitative approach is adopted and the action-research methodology is approached throughout descriptive analysis. As instruments of information, collection is used: observation and audio and video recordings throughout the Zoom Education platform and activities developed by students collected throughout the Classroom and Google forms platform. The analysis of the results of the study allows us to show that the Theory of Didactic Situations together with the GeoGebra Software provides significant tools for the teaching and learning of complex numbers, becoming a potential teaching and learning strategy for the transit between algebraic and graphical records.MaestríaMagíster en Educación Matemátic