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Suzanne Ondrus - One of the best experts on this subject based on the ideXlab platform.
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wright katherine fairfax and zouhali Worrall malika dirs call me kuchu 2012 87 minutes english u s and uganda cinedigm and docuramafilms 21 87 williams roger ross dir god loves uganda 2013 90 minutes english and luganda with english subtitles u s and
African Studies Review, 2014Co-Authors: Suzanne OndrusAbstract:Katherine Fairfax Wright and Malika Zouhali-Worrall, dirs. Call Me Kuchu. 2012. 87 minutes. English. U.S. and Uganda. Cinedigm and Docuramafilms. $21.87.Roger Ross Williams, dir. God Loves Uganda. 2013. 90 minutes. English and Luganda (with English subtitles). U.S. and Uganda. Full Credit Productions and Motto Pictures Production. Price not reported.The documentary Call Me Kuchu presents an almost palpable rendering of Uganda's fervent antihomosexual social, political, and religious atmosphere, concentrating on the activities and voices of extremists. Scenes of LGBT dance and drag parties are juxtaposed with scenes of loud preachers shouting that homosexuals are destroying Uganda and America. In 2009 David Bahati introduced the so-called "antihomosexuality bill" in Uganda's Parliament, which was passed into law in December 2013. Under this legislation homosexuals can receive the death penalty, and it also criminalizes the failure to report homosexuals to the government, even one's own homosexual child.This film shows the ignorance, fear, and misunderstanding against which the Ugandan LGBT community struggles, both in families and in the public sphere. Public figures, such as an editor of the Ugandan tabloid Rolling Stone, laugh into the camera about homosexuals' struggles and appear oblivious or uncaring about their own role in inciting violence; an example is Rolling Stone's well-known "oudng" of supposedly gay Ugandans with a published list accompanied by photographs and headlined with the phrase "hang them!" The measures by which the newspaper collected its information resembled KGB informant tactics, with reporters sent undercover to pose as homosexuals themselves. In the film the LGBT activist David Kato is shown taking this newspaper to court, where the newspaper's lawyer and other legal officials display the same insensitive attitude as the interviewed editor. The lawyer argues, for examplecontrary even to any statutory law at the time-that the individuals whose pictures were displayed on the front page were criminals and therefore had no right to privacy. Interviews with other journalists, lawyers, and politicians confirm the misapprehensions that inform a culture of hate; homosexuals are said to prey on minors, to perform homosexual acts for money, and to be part of terrorist bombing plots in Uganda. Other points of contention are that homosexuality is bad for Uganda's prosperity, that homosexuals are against procreation, and that homosexual acts are unnatural, immoral, and evil.The film also presents interviews with LGBT activists who recount their personal stories, including a gay man who was raped as a teenager by a family member attempting to "correct" his sexual orientation and a lesbian who took the bold step of leaving a loveless five-year marriage in order to live as her true self. A central focus of the film is David Kato himself, a key LGBT activist and the first "out" gay man Uganda who had chosen to return to his home country and confront the hostility, including threats to his life, despite having lived for six years as an openly gay man in South Africa. Kato was brutally murdered in 2011 while the film was still being produced and shortly after winning the court case against Rolling Stone. …
Nina J Solenski - One of the best experts on this subject based on the ideXlab platform.
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standardizing stroke evaluation in the cardiac catheterization lab aldrete fast score p7 330
Neurology, 2015Co-Authors: Michelle C Johansen, Andrew M Southerland, Michael Ragosta, M Jensen, Bradford B Worrall, Nina J SolenskiAbstract:Objective: To standardize evaluation of catheterization-related stroke (CRS) through implementation of a novel screening tool. Background: Stroke is a feared complication of cardiac catheterization. Risk of CRS can be as high as 7[percnt], but varies widely by institution and operator experience. Given the high volume of the procedure (>2 million/yr in US), the impact of CRS is substantial. There is minimal evidence-based data on diagnosis and treatment despite these patients being ideal candidates for timely acute stroke intervention, including thrombolysis. Many CRS go undetected and currently there is no standardized assessment tool sensitive to recognition of CRS in this population. We hypothesize a new screening tool incorporating components from both acute stroke and anesthesia care will be effective in standardizing rapid diagnosis and treatment of CRS. Methods: Items were pooled from two previously validated screening tools. The Aldrete score is an 8-point scale used in anesthesia cases to assess patients pre/post-procedure. The FAST screen (Facial droop, Arm weakness, Speech changes) is designed to rapidly and reliably diagnose stroke. FAST is easily learned, performed in < 1 min and requires no neurological expertise. The Aldrete-FAST score is being obtained pre/post catheterization; stroke incidence and its treatment will be measured. Results: This novel tool, Aldrete-FAST, combines validated and established pre/post anesthesia assessment with neurological screening to enhance rapid diagnosis and treatment decision-making for CRS. Preliminary analysis demonstrates the Aldrete-FAST successfully performed in 蠅300 patients and 1 CRS with subtle signs of R arm drift and neglect accurately recognized to date. Conclusions: The Aldrete-FAST screening tool applied pre- and post-cardiac catheterization is a logical and feasible approach to improve rapid stroke diagnosis and treatment response. Recruitment is successfully underway with on-going prospective analysis as part of a quality initiative. Disclosure: Dr. Johansen has nothing to disclose. Dr. Southerland has received personal compensation in an editorial capacity for Neurology Podcast. Dr. Ragosta has nothing to disclose. Dr. Jensen has nothing to disclose. Dr. Worrall has received personal compensation in an editorial capacity for Neurology. Dr. Worrall has received royalty payments from Merritt9s Neurology. Dr. Solenski has nothing to disclose.
Federica Isabella Malfatti - One of the best experts on this subject based on the ideXlab platform.
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on the epistemological potential of Worrall s structural realism
Philosophical Inquiries, 2018Co-Authors: Federica Isabella MalfattiAbstract:There are two main things I want to do in this paper. The first is to defend the idea that understanding, and not knowledge, is to be recognized as the aim of science, and to show how this idea can be strengthened and sharpened in light of structural realism. The second is to investigate the connection between understanding and structures, in order to give some tentative insight concerning what is involved in an act of understanding and what is to be recognized as a plausible necessary condition for understanding. In the first section [I] I recall and emphasize the gap between knowledge and understanding, highlighting the differences concerning the epistemic object involved. In the second section [II] I present the main idea behind structural realism in philosophy of science and examine its direct consequences concerning epistemology. In the third section [III] I try to connect the results of these two lines of inquiries, in order to show how understanding, better than knowledge, can do justice to both the practice and the history of science – especially in light of structural realism. In the last section [IV] I sketch some concluding remarks concerning how, appealing to structures, it seems to be possible to explain the cognitive value of models in scientific inquiries.
Wang Yajuan - One of the best experts on this subject based on the ideXlab platform.
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on Worrall s structural realism
Journal of Dialectics of Nature, 2008Co-Authors: Wang YajuanAbstract:Structural realism is the newest developing trend of scientific realism debate in the philosophical realm in America and Britain, which is proposed by John Worrall from London School of Economics. It is presented on the basis of two arguments concerning scientific realism that pull in distinctively contrary directions: the "no miracle" argument (NMA) and the "pessimistic (meta-) induction" (PMI). From structural realism it is implied that, scientific theories could reveal the structure of the unobservable world through its own mathematical structure; the mathematical equation has been retained in the changes of theories, and this mathematical continuity formed the continuity of the development of scientific theories; while, the continuity of the development of scientific theories in mature science is at levels higher than the purely empirical ones, but it does not extend to the fully interpreted top theoretical levels; at last, the continuity of mathematical structure expresses the real relations between entities, but we know nothing except this.
Sandra L Christenson - One of the best experts on this subject based on the ideXlab platform.
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moving beyond dropout towards school completion an integrative review of data based interventions
School Psychology Review, 2003Co-Authors: Camilla A Lehr, Anastasia L Hansen, Mary F Sinclair, Sandra L ChristensonAbstract:Abstract. This article provides an integrative review of prevention and intervention studies addressing dropout or school completion described in professional journals. Forty-five intervention studies were coded according to research design, participants, interventions, and outcomes to describe the range of data-based programs and approaches available in the literature. In addition, effect sizes were calculated for dependent variables in 17 studies. The extent to which intervention studies reflect current conceptualizations of dropout are examined, and the degree to which the studies incorporate sound methodology is critically analyzed. The article concludes with recommendations for advancing intervention and prevention research to promote school completion. Implications for school psychologists, and related professionals and disciplines, to shift from a focus on dropout towards promoting school completion are explicated. ********** Attention to graduation and dropout rates has significantly increased as a result of the federal administration's priorities and legislation such as the No Child Left Behind Act (NCLB). Statistics indicate thousands of students in the United States leave school early each year without successfully completing school (National Center for Education Statistics, 2001). Approximately 1 in 8 children in the United States never graduate from high school and, based on calculations per school day (180 days of 7 hours each), one high school student drops out every 9 seconds (Children's Defense Fund, 2001). This is particularly alarming in today's society because employment opportunities that pay living wages and benefits have virtually disappeared for youth who have not completed a high school education nor acquired the requisite skills and knowledge. The costs associated with the present incidence of school dropout are staggering and are estimated in the billions of dollars in lost revenues, welfare, unemployment, crime prevention, and prosecution (Joint Economic Committee, 1991). Given the consequences to society and the individual, the importance of facilitating school completion for all students is a critical concern for researchers, policymakers, and educators across the country. Current Understanding of Dropout--A Conceptual Framework Over the years, an appreciation for the complexity of the dropout phenomenon has emerged in the literature. The marker variables (e.g., socioeconomic status, family structure) that place students at risk for dropout are well described (Christenson, Sinclair, Lehr, & Godber, 2001; Rosenthal, 1998). In contrast to a discrete event, research has shown that early school leaving is the outcome of a long process of disengagement with measurable indicators that are present in the early grades (Barclay & Doll, 2001; Barrington & Hendricks, 1989). The concept of engagement has emerged as a critical theme in the process of understanding students' exit status from school (Doll & Hess, 2001; Finn, 1993; Grannis, 1994). Key ingredients of student engagement include student participation, identification with school or social bonding, academic performance, and personal investment in learning (Finn, 1993; Maehr & Midgely, 1996; Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989). A significant feature of the current framework is the shift in focus from preventing dropout to promoting school completion. According to Christenson, Sinclair, Lehr, and Hurley (2000), "Increasing students' engagement and enthusiasm for school is much more than simply staying in school and, thus, much more than the dropout problem--it involves supporting students to meet the defined academic standards of the school, as well as, underlying social and behavioral standards" (p. 21). In addition, more attention is being given to understanding the complex interplay between student, family, school, and community variables as well as risk and protective factors in shaping students' paths towards school withdrawal or completion (Hess & Copeland, 2001; Valez & Saenz, 2001; Worrell & Hale, 2001). …
