THE UNITED STATES’ STRINGENT SOVEREIGNTY: HOW FOREIGN POLICY FRAMING PRIORITIZES SECURITY OVER HUMAN RIGHTS

American policymakers utilize valence framing, purposeful descriptions of outcomes as positive or negative, to influence the opinions of voters while maintaining the moral superiority felt by many citizens in the liberal Western hegemon. This study intended to combine the political theories of Constructivism and Realism to form Constructive Realism, a theory that emphasizes the significance of state power and norms as joint influences on constituents. Constructive realism was then applied to four case studies – the UN Security Council, International Criminal Court, Convention on the Rights of the Child, and Convention on the Elimination of Discrimination Against Women. This study also intended to highlight the relationship between these various factors, and how the use of negative framing of international human rights treaties can manifest increased out-group threat perception, and preference of domestic security over global human rights. An online, mixed-methods survey involving several different questionnaires was utilized, as well as a framing manipulation vignette. Unfortunately, the vignette manipulation was not statistically significant. But participants who perceived more conflict were more likely to approve of the fabricated treaty compared to those who perceive less conflict. Threat perception was significantly correlated with all dependent variables other than rates of political knowledge and attitudes about human rights. Moral superiority displayed a weak negative correlation with perceived threat. Attitudes about U.S. involvement in international relations and U.S. security and military funding, as well as cognitive bias and nationalism, all correlated positively with perceived conflict

L'évaluation développementale : Six façons de mettre la recherche en éducation au service de l'innovation

In March 2020, COVID-19 challenged health and educational systems across the country. The rapid reallocation of resources to ensure public safety had taken priority over educational obligations. Healthcare students were removed from clinical environments as their learning came to a grinding halt. While academic institutions were pivoting and transforming teaching and learning experiences, students responded to the pandemic with innovation, attending to gaps in patient care. As educators, we must understand how we can further support students and faculty to unleash innovative thinking during a crisis. To begin to address this educational need, academic institutions now have an opportunity to broaden the practice of education scholarship in accordance with best practices to nurture innovation and innovative thinking. What framework can aid us in this endeavor? In times of instability, Developmental Evaluation is an approach that can support the implementation of innovations within medical education. Using an example of an innovation in medical education, we offer six practical tips to begin to use Developmental Evaluation to support and enable learners and faculty in the creation of innovations and contribute to a broader definition of education scholarship.En mars 2020, la COVID-19 a bouleversé les systèmes de santé et d’éducation de tout le pays. La réaffectation rapide des ressources pour assurer la sécurité du public avait pris le pas sur les obligations éducatives. Les étudiants en santé ont été retirés des environnements cliniques et leur apprentissage a connu un arrêt net. Les établissements universitaires ont introduit des ajustements qui ont transformé les expériences d’enseignement et d’apprentissage. De leur côté, réagissant à la pandémie de manière innovante, les étudiants sont intervenus pour combler les besoins en soins aux patients. Il serait pertinent pour nous, éducateurs, de trouver les façons de mieux aider les étudiants et le corps enseignant à laisser libre cours à leur originalité dans les situations de crise. En vue de répondre à ce besoin éducatif, les établissements universitaires ont l’occasion d’aligner la recherche en éducation sur les meilleures pratiques pour favoriser l’innovation et la pensée novatrice. Quel cadre adopter pour nous aider dans cette entreprise? L’évaluation évolutive fait partie des approches qui peuvent soutenir la mise en œuvre d’innovations dans l’éducation médicale en période d’instabilité. À l’aide d’un exemple d’innovation dans le domaine, nous proposons six conseils pratiques pour faire de l’évaluation évolutive un facilitateur de l’innovation par les apprenants et les enseignants et un levier pour élargir la portée de la recherche en éducation

Syphilis in Georgia, 2009-2014

Background: In the period of 2002-2014, Georgia has ranked among the top three states in the United States for rates of primary and secondary syphilis cases, creating a continuing need to analyze the data and to plan and implement disease prevention efforts. Methods: The present effort involved analysis of data from Georgia’s electronic disease reporting system, State Electronic Disease Surveillance System (SendSS), including demographic characteristics by year for the period of 2009-2014 and behavioral data obtained from interviews with communicable disease specialists. Results: In Georgia, from 2009-2014, primary and secondary syphilis, the infectious stages of the disease, were seen most commonly among black, non-Hispanic (77%) males (91%) between the ages of 20-29 (45%); 52% were males who have sex with other males. Conclusions: Analysis of the data provides a better understanding of the populations affected by syphilis. It can enhance discussions about disease surveillance, prevention, and strategies to decrease the burden of this disease

Impact of an Interprofessional Student-Led Concussion Clinic

This article describes the impact on the learners and health care institution of the OnTRACK-Concussion program, an innovative student-led clinic at a children’s rehabilitation hospital. The clinic, developed and operated by occupational therapists, serves the community full-time year-round. Interprofessional health care learners work together to provide education and intervention for youth with concussion and their families and to support research and community outreach initiatives. To determine the program’s impact on student learning, a post-placement questionnaire was used to capture feedback about their clinical education experience. To determine the program impact more broadly, the most significant change method was used to analyze data from in-depth qualitative interviews with stakeholders across and beyond the organization. Three Program Impact Pathways were identified that support the program’s success within and beyond the organization: 1) Having a clear message/vision of integration; 2) Enabling learners to work directly with patients; and 3) Enabling learners to work autonomously. Debriefing with peers and clinical supervisors was identified as an important learning experience by interprofessional learners. This student-led clinic, developed and operationalized by occupational therapists, supports the integration of patient care, research, and clinical education in pediatric concussion through clearly identified Program Impact Pathways

A systematic review of the existing research around parent-child interaction video interventions and an exploration of the learning space created within video interaction guidance supervision

The most important aspect of good supervision is said to be the relationship, yet we know little about what type of relationship may support the learning process in supervision. The aim of this project was to explore the current literature on, and the learning process within Video Interaction Guidance (VIG) supervision, which is widely acknowledged for its focus on developing attuned interactions. This is a relatively under-researched area both within the VIG literature and in the wider supervision literature more generally, where there is little mention of VIG as a potential supervisory model or approach. Due to the limited literature and research on VIG and supervision the systematic review widened the search to explore the impact of the use of video to support care giver-child interactions. Results suggested that there were short term effects on the interaction, although the long term effects were unclear. The following research asked two questions a) what kind of learning occurs within VIG supervision, and b) what type of supervision brings this about. Seven VIG facilitators, training to become VIG guiders were interviewed on their supervision sessions. VIG supervision was described as qualitatively different from more process driven supervision which was generally viewed as being less meaningful, beneficial and supportive. The types of learning that were supported are discussed.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Reconstructing Ancient Foodways at the Jones Mill Site (3HS28), Hot Spring County, Arkansas

Analyses of botanical and faunal samples and a new radiocarbon date provide a detailed picture of Indian foodways at the Jones Mill site on the Ouachita River in Arkansas. Hunting, plant processing, and fishing with nets is seen from Middle Archaic artifacts and features. Burned hickory nutshell found among clusters of fire-cracked rock shows the importance of nut masts as food between 6000-4300 B.C. By 1450 A.D., a more substantial community of people lived at Jones Mill. Refuse associated with traces of a Caddo period house provided direct evidence for the cultivation of maize and native Eastern Complex starchy seed crops and procurement of select wild plants and animals for food

The structures of secretory and dimeric immunoglobulin A

Secretory (S) Immunoglobulin (Ig) A is the predominant mucosal antibody, which binds pathogens and commensal microbes. SIgA is a polymeric antibody, typically containing two copies of IgA that assemble with one joining-chain (JC) to form dimeric (d) IgA that is bound by the polymeric Ig-receptor ectodomain, called secretory component (SC). Here, we report the cryo-electron microscopy structures of murine SIgA and dIgA. Structures reveal two IgAs conjoined through four heavy-chain tailpieces and the JC that together form a β-sandwich-like fold. The two IgAs are bent and tilted with respect to each other, forming distinct concave and convex surfaces. In SIgA, SC is bound to one face, asymmetrically contacting both IgAs and JC. The bent and tilted arrangement of complex components limits the possible positions of both sets of antigen-binding fragments (Fabs) and preserves steric accessibility to receptor-binding sites, likely influencing antigen binding and effector functions

HIV/AIDS-associated beliefs and practices relating to diet and work in southeastern Uganda

To explore beliefs relating to diet, work, and HIV/AIDS among the Busoga of rural southeastern Uganda, a cross-sectional survey of 322 adults was conducted in 2007 in Mayuge district, Uganda. Of these adults, 56 were HIV-infected, 120 had a family member with HIV/AIDS, and 146 were in households without HIV-infected members. More than 74.2% of the adults knew someone with HIV/AIDS, and more than 90% correctly identified transmission modes and prevention methods of HIV. In total, 93.2% believed that a person with HIV should work fewer hours to conserve energy but all the three participant groups reported the same working hours. Also, 91.6% believed that a person with HIV infection should eat special nutritious foods, and the participants with HIV infection reported eating more fruits (p=0.020) and vegetables (p=0.012) than other participants. The participants expressed a consistent set of health beliefs about practices relating to HIV/AIDS

Utilizing An Evidence-Based Practice Framework In Non-Operative ACL Rehabilitation - A Case Report

Study Design: Case Report. Background: The patient was a 51-year-old female who tore her left anterior cruciate ligament (ACL) playing pickleball and opted for non-operative treatment. The clinicians involved treated the patient using the three pillars of practice: relevant scientific evidence, clinician experience, and patient perspective. Treatment: The patient’s treatment consisted of therapeutic exercises, neuromuscular re-education, soft tissue massage, and motivational interviewing. Therapeutic exercises were designed to strengthen the muscles surrounding her hip and knee. Neuromuscular re-education helped to improve the patient’s knee stability and balance, while soft tissue massage was used to decrease swelling. Motivational interviewing helped her better align her attitude toward her restrictions with the goals of the rehabilitation process. Outcome: The patient made progress and increased satisfaction throughout rehabilitation which was illustrated by objective tests and subjective reports. Improvements were noted with a 24% positive change in lower extremity functional scale (LEFS) score between initial and follow-up testing. Single leg hop tests by discharge revealed a 90% or higher right-to-left compatibility score. Discussion: This case highlighted the plausibility of a conservative treatment approach in a patient with an ACL tear. It introduced a clinical decision-making model that emphasized the importance of including relevant research in the form of Clinical Practice Guidelines (CPG’s), addressing the patient\u27s perspective on the impact of her injury, and incorporating clinician expertise in observing movement impairments. During treatment, the patient demonstrated appropriate lower extremity strength and stability according to the clinician’s expertise and outcome measures, but she did not feel confident enough to return to previous lifestyle activities. Patient perspective played a large role in determining progressions and accomplishments