Every Text is a Performance: A Pre-History of Performance Philosophy

This article traces a genealogy of performance philosophy along two separate lines within the history of the twentieth-century academy.  On the one hand, it locates within the long history of philosophically-informed studies of dramatic literature a partial model for the work of performance philosophy, one that applied philosophical scrutiny to dramatic texts without ever extending the same consideration to theatrical performance—in spite of the practical theatrical work of many of this movement’s leading academic proponents.  On the other hand, it identifies in the poststructualist rethinking of textual authority an opening for the reconsideration of philosophical communication that returns performance to a place of philosophical potential that it has not securely held since before Plato’s dialogues.  It is argued that the intersection of these two trend lines in academic thought should be regarded as constituting an important intellectual genesis point for the emergence of performance philosophy and a useful means of approaching the purposes and boundary points of the field

Experiences of guilt, shame and blame in those affected by burns trauma : a qualitative systematic review.

Background: A significant burn can severely impact the lives of survivors and their carers. This systematic review sought to incorporate the experiences of guilt, blame and shame across the lifespan for burn survivors, their families as well as the experiences of the parents of burned children. Methods: A systematic review of qualitative studies on the experiences and perspectives of guilt, blame and shame by those affected by burn trauma across the lifespan. The databases, Pubmed, Scopus, EMBASE, CINAHL, PsychINFO were systematically searched. Authors independently rated the reporting of the qualitative studies included. Thematic synthesis was used to analyse the data. The search identified 230 papers. Eighteen research papers met the study inclusion criteria. Results: Guilt and ruminations of guilt, blame attribution and shame and body image were identified during thematic analysis as pivotal factors across the lifespan for burn survivors, their families as well as the experiences of the parents of burn injured children. Accounts presented, suggest that the impact of burns on the lives of the survivor and family covers a diverse spectrum of impact; personal, cultural and societal. Conclusion: From the findings of the literature searches and the post-burn experiences described in this review there is a gap in the psychological care for burn survivors and their caregivers. This is specifically relevant around issues of parental guilt and blame, ruminations of guilt and shame as well as body image. These findings may not be new to burns professionals but the key message is that management of these issues fall short of delivering comprehensive post trauma care. Identifying and highlighting the importance of residual psychosocial problems will ultimately influence positive outcomes for burn survivor

Não é mais o tipo de educação segundo o "código postal" -, mas o que é? Concepções de equidade conforme os padrões do Common Core

The Common Core State Standards Initiative is a standards-based reform in which 45 U.S. states and the District of Columbia have agreed to participate. The reform seeks to anchor primary and secondary education across these states in one set of demanding, internationally-benchmarked standards. Thereby, all students will be prepared for further learning and work in a competitive global economy regardless of the sociodemographic variation associated with their “zip code,” that is, the location of their neighborhood or school. This article examines the role and meaning of equity within the Common Core at a level beyond “zip code.” It does so using data from interviews with Common Core policy entrepreneurs and qualitative analysis of interview data. Findings are considered against a conceptual framework of equal, equalizing, and expansive views of equity. The findings indicate that policy entrepreneurs hold primarily an equal view of equity, in accord with meritocratic and functional purposes of schooling, more so than equalizing or expansive views. The latter views emphasize compensatory purposes that focus on narrowing achievement gaps. From this analysis, we identify the paradox of equity in education policy: The successful launch of a policy that relies on existing paradigms of standards-based reform and an equal conception of equity helps tether educational outcomes to student background. La Iniciativa de estándares Common Core  es una reforma basada en estándares en la que 45 estados de Estados Unidos y el Distrito de Columbia han aceptado participar. La reforma busca anclar la educación primaria y secundaria a través de estos estados en un solo conjunto de normas exigentes , como punto de referencia a nivel internacional  De este modo, todos los estudiantes estarán preparados para el aprendizaje y el trabajo en una economía global competitiva, independientemente de la variación sociodemográfica asociada con el "código postal", es decir , la ubicación de su vecindario o la escuela. En este artículo se analiza el papel y el significado de la equidad dentro del Common Core  a un nivel más allá de "código postal". Lo hace a partir de datos de las entrevistas con personas que implementaron estas políticas y análisis cualitativo de datos de la entrevista. Los resultados se interpretan usando un marco conceptual de puntos de vista igualitarios, de equidad, usando una noción expansiva de la equidad. Los resultados indican que los que implementaron las políticas tienen sobre todo una visión igualitaria de la equidad, de acuerdo con propósitos meritocráticos y funcionales de la educación, más que de equidad u opiniones expansivas. Los últimos puntos de vista enfatizan los propósitos compensatorios que se centran en reducir la brecha de rendimiento. A partir de este análisis , identificamos la paradoja de la equidad en la política de educación: El éxito del de una política que se basa en los paradigmas existentes de la reforma basada en estándares y una concepción igualitaria de la equidad de los resultados educativos depende de los conocimientos previos de los estudiantes.A iniciativa do núcleo Common Core é uma reforma baseada em padrões , em 45 estados americanos e no Distrito de Columbia concordaram em participar. A reforma visa ancorar a educação primária e secundária por esses estados em um único conjunto de padrões elevados, de referência internacional. Assim, todos os alunos serão preparados para aprender e trabalhar em uma economia global competitiva, independentemente da variação sociodemográficos associados ao "código postal", ou seja , a localização do seu bairro ou na escola. Este artigo discute o papel da importância do Common Core dentro do núcleo comum para um nível além do "código postal" é analisada. Ele faz isso usando dados de entrevistas com pessoas que implementaram essas políticas e análise qualitativa dos dados das entrevistas . Os resultados são interpretados por intermédio de pontos de vista de enquadramento conceptual igualitária do patrimônio líquido, utilizando uma noção ampla de patrimônio líquido. Os resultados indicam que essas políticas são implementadas principalmente uma visão igualitária do patrimônio líquido, de acordo com as finalidades meritocráticos e funcionais de educação, em vez de vista de equidade ou expansivo. Visualizações recentes enfatizam fins compensatórias que visam reduzir as disparidades de resultados . A partir dessa análise , identificamos o paradoxo da equidade na política de educação : O sucesso de uma política baseada em paradigmas existentes de reforma baseada em padrões e concepção igualitária da equidade dos resultados educacionais depende conhecimento prévio dos alunos

Assessment of Oral Human Papillomavirus in Pediatric and Adult Patients within a Multi-Ethnic Clinic Population

Introduction: Human papillomavirus (HPV) encompasses a large family of oncogenic viruses responsible for increasing rates of both cervical and oral cancer, particularly among minority and low-income populations. Although this represents an increasingly significant public health risk, few studies have screened for oral HPV within Nevada. Based upon this information, the primary objective of this study was to provide a temporal analysis of oral HPV screening among a primarily low-income, minority patient population. Methods: This retrospective analysis was reviewed and approved by the Institutional Review Board (IRB). In brief, unstimulated saliva samples were previously obtained from clinical patient volunteers that provided Informed Consent and Pediatric Assent (if applicable). DNA was isolated and screened using spectrophotometry for quality (A260:A280 ratio \u3e 1.70) and quantity (concentration \u3e 100 ng). Validated qPCR primers were used to screen repository samples for high-risk HPV strains HPV16 and HPV18. Results: A total of N=930 samples were identified for this study, which involved n=555 samples from adults and n=375 from pediatric patients treated between 2011 and 2019. Demographic analysis revealed nearly equal distribution between males and females with most derived from non-White (minority) patients. qPCR screening revealed an overall increase in high-risk HPV of 3.17-fold from 5.7% in 2011 to 18.1% in 2019 and a coefficient of determination or R2 = 0.764, suggesting a strong, positive correlation between more recent sample years and HPV-positive results, which was observed among both pediatric (R2=0.671) and adult (R2=0.971) patients. In addition, although the average age among adult patients increased over time - a significant decrease was observed among pediatric patients from an average of 16.0 years to 14.81 years. Conclusions: These data suggest temporal changes and positive increases in the prevalence of oral HPV among both the pediatric and adult patient samples taken from this clinic population. These data are important as considerations are made regarding which HPV vaccination education and awareness programs are introduced and the specific populations most likely to benefit from these interventions. Key words: Human papillomavirus (HPV), high-risk HPV, oral screening, oral cancer, qPCR screenin

Home-based work and ergonomics : physical and psychosocial considerations

[Extract] This column considers some health and psychosocial impacts of HBW during the COVID-19 pandemic. It also discusses the ways and means by which workers can support themselves and others, physically and psychosocially, while working from home, whether during times of crisis or as common practice in the future

A systematic review of behavioral outcomes for leadership interventions among health professionals

Background: Healthcare requires effective leadership to improve patient outcomes, manage change, and achieve organizational goals. Purpose: The purpose of this study was to evaluate interventions aimed at improving leadership behavior in health professionals. Methods: A systematic literature review of key databases (PubMed, CINAHL, Embase, and Scopus) was performed in September 2018. Data were extracted and synthesized. Results: Thirty-three articles from 31 studies met the inclusion criteria. Self-reported leadership behavior showed a significant postprogram improvement. Objective observations were more likely to show improved leadership behavior than subjective observations. Face-to-face delivery of leadership development was more effective than online delivery. Interventions incorporating the elements of personal development planning, self-directed learning, workplace-based learning, and reflection were more likely to develop leadership behavior. Conclusions/implications for practice: Leadership interventions had a beneficial effect on the leadership behaviors of participants based on both subjective and objective changes in behavior. In addition to focusing on individual skill development, interventions that aim to develop leadership should consider the organizational, social, cultural, and political contexts in which behavioral change is expected. Workplace-based learning should be included in program development

Cauliflower ear - a minimally invasive treatment method in a wrestling athlete: a case report

Acute auricular hematoma can be caused by direct blunt trauma or other injury to the external ear. It is typically seen in those who practice full contact sports such as boxing, wrestling, and rugby. “Cauliflower ear” deformity, fibrocartilage formation during scarring, is a common complication of auricular hematomas. Therefore, acute drainage of the hematoma and postprocedural techniques for preventing recurrence are necessary for preventing the deformity. There are many techniques although no superior method of treatment has been found. In this case report, we describe a novel method using needle aspiration followed by the application of a magnet and an adapted disc to the affected area of the auricular. This minimally invasive, simple, and accessible method could potentially facilitate the treatment of cauliflower ear among full contact sports athletes

NEPC Review: Education Olympics 2008: The Games in Review

This review examines the recently released Thomas P. Fordham Institute report, Education Olympics: The Games in Review. Published just after the completion of the 2008 Beijing Summer Olympics, Education Olympics strategically parallels the international competition by awarding gold, silver and bronze medals to top performing countries based on indicators including scores from international assessments in reading, mathematics, and science. The report contrasts American students&rsquo; unimpressive performance on international assessments with the United States&rsquo; success in the Olympics. However, the report fails to substantiate its primary claim: that American students&rsquo; relatively low rankings on these tests will weaken the U.S. economy and jeopardize its future global standing. It also fails to substantiate secondary claims, set forth throughout in various sidebars. The report recognizes its numerous methodological weaknesses, but it nonetheless bases its conclusions primarily on findings produced by this flawed process. In addition, the research meant to bolster the report&rsquo;s position is very limited. Ultimately, its conclusions lack a basis of argument or evidence, and its attempt to link test scores to the nation&rsquo;s economic standing fails.</p

Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach

Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC studentsΓÇÖ completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual studentsΓÇÖ online activities might improve course retention

The development and impact of heterotopic ossification in burns: A review of four decades of research

Introduction: Heterotopic ossification (HO) is the formation of lamellar bone within connective and other tissue where bone should not form and is a rare complication after burn injury. However, it leads to severe pain and distress, marked reduction in joint range of motion (ROM), impaired function and increased hospital length of stay. The pathophysiology, incidence and risk factors of HO remain poorly understood in burns and other traumas and the management, controversial. The aim of this comprehensive review, therefore, was to synthesise the available evidence on the development and treatment of HO after acute burn injury. Methods: The review was based on a systematic search of five electronic databases PubMed, EMBASE, CINAHL, LILACS and Scopus. Results: Synthesis and analysis of the data highlighted that, despite the passage of time, little translatable evidence is available to guide any prevention, screening, diagnostic or pharmacological or physical management protocols. Discussion: Causes of HO remain confounded, therefore prevention is difficult. Although spontaneous resolution is possible, surgical resection remains the recommended treatment when ROM and activities of daily living are severely affected. Conclusion: The findings from this review indicate that multicentre data pooling is needed to understand the optimum pathway to prevention, identification and treatment of HO in acute burn patients