Hyperferritinemia in Pulmonary Tuberculosis

High ferritin levels have been found to be associated with non infectious as well as infectious causes including tuberculosis. This is one case report of 41 year old male who presented with cough with expectoration. The patient had Multi drug resistant tuberculosis (MDRTB) and type 2 diabetes mellitus. The laboratory findings showed Iron 280 μg/dl, Total iron binding capacity (TIBC) 61 μg/dl, and ferritin 92,945 ng/ml which indicates that iron is an essential nutrient for the survival of the pathogen Mycobacterium tuberculosis.     

Effects of a Cognitive Behavioral Self-help program on emotional problems for people with acquired hearing loss: a randomized controlled trial

The aim of the study was to examine whether a cognitive-behavioral self-help program was effective in improving depressed mood and anxiety in people with acquired deafness. Participants were 45 persons with acquired deafness, randomly allocated to the Cognitive-Behavioral Self-help (CBS) group or the Waiting List Control (WLC) group. Depression and anxiety scores were assessed at three measurement moments: at pretest, immediately after completion of the intervention (posttest), and again 2 months later (follow-up). To evaluate the effectiveness of the program, repeated measures analyses of covariance were performed. The results showed that depression and anxiety symptoms in the CBS group significantly improved after completion of the program, compared to the WLC group. There was no relapse from posttest to follow-up. It was concluded that a cognitive-behavioral self-help intervention could be an effective tool to reduce symptoms of depression and anxiety in people with acquired deafness.     

Motion Pictures: Theory and Criticism

Richard Taylor, The Politics of Soviet Cinema, 1917 - 1929 (Cambridge: Cambridge University Press, 1979 -- $19.95)

S.S. Prawer, Caligari's Children: The Film as Tale of Terror (New York: Oxford University Press, 1980 -- $19.95)

Thomas Sobcheck and Vivian C. Sobcheck, An Introduction to Film (Boston: Little Brown, 1980 -- $10.95 with instructor's manual)

Brian Henderson, A Critique of Film Theory (New York: E.P. Dutton, 1980 -- $8.95 paper)

Two more volumes have appeared in the Wisconsin/Warner Bros. Screenplay Series (both Madison: University of Wisconsin Press, 1980 -- $12.50/ $4.95 paper)

Paul Seydor, Peckinpah: The Western Films (Urbana: University of Illinois Press, 1980 -- $12.95 hardcover)

Vivian Carol Sobcheck, The Limits of Infinity: The American Science Fiction Film ( South Brunswick: A.S. Barnes, 1980 -- $14.50)

Richard Meyers in The World of Fantasy Films (South Brunswick: A.S. Barnes, 1980 -- $17.50)

Michael Chanan, The Dream That Kicks: The Prehistory and Early Years of Cinema in Britain (London: Routledge Kegan Paul, 190-- $32.50)     

University Students’ Conceptualization and Interpretation of Topographic Maps

This study investigates the strategies and assumptions that college students entering an introductory physical geology laboratory use to interpret topographic maps, and follows the progress of the students during the laboratory to analyze changes in those strategies and assumptions. To elicit students’ strategies and assumptions, we created and refined a topographic visualization test that was administered before and after instruction to 26 students during the first semester of the study and to 92 students during the second semester. To more deeply understand how students think about and conceptualize topographic maps, we focused on eight individual students who were interviewed about their pretest and posttest answers as well as videotaped during three laboratory sessions. We found that even students who claim never to have worked with topographic maps often perform impressively on their pretests by making useful assumptions about symbolic topographic information. Some students, however, begin with less productive assumptions that may be unfamiliar to some instructors (e.g., thinking that the spacing of contour lines indicates elevation instead of slope). Initial success should not be misinterpreted, however, as an integrated understanding of topographic maps. Only in posttest interviews do most students express explanations integrating multiple normative assumptions. In addition to highlighting the strategies and assumptions that college students use to interpret topographic maps, we outline the implications of these findings for the design of learning objectives, curricular activities, and assessments for topographic lessons in introductory college geology courses and the training of future geoscientists.     

Times of Violence

This essay reads the NBC drama The West Wing against the cultural anxieties and ambivalences about the contemporary presidency, arguing that the program presents a powerful and meaningful “presidentiality,” a discursive construction of the presidency with ideological and rhetorical relevance. Specifically, The West Wing mimetically captures a view of the presidency, offering, in the process, a romantic vision of the institution that reflects the postmodernity of U.S. politics and the uncertainty that pervades questions of heroism and hierarchy at the turn of the twenty‐first century. In part, the political drama disrupts images of traditional power politics, presenting a more chaotic, inclusive, and communal portrayal of the presidency. Against this narrative backdrop, however, we contend that the program situates its postmodern rendition of presidentiality within a cathartic portrayal of the presidency, relying on conservative demarcations of presidential leadership ordered by commitments to intellectualism, militarism, masculinity, and whiteness.     

Teenagers' Use of MSN Features,Discussion Topics,and Online Friendship Development: The Impact of Media Richness and Communication Control

With a sample of 248 Hong Kong adolescents, this study probed the impact of media richness and communication control on teenagers' use of MSN® for online friendship development. Both media richness and communication control contributed to MSN's overall functionality and teenagers' self-presentation and friendship development. Media richness positively influenced both social and task communications and shortened the time needed to turn a stranger to friend, whereas communication control showed a positive relationship to social friendship communication. Rich features, such as webcam and MSN Spaces, facilitated the increase of acquaintances, new friends, opposite-sex friends, and total number of friends, whereas messaging helped build close friendships. Overall, media richness and communication control appeared to be valid constructs in explaining teenagers' MSN feature use and online friendship development.     

Relative Endurance of High- and Low-Strength Women

Abstract

The purpose of this study was to analyze the relative endurance ability of women in terms of muscle mass, static muscle strength, and critical occluding tension levels (COTL). Women physical education majors volunteered as subjects for this study (N = 56). The percentages of grip strength used for the relative endurance tests were 30%, 45%, 60%, and 75% with local circulation to the forearm muscles intact and artificially occluded by a pressure cuff. Analysis of the data revealed that there was no significant difference in the endurance times of high- and low-strength women. The relationship between grip strength and relative endurance time for each tension level was insignificant (r = ?.23 to ?.34). These findings were discussed in light of the relatively small differences in muscle mass and similarity in COTL of high- and low-strength women.     

Civic Knowledge,Engagement, and Participation Narratives of Youth of Color in Urban Schools

The issues associated with students’ civic knowledge, engagement, and participation have been heightened in intellectual debates and public discussions. However, these discussions have not focused heavily on urban youths’ civic identities or the locations of these identities within the youths’ personal narratives of ethnicity, race, class, and gender. This article presents the narratives of four urban high school youths of color, selected from a larger study about youths’ experiences in school and society and the ways in which classroom learning encouraged their inquiry, assessment of their social worlds and personal goals, and emerging personal and civic identities. Our purpose was to gain insights regarding the youths’ sociopolitical perspectives on local educational and social issues affecting them and to understand their multiple literacies in the context of their civic engagement, increasing youth advocacy, and larger political tensions. The theoretical framing of this investigation is grounded in democratic education and sociopolitical consciousness and draws upon research that focuses on civic participation and democratic society. Four dominant themes emerged from the analysis: educational inequality, social media, schooling, and race and mass incarceration. This article contributes to an expansive framing for civic education by examining the civic knowledge of urban youths of color and offers implications for research, practice, and policy.     

Content-driven Faculty Development in Community College Early Childhood Education Programs

Community colleges are key providers of early childhood teacher and paraprofessional education, and their programs include content knowledge that helps future educators work effectively with young children with and without disabilities in inclusive environments. In this article, we describe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project, a multi-year collaboration to infuse special education content into four North Carolina early childhood workforce education associate degree programs. The goals of the project included creating a climate that fostered and encouraged ongoing community college and university faculty collaboration around the planning, delivery, and assessment of special education content infused within multiple early childhood program courses. Project objectives are presented within the framework employed by Murray (1995, 1998, 1999, 2000) that includes climate, structure, connections with rewards, faculty ownership, colleague support, and perceived value by administrators. Implications for practice include the importance of content, project standards, and faculty ownership.