1,493 research outputs found
Fax from Mayor William Card to Dr. David Altman: 1997-10-30
No full textFax from Mayor William Card to Dr. David Altman regarding Brownsville article.https://scholarworks.utrgv.edu/hcard/1151/thumbnail.jp
Fax from Colonel William Card to Dr. David Altman: 1998-06-22
No full textFax from Colonel William Card to Dr. David Altman regarding draft of The Harlingen Community Proposal. Document includes executive overview and agreement reached in documentation issue.https://scholarworks.utrgv.edu/hcard/1181/thumbnail.jp
Fax from Colonel William Card to Dr. David Altman: 1998-06-19
No full textFax from Colonel William Card to Dr. David Altman regarding a Valley Morning Star article about Brownsville\u27s donation for the Regional Academic Health Center (RAHC).https://scholarworks.utrgv.edu/hcard/1224/thumbnail.jp
Fax to Dr. David Altman from Colonel William Card: 1998-06-24
No full textFax to Dr. David Altman from Colonel William Card regarding letters of support for the Regional Academic Health Center (RAHC) from McAllen Economic Development Corporation.https://scholarworks.utrgv.edu/hcard/1226/thumbnail.jp
CONSORT for Reporting Randomized Controlled Trials in Journal and Conference Abstracts: Explanation and Elaboration
No full textBACKGROUND: Clear, transparent, and sufficiently detailed abstracts of conferences and journal articles related to randomized controlled trials (RCTs) are important, because readers often base their assessment of a trial solely on information in the abstract. Here, we extend the CONSORT (Consolidated Standards of Reporting Trials) Statement to develop a minimum list of essential items, which authors should consider when reporting the results of a RCT in any journal or conference abstract. METHODS AND FINDINGS: We generated a list of items from existing quality assessment tools and empirical evidence. A three-round, modified-Delphi process was used to select items. In all, 109 participants were invited to participate in an electronic survey; the response rate was 61%. Survey results were presented at a meeting of the CONSORT Group in Montebello, Canada, January 2007, involving 26 participants, including clinical trialists, statisticians, epidemiologists, and biomedical editors. Checklist items were discussed for eligibility into the final checklist. The checklist was then revised to ensure that it reflected discussions held during and subsequent to the meeting. CONSORT for Abstracts recommends that abstracts relating to RCTs have a structured format. Items should include details of trial objectives; trial design (e.g., method of allocation, blinding/masking); trial participants (i.e., description, numbers randomized, and number analyzed); interventions intended for each randomized group and their impact on primary efficacy outcomes and harms; trial conclusions; trial registration name and number; and source of funding. We recommend the checklist be used in conjunction with this explanatory document, which includes examples of good reporting, rationale, and evidence, when available, for the inclusion of each item. CONCLUSIONS: CONSORT for Abstracts aims to improve reporting of abstracts of RCTs published in journal articles and conference proceedings. It will help authors of abstracts of these trials provide the detail and clarity needed by readers wishing to assess a trial's validity and the applicability of its results.Sally Hopewell, Mike Clarke, David Moher, Elizabeth Wager, Philippa Middleton, Douglas G. Altman, Kenneth F. Schulz, and the CONSORT Grou
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Power, politics, and universal health care ::the inside story of a century-long balttle /
No full textBlending political intrigue, policy substance, and old-fashioned storytelling, this is the first book to place the Obama health plan within historical perspective. Altman was a key participant at critical junctures in the history of health reform
The visceral screen: Between the cinemas of John Cassavetes and David Cronenberg, a Barthesian perspective
No full textThe thesis discusses two directors who are never considered together in academic discourse. Cassavetes’ perceived focus on events led by the dynamics of performance and his looseness of technique opposes the calculated compositions of the Cronenberg film, with its aesthetic of horrific images and its gallery of emotionally detached protagonists. Yet it is between such opposing methods of cinematic expression that the ineffable qualities of film aesthetics can be discovered. Cassavetes’ cinema achieves this by revelling in a surplus of activity that exceeds narrative, while the indescribable characteristics of the Cronenberg oeuvre is achieved through a systematic emptying of the image’s meaning through a simultaneous commitment to paring back emotion and portraying of images that are controversial and inconceivable. Taken together, the thesis identifies these aspects of film as ‘the visceral,’ a facet of the moving image that most certainly exists, but is resolutely, and disturbingly resistant to interpretation.
Roland Barthes’ writings are integral to a theory of the visceral. His re-evaluation of Saussurean semiology as a method of analyzing and undoing ideologically-imposed meanings informs readings of sequences from Cassavetes and Cronenberg’s films. Following Barthes, the thesis suggests that the existence of the visceral is realized as a resistance to ideological interpretations of the image, and so cannot be described. Ultimately, the inability of semiology to fully grasp certain aspects of the filmed image is put forward as a rejoinder to theories of the fiction film as principally a narrative medium
Difference (Bland-Altman) plots.
No full text<p>Difference (Bland-Altman) plots for Nil (panel A) and TB (panel B). Differences (y-axis) and means of pairs (x-axis) are in IU/mL IFN-γ.</p
Ascenso a lo Bello. Platón el maestro y los Diálogos previos a la República desde el Protágoras al Banquete
No full text“The most important thing a student of Plato needs is a good sense of humor.” With this statement, William H. F. Altman begins Ascent to Beauty: Plato the Master and the Pre-Republic Dialogues from the Protagoras to the Symposium.
Although written last in the context of his pentalogy dedicated to Plato the Teacher and the reconstruction of the Reading Order of Plato\u27s Dialogues, it inaugurates the pedagogical curriculum of Plato\u27s elusive Academy, reorganizing the dialogues according to their educational value, based on two unquestionable truths about Plato: "that the founder of the Academy was a teacher" and "that Plato\u27s dialogues are eminently teachable" and, therefore, that Plato the Teacher taught his dialogues in his classes. Based on both, Plato bequeathed us the "eternal curriculum of the Academy," which helps us imagine it with greater clarity.Beginning with the theatrical Protagoras and reaching the summit of the mountain in the Symposium, the middle dialogues—Alcibiades Major, Alcibiades Minor, Rivals, Hippias Major, Hippias Minor, Ion, and Menexenus—introduce the student to philosophy, as an intermediary between ignorance and wisdom, and Platonism. Creating a useful “dialectical friction,” Altman reviews the most relevant bibliography on Platonic studies—beginning with Friedrich D. E. Schleiermacher, who originated the prevailing prejudice against works dedicated to beginners—with humor, erudition, and a rare clarity that invites us to read Plato not as a classical author, but as a living master.“Lo más importante que necesita un estudiante de Platón es un buen sentido del humor”. Con esta afirmación, William H. F. Altman da comienzo a Ascenso a lo Bello. Platón el maestro y los Diálogos previos a la República desde el Protágoras al Banquete. Aunque escrito en último lugar en el contexto de su pentalogía dedicada a Platón el maestro y la reconstrucción del Orden de Lectura de los Diálogos de Platón, inaugura el currículo pedagógico de la elusiva Academia platónica, reorganizando los diálogos en función de su valor educativo, partiendo de dos verdades incuestionables sobre Platón: “que el fundador de la Academia fue un maestro” y “que los diálogos de Platón son eminentemente enseñables” y, así pues, que Platón el maestro impartía sus diálogos en sus clases. Basándose en ambas, Platón nos legó el “currículo eterno de la Academia”, que nos ayuda a imaginarla con mayor clarividencia.
Comenzando por el teatral Protágoras y alcanzando la cima de la montaña en el Banquete, los diálogos intermedios –Alcibíades Mayor, Alcibíades Menor, Rivales, Hipias Mayor, Hipias Menor, Ion y Menéxeno– introducen al estudiante en la filosofía, como intermedio entre la ignorancia y la sabiduría, y el platonismo. Creando una “fricción dialéctica” útil, Altman hace un repaso a la bibliografía más relevante sobre los estudios platónicos –empezando por Friedrich D. E. Schleiermacher, que originó el prejuicio predominante sobre las obras dedicadas a los principiantes– con humor, erudición y una claridad poco común que nos invita a leer a Platón no como un autor clásico, sino como un maestro vivo.
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