Prompt and Accurate Diagnosis, A Veritable Tool in Malaria Elimination Efforts

The concept of malaria elimination is to get rid of local transmission of malaria parasites in a defined geographical area. Among the measures required for malaria elimination is prompt and accurate diagnosis. Malaria diagnostic tools currently in use: clinical diagnosis, Malaria Rapid Diagnostic Tests (mRDT) and molecular diagnosis, have limitations. Clinical diagnosis can be used as first step in making prompt malaria diagnosis, but cannot confirm cases. Malaria RDTs satisfies the need for prompt diagnosis but has low accuracy in confirming cases. Accuracy of microscopy depends on making good blood films, and accurate film interpretation. Molecular diagnosis required for species-specific diagnosis of malaria parasites, and determination of genes that confers drug resistance to Plasmodium species is not available for routine use. As part of elimination efforts, there is development of mRDT kits that utilize urine or saliva instead of blood specimen, microscopy digital image recognition and different technologies for molecular diagnosis. So far, none of these diagnostic tools has satisfied the need for prompt and accurate diagnosis. It is therefore recommended that more than one diagnostic tool is needed for malaria elimination to be achieved in a given area. This will ensure early detection and treatment of cases, as well as prevent the re-establishment of transmission.

Framing Black Performance

Recent African American film scholarship has called for an attention to the structures of black representation on screen. This work echoes the calls made in the 1990s by black feminist film and cultural scholars to resist the allure of reading for racial realism and to develop more appropriate critical tools and terms to acknowledge black artistic innovations. This essay takes up and reiterates that call, drawing attention to the problems of film interpretation that attend to a version of historical analysis without an understanding of form and medium. Foregrounding film as a terrain of struggle, the essay mobilizes an analysis of the 2014 film Selma to illuminate the multiple resonances of the concept representation. Focusing on the film’s representation of women and girl characters, the essay argues that cinematic play with the terms and conditions of representation comment powerfully on the limitations of cinematic and historical discourses to speak about the black femme as a political subject. Analysis of Selma exposes the key problems of reception and criticism facing contemporary African American film. The film speaks to the failure of de jure representational regimes in post–civil rights movement America and offers up the cinematic terrain as an important twenty-first-century site of African American struggle.

Deleuze and Lola Montès

Gilles Deleuze represents the most widely referenced theorist of cinema today. And yet, even the most rudimentary pillars of his thought remain mysterious to most students (and even many scholars) of film studies. From one of the foremost theorists following Deleuze in the world today, Deleuze and Lola Montès offers a detailed explication of Gilles Deleuze’s writings on film – from his books Cinema 1: The Movement-Image (1983) and Cinema 2: The Time-Image (1985). Building on this foundation, Rushton provides an interpretation of Max Ophuls’s classic film Lola Montès as an example of how Deleuzian film theory can function in the practice of film interpretation.

Ways of studying O. Pushkin’s creativity in the classroom with foreign students-philologists

The article examines the ways of effective assimilation of the development of oral speech by foreign students when studying the creative heritage of Oleksandr Pushkin. Unresolved issues and problems of teaching Russian language and literature as a foreign language remain and are a stimulus for new research. This determines the relevance of the article, the purpose of which is to strive to choose a methodological direction and an effective approach when acquainting with the literary heritage of Oleksandr Pushkin in the classroom on the Russian language and literature with foreign students of philology. To understand a work of art not only as a means of teaching and upbringing, but as a source of personal inspiration and inspiration for foreign students, an incentive to attract them to creative research work; to perceive a literary and artistic work as an individual and unique system of artistic speech, the interpretation of which will contribute to the understanding of the individuality of the author’s personality, expressed through the concept, emotional-evaluative attitude and a set of considerations of the work; to analyze the connections between artistic phenomena of the literary process – these are the main directions of research in this article. The authors are convinced that in the classroom with foreign students of philology, it will be effective to study the poet’s work with the involvement of the interaction of various types of art: Pushkin author’s illustrations, portraits of the poet, paintings by outstanding artists. The appeal to musical compositions based on the works of Oleksandr Pushkin is justified. Musical works will allow foreign students-philologists not only to learn about the interpretation of Oleksandr Pushkin’s poems by composers, but also to enrich their own aesthetic experience of music perception. Methodically conditioned by the use of film interpretation in the classroom with foreign students, it allows you to motivate not only to read the works of O. Pushkin, but also to create your own films and animation works based on the poet's work.

Electron Transfer in a Naphthalene Diimide System Studied by Single-Molecule Delayed Fluorescence

Electron transfer (ET) is a key chemical reaction in nature and has been extensively studied in bulk systems, but remains challenging to investigate at the single-molecule level. A previously reported naphthalene diimide (NDI)-based system (Higginbotham et al., Chem. Commun. 2013, 49, 5061–5063) displays delayed fluorescence with good quantum yield (~0.5) and long-lived (nanoseconds) prompt and delayed fluorescence lifetimes, providing an opportunity to interrogate the underlying ET processes in single molecules. Time-resolved single-molecule fluorescence measurements enabled forward and reverse ET rate constants to be calculated for 45 individual molecules embedded in poly(methylmethacrylate) (PMMA) film. Interpretation of the results within the framework of Marcus–Hush theory for ET demonstrates that variation in both the electronic coupling and the driving force for ET is occurring from molecule to molecule within the PMMA film and over time for individual molecules.

Comparison of A.S. Green’s story “Green lamp” with its film adaptations at the literature lesson in the 8th grade

In the year of the 140th anniversary of A.S. Green’s birth, studying his works at school are as relevant as ever. Over the years, the reader’s interest in the writer’s work has not faded, and there are more opportunities for effective study of his works: for example, comparison with a film interpretation clarifies the analysis of the text and contributes to the emergence of the students’ own reading interpretation. The aim of the article is to describe the experience of studying A.S. Green’s story “Green lamp” by the 8th grade students, the educational and educational potential of which is evaluated and recognized by the methodology of teaching literature. The focus is put on the comparative analysis of the story and its film adaptation. The article uses the following methods: descriptive and analytical when discussing the visual and expressive possibilities of the film “Green lamp”, a method for comparing the implementation of the metaphor on which the story is based, in the text and on the screen. At the same time, the emphasis is placed on the possibilities of cinematography, and the Director’s interpretation becomes the “starting point” for formulating the questions and tasks offered to students. Experimental verification of the effectiveness of the developed tasks showed a high interest of students’ in their performance, the appearance of deeper and more accurate answers, active involvement in research and creative activities. The article focuses on the possibilities of comparing the text with the screen version as a methodological technique that contributes to the literary development of students. This approach to the organization of analytical and interpretive activities at the literature lesson, in our view, allows us to overcome the age restrictions associated with understanding the author’s idea. The results of the lesson on comparison show that the film impressions of schoolchildren change the character of the reader’s perception, enrich and deepen the study of the story of A.S. Green’s.

Cinema, Architecture and Domesticity: The Filmic House in Basu Chatterjee’s ‘Piya ka Ghar’

This paper explores the intersection of cinema and architecture to analyse the Filmic House in Hindi film Piya Ka Ghar (Dir. Basu Chatterjee, 1972). It deploys Environment-Behaviour Studies for film interpretation to make readings about the unique habitability and domesticity of chawls, a residential typology evolved in Bombay for communal living in a dense urban situation. The central premise of the film is constructed around the spatial anxieties faced by a young bride having grown up in a spacious village house when she arrives at her new marital home, a single room chawl tenement that is home to five other people besides her husband, and is always overrun by chawl friends. This marital house (or ‘The Home of the Beloved’, of the title) and its extreme utilisation of space is the source of her anxieties and impacts her behaviour. The lived space rendered in the film and its architectural mise-en-scene is found to communicate about the strategies of adaptation and possible reconciliation to a life in chawl. It also communicates nuanced meanings about the generally understood notions of domesticity such as home as a private and inner domain vis-à-vis the world outside by showing their fluidity in the context of chawl living.

M-Learning Apps for Film Studies

While there are many educational apps for traditionally taught subjects such as mathematics and science, more specialized curriculum has largely been left unexplored in terms of m-learning. Film studies, an academic discipline that deals with the theoretical, historical, and critical underpinnings of film, is one such subject that has very few mobile applications. This chapter explores creating a mobile application to teach basic approaches to film interpretation and in addition, considers a heutagogical approach in design. Benefits of m-learning include increased delivery options for multimedia, context-based learning support, and the prospects of a more fulfilling learning experience. This chapter provides direction for implementation and evaluation techniques for an introductory film studies module on film noir, which can be integrated into a mobile format to make film theory more relevant and accessible.