47 Works

Newborn vitreous hemorrhage

Bernd Kirchhof
vitreous hemorrhage in a newborn is a challange: Why hemorrhage: ROP? Malformation? Trauma during delivery? Iatrogenic damage to the lens and peripheral retina is at risk. Here the indication was: no pupullary red reflex, while the other eye was normal and the risk was amblyopia. The removal of the vitreous with trocar access went normal. However the infusion line slipped from the clip. The tip of the trocar leaned against the lens equator. Fortunately the...

Early algebra, investigating linear functions, series & of &, Ariel's 8th grade interview, Clip 2 of 5: Ariel solving the Ladder problem

No Name Supplied
In the second of five clips from a follow-up interview about his participation in Informal Mathematics Learning (IML), an after-school enrichment program, Ariel, an 8th grade student in an urban middle school, is asked to solve the Ladders problem, which he had worked on as a &th grader in IML. Researcher Cecilia Arias asks Ariel to read the first parts of the problem and Ariel quickly determines the number of rods necessary to build ladders...

Low viscosity silicone oil as infusion fluid in massive subretinal hemorrhage

Bernd Kirchhof
Vitrectomy with BSS infusion in massive intraokular hemorrhage is very tiring, because of the impedment of sight from the swirling-up blood. Here a silicone oil of very low viscosity - like 20 cSt - replaces the BSS infusion, does not mix with blood and allows a rapid removal of the blood from within the eye.

Canaloplasty for OPen Angle Glaucoma

Thomas Theelen, MD, PhD
This video shows our straightforward appraoch for canaloplasty (Department of Ophthalmology, Radboud University Medical Centre, Nijmegen, NL)

Revisonal surgery

Bernd Kirchhof
About six months after implantation the footplate of the epiretinal implant rotated due to twist in the cable. This lead to a loss of contact with the retina. The pin holding the footplate needed to be removed. Finally also the sclerotomy needed to be reopened to abolish the twist in the cable. Unfortunately I pushed the pin through the footplate two times requiring removal of the pin and the spring separately from within the eye.

Politics and piracy in the Indian Ocean : the Somali coast

Ousseina Alidou, Abdi Ismail Samatar, Suzanne Moyer Baazet & Edward Ramsamy
Abdi Samatar, current African Studies Association president and professor at the University of Minnesota's Department of Geography, Environment and Society, discusses politics and piracy in Somalia. To start, he problematizes the way in which piracy has been conventionally framed by the media. He follows by reviewing comparative rates of global piracy over the past two decades, explaining conditions that typically exist in areas that experience such activity. To understand piracy in Somalia, Abdi Samatar stresses...

Hayavadana

Girish Raghunath Karnad
Hayavadana was one of the first modern Indian plays to employ traditional theatrical techniques. It also simultaneously drew thematic influences from Thomas Mann's 1940 novella 'The Transposed Heads.' The following adaptation was performed by the Epic Actors Workshop during Girish Karnad's visit to Rutgers University in October 2011, where he read his work in select classes and fielded questions about his collective body of work.

Flowers : readings by Girish Karnad

Girish Raghunath Karnad
Prominent playwright, writer, actor and director from India, Girish Karnad reads from his single act, monologue play Flowers, loosely based on a Sanskrit folktale. After the reading, Girish Karnad fields questions from professors and students that seek to better understand his writing. He subsequently touches upon South Asian literary traditions, thematic issues, influences and other important contextual details that helped shape his creative output.

Early algebra, investigating linear functions, series 3 of &, graphing and sharing Guess My Rule problems, Clip 6 of &: Brandon working on James' Guess My Rule problem

No Name Supplied
In the sixth of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing Guess My Rule problems, a group of &th grade boys in an after-school enrichment class are trying to find a general rule that will work for the problem that James posed in Clip 5 of this series. Brandon first claims to know the rule and describes it as the pattern where the values of X are increasing by one...

Early algebra, investigating linear functions, series 3 of &, graphing and sharing Guess My Rule problems, Clip & of &: Yonny works on James' Guess My Rule problem

No Name Supplied
In the seventh of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing Guess My Rule problems, Yonny, a &th grade boy in an after-school enrichment class, is trying to find a rule that will work for the problem that James posed in Clip 5 of this series. When he claims to researcher Allison McCulloch that the rule is the pattern where the values of X are increasing by one and the...

Early algebra, investigating linear functions, series 3 of &, graphing and sharing Guess My Rule problems, Clip 5 of &: James and Ariel pose "James' problem" and explain their rule for problem 1

No Name Supplied
In the fifth of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing Guess My Rule problems, James and Ariel, two &th grade boys in an after-school enrichment class, are at the overhead projetor. James shares a table of values for a new Guess My Rule problem. When questioned by researcher Allison McCulloch, he explains that this is a problem that he has created. She asks the boys to first explain their...

Early algebra, investigating linear functions, series 3 of &, graphing and sharing Guess My Rule problems, Clip 4 of &: Group sharing guess my rule problem 1

No Name Supplied
The fourth of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing guess my rule problems, begins as researcher Allison McCulloch asks the group of &th grade boys in an after-school enrichment class to prepare to share their work for Guess My Rule problem 1. Brandon copies the table from the problem onto a transparency and writes his version of a rule which indicates that the value of X increases by one...

Early algebra, investigating linear functions, series 3 of &, graphing and sharing Guess My Rule problems, Clip 1 of &: Ramses graphing problem 1

No Name Supplied
In the first of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing guess my rule problems, researcher Allison McCulloch is helping Ramses, a &th grade student in an after-school enrichment program, to figure out how to place the ordered pairs from the Truth Table for problem 1 onto a coordinate grid. Ramses counts off each number of the pair, first to find the location on the horizontal axis and then vertically,...

Early algebra, investigating linear functions, series 3 of &, graphing and sharing Guess My Rule problems, Clip 3 of &: Ariel graphing problem 2

No Name Supplied
In the third of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing guess my rule problems, researcher Evelyn Hanna asks Ariel, a &th grade student in an after-school enrichment program, to graph the points for problem 2 on a coordinate grid provided as a separate worksheet. After expressing doubt about how to proceed, Ariel exclaims that he knows what to do and labels positive points numerically on the horizontal and vertical...

Early algebra, investigating linear functions, series 3 of &, graphing and sharing Guess My Rule problems, Clip 2 of &: Ramses predicting values for problem 1

No Name Supplied
In the second of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing guess my rule problems, teacher/intern Lou Pedrick asks Ramses, a &th grade student in an after-school enrichment program, to predict the Y values for successive values of X beyond those in his table. When Ramses recognizes that the values for Y are increasing by two when the X value increases by one, Pedrick challenges Ramses to find a relationship...

Early algebra, investigating linear functions, series 4 of &, Guess My Rule problems 4 & 5, Clip 3 of 6: Trying to explain problem 4

No Name Supplied
In the third of six clips in Series 4 of Exploring Linear Functions, Ariel, a &th grade students in an after-school enrichment program, explains the patterns that he has recognized in the table for problem 4 to teacher/intern Gilberto Ladino. He notices that successive values for Y increase by two as the X values increase by one, and also points out that for zero, the Y value is determined by subtracting one. After recognizing this...

Early algebra, investigating linear functions, series 4 of &, Guess My Rule problems 4 & 5, Clip 5 of 6: Solving problem 5

No Name Supplied
In the fifth of six clips in Series 4 of Exploring Linear Functions, Ariel, a &th grade students in an after-school enrichment program, continues his work on Guess my Rule problem 5 with teacher/intern Gilberto Ladino. Ariel generates consecutive values for Y, first by adding three to the preceding value. When Ladino poses larger values of X, Ariel uses proportional reasoning to predict the corresponding value of Y, only to find that the results are...

Early algebra, investigating linear functions, series 4 of &, Guess My Rule problems 4 & 5, Clip 4 of 6: Beginning work on Guess My Rule problem 5

No Name Supplied
In the fourth of six clips in Series 4 of Exploring Linear Functions, Ariel, a &th grade students in an after-school enrichment program, is given Guess my Rule problem 5 to consider. He notices different patterns in the table and explains what he sees to teacher/intern Gilberto Ladino. Ariel first points out that successive values for Y increase by three as the X values increase by one. However, he also sees that for certain values...

Early algebra, investigating linear functions, series 4 of &, Guess My Rule problems 4 & 5, Clip 6 of 6: Revisiting problem 4 and finding a rule

No Name Supplied
In the sixth of six clips in Series 4 of Exploring Linear Functions, Ariel, a &th grade student in an after-school enrichment program, revisits his work on Guess my Rule problem 4 with teacher/intern Gilberto Ladino. After successfully coming up with the rule, "times 3 minus 8", for problem 5 (See Early Algebra: Investigating Linear Functions: Series 4, Clip 5.), he looks back over his table for problem 4 and tries several different numbers as...

Early algebra, investigating linear functions, series 4 of &, Guess My Rule problems 4 & 5, Clip 1 of 6: Ariel begins problem 4

No Name Supplied
In the first of six clips in Series 4 of Exploring Linear Functions, Ariel and James, &th grade students in an after-school enrichment program, are asked to find a "rule" for the Truth Table for Guess My Rule problem 4. The camera follows Ariel as he recognizes a recursive pattern of successive numbers added to sequential values of X that will result in the corresponding values of Y. He describes this pattern as "adding one...

Early algebra, investigating linear functions, series 4 of &, Guess My Rule problems 4 & 5, Clip 2 of 6: Finding the Y-value for twenty for problem 4

No Name Supplied
In the second of six clips in Series 4 of Exploring Linear Functions, Ariel, a &th grade student in an after-school enrichment program, defends his approach for finding values of Y for problem 4. When teacher/intern Gilberto Ladino asks for the value of Y when X is twenty, Ariel says thirty-eight. Researcher Keith Weber questions this result and Ariel explains his reasoning using a proportional argument. When Ladino asks him to check his solution by...

Early algebra, investigating linear functions, series 1 of &, Guess My Rule introduction and Ariel and James with problems 1-3, Clip 5 of 8: Comparing strategies for problem 3 when x = 25

No Name Supplied
In the fifth of eight clips in Series One of Exploring Linear Functions, researcher Evelyn Hanna asks James and Ariel to figure out the Y value for Guess My Rule problem 3 if the value of X is twenty-five. Ariel uses his rule of 3 times X plus 1 for a result of seventy-six but also continues to list X and Y values in his table giving a result of seventy-five. James' first response is...

Early algebra, investigating linear functions, series & of &, Ariel's 8th grade interview, Clip 1 of 5: Ariel reflecting about his IML experience

No Name Supplied
In the first of five clips from a follow-up interview Ariel, an 8th grade student in an urban middle school, is asked to describe what he remembers about his participation in the after-school enrichment program called Informal Mathematics Learning (IML). After preliminary conversation about his background, current school experiences and plans for the future, researcher Cecilia Arias asks Ariel to describe any specific mathematical activities that he remembers from his participation in IML in 6th...

Early algebra, investigating linear functions, series 1 of &, Guess My Rule introduction and Ariel and James with problems 1-3, Clip 6 of 8: Finding Y for X = 84 and 1,250 for Guess My Rule problem 3

No Name Supplied
In the sixth of eight clips in Series One of Exploring Linear Functions, researcher Evelyn Hanna asks James and Ariel to figure out the Y value for Guess My Rule problem 3 if the value of X is eighty-four. While James hesitates because his strategy has been recursive, Ariel uses his rule of 3 times X plus 1. Ariel then calculates a Y value for X = 1,250 but expresses concern about his two earlier...

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