Background Problem alcohol use is common and associated with considerable adverse outcomes among ... more Background Problem alcohol use is common and associated with considerable adverse outcomes among patients who attend primary care in Ireland and other European countries for opiate substitution treatment. This paper aims to describe patients’ experience of, and attitude towards, screening and therapeutic interventions for problem alcohol use in primary care. Methods This qualitative study recruited problem drug users (N = 28) from primary care based methadone programmes in the Ireland’s Eastern region, using a stratified sampling matrix to include size of general practice and geographical area. Semi-structured interviews were conducted and analysed using thematic analysis, and audited by a third reviewer. Results We identified three overarching themes relevant to the purpose of this paper: (1) patients’ experience of, and (2) attitude towards, screening and treatment for problem alcohol use in primary care, as well as their (3) views on service improvement. While most patients repor...
Abstract
Betty A. Weitz (1993) argued that democratic norms call for minimizing social inequaliti... more Abstract Betty A. Weitz (1993) argued that democratic norms call for minimizing social inequalities that might occur in the praxes of various democratic institutions, Whereas she claimed that we should limit such inequalities to differences in the treatment of people that are only reflective of “natural inequalities.” Contrastingly, Douglas C. Baynton (2016) argued that so-called “natural inequalities” have historically been used as one of the most prevalent justifications for social prejudice and unethical discrimination in American history. The 1990 Americans with Disabilities Act (ADA) sought to address unjust discrimination against persons with disabilities. While the ADA empowers citizens with tools to redress related injustices, it also draws on an identity – disability – which unfortunately continues to be the source of social stigmatization. Such examples represent an ongoing epistemological tension around our concept of disability might be contributing to such harmful stigmatization, but more importantly to the pragmatic parts of life. For instance Joseph Grigely (2017) noted that college faculty members with disabilities struggle to obtain reasonable accommodations as mandated by the ADA. In his work he not only specified many of the problems involved for college faculty who may need to request a reasonable accommodation, he did so while making an argument as to why we should invest in these services for college faculty. His work offered us the insight needed to base our position. In this paper we will demonstrate how the problems that Grigely (2017) pointed to dually compound the operational problems faced by persons impacted by disability and the epistemological tension related to disability, namely within the U.S. institution of education Specifically, we will demonstrate how our nation’s systemic failure to understand college faculty with a disability not only harms persons thereby attached, but it also further complicates higher education’s existential ability to serve its purpose; i.e., to access knowledge and gather data as needed for society to effectively conceptualize, explain, and/or address praxes related to disability. In context, we pose that these shortcomings operate to harm the entire citizenship alike. In this paper we build on Grigely’s (2017) work to argue that our nation must begin to collect institutional data describing the population of faculty with a disability. In sum, we argue from a logical standpoint that institutions of higher education must gather systemic – national level – data that describes the basic demographical status of college faculty with a disability in the United States, as the institution of education and thereby related stakeholders have several inherently necessary interests related to understanding disability and avoiding prejudiced discrimination. Keywords: metaphysics, epistemology, Persons with Disabilities (PWD), disability, and prejudicial axioms
Background Problem alcohol use is common and associated with considerable adverse outcomes among ... more Background Problem alcohol use is common and associated with considerable adverse outcomes among patients who attend primary care in Ireland and other European countries for opiate substitution treatment. This paper aims to describe patients’ experience of, and attitude towards, screening and therapeutic interventions for problem alcohol use in primary care. Methods This qualitative study recruited problem drug users (N = 28) from primary care based methadone programmes in the Ireland’s Eastern region, using a stratified sampling matrix to include size of general practice and geographical area. Semi-structured interviews were conducted and analysed using thematic analysis, and audited by a third reviewer. Results We identified three overarching themes relevant to the purpose of this paper: (1) patients’ experience of, and (2) attitude towards, screening and treatment for problem alcohol use in primary care, as well as their (3) views on service improvement. While most patients repor...
Abstract
Betty A. Weitz (1993) argued that democratic norms call for minimizing social inequaliti... more Abstract Betty A. Weitz (1993) argued that democratic norms call for minimizing social inequalities that might occur in the praxes of various democratic institutions, Whereas she claimed that we should limit such inequalities to differences in the treatment of people that are only reflective of “natural inequalities.” Contrastingly, Douglas C. Baynton (2016) argued that so-called “natural inequalities” have historically been used as one of the most prevalent justifications for social prejudice and unethical discrimination in American history. The 1990 Americans with Disabilities Act (ADA) sought to address unjust discrimination against persons with disabilities. While the ADA empowers citizens with tools to redress related injustices, it also draws on an identity – disability – which unfortunately continues to be the source of social stigmatization. Such examples represent an ongoing epistemological tension around our concept of disability might be contributing to such harmful stigmatization, but more importantly to the pragmatic parts of life. For instance Joseph Grigely (2017) noted that college faculty members with disabilities struggle to obtain reasonable accommodations as mandated by the ADA. In his work he not only specified many of the problems involved for college faculty who may need to request a reasonable accommodation, he did so while making an argument as to why we should invest in these services for college faculty. His work offered us the insight needed to base our position. In this paper we will demonstrate how the problems that Grigely (2017) pointed to dually compound the operational problems faced by persons impacted by disability and the epistemological tension related to disability, namely within the U.S. institution of education Specifically, we will demonstrate how our nation’s systemic failure to understand college faculty with a disability not only harms persons thereby attached, but it also further complicates higher education’s existential ability to serve its purpose; i.e., to access knowledge and gather data as needed for society to effectively conceptualize, explain, and/or address praxes related to disability. In context, we pose that these shortcomings operate to harm the entire citizenship alike. In this paper we build on Grigely’s (2017) work to argue that our nation must begin to collect institutional data describing the population of faculty with a disability. In sum, we argue from a logical standpoint that institutions of higher education must gather systemic – national level – data that describes the basic demographical status of college faculty with a disability in the United States, as the institution of education and thereby related stakeholders have several inherently necessary interests related to understanding disability and avoiding prejudiced discrimination. Keywords: metaphysics, epistemology, Persons with Disabilities (PWD), disability, and prejudicial axioms
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Betty A. Weitz (1993) argued that democratic norms call for minimizing social inequalities that might occur in the praxes of various democratic institutions, Whereas she claimed that we should limit such inequalities to differences in the treatment of people that are only reflective of “natural inequalities.” Contrastingly, Douglas C. Baynton (2016) argued that so-called “natural inequalities” have historically been used as one of the most prevalent justifications for social prejudice and unethical discrimination in American history. The 1990 Americans with Disabilities Act (ADA) sought to address unjust discrimination against persons with disabilities. While the ADA empowers citizens with tools to redress related injustices, it also draws on an identity – disability – which unfortunately continues to be the source of social stigmatization. Such examples represent an ongoing epistemological tension around our concept of disability might be contributing to such harmful stigmatization, but more importantly to the pragmatic parts of life. For instance Joseph Grigely (2017) noted that college faculty members with disabilities struggle to obtain reasonable accommodations as mandated by the ADA. In his work he not only specified many of the problems involved for college faculty who may need to request a reasonable accommodation, he did so while making an argument as to why we should invest in these services for college faculty. His work offered us the insight needed to base our position. In this paper we will demonstrate how the problems that Grigely (2017) pointed to dually compound the operational problems faced by persons impacted by disability and the epistemological tension related to disability, namely within the U.S. institution of education Specifically, we will demonstrate how our nation’s systemic failure to understand college faculty with a disability not only harms persons thereby attached, but it also further complicates higher education’s existential ability to serve its purpose; i.e., to access knowledge and gather data as needed for society to effectively conceptualize, explain, and/or address praxes related to disability. In context, we pose that these shortcomings operate to harm the entire citizenship alike. In this paper we build on Grigely’s (2017) work to argue that our nation must begin to collect institutional data describing the population of faculty with a disability. In sum, we argue from a logical standpoint that institutions of higher education must gather systemic – national level – data that describes the basic demographical status of college faculty with a disability in the United States, as the institution of education and thereby related stakeholders have several inherently necessary interests related to understanding disability and avoiding prejudiced discrimination.
Keywords: metaphysics, epistemology, Persons with Disabilities (PWD), disability, and prejudicial axioms
Betty A. Weitz (1993) argued that democratic norms call for minimizing social inequalities that might occur in the praxes of various democratic institutions, Whereas she claimed that we should limit such inequalities to differences in the treatment of people that are only reflective of “natural inequalities.” Contrastingly, Douglas C. Baynton (2016) argued that so-called “natural inequalities” have historically been used as one of the most prevalent justifications for social prejudice and unethical discrimination in American history. The 1990 Americans with Disabilities Act (ADA) sought to address unjust discrimination against persons with disabilities. While the ADA empowers citizens with tools to redress related injustices, it also draws on an identity – disability – which unfortunately continues to be the source of social stigmatization. Such examples represent an ongoing epistemological tension around our concept of disability might be contributing to such harmful stigmatization, but more importantly to the pragmatic parts of life. For instance Joseph Grigely (2017) noted that college faculty members with disabilities struggle to obtain reasonable accommodations as mandated by the ADA. In his work he not only specified many of the problems involved for college faculty who may need to request a reasonable accommodation, he did so while making an argument as to why we should invest in these services for college faculty. His work offered us the insight needed to base our position. In this paper we will demonstrate how the problems that Grigely (2017) pointed to dually compound the operational problems faced by persons impacted by disability and the epistemological tension related to disability, namely within the U.S. institution of education Specifically, we will demonstrate how our nation’s systemic failure to understand college faculty with a disability not only harms persons thereby attached, but it also further complicates higher education’s existential ability to serve its purpose; i.e., to access knowledge and gather data as needed for society to effectively conceptualize, explain, and/or address praxes related to disability. In context, we pose that these shortcomings operate to harm the entire citizenship alike. In this paper we build on Grigely’s (2017) work to argue that our nation must begin to collect institutional data describing the population of faculty with a disability. In sum, we argue from a logical standpoint that institutions of higher education must gather systemic – national level – data that describes the basic demographical status of college faculty with a disability in the United States, as the institution of education and thereby related stakeholders have several inherently necessary interests related to understanding disability and avoiding prejudiced discrimination.
Keywords: metaphysics, epistemology, Persons with Disabilities (PWD), disability, and prejudicial axioms