Howard Payne University

Abstract With race-based admissions in higher education eliminated by recent SCOTUS rulings, we argue for a judicial remedy that focuses on equity of educational opportunity by overhauling the K-12 education system. We analyze case law, along with statistical evidence of continued de facto segregation in the United States public school system, and offer policy recommendations for how the U.S. Congress can mandate states to fund public school districts equitably.

The current study evaluated the potential enhancement of lauric acid (LA) in black soldier fly, Hermetia illucens, (L.) (Diptera: Stratiomyidae) larvae (BSFL), a source of this short-chain fatty acid which has antimicrobial and immunostimulatory properties. Replicate groups of BSFL were reared on either the coconut or Gainesville diet for 7 days. After the rearing period, BSFL were harvested, purged, dried, and subjected to proximate, fatty acid and amino acid compositions, and pepsin digestibility analyses. Results demonstrate changes in proximate composition. BSFL reared on the coconut had significantly (P = 0.002) higher lipid content (47.3% vs. 25.2%) on a dry-matter basis. The LA concentration in BSFL produced on the coconut was 31% greater than those reared on Gainesville, resulting in almost 150% more LA. Furthermore, BSFL-fed coconut had reduced crude protein (29.7% of dry weight) and ash (3.7% of dry weight) relative to those fed Gainesville (43.4% and 7.5% for crude protein and ash, respectively) but higher pepsin digestibility (91.0% vs. 87.0%). The relative amounts of various amino acids in the 2 BSFL meals did not differ extensively, with statistically lower concentrations of only phenylalanine and tryptophan and higher concentrations of alanine, arginine, isoleucine, leucine, and serine in BSFL reared on coconut. Results demonstrate that the nutritional composition of BSFL can be manipulated, and an enhancement of LA concentrations of 150% was achieved with coconut, which has value for BSFL as a feed for various livestock, including aquaculture. Lower protein content is a tradeoff in terms of BSFL value as a feed additive.

Two-dimensional (2-D) autoregressive moving average (ARMA) models are commonly applied to describe real-world image data, usually assuming Gaussian or symmetric noise. However, real-world data often present non-Gaussian signals, with asymmetrical distributions and strictly positive values. In particular, SAR images are known to be well characterized by the Rayleigh distribution. In this context, the ARMA model tailored for 2-D Rayleigh-distributed data is introduced—the 2-D RARMA model. The 2-D RARMA model is derived and conditional likelihood inferences are discussed. The proposed model was submitted to extensive Monte Carlo simulations to evaluate the performance of the conditional maximum likelihood estimators. Moreover, in the context of SAR image processing, two comprehensive numerical experiments were performed comparing anomaly detection and image modeling results of the proposed model with traditional 2-D ARMA models and competing methods in the literature.

Five years have passed since the publication of the report from the second round of international ecumenical dialogues between the Baptist World Alliance and the Pontifical Council for Promoting Christian Unity. When this document—titled The Word of God in the Life of the Church—was released, readers recognised that it would demand ongoing reflection and engagement as part of its reception. This article describes how Baptists have received the report during this interval. To do so, the article will discuss printed journal articles, books, academic sessions, and ecclesial events where the report has appeared, been discussed, and critically engaged. The article also articulates several suggestions for cultivating further awareness and active engagement with the report by Baptists. It concludes with the hope that deeper Baptist reception of The Word of God in the Life of the Church will bolster mutual understanding between both communities.

The fifth and final volume in Gordon C. Rhea's monumental and definitive study of the Overland Campaign, On to Petersburg details the events and actions of the Union and Confederate armies from the end of the battle of Cold Harbor on June 4, 1864, to the crossing of the James River by the Army of the Potomac on June 15, 1864. Bringing readers up to date, chapter 1 reviews the events that have transpired from May 5 through June 3, with the dismal failure of Union arms at Cold Harbor. Rhea poses a question: “Why had the Union campaign, initiated with such grand prospects of quick victory, ground to a bloody stalemate? More importantly, how did the new Federal commander in chief plan to break the deadlock” (p. 2)? Rhea's analysis of the campaign to that point and his in-depth description of Ulysses S. Grant's subsequent plan of maneuver and proposed assault on a lightly defended Petersburg covers the ensuing days of June. He concludes the study with several telling observations of what became the end of the Overland Campaign.

Contesting Catholicity: Theology for Other Baptists. Five Perspectives – I - Contesting Catholicity: Theology for Other Baptists. By Curtis W. Freeman. Waco, TX: Baylor University Press, 2014. xi + 466 pages. $49.95. - Volume 42 Issue 2

New quaternary glassy compositions Ge16Se52Te32 − xSbx (x = 0, 2, 4, 6, 8) have been synthesized using melt quench technique. We have determined various physical parameters i.e. average coordination number, floppy modes, lone pair electrons, average heat of atomization, density, molar volume, compactness and cohesive energy. It is observed that on increasing Sb content density, cohesive energy, average heat of atomization and compactness increases while molar volume decreases. The chemical bond approach has been used to calculate the cohesive energy of the samples under investigation.

Phosphomolybdate compounds have been investigated for their structural characteristics and oxidation activity toward isobutane. The phosphomolybdates were synthesized from phosphomolybdic acid and the fourth period transition metal cations Cr3+, Mn2+, Fe3+, Fe2+, Co2+, Ni2+ Cu2+, Cu+ and Zn2+. Two compounds were synthesized per transition metal: where (i) all the protons had been replaced by the particular transition metal, and (ii) only partial proton replacement leaving a single proton per phosphomolybdate. X-ray diffraction analysis has shown that a primitive cubic phase is apparent with some of the transition metal phosphomolybdates. Each solid was exposed to isobutane using the anaerobic low-pressure steady-state technique. Category 1 exponential-like distributions of methacrolein were observed with all the transition metal phosphomolybdates, except the lower oxidation state iron and copper salts, Fe1.5[PMo12O40] and Cu3[PMo12O40] respectively. Activation energies ranged from 51.31 ± 0.27 kJ mol−1 (Cr[PMo12O40]) to over 200 kJ mol−1 (Zn1.5[PMo12O40]). Phosphomolybdates with counter cations which are one or two electrons deficient from either a 3d 5 or 3d 10 configuration (in this case 3d 3, 3d 8 or 3d 9) had the lowest activation barriers for methacrolein formation. A computational investigation into HOMO–LUMO band gap energies agrees with the association. The presence of protons also enhances Category 1 product formation and may be attributed to migration of H+ through the bulk of the solid.

Curriculum Management and Governance Structure ♦ The present structure (Figure 1) evolved since 2005. It was developed to support a comprehensive redesign of the curriculum.FIGURE 1:: Curriculum Structure♦ The Medical Curriculum Committee (MDCC), the membership of which is meant to represent the diversity of stakeholders, is responsible for approving all curriculum changes. It is the core curriculum redesign group. ♦ The group is presently organized into subdivisions (working groups) that are responsible for the redesign of the clinical curriculum (e.g., content, the learning environment, assessment, and so on). Working group leaders are members of the MDCC. Working group membership extends well beyond the MDCC roster. ♦ Separate infrastructure exists to support implementation of the preclinical curriculum, the clinical curriculum, and the Scholarly Concentrations Program. Office of Education ♦ The MDCC is responsible for the curriculum and the entire four-year educational program. It is a standing committee. There is a subcommittee for Years 1 and 2 and a subcommittee for Years 3 and 4. ♦ The Office of Curriculum Affairs is responsible for implementing, maintaining, and improving the medical educational program. ♦ There currently are several medical educators within the office of Curriculum Affairs (OCA): Director of the OCA; Director for the Preclinical Curriculum and Associate Director for the Preclinical Curriculum (Year 2); Director for the Clinical Curriculum. ♦ The OCA schedules preclinical classes, develops curriculum materials, and evaluates the effectiveness of preclinical courses and core clerkships. It also administers student peer tutoring programs involving upper-class students advising and mentoring first-year students. The OCA provides administrative support to the MDCC and to its subcommittees and working groups. Financial Management of Educational Programs ♦ Through debt restructuring, Alpert Medical School was able to redirect operating funds. This allowed the institution to absorb a reduction in endowment-derived revenue and create an additional investment in financial aid. These steps, in combination with an increase in NIH/NSF funding, have helped mitigate the impact of the current financial crisis on the operations of the medical school. ♦ Thus, we have been able to move forward with curriculum development and a new medical education building while enhancing student financial aid during this time of financial stress. Valuing Teaching ♦ Although the Medical School does not have an academy or institute for faculty, the OCA organizes faculty-development workshops and seminars. ♦ Faculty promotion along all tracks requires a demonstration of excellence in teaching. However, this is particularly true for the Teacher Scholar and Clinician Educator tracks within the medical school. ♦ The promotion of teaching among medical students is accomplished through a student teaching academy within Doctoring. Exceptional students assume a formal teaching role for their junior colleagues. Curriculum Renewal Process ♦ A comprehensive redesign of the curriculum was launched at the start of the 2005-06 academic year with the implementation of Doctoring, a Year 1–2 course that focuses on clinical skills and professionalism. A new, integrated preclinical science curriculum was implemented during the fall of 2006. In 2008, with the slightly foreshortened Year 1–2 curriculum in place, the process of redesigning the Year 3–4 curriculum began. ♦ Some key objectives for the curriculum renewal have been achieved. Those include the integration of instruction of the medical sciences among scientific disciplines and with Doctoring; development of Doctoring (http://med.brown.edu/education/doctoring.html) as a new course to prepare students for the clinical disciplines; and development of the Scholarly Concentrations Program (http://med.brown.edu/education/concentrations/index.php) as a means to promote scholarship during all phases of the medical curriculum. ♦ The current process to redesign the curriculum for Years 3–4 is working from a paradigm in which students will complete all core clerkships and nearly all core requirements during Year 3. This will allow us to individualize student learning during Year 4 through the institution of a rigorous educational plan that a student may undertake only with approval through an advisory process. Learning Outcomes/Competencies ♦ The learning outcomes that constitute goals for the ongoing curriculum redesign are articulated in a document developed by the MDCC. Our overarching goal for the redesigned curriculum is to prepare students to meet the needs of their patients, families, and communities and stand out as exceptional physician leaders at the graduate medical education level and beyond. To reach this goal, we will develop a clinical curriculum that builds on the Brown tradition of liberal education, self-directed learning, and excellence in medical education. It will provide the experiences, knowledge and skills that are deemed so important that every Brown medical student should have them prior to graduation, irrespective of their individual trajectory. It will also be flexible so as to enable students to self-direct their learning to suit their particular career goals. We have also identified qualities that we aspire to imbue in our graduates. These would include but not be restricted to: The ability to function as a self-directed life-long learner, contributing to advances in medical knowledge, therapeutics and technology, and the ability to adapt to advances in health care in the interest of their patients and communities; the capacity to be a fully informed participant in assuring high quality health care in their practices, institutions and communities; and the commitment to be ethical, socially responsible physicians and leaders in all aspect of their work. ♦ Throughout the curriculum renewal process, we have retained Brown's Nine Abilities (Table 1) as the competencies that inform our decisions and constitute the basis for assessing our students.TABLE 1: The Nine Abilities New Topics in the Curriculum Since 2000 ♦ Patient safety: Addressed in Doctoring (Years 1 and 2; written documentation, including the appropriate use of abbreviations; prescription writing; truth telling and medical errors). In addition, there is an interdisciplinary session (includes nursing and pharmacy students) in Year 2 that is focused on team building. Relevant problem-based learning sessions in the Internal Medicine core clerkship also address this issue. ♦ In addition to the session described earlier, team-based exercises are incorporated into the Ob/Gyn Core Clerkship (episiotomy workshops and group needle handling/suture workshops). Work rounds in Internal Medicine and Pediatrics include health care professionals from nursing, nutrition, physical therapy, respiratory therapy, and pharmacy. ♦ Quality improvement is a core subject in our Community Health Clerkship. New interviewing skill topics: The ethnogeriatric interview; assessment of pain; caring for lesbian, gay, bisexual, and transgender patients; screening for interpersonal violence Motivational interviewing skills: Smoking cessation counseling; alcohol and drug abuse counseling; nutrition and physical activity counseling for overweight adults Writing skills: Doctoring incorporates sessions on written documentation; the broader subjects of writing in medicine (the physician as communicator) and reflective writing are also required components of Doctoring Professionalism and ethics: Learning in the clinical setting; professional boundaries; dual relationships; physicians' relationship with industry; truth telling and medical errors; informed consent; advanced directives Cultural competence: Social determinants of health; cultural humility versus cultural competence; cross-cultural communication; working with interpreters Changes in Pedagogy ♦ The school developed and implemented an integrated, coordinated interdisciplinary preclinical curriculum that incorporates all basic science subject areas and Doctoring. ♦ Doctoring replaced what had been separate and distinct courses in history taking and physical diagnosis. The new course, which is two years in duration, uses a combination of didactic sessions (brief gatherings in a lecture setting followed by small-group breakout sessions), hospital sessions, and community mentoring (described later). ♦ Basic science content delivered in lectures is presented to a very large degree by physician scientists. This shift away from graduate education (PhD)-trained basic scientists was made in order to maximize the integration of basic science and clinical content. For example, the systems-based portion of our curriculum integrates physiology, pathophysiology, pathology, pharmacology, and other relevant areas (e.g., epidemiology and nutrition). We had developed extensive problem-based learning prior to 2000. This has been retained. ♦ An Assisted Living Facility experience was introduced into our first-year Doctoring course. This is a longitudinal component that provides a robust experience in geriatrics. Small groups of two faculty and eight students are matched to one of 13 sites in Rhode Island for a year. Each student works with one resident over the entire year. The effectiveness of this curriculum addition has not yet been assessed. ♦ The effectiveness of the new curriculum is determined by student course evaluations; student focus groups; and feedback from course leaders and medical school administrators. Also analyzed are students' overall grades and USMLE Step 1 performance. ♦ The effectiveness of the Doctoring course is more specifically assessed through an analysis of student course evaluations, small-group faculty feedback, and physician-mentors' written assessments. Periodically, the clerkship directors and clerkship faculty are surveyed for their views of the beginning third-year students' level of preparation for the clerkships. Changes in Assessment ♦ Assessment of the knowledge base acquired through first-year basic science courses is carried out through integrated, noncumulative, timed, single-best-answer multiple-choice examinations given every three to four weeks. In our prior system, students took first-year basic science examinations during midterm and final examination blocks. ♦ Doctoring incorporates an OSCE at the end of each semester. These examinations assess the level of clinical competence of preclinical students. The use of field notes in Doctoring requires that students self-reflect on their clinical experiences in physician-mentors' offices. Clinical Experiences ♦ Hospital-based clinical education takes place at our seven affiliates (http://med.brown.edu/hospitals/hospitals.php). These include the Rhode Island Hospital, with 719 beds, and Women and Infants' Hospital of Rhode Island, home to the tenth largest obstetrical service in the country. ♦ Community faculty are the backbone of the “Community Mentor Program,” a component of the preclerkship Doctoring course. Students work longitudinally during the year with a community physician-mentor. Physicians in all specialties provide students with the opportunity to practice their classroom skills with real patients. Community faculty also provide for outpatient teaching in the core clerkships in internal medicine, pediatrics, obstetrics and gynecology, and family medicine. ♦ The financial pressures on our affiliated clinical institutions and community practitioners have a potential impact on the availability of teaching resources. Thus far, the relatively small size of our student body, coupled with the large clinical enterprise and clinical faculty, has protected the quality of our clinical education. However, this issue is a substantial and immediate threat. ♦ For reasons that appear to relate to the financing of health care and student indebtedness and lifestyle issues, our students are entering primary care disciplines at a relatively low rate. In addition, the majority of our students who undertake postgraduate training in primary care disciplines intend to pursue specialty training. Highlights of the Program ♦ A new integrated preclinical curriculum was launched in 2006. Students take two courses per semester for each of the first four semesters: Integrated Medical Sciences: Begins with a semester of gross anatomy, microscopic anatomy, cell biology, biochemistry, genetics, general pathology, and other basic medical sciences, all covered at the introductory level. This first semester is followed by three semesters of systems-based medical science instruction, which includes physiology, pathophysiology, pathology and relevant pharmacology, nutrition, epidemiology, and genetics. Doctoring: A four-semester course that focuses on the doctor-patient relationship, fundamental clinical skills, and professionalism. This course incorporates a “community mentor program” that affords students the opportunity to work with an individual physician through all four semesters and a strong reflective writing component. ♦ Scholarly Concentrations Program: Launched in academic year (AY) 2007 during a reform of the preclinical curriculum, the Scholarly Concentrations (SC) Program at AMS is an elective program that encourages students to undertake cross-disciplinary scholarly work across the 4 years of medical education. ♦ Approximately one third of students in each class participate in the program, which requires the submission of a scholarly product in Year IV. The SC Program offers 12 concentration areas: Advocacy and Activism; Aging; Contemplative Studies; Disaster Medicine and Response; Global Health; Informatics; Medical Education; Medical Ethics; Medical Humanities; Medical Technology and Innovation; Physician as Communicator; and Women's Reproductive Health, Freedom and Rights. The SC Program will graduate its first class of participants in AY2010. ♦ An outgrowth of the SC Program is the SC Collaborative. The Collaborative is a group of approximately 35 institutions across North America that have, or are considering implementation of, scholarly concentration-type programs. Members of the group have gathered annually at the AAMC meeting for the past three years and communicate electronically to share best practices. ♦ In 2009, members of the group facilitated two sessions at the AAMC meeting—a mini-workshop entitled “Skill Building for Scholarly Concentrations Programs” and a small-group discussion entitled “The Development of Scholarly Concentrations Programs: Strategies for Implementation and Integration into the Curriculum.” ♦ Recently, we have implemented a new series of lectures and workshops aimed at improving the ability of all medical students to accomplish scholarly work. ♦ The “Scholarship in Medicine” series, cosponsored by the SC Program and the Advising Program, has sponsored such talks as “Internal Review Board Processes,” “Poster Presentations—Tips on creating and presenting your work,” and “Oral Presentations—Tips on creating and presenting Power Point talks.” ♦ Future sessions on manuscript writing, critical reading of the literature, and mentorship are also being developed.

HomeHypertensionVol. 5, No. 6_pt_2Hypertension detection and follow-up program. Baseline laboratory examination characteristics of the hypertensive participants. Free AccessAbstractAboutSections ToolsAdd to favoritesDownload citationsTrack citationsPermissions ShareShare onFacebookTwitterLinked InMendeleyReddit Jump toFree AccessAbstractHypertension detection and follow-up program. Baseline laboratory examination characteristics of the hypertensive participants. M H Maxwell, E Fitzsimmons, R Harrist, J Hotchkiss, H G Langford, G H Payne, K A Schneider and P Varaday M H MaxwellM H Maxwell Search for more papers by this author , E FitzsimmonsE Fitzsimmons Search for more papers by this author , R HarristR Harrist Search for more papers by this author , J HotchkissJ Hotchkiss Search for more papers by this author , H G LangfordH G Langford Search for more papers by this author , G H PayneG H Payne Search for more papers by this author , K A SchneiderK A Schneider Search for more papers by this author and P VaradayP Varaday Search for more papers by this author Originally published1 Nov 1983https://doi.org/10.1161/01.HYP.5.6_Pt_2.IV133Hypertension. 1983;5"Hypertension detection and follow-up program. Baseline laboratory examination characteristics of the hypertensive participants.." Hypertension, 5(6_pt_2), pp. IV133– Previous Back to top Next FiguresReferencesRelatedDetailsCited By Tepel M and Zidek W Vaskuläre und parenchymatöse Nierenkrankheiten Die ärztliche Begutachtung, 10.1007/978-3-7985-1564-2_19, (501-514) Wright J, Cushman W, Davis B, Barzilay J, Colon P, Egan D, Lucente T, Nwachuku C, Pressel S, Leenen F, Frolkis J, Letterer R, Walsh S, Tobin J and Deger G (2001) The Antihypertensive and Lipid-Lowering Treatment to Prevent Heart Attack Trial (ALLHAT), Controlled Clinical Trials, 10.1016/S0197-2456(01)00176-3, 22:6, (659-673), Online publication date: 1-Dec-2001. Lewis C (1996) Characteristics and Treatment of Hypertension in Women: A Review of the Literature, The American Journal of the Medical Sciences, 10.1097/00000441-199604000-00010, 311:4, (193-199), Online publication date: 1-Apr-1996. (1989) Hypokalemia and Hypertension, New England Journal of Medicine, 10.1056/NEJM198911163212014, 321:20, (1413-1414), Online publication date: 16-Nov-1989. Overlack A, Stumpe K, Moch B, Ollig A, Kleinmann R, Müller H, Kolloch R and Krück F (1985) Hemodynamic, renal, and hormonal responses to changes in dietary potassium in normotensive and hypertensive man: Long-term antihypertensive effect of potassium supplementation in essential hypertension, Klinische Wochenschrift, 10.1007/BF01731654, 63:8, (352-360), Online publication date: 1-Apr-1985. November 1983Vol 5, Issue 6_pt_2 Advertisement Article InformationMetrics Copyright © 1983 by American Heart Associationhttps://doi.org/10.1161/01.HYP.5.6_Pt_2.IV133PMID: 6360873 Originally publishedNovember 1, 1983 Advertisement