Cybersquatting: The Latest Challenge in Federal Trademark Protection

The explosion in Internet technology in the past decade has drawn the Lanham Act into the realm of electronic commerce. Trademark owners seeking to register domain names have recently found themselves entwined in a number of disputes, such as disputes involving claims to multiple domain names and disputes over whether the domain name registration system is fairly administered. One important legal issue that has recently come to the fore is over the practice of cybersquatting. Today, courts must contend with the cybersquatter, a speculator who reserves trademarks as Internet domain names for the sole purpose of selling or licensing them back to trademark owners willing to pay a considerable price for their use. Complicating matters, the most potent weapons in the Government\u27s anticybersquatting arsenal--the Anticybersquatting Consumer Protection Act (ACPA) and Federal Trademark Dilution Act (FTDA)--each give rise to grave constitutional concerns

Cybersquatting: The Latest Challenge in Federal Trademark Protection

The explosion in Internet technology in the past decade has drawn the Lanham Act into the realm of electronic commerce. Trademark owners seeking to register domain names have recently found themselves entwined in a number of disputes, such as disputes involving claims to multiple domain names and disputes over whether the domain name registration system is fairly administered. One important legal issue that has recently come to the fore is over the practice of cybersquatting. Today, courts must contend with the cybersquatter, a speculator who reserves trademarks as Internet domain names for the sole purpose of selling or licensing them back to trademark owners willing to pay a considerable price for their use. Complicating matters, the most potent weapons in the Government\u27s anticybersquatting arsenal--the Anticybersquatting Consumer Protection Act (ACPA) and Federal Trademark Dilution Act (FTDA)--each give rise to grave constitutional concerns

A HOLISTIC APPROACH TO POST-TRAUMATIC STRESS DISORDER: ALPHA-2 ADRENERGIC RECEPTOR-SINOPHILIN COFILIN AXIS BIOLOGIC ANTIBODY TREATMENT PROPOSAL

PTSD affects about 5% of adults in the United States every year.1 This thesis investigates the common biologic therapies for PTSD and the specificity factor of the catecholamine binding to related norepinephrine alpha-2A adrenergic receptors. The binding of these catecholamines to adrenaline receptors in the spinophilin cofilin axis of the dorsal hippocampus causes fear-memory modulation and storage by altering dendritic morphology and thus manipulating neuronal plasticity. Targeting the inhibition of these respective receptors and increasing the activity of cofilin, a protein responsible for breaking down actin utilized for dendrite reaction to stimulus appears promising. By preventing the binding of catecholamines in this axis which would depress cofilin, dendritic changes of elongation would be small rather than dramatized and prolonged as seen in PTSD, eliminating a change in plasticity and future responsiveness to recurring stimuli. The use of a polyclonal antibody rather than an SSRI or beta blocker – which only treats symptoms without changing the modulation of fear itself– was proposed due to the more bodily ‘holistic’ approach to PTSD rather than using an artificially synthesized pharmaceutical. Coupling the proposed antibody treatment with cognitive behavioral therapy can aid in making long term PTSD symptoms a thing of the past

Dijagnostička pravda: testiranje na Covid-19

Diagnostic testing can be used for many purposes, including testing to facilitate the clinical care of individual patients, testing as an inclusion criterion for clinical trial participation, and both passive and active surveillance testing of the general population in order to facilitate public health outcomes, such as the containment or mitigation of an infectious disease. As such, diagnostic testing presents us with ethical questions that are, in part, already addressed in the literature on clinical care as well as clinical research (such as the rights of patients to refuse testing or treatment in the clinical setting or the rights of participants in randomized controlled trials to withdraw from the trial at any time). However, diagnostic testing, for the purpose of disease surveillance also raises ethical issues that we do not encounter in these settings, and thus have not been much discussed. In this paper we will be concerned with the similarities and differences between the ethical considerations in these three domains: clinical care, clinical research, and public health, as they relate to diagnostic testing specifically. Via an examination of the COVID-19 case we will show how an appeal to the concept of diagnostic justice helps us to make sense of the (at times competing) ethical considerations in these three domains.Dijagnostičko testiranje može se koristiti u mnoge svrhe, uključujući testiranje za olakšavanje kliničke skrbi pojedinačnih pacijenata, testiranje kao kriterij uključivanja za sudjelovanje u kliničkim ispitivanjima i pasivno i aktivno nadzorno testiranje opće populacije kako bi se olakšali ishodi javnog zdravlja, kao što su kao obuzdavanje ili ublažavanje zarazne bolesti. Kao takvo, dijagnostičko testiranje nam postavlja etička pitanja koja su dijelom već obrađena u literaturi o kliničkoj skrbi, kao i kliničkim istraživanjima (kao što su prava pacijenata da odbiju testiranje ili liječenje u kliničkom okruženju ili prava sudionika u randomiziranim kontroliranim ispitivanjima da se povuku iz ispitivanja u bilo kojem trenutku). Međutim, dijagnostičko testiranje, u svrhu nadzora bolesti, postavlja i etička pitanja s kojima se ne susrećemo u ovim okruženjima, pa se o njima nije puno raspravljalo. U ovom radu bavit ćemo se sličnostima i razlikama između etičkih razmatranja u ove tri domene: klinička skrb, klinička istraživanja i javno zdravstvo, jer se oni posebno odnose na dijagnostičko testiranje. Kroz ispitivanje slučaja COVID-19 pokazat ćemo kako nam pozivanje na pojam dijagnostičke pravde pomaže da shvatimo (ponekad suparnička) etička razmatranja u ove tri domene

Summer Literacy for Young Vulnerable Learners: A Study of Caregiver Involvement and Program Stability

Emergent literacy programs for young children are significantly more effective when caregivers are integral components of program delivery. This is particular-ly important when designing programs for vulnerable children such as those with lower academic achievement due to learning and language disabilities, lower so-cioeconomic environments, or learning in a language other than their native language. Including caregivers in program delivery will impact not only the effec-tiveness of the program but also its stability. This exploratory study investigated the efficacy and stability of a summer family literacy program on the reading achievement of 14 four-year-old children completing their pre-kindergarten year. Children were assessed prior to, immediately proceeding, and 6 months following the summer program. The results of the study indicated that children demonstrat-ed significant gains in all aspects of emergent literacy and furthermore, sustained these gains 6 months after the program

Closing the summer learning gap for vulnerable junior kindergarten students

Under current academic calendars across North America, summer vacation creates a significant gap in the learning cycle. I t has been argued that this gap actually decreases student achievement levels over the course of the summer. In a synthesis of 39 studies Cooper, Nye, Charlton, Lindsay, & Greathouse (1996) indicated that summer learning loss equaled at least one month of instruction as measured by grade level equivalents on standardized test scores whereby children's test scores were at least one month lower when they returned to school in the fall than scores were when students left in the summer. Specifically, Cooper et aI., (1996) found that the summer learning loss phenomena may be particularly troublesome for less advantaged children including those with speech and language delays, children at-risk for reading disabilities, children from lower socio-economic backgrounds, and children learning English as a second language. In general, research illustrated clearly that the summer learning gap can be particularly problematic for vulnerable children and furthermore, that literacy skills may be the area of achievement that is most affected. A foundational pillar to this research project is including primary caregivers as authentic partners in a summer literacy program designed to support their children's literacy needs. This pillar led the research team to use the Learning Begins at Home: A Research-Based Family Literacy Program Curriculum designed by Antoinette Doyle, Kathleen Hipfner-Boucher, and Janette Pelletier from the Ontario Institute for the Studies of Education. The LBH program is designed to be flexibly adapted to suit the needs of each individual participating family. As indicated by Timmons (2008) literacy interventions are most powerful when they include authentic family involvement. Based on this research, a requirement for participating in the summer literacy program was involvement of a child and one of their primary caregivers. The participating caregiver was integrally involved in the program, participating in workshop activities prior to and following hands-on literacy work with their child. By including primary caregivers as authentic partners, the research team encouraged a paradigmatic shift in the family whereby literacy activities become routine within their household. 5 Participants in this study were 14 children from junior kindergarten classrooms within the Niagara Catholic District School Board. As children were referred to the program, they were assessed by a trained emergent literacy specialist (from Speech Services Niagara) to identify whether they met the eligibility requirements for participation in the summer program. To be eligible to participate, children demonstrated significant literacy needs (i.e. below 25%ile on the Test of Preschool Early Literacy described below). Children with low incidence disabilities (i.e. profound sensory impairments, severe intellectual impairments, developmental disabilities, etc) were excluded as participants. The research team used a standard pre- and posttest design whereby all participating children were assessed with the Test of Preschool Early Literacy (Lonigan et aI., 2007), and a standard measure of letter names and sounds. Pretests were administered two weeks prior to the commencement of the program and the first set of posttests was administered immediately following the program. A second set of posttests was administered in December 2009 to measure the sustainability of the program. As a result of the program, all children scored statistically significantly higher on their literacy scores at the post-program assessment point immediately following the program and also at the Dec-post-program assessment point. These results in general indicated that the summer family literacy program made an immediate impact on the emergent literacy skills of participating children. All participating children demonstrated significant increases in print and phonological awareness as well as their letter sound understanding

Color Me Capable: The Rise of African-American Nurse Faculty at Lincoln School for Nurses, 1898 to 1961

The recruitment of diverse nurse faculty fosters culturally competent teaching, role modeling of cultural awareness, and mentorship for diverse nursing students. However, with regard to the evolution of New York City’s diversity, the nursing profession has historically failed to parallel the societal transformation. This researcher investigated nursing education’s past in regard to race and ethnicity through the historical case study of one of New York City’s first schools established to educate Black women in nursing arts, namely, the Lincoln School for Nurses of the Bronx, New York. The lack of diversity within nursing is not an issue that developed overnight. Deficiencies of diverse nurse educators have been associated with decreased numbers of enrolled minority students, insufficient percentages of minority nursing staff, and the negative stimuli on healthcare that stemmed from unconscious biases and healthcare disparities. This researcher employed the historical research method and accessed archival materials (both primary and secondary sources) to study the Lincoln School for Nurses. The findings of this study identified the progressive development of African-American nursing students in New York and the pivotal role African American nursing faculty have played in the education of Black nurses. Along with the historical study of the Lincoln School for Nurses, biographical sketches of prominent graduates and leaders (such as Adah B. Samuels Thoms and Ivy Nathan Tinkler) were presented. Furthermore, previous studies of Lincoln School for Nurses’ institution and educational standards, such as the Ethel Johns Report of 1925 and the 1930 study of the school by Isabel M. Stewart and Teachers College, Columbia University, were investigated. The presence of structural racism and discrimination influenced the growth and development of Black nursing faculty in history and, arguably, set the foundation for Blacks in nursing education of present-day. It is vital that researchers examine the origins of this dilemma and provide clarity to the events and experiences that influenced the nursing profession’s current state of diversity, prior to attempting to resolve an issue that took decades to cultivate

Evaluating the cost of managing patients with cellulitis in Wales, UK: A 20-year population-scale study

This study aimed to estimate costs associated with managing patients with cellulitis from the UK National Health Service (NHS) perspective. The analysis was undertaken through the Secure Anonymised Information Linkage Databank, which brings together population-scale, individual-level anonymised linked data from a wide range of sources, including 80% of primary care general practices within Wales (population coverage ~3.2 million). The data covered a 20-year period from 1999 to 2019. All patients linked to the relevant codes were tracked through primary care settings, recording the number of general practice visits (number of days with an event recorded) and number of in-patient stays. Resources were valued in monetary terms (£ sterling), with costs determined from national published sources of unit costs. These resources were then extrapolated out to reflect UK NHS costs. This is the first attempt to estimate the financial burden of cellulitis using routine data sources on a national scale. The estimated direct annual costs to the Welsh NHS (£28 554 338) are considerable. In-Patient events and length of stay costs are the main cost drivers, with annual Welsh NHS estimates of £19 664 126 with primary care events costing £8 890 212. Initiatives to support patients and healthcare professionals in identifying early signs/risks of cellulitis, improve the accuracy of initial diagnosis, prevent cellulitis recurrence, and improve evidence-based treatment pathways would result in major financial savings, to both the Welsh and UK NHS. In light of these findings, Wales has developed the innovative National Lymphoedema cellulitis Improvement Programme to address these burdens; providing a proactive model of cellulitis care