Concert recording 2017-11-30a

[Track 1]. Sérénade aux étoiles / Cécile Chaminade -- [Track 2-3]. Five pieces in folk style, op. 102 / Robert Schumann -- [Track 4]. Reflective mood / Sammy Nestico -- [Track 5]. Syrinx / Claude Debussy -- [Track 6]. Duet mit zwei obligaten Augengläsern, WoO 32 / L.V. Beethoven -- [Track 7]. Old wine in new bottles. I. The wraggle taggle Gypsies [Track 8]. II. The three ravens [Track 9]. III. Begone, dull care [Track 10]. IV. Early one morning / Gordon Jacob

Survey of Reliability and Criterion Validity of Backster Numerical Scores of You-Phase Exams from Confirmed Field Investigations

Abstract A cohort of seven scorers, all trained at the Backster School of Lie Detection and familiar with the use of the Backster numerical scoring system, provided blind scores for a sample of confirmed You-Phase examinations. Criterion accuracy was significantly greater than chance with a moderate to high pairwise correlation between the numerical scores of the participants. A dimensional profile of criterion accuracy is shown. Results of this study support the validity of the Backster numerical scoring system for You-Phase exams

Promoting Access and Equity: A Historical Perspective of Healthcare Access for People With Disabilities

People with disabilities represent a large and often under-recognized minority population in the United States. Historically, negative healthcare provider perceptions and limited critical social determinants of health (including community living and education) have resulted in inequitable healthcare and access for this vulnerable group. Within the last 40 years, there have been some advances in legislation to improve access and support for those with disabilities. Since then, advances in accommodations have enabled better access to critical health-related resources and care. Continued forward progress and increased awareness are imperative to improve access, reduce disparities in healthcare, and combat discrimination

Making emergency medicine accessible for all: The what, why, and how of providing accommodations for learners and physicians with disabilities

Individuals with disabilities comprise a substantial portion of the U.S. population but make up only a small subset of medical students and health care providers. Both the Association of American Medical Colleges and the Accreditation Council for Graduate Medical Education have called for increased diversity in the physician workforce, to more closely represent the U.S. patient population and provide culturally effective care. Yet the barriers to disclosure and inclusion for individuals with disabilities in health care are significant, including attitudinal barriers such as stigma and bias, organizational barriers in policies and procedures, and environmental barriers such as resources and physical space. Lack of experience providing accommodations and a lack of knowledge of both what is legally required and what is possible also prevent programs from creating access. Realizing inclusion for individuals with disabilities in a diverse workforce requires emergency medicine programs to be proactive and deliberate in their approach to recruiting, accommodating, and retaining students, residents, and faculty with disabilities. Such efforts are likely to provide benefits that extend beyond those who receive the accommodations

From inequity to access: Evidence-based institutional practices to enhance care for individuals with disabilities.

People with disabilities experience barriers to care in all facets of health care, from engaging with the provider in a clinical setting (attitudinal and communication barriers) to navigating a large institution in a complex health care environment (organizational and environmental barriers), culminating in significant health care disparities. Institutional policy, culture, and physical layout may be inadvertently fostering ableism, which can perpetuate health care inaccessibility and health disparities in the disability community. Here, we present evidence-based interventions at the provider and institutional levels to accommodate patients with hearing, vision, and intellectual disabilities. Institutional barriers can be met with strategies of universal design (i.e., accessible exam rooms and emergency alerts), maximizing electronic medical record accessibility/visibility, and institutional policy development to recognize and reduce discrimination. Barriers at the provider level can be met with dedicated training on care of patients with disabilities and implicit bias training specific to the surrounding patient demographics. Such efforts are crucial to ensuring equitable access to quality care for these patients