The Graduate Education Initiative: Description and Preliminary Findings

[Excerpt] In1991 the Andrew W. Mellon Foundation launched the Graduate Education Initiative (hereafter GEI) to improve the structure and organization of PhD programs in the humanities and social sciences. Such changes were seen as necessary to combat high rates of student attrition and long times-to-degree in these programs. While attrition and time-to-degree were deemed to be important in and of themselves, and of great significance to degree seekers, they were also seen more broadly as indicators of the effectiveness of graduate programs. Several characteristics of doctoral programs were earmarked as contributing to high attrition and long degree time, including: unclear expectations, a proliferation of courses, elaborate and sometimes conflicting requirements, intermittent supervision, epistemological disagreements on fundamentals and not least, inadequate funding. Projections that faculty shortages would occur in the late 1990s in the humanities made the goals of reducing student attrition and time-to-degree particularly timely if an adequate number of PhDs were to be available. This was far from the first such effort to reduce times-to degree-and rates of attrition. Earlier programs, which provided grants in aid to individual students or to graduate schools to distribute as they saw fit, had failed conspicuously. Based on data which showed that there were marked differences among departments and on a great deal of experience on the ground, the architects of the GEI determined that to improve graduate education would require departments to make changes in their PhD programs. As such, the Foundation shifted much of its support for doctoral education, which had previously gone directly to students, to block grants that would be awarded to departments within major universities

Building effective service linkages in primary mental health care: a narrative review part 2

<p>Abstract</p> <p>Background</p> <p>Primary care services have not generally been effective in meeting mental health care needs. There is evidence that collaboration between primary care and specialist mental health services can improve clinical and organisational outcomes. It is not clear however what factors enable or hinder effective collaboration. The objective of this study was to examine the factors that enable effective collaboration between specialist mental health services and primary mental health care.</p> <p>Methods</p> <p>A narrative and thematic review of English language papers published between 1998 and 2009. An expert reference group helped formulate strategies for policy makers. Studies of descriptive and qualitative design from Australia, New Zealand, UK, Europe, USA and Canada were included. Data were extracted on factors reported as enablers or barriers to development of service linkages. These were tabulated by theme at clinical and organisational levels and the inter-relationship between themes was explored.</p> <p>Results</p> <p>A thematic analysis of 30 papers found the most frequently cited group of factors was "partnership formation", specifically role clarity between health care workers. Other factor groups supporting clinical partnership formation were staff support, clinician attributes, clinic physical features and evaluation and feedback. At the organisational level a supportive institutional environment of leadership and change management was important. The expert reference group then proposed strategies for collaboration that would be seen as important, acceptable and feasible. Because of the variability of study types we did not exclude on quality and findings are weighted by the number of studies. Variability in local service contexts limits the generalisation of findings.</p> <p>Conclusion</p> <p>The findings provide a framework for health planners to develop effective service linkages in primary mental health care. Our expert reference group proposed five areas of strategy for policy makers that address organisational level support, joint clinical problem solving, local joint care guidelines, staff training and supervision and feedback.</p

MyD88 and TLR4 Expression in Epithelial Ovarian Cancer.

OBJECTIVE: To evaluate myeloid differentiation primary response gene 88 (MyD88) and Toll-like receptor 4 (TLR4) expression in relation to clinical features of epithelial ovarian cancer, histologic subtypes, and overall survival. PATIENTS AND METHODS: We conducted centralized immunohistochemical staining, semi-quantitative scoring, and survival analysis in 5263 patients participating in the Ovarian Tumor Tissue Analysis consortium. Patients were diagnosed between January 1, 1978, and December 31, 2014, including 2865 high-grade serous ovarian carcinomas (HGSOCs), with more than 12,000 person-years of follow-up time. Tissue microarrays were stained for MyD88 and TLR4, and staining intensity was classified using a 2-tiered system for each marker (weak vs strong). RESULTS: Expression of MyD88 and TLR4 was similar in all histotypes except clear cell ovarian cancer, which showed reduced expression compared with other histotypes (P<.001 for both). In HGSOC, strong MyD88 expression was modestly associated with shortened overall survival (hazard ratio [HR], 1.13; 95% CI, 1.01-1.26; P=.04) but was also associated with advanced stage (P<.001). The expression of TLR4 was not associated with survival. In low-grade serous ovarian cancer (LGSOC), strong expression of both MyD88 and TLR4 was associated with favorable survival (HR [95% CI], 0.49 [0.29-0.84] and 0.44 [0.21-0.89], respectively; P=.009 and P=.02, respectively). CONCLUSION: Results are consistent with an association between strong MyD88 staining and advanced stage and poorer survival in HGSOC and demonstrate correlation between strong MyD88 and TLR4 staining and improved survival in LGSOC, highlighting the biological differences between the 2 serous histotypes

Microbiome to Brain:Unravelling the Multidirectional Axes of Communication

The gut microbiome plays a crucial role in host physiology. Disruption of its community structure and function can have wide-ranging effects making it critical to understand exactly how the interactive dialogue between the host and its microbiota is regulated to maintain homeostasis. An array of multidirectional signalling molecules is clearly involved in the host-microbiome communication. This interactive signalling not only impacts the gastrointestinal tract, where the majority of microbiota resides, but also extends to affect other host systems including the brain and liver as well as the microbiome itself. Understanding the mechanistic principles of this inter-kingdom signalling is fundamental to unravelling how our supraorganism function to maintain wellbeing, subsequently opening up new avenues for microbiome manipulation to favour desirable mental health outcome

The Introduction of Administration and Research Activities into Regional Input-Output Models

Input-output analysis has been used extensively to identify the interrelationships in local, state, regional and national economies. One type of economic activity that is prevalent in several states in the Northeast has not typically been included in regional input-output models : that carried on at administrative offices and auxiliary establishments. This paper appraises the need for a sector representing administration and auxiliary activities in regional I -o models in the Northeast and provides a method for estimating a direct requirements column for such a sector from secondary data. The method proposed is used to estimate the direct requirements column for this sector in an input-output model for Delaware. The importance of including administration and auxiliary activities in an input-output model used for impact analysis is demonstrated

Changing the Education of Scholars: An Introduction to the Andrew W. Mellon Foundation’s Graduate Education Initiative

[Excerpt] In 1991 the Andrew W. Mellon Foundation launched the Graduate Education Initiative (GEI) to improve the structure and organization of PhD programs in the humanities and social sciences and to combat the high rates of student attrition and long time to degree completion prevailing in these fields. While attrition and time to completion were deemed to be important in and of themselves, and of great significance to degree seekers, they were also seen more broadly as indicators of the effectiveness of graduate programs. An array of characteristics of doctoral programs was earmarked as likely contributors to high attrition and long degree-completion time. These included unclear or conflicting expectations of the academic performance of students, a proliferation of specialized courses, elaborate and sometimes conflicting requirements, intermittent supervision, epistemological disagreements on fundamentals, and—not least—inadequate funding. In short, the intention was to improve doctoral education and make it more efficient.Ehrenberg141_The_Graduate_Education_Initiative.pdf: 232 downloads, before Oct. 1, 2020