The Score in Ohio Stadium Today is 15 1/2 to 1

Commencement address given by Milton A. Caniff, cartoonist, to the Spring 1974 graduating class of The Ohio State University, Ohio Stadium, Columbus, Ohio, June 7, 1974

Development of longitudinal handling qualities criteria for large advanced supersonic aircraft

Longitudinal handling qualities criteria in terms of airplane response characteristics were developed. The criteria cover high speed cruise maneuvering, landing approach, and stall recovery. Data substantiating the study results are reported

THE LINK BETWEEN TRAUMA, CHRONIC PAIN, AND DISEASE

Psychological trauma and early life adversity have been significantly connected to elevated incidence of disease, chronic pain, and premature death. Trauma exposure can result in shortened telomere length in chromosomes and advanced biological aging. Epigenetics and the modification of gene expression through methylation of DNA can be directly affected by traumatic experiences. Aversive childhood experiences are globally linked to increased likelihood of risk factors for disease, death, and wellbeing throughout life. Sleep deprivation and disruption is a common symptom of trauma exposure and posttraumatic stress disorder. Loss of sleep has a remarkably detrimental impact on the immune and cardiovascular systems and can lead to alterations in DNA. There is a highly graded relationship between psychological trauma and physical illness. Interdisciplinary care has been utilized to address the link between physical and mental illness from a whole health approach. However, more efforts are needed on all fronts in destigmatizing mental illness and gaining a greater understanding of the mind-body connection

The Integration of Art and Math and Its Impact on Computation at the Primary Level

Many students struggle with mathematical computation at the primary level and carry that lack of understanding with them throughout their educational experiences. These students lack the background knowledge to understand the way numbers compute. Children learn in a variety of ways; some learn kinesthetically, some visually, some auditorally, and some by using a combination of the three modalities listed. By actively engaging students intheir learning environment through a variety of methods, children will have the freedom to allow their cognitive skills to develop in the hope that their learning modalities will accent each other, allowing for positive and productive learning experiences. Chapman (1998) states, "Students learn to look at art in an analytical rather than emotional way and are able to transfer this skill to other disciplines. They quickly sense the benefit of being able to mentally unwrap and interpret a work of art. This sense of accomplishment spurs them to apply logical thinking elsewhere-to a story or book, a science experiment, a long division problem" (p. 20). This enables students to analyze and creatively think and manipulate their way through tough concepts, resulting in success and mastery of skills needed for further academic progress and higher self-esteem. Recent research has linked art and mathematics as a way to build mathematical understanding that translates into students' comprehension of mathematical skills. Morgan (1998) quotes Sims: "Teaching math through art seems incongruous if you believe in the 'right brain / left brain' theory. I don't buy into this left brain / right brain thing of art on one side and math on the other. Most people think that art and math are very separate,but they don't have to be. I want to present math as a creative enterprise and show that it can be taught creatively and visually" (p. 24). Phillips and Bickley-Green (1998) state, "When concepts and vocabulary overlap, math and art teachers can work as a team to reinforce learning in both areas" (p. 46). Linking color and simple illustrations may help students see the relationship between numbers. This allows students to easily see and connect concepts, thus creating a scaffolding situation. Children are given the opportunity to intertwine old knowledge with new knowledge with greater ease

Real-World Applications of Imipenem-Cilastatin-Relebactam: Insights From a Multicenter Observational Cohort Study

Background: Multidrug-resistant (MDR) gram-negative infections are a substantial threat to patients and public health. Imipenem-cilastatin-relebactam (IMI/REL) is a β-lactam/β-lactamase inhibitor with expanded activity against MDR Pseudomonas aeruginosa and carbapenem-resistant Enterobacterales. This study aims to describe the patient characteristics, prescribing patterns, and clinical outcomes associated with IMI/REL. Methods: This was a retrospective, multicenter, observational study of patients ≥18 years old who received IMI/REL for ≥48 hours for a suspected or confirmed gram-negative infection. The primary outcome was clinical success, defined as improvement or resolution of infection-related signs or symptoms while receiving IMI/REL and the absence of 30-day microbiologic failure. Multivariable logistic regression analysis was performed to identify independent predictors of clinical success. Results: The study included 151 patients from 24 US medical centers. IMI/REL was predominantly prescribed for lower respiratory tract infections, accounting for 52.3% of cases. Most patients were infected with a carbapenem-nonsusceptible pathogen (85.4%); P aeruginosa was frequently targeted (72.2%). Clinical success was achieved in 70.2% of patients. Heart failure, receipt of antibiotics within the past 90 days, intensive care unit admission at time of index culture collection, and isolation of difficult-to-treat resistant P aeruginosa were independently associated with a reduced odds of clinical success. Adverse events were reported in 6.0% of patients, leading to discontinuation of IMI/REL in 3 instances. Conclusions: This study provides a comprehensive analysis of the real-world effectiveness and safety of IMI/REL. Comparative studies and investigations of specific subgroups will further enhance our understanding of IMI/REL in treating MDR infections

The Influence of Manga on the Graphic Novel

This material has been published in The Cambridge History of the Graphic Novel edited by Jan Baetens, Hugo Frey, Stephen E. Tabachnick. This version is free to view and download for personal use only. Not for re-distribution, re-sale or use in derivative works. © Cambridge University PressProviding a range of cogent examples, this chapter describes the influences of the Manga genre of comics strip on the Graphic Novel genre, over the last 35 years, considering the functions of domestication, foreignisation and transmedia on readers, markets and forms

Cobscook Bay: rocks and seaweed at low tide

https://digitalcommons.library.umaine.edu/defht_images/1000/thumbnail.jp