Education in Pediatrics in US Colleges and Schools of Pharmacy

Objective. To determine the extent to which pediatrics is taught at US doctor of pharmacy (PharmD) programs and to characterize what is being taught and how. Methods. A 40-question online survey instrument was sent to accredited and candidate-status US PharmD programs. Results. Of 86 participating programs (67.2% response rate), 81 (94.2%) indicated that pediatric topics were included in their required classroom curricula (mean, 21.9 contact hours). A pediatric elective course was offered by 61.0% of programs (mean, 25.9 contact hours). Advanced pharmacy practice experiences (APPEs) in pediatrics were offered by 97.4% of programs, with an average of 27 students per program completing this practice experience annually. Conclusions. Almost all responding programs incorporated pediatrics in their required curricula. Pediatric elective courses provided an adequate mean number of contact hours, but 39.0% of programs did not offer an elective course. One-fifth of students completed a pediatric APPE prior to graduation. Continued expansion of pediatric-focused classroom and experiential curricula across US PharmD programs is recommended

The Indian Craze

In the early twentieth century, Native American baskets, blankets, and bowls could be purchased from department stores, “Indian stores,” dealers, and the U.S. government’s Indian schools. Men and women across the United States indulged in a widespread passion for collecting Native American art, which they displayed in domestic nooks called “Indian corners.” Elizabeth Hutchinson identifies this collecting as part of a larger “Indian craze” and links it to other activities such as the inclusion of Native American artifacts in art exhibitions sponsored by museums, arts and crafts societies, and World’s Fairs, and the use of indigenous handicrafts as models for non-Native artists exploring formal abstraction and emerging notions of artistic subjectivity. She argues that the Indian craze convinced policymakers that art was an aspect of “traditional” Native culture worth preserving, an attitude that continues to influence popular attitudes and federal legislation. Illustrating her argument with images culled from late-nineteenth- and early-twentieth-century publications, Hutchinson revises the standard history of the mainstream interest in Native American material culture as “art.” While many locate the development of this cross-cultural interest in the Southwest after the First World War, Hutchinson reveals that it began earlier and spread across the nation from west to east and from reservation to metropolis. She demonstrates that artists, teachers, and critics associated with the development of American modernism, including Arthur Wesley Dow and Gertrude Käsebier, were inspired by Native art. Native artists were also able to achieve some recognition as modern artists, as Hutchinson shows through her discussion of the Winnebago painter and educator Angel DeCora. By taking a transcultural approach, Hutchinson transforms our understanding of the role of Native Americans in modernist culture

Letter to John Butler, Eliza (Smith) Butler, Lavina Butler and Erastus Butler from Thomas Hutchinson and Elizabeth Hutchinson ( Lissie )

Thomas and Elizabeth Hutchinson ( Lissie ) express their sympathy for death of Berryman Murphy, and send news of the birth of a son, Tom Otis. They describe renewed Indian attacks in Oregon and explain how Isaac Butler has joined the volunteer militia. Meanwhile, Thomas has been elected Polk County Surveyor, and a new school has opened near the Thomas H. Lucas land. An addendum from Elizabeth gives news about her new baby

Letter to John Butler and Eliza (Smith) Butler from Thomas Hutchinson and Elizabeth Hutchinson ( Lissie )

Thomas and Elizabeth Hutchinson ( Lissie ) send their condolences for the deaths in Illinois, discuss general family health and their recovery after winter, give a description of lots owned in Monmouth, and request John Butler to sell or rent the prairie land in Illinois and send the money to them in the Oregon Territory, It also discusses the allotment of land in Monmouth for the university

The synthesis of isobornyl acrylate macromonomers for structured copolymer dispersants by high-temperature semi-batch radical polymerization

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The use of high-temperature semi-batch radical polymerization to synthesize acrylate based macromonomers and structured copolymer dispersants

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Amblyopia

This issue of eMedRef provides information to clinicians on the pathophysiology, diagnosis, and therapeutics of amblyopia

Letter to Eliza (Smith) Butler and Matilda Smith from Elizabeth Hutchinson ( Lissie ) (unfinished and unsigned)

The main body of this letter by Elizabeth Hutchinson ( Lissie ) is regarding the welfare of the family a year after arrival in Oregon Territory. An addendum to Eliza dated June 24, 1854 also discusses the welfare of family and friends, homesickness for Illinois, and the progress of the children. An addendum to Matilda Smith asks for news from Illinois and gives condolences for Uncle William\u27s death

Letter to Lavina Butler from Elizabeth Hutchinson ( Lissie )

A letter from Elizabeth Hutchinson ( Lissie ) to her niece Lavinia, discussing the death of Peter Butler, and asking for leaves from Illinois to give to Rachel Butler, her grandmother. An addendum to Erastus from Aunt Lissie thanks him for his letter and gives news of his cousins. An addendum to Grandville and Isaac invites them to visit Oregon when the Pacific railroad is complete