Simulation of the global contrail radiative forcing: A sensitivity analysis

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/96352/1/grl29839.pd

Component analysis of errors in satellite-based precipitation estimates

Satellite-based precipitation estimates have great potential for a wide range of critical applications, but their error characteristics need to be examined and understood. In this study, six (6) high-resolution, satellite-based precipitation data sets are evaluated over the contiguous United States against a gauge-based product. An error decomposition scheme is devised to separate the errors into three independent components, hit bias, missed precipitation, and false precipitation, to better track the error sources associated with the satellite retrieval processes. Our analysis reveals the following. (1) The three components for each product are all substantial, with large spatial and temporal variations. (2) The amplitude of individual components sometimes is larger than that of the total errors. In such cases, the smaller total errors are resulting from the three components canceling one another. (3) All the products detected strong precipitation (\u3e40 mm/d) well, but with various biases. They tend to overestimate in summer and underestimate in winter, by as much as 50% in either season, and they all miss a significant amount of light precipitation (\u3c10 mm/d), up to 40%. (4) Hit bias and missed precipitation are the two leading error sources. In summer, positive hit bias, up to 50%, dominates the total errors for most products. (5) In winter, missed precipitation over mountainous regions and the northeast, presumably snowfall, poses a common challenge to all the data sets. On the basis of the findings, we recommend that future efforts focus on reducing hit bias, adding snowfall retrievals, and improving methods for combining gauge and satellite data. Strategies for future studies to establish better links between the errors in the end products and the upstream data sources are also proposed

2003 AAPP Monograph Series

It is significant that the African American Professors Program (AAPP) at the University of South Carolina is producing the third edition of its annual monograph series at this time-the fifth anniversary of AAPP. The program graciously accepts the challenge of putting into place a requirement for the scholars to produce quality research papers worthy of publication. This provides widespread visibility for them and enhances their curriculum vitae concurrently. Scholars who have contributed manuscripts for this monograph are to be commended for adding this additional responsibility to their academic workload. Writing across disciplines adds to the intellectual diversity of these papers. From neophytes, relatively speaking, to an array of very experienced individuals, the chapters have been researched and comprehensively written. Founded in 1997 through the Department of Educational Leadership and Policies in the College of Education, AAPP was designed to address the underrepresentation of African American professors on college and university campuses. Its mission is to expand the pool of these professors in critical academic and research areas. Sponsored by the University of South Carolina, the W. K. Kellogg Foundation, and the South Carolina General Assembly, the program recruits students with bachelor\u27s, master\u27s, and doctoral degrees for disciplines in which African Americans currently are underrepresented. An important component of the program is the mentoring experience that is provided. Each student is assigned to a mentor/professor who guides the student through a selected academic program and provides various learning experiences. When possible, the mentor serves as chair of the student\u27s doctoral committee. The mentor also provides opportunities for the student to team teach, conduct research, and co-author publications. Students have the advantage of attending committee, faculty, and professional meetings, as well as engaging in a range of activities that characterize professional life in academia. Scholars enrolled in the program also are involved in programmatic and institutional workshops, independent research, and program development. The continuation of this monograph series is seen as responding to a window of opportunity to be sensitive to an academic expectation of graduates as they pursue career placement and, at the same time, one that allows for the dissemination of AAPP products to a broader community. The importance of this monograph series has been voiced by one of our 2002 AAPP graduates, Dr. Shundelle LaTjuan Dogan, a recent Harvard Administrative Fellow at Harvard University and now Program Officer for the Southern Education Foundation, Atlanta, Georgia. Dr. Dogan wrote: One thing in particular that I want to thank you for is having the African American Professors Program scholars publish articles for the monograph. I have to admit that writing the articles seemed like extra work at the time. However, in my recent interview process, organizations have asked me for samples of my writing. Including an article from a published monograph helped to make my portfolio much more impressive. You were right on target in having us do the monograph series. We hope that you will read this monograph of the African American Professors Program with enthusiasm or enlightenment. John McFadden, Ph.D. The Benjamin Elijah Mays Professor Director, African American Professors Program University of South Carolinahttps://scholarcommons.sc.edu/mcfadden_monographs/1006/thumbnail.jp

The Search for a Primordial Magnetic Field

Magnetic fields appear wherever plasma and currents can be found. As such, they thread through all scales in Nature. It is natural, therefore, to suppose that magnetic fields might have been formed within the high temperature environments of the big bang. Such a primordial magnetic field (PMF) would be expected to arise from and/or influence a variety of cosmological phenomena such as inflation, cosmic phase transitions, big bang nucleosynthesis, the cosmic microwave background (CMB) temperature and polarization anisotropies, the cosmic gravity wave background, and the formation of large-scale structure. In this review, we summarize the development of theoretical models for analyzing the observational consequences of a PMF. We also summarize the current state of the art in the search for observational evidence of a PMF. In particular we review the framework needed to calculate the effects of a PMF power spectrum on the CMB and the development of large scale structure. We summarize the current constraints on the PMF amplitude $B_\lambda$ and the power spectral index $n_B$ and discuss prospects for better determining these quantities in the near future.Comment: 40 pages, 13 figures, Accepted for Physics Reports 23 Feb 2012. Available online 3 March 2012. In press, corrected proo

Healthcare costs and utilization for Medicare beneficiaries with Alzheimer's

<p>Abstract</p> <p>Background</p> <p>Alzheimer's disease (AD) is a neurodegenerative disorder incurring significant social and economic costs. This study uses a US administrative claims database to evaluate the effect of AD on direct healthcare costs and utilization, and to identify the most common reasons for AD patients' emergency room (ER) visits and inpatient admissions.</p> <p>Methods</p> <p>Demographically matched cohorts age 65 and over with comprehensive medical and pharmacy claims from the 2003–2004 MEDSTAT MarketScan^®Medicare Supplemental and Coordination of Benefits (COB) Database were examined: 1) 25,109 individuals with an AD diagnosis or a filled prescription for an exclusively AD treatment; and 2) 75,327 matched controls. Illness burden for each person was measured using Diagnostic Cost Groups (DCGs), a comprehensive morbidity assessment system. Cost distributions and reasons for ER visits and inpatient admissions in 2004 were compared for both cohorts. Regression was used to quantify the marginal contribution of AD to health care costs and utilization, and the most common reasons for ER and inpatient admissions, using DCGs to control for overall illness burden.</p> <p>Results</p> <p>Compared with controls, the AD cohort had more co-morbid medical conditions, higher overall illness burden, and higher but less variable costs ($13,936 s.$10,369; Coefficient of variation = 181 vs. 324). Significant excess utilization was attributed to AD for inpatient services, pharmacy, ER visits, and home health care (all p < 0.05). In particular, AD patients were far more likely to be hospitalized for infections, pneumonia and falls (hip fracture, syncope, collapse).</p> <p>Conclusion</p> <p>Patients with AD have significantly more co-morbid medical conditions and higher healthcare costs and utilization than demographically-matched Medicare beneficiaries. Even after adjusting for differences in co-morbidity, AD patients incur excess ER visits and inpatient admissions.</p

Exploring the experiences and coping strategies of international medical students

<p>Abstract</p> <p>Background</p> <p>Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills.</p> <p>Methods</p> <p>This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia.</p> <p>Results</p> <p>Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p < 0.001) variations between student performances in multiple choice questions, short answer questions and objective structured clinical examinations (70.3%, 49.7% & 61.7% respectively), indicating existence of communication issues.</p> <p>Conclusions</p> <p>Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made.</p