Midlife mind

In your 40s or 50s? Feeling a bit slow on the courts and around the office? Sorry, boomer. It's too soon to blame it on your aging brain.Story by Janet L. Hopson, MA '75, Author of Magic Trees of the Mind ; photo illustrations by Nancy O'Connor and Rob Hil

Space Station Freedom pressurized element interior design process

The process used to develop the on-orbit working and living environment of the Space Station Freedom has some very unique constraints and conditions to satisfy. The goal is to provide maximum efficiency and utilization of the available space, in on-orbit, zero G conditions that establishes a comfortable, productive, and safe working environment for the crew. The Space Station Freedom on-orbit living and working space can be divided into support for three major functions: (1) operations, maintenance, and management of the station; (2) conduct of experiments, both directly in the laboratories and remotely for experiments outside the pressurized environment; and (3) crew related functions for food preparation, housekeeping, storage, personal hygiene, health maintenance, zero G environment conditioning, and individual privacy, and rest. The process used to implement these functions, the major requirements driving the design, unique considerations and constraints that influence the design, and summaries of the analysis performed to establish the current configurations are described. Sketches and pictures showing the layout and internal arrangement of the Nodes, U.S. Laboratory and Habitation modules identify the current design relationships of the common and unique station housekeeping subsystems. The crew facilities, work stations, food preparation and eating areas (galley and wardroom), and exercise/health maintenance configurations, waste management and personal hygiene area configuration are shown. U.S. Laboratory experiment facilities and maintenance work areas planned to support the wide variety and mixtures of life science and materials processing payloads are described

“Never give up.” Adjudicated girls’ school experiences and implications for academic success

There is limited literature on best practices for promoting academic success for adjudicated girls. The goal of this qualitative study was to elicit information about the educational experiences of female juvenile offenders within a residential facility. Interviews with 10 girls and two teachers were audio-recorded and transcribed. Data were analyzed for narratives pertaining to success stories and challenges the girls faced in educational settings. Themes were: Barriers in school; Individual Characteristics that Promote Success; Coping Skills; Relationships that Promote Success; School Environments that Promote Success; Transitioning to Traditional Schools. Findings inform strategies to promote academic success for detained youth. The authors discuss implications for school social workers and other school-based behavioral health providers

How Competent Are Emergency Medicine Interns for Level 1 Milestones: Who Is Responsible?

Objectives The Next Accreditation System ( NAS ) of the Accreditation Council for Graduate Medical Education ( ACGME ) includes the implementation of developmental milestones for each specialty. The milestones include five progressively advancing skill levels, with Level 1 defining the skill level of a medical student graduate, and Level 5, that of an attending physician. The goal of this study was to query interns on how well they thought their medical school had prepared them to meet the proposed emergency medicine ( EM ) Level 1 milestones. Methods In July 2012, an electronic survey was distributed to the interns of 13 EM residency programs, asking interns whether they were taught and assessed on the proposed Level 1 milestones. Results Of possible participants, 113 of 161 interns responded (70% response rate). The interns represented all four regions of the country. The interns responded that the rates of Level 1 milestones they had been taught ranged from 61% for ultrasound to 98% for performance of focused history and physical examination. A substantial number of interns (up to 39%) reported no instruction on milestones such as patient disposition, pain management, and vascular access. Graduating medical students were less commonly assessed than taught the milestones. Skills with technology, including “explain the role of the electronic health record and computerized physician order entry,” were assessed for only 39% of interns, and knowledge ( USMLE ) and history and physical were assessed in nearly all interns. Disposition, ultrasound, multitasking, and wound management were assessed less than half of the time. Conclusions Many entering EM interns may not have had either teaching or assessment on the knowledge, skills, and behaviors making up the Level 1 milestones expected for graduating medical students. Thus, there is a potential gap in the teaching and assessment of EM interns. Based on these findings, it is unclear who will be responsible (medical schools, EM clerkships, or residency programs) for ensuring that medical students entering residency have achieved Level 1 milestones. Resumen Competencia de los Residentes de Medicina de Urgencias y Emergencias para el Nivel 1: ¿Quién es el Responsable? El próximo sistema de acreditación ( NAS , Next Accreditation System ) del Accreditation Council for Graduate Medical Education ( ACGME ) incluye la implementación de objetivos por área de desarrollo para cada especialidad. Los objetivos por área incluyen cinco niveles de habilidades progresivamente avanzadas, con un nivel 1 definido por el nivel de habilidad de un estudiante licenciado de medicina, y un nivel definido por el nivel, de un médico adjunto. El objetivo de este estudio fue preguntar a los residentes cómo pensaban que sus universidades les habían preparado para alcanzar los objetivos por área de nivel 1 propuestos en medicina de urgencias y emergencias ( MUE ). Metodología En julio de 2012, se distribuyó una encuesta electrónica a los residentes de 13 programas de residencia de MUE , preguntándoles si estaban formados y evaluados en los objetivos por área de nivel 1 propuestos. Resultados De los posibles participantes, 113 de 161 residentes (70%) respondieron. Los residentes representaban las cuatro regiones del país. Los residentes respondieron que los porcentajes de objetivos por área de nivel 1 en los que se habían formado variaron del 61% para la ecografía al 98% para la realización de la historia clínica y la exploración física. Un número importante de residentes (hasta un 39%) respondieron no formarse en objetivos por áreas tales como la ubicación del paciente, el manejo del dolor y el acceso vascular. Los estudiantes licenciados de medicina fueron menos frecuentemente evaluados que formados en los objetivos por área. Las habilidades con la tecnología, incluyendo la explicación del rol de la historia clínica electrónica y la solicitud de órdenes médicas computarizadas, se evaluaron sólo en el 39% de los residentes y el conocimiento ( USMLE , United States Medical Licensing Examination ) y la historia clínica y exploración física se evaluaron en casi todos los residentes. Es más, la ubicación, la ecografía, la multitarea y el manejo de heridas se evaluaron en menos de la mitad de las ocasiones. Conclusiones Muchos de los residentes que se inician en MUE pueden no haber tenido formación o evaluación en el conocimiento, las habilidades y los comportamientos preparatorios para los objetivos por área de nivel 1 esperados para los estudiantes licenciados de medicina. Además, hay una brecha potencial en la formación y la evaluación de los residentes de MUE . En base a estos hallazgos, no está claro quién será el responsable, las facultades de medicina, la administración de la MUE o los programas de residencia, para asegurar que los estudiantes de medicina que entren en la residencia hayan alcanzado los objetivos por área de nivel 1.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/99036/1/acem12162.pd

Marketing a tourism industry in late stage decline: The case of the Isle of Man

Qualitative interviews in the Isle of Man uncovered local perceptions of a tourism industry in late stage decline. Social impacts of decline are pronounced including facilities loss, cultural changes and a heightening of perceived peripherality: which taken together undermine local identity. Tourists are welcomed as they help to affirm the pride residents have in their island in creating a more active atmosphere, provide social interaction opportunities and to combat negative stereotyping. Thus findings emphasise the diverse, unique and persistent benefits of tourism in the Isle of Man, despite its decline. Destination marketing recommendations are therefore made to better address the experiences and desires of communities experiencing decline

Comparison of the Standardized Video Interview and Interview Assessments of Professionalism and Interpersonal Communication Skills in Emergency Medicine

ObjectivesThe Association of American Medical Colleges Standardized Video Interview (SVI) was recently added as a component of emergency medicine (EM) residency applications to provide additional information about interpersonal communication skills (ICS) and knowledge of professionalism (PROF) behaviors. Our objective was to ascertain the correlation between the SVI and residency interviewer assessments of PROF and ICS. Secondary objectives included examination of 1) inter‐ and intrainstitutional assessments of ICS and PROF, 2) correlation of SVI scores with rank order list (ROL) positions, and 3) the potential influence of gender on interview day assessments.MethodsWe conducted an observational study using prospectively collected data from seven EM residency programs during 2017 and 2018 using a standardized instrument. Correlations between interview day PROF/ICS scores and the SVI were tested. A one‐way analysis of variance was used to analyze the association of SVI and ROL position. Gender differences were assessed with independent‐groups t‐tests.ResultsA total of 1,264 interview‐day encounters from 773 unique applicants resulted in 4,854 interviews conducted by 151 interviewers. Both PROF and ICS demonstrated a small positive correlation with the SVI score (r = 0.16 and r = 0.17, respectively). ROL position was associated with SVI score (p < 0.001), with mean SVI scores for top‐, middle‐, and bottom‐third applicants being 20.9, 20.5, and 19.8, respectively. No group differences with gender were identified on assessments of PROF or ICS.ConclusionsInterview assessments of PROF and ICS have a small, positive correlation with SVI scores. These residency selection tools may be measuring related, but not redundant, applicant characteristics. We did not identify gender differences in interview assessments.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/150548/1/aet210346_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/150548/2/aet210346.pd

Cytotoxicity of Atriplex confertifolia

The search for cancer treatment continues to be a global effort. As part of this global effort, many natural products have been tested against cancer cell lines, mostly from tropically located plants. This study reports that extracts of Atriplex confertifolia (Torr. and Frem.) S. Watson (Chenopodiaceae), a native North American plant (also known as shadscale or saltbush), has significant bioactivity against human breast cancer cell lines MCF-7, MDA-MB 435, MDA-MB 231, and HeLa cells (cervical cancer cells). The bioactivity of A. confertifolia extracts on these cells lines was compared to an FDA-approved cancer drug (Onxol®) and an industry-standard leukocyte control cell line. Active portions of the extracts were found primarily in the polar fractions of the plant. A dose-response curve of the extracts displayed significant cell death similar to Onxol®. The plant extracts did not significantly inhibit the viability of the leukocyte cell line. In a timed study, over 90% of cell lines MDA-MB 435 and HeLa died after 24 hours. Cell death appears to result from apoptosis

2017 GJMPP Monograph Series: Grace Jordan McFadden Professors Program

The Grace Jordan McFadden Professors Program (GJMPP), formerly the African American Professors Program (AAPP)/Carolina Diversity Professors Program (CDPP) at the University of South Carolina, is honored to publish its sixteenth edition of this annual monograph series. AAPP recognizes the significance of offering its scholars a venue through which to engage actively in research and to publish their refereed papers that continually contribute to their respective fields of study. Parallel with the publication of their manuscripts is the opportunity to gain visibility among colleagues throughout postsecondary institutions at national and international levels. Scholars who have contributed papers for this monograph are acknowledged for embracing the value of including this responsibility within their academic milieu. Writing across disciplines adds broadly to the intellectual diversity of these manuscripts. From neophytes to quite experienced individuals, the chapters have been researched and written in depth. Founded in 1997 through the Department of Educational Leadership and Policies in the College of Education, AAPP was designed originally to address the under-representation 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 historically by the University of South Carolina, the W. K. Kellogg Foundation, and the South Carolina General Assembly, the program recruits doctoral students for disciplines in which African Americans currently are underrepresented among faculty in higher education. 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, to allow for the dissemination of products of scholarship to a broader community. The importance of this series has been voiced by one of our 2002 AAPP graduates, Dr. Shundelle LaTjuan Dogan, formerly an Administrative Fellow at Harvard University, a Program Officer for the Southern Education Foundation, and a Program Officer for the Arthur M. Blank Foundation in Atlanta, Georgia. She is currently a Corporate Citizenship and Corporate Affairs Manager for IBM-International Business Machines in Atlanta, Georgia and has written an impressive Foreword for the 2014 monograph. 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” (AAPP 2003 Monograph, p. xi). The Grace Jordan McFadden Professors Program purports to advance the tradition of spearheading international scholarship in higher education as evidenced through inspiration from this group of interdisciplinary manuscripts. I hope that you will envision these published papers for serving as an invaluable contribution to your own professional and career enhancement. John McFadden, PhD The Benjamin Elijah Mays Distinguished Professor Emeritus Director, Grace Jordan McFadden Professors Program University of South Carolina Columbia, South Carolinahttps://scholarcommons.sc.edu/mcfadden_monographs/1004/thumbnail.jp

Factors That Influence Medical Student Selection of an Emergency Medicine Residency Program: Implications for Training Programs

Objectives:  An understanding of student decision‐making when selecting an emergency medicine (EM) training program is essential for program directors as they enter interview season. To build upon preexisting knowledge, a survey was created to identify and prioritize the factors influencing candidate decision‐making of U.S. medical graduates. Methods:  This was a cross‐sectional, multi‐institutional study that anonymously surveyed U.S. allopathic applicants to EM training programs. It took place in the 3‐week period between the 2011 National Residency Matching Program (NRMP) rank list submission deadline and the announcement of match results. Results:  Of 1,525 invitations to participate, 870 candidates (57%) completed the survey. Overall, 96% of respondents stated that both geographic location and individual program characteristics were important to decision‐making, with approximately equal numbers favoring location when compared to those who favored program characteristics. The most important factors in this regard were preference for a particular geographic location (74.9%, 95% confidence interval [CI] = 72% to 78%) and to be close to spouse, significant other, or family (59.7%, 95% CI = 56% to 63%). Factors pertaining to geographic location tend to be out of the control of the program leadership. The most important program factors include the interview experience (48.9%, 95% CI = 46% to 52%), personal experience with the residents (48.5%, 95% CI = 45% to 52%), and academic reputation (44.9%, 95% CI = 42% to 48%). Unlike location, individual program factors are often either directly or somewhat under the control of the program leadership. Several other factors were ranked as the most important factor a disproportionate number of times, including a rotation in that emergency department (ED), orientation (academic vs. community), and duration of training (3‐year vs. 4‐year programs). For a subset of applicants, these factors had particular importance in overall decision‐making. Conclusions:  The vast majority of applicants to EM residency programs employed a balance of geographic location factors with individual program factors in selecting a residency program. Specific program characteristics represent the greatest opportunity to maximize the success of the immediate interview experience/season, while others provide potential for strategic planning over time. A working knowledge of these results empowers program directors to make informed decisions while providing an appreciation for the limitations in attracting applicants.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91198/1/ACEM_1323_sm_DataSupplementS1.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/91198/2/j.1553-2712.2012.01323.x.pd

Stigma and Fear: the 'Psy Professional' in Cultural Artifacts

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record.The loss of reason called madness provokes perhaps the greatest human fear, for it is reason that dignifies humanity and separates us from beasts. The ‘psy professionals’ - those who prescribe and administer treatments for madness - are frequently portrayed in fiction, film, comics, computer games and entertainments, along with the mad themselves and the asylums that confine them. Overall, these depictions are malign: the reader/watcher/player is encouraged to fear the mad, the madhouse and the mad-doctor. Choosing to use less abrasive vocabulary to name the condition of madness makes no difference to the terror the condition arouses, for the content of many books and games aims to inspire fear. In spite of considerable efforts over many years, the stigma which attaches to mental illness remains firmly in place for patients, while psy professionals also carry their share of “some of the discredit of the stigmatized” (Goffman 1968, p 43) and join patients in a stigmatized group. Popular belief often equates the psy professions with madness (Walter, 1989). This paper explores ways in which the fear of madness, and the stigma which clings to sufferers and their professional carers, is perpetuated by a constant stream of popular cultural artifacts