Flamingo Vol. IV N 1

Anonymous. Cover. 0. W. Va. Workman. Untitled. Prose. 1. E.S. Untitled. Picture. 5. C.K. They say that the army is getting to be all bunk. Picture. 6. Chef, A. Eight Ball. Prose. 7. Bannister. Untitled. Picture. 8. W.A.V. JANE AND ME. Poem. 9. H.M.K. Environments. Poem. 9. Anonymous. Untitled. Picture. 9. C.H.L. Life. Poem. 9. Anonymous. Untitled. Picture. 9. C.K. MY BIG SISTER, SHE. Poem. 9. C.K. INHERITANCE. Poem. 9. Anonymous. D\u27JA KNOW THIS? Prose. 10. Anonymous. Untitled. Prose. 10. Anonymous. Untitled. Prose. 10. Anonymous. Untitled. Prose. 10. Anonymous. Untitled. Prose. 10. Davis, Dick. Officer of the Guard— If anything moves, you shoot. Sentry — Yes suh, Capting, suh, an\u27 if anything shoots, Ah moves! Picture. 10. Anonymous. Untitled. Prose. 10. E.T. Rhymes of the Campaign. Poem. 10. Anonymous. Untitled. Prose. 10. Anonymous. Untitled. Prose. 10. Anonymous. Untitled. Prose. 10. Anonymous. Untitled. Prose. 10. Anonymous. Untitled. Prose. 10. Anonymous. Military Note: The right weakens. Picture. 10. Keeler, Clyde D. Thots of Camp (sic). Picture. 11. Anonymous. You See Above. Prose. 11. Anonymous. Untitled. Prose. 11. Anonymous. Untitled. Prose. 11. Anonymous. Untitled. Prose. 11. Anonymous. Untitled. Prose. 11. C.K. Army Life. Poem. 11. Anonymous. Untitled. Prose. 11. Anonymous. Untitled. Prose. 11. Anonymous. Untitled. Prose. 11. Anonymous. Charles B. Clark. Picture. 12. Anonymous. Untitled. Prose. 13. Anonymous. Untitled. Prose. 13. Anonymous. Army Record of Colonel Charles B. Clark. Prose. 13. E.T. THE DOUGHBOY AND THE DEMOISELLE. Poem. 13. Anonymous. Untitled. Prose. 13. Anonymous. Untitled. Prose. 13. Anonymous. Untitled. Prose. 13. Anonymous. Untitled. Prose. 13. Anonymous. Untitled. Prose. 13. Anonymous. When. Prose. 14. Anonymous. THE COLONEL. Prose. 15. Anonymous. Yes. Prose. 15. Anonymous. SQUAD, HALT! Prose. 15. Anonymous. Untitled. Picture. 15. Anonymous. Oh Charles, do show me that new step you spoke of, \u27Route Step\u27 I think you called it! Picture. 16. Side-Burns, Robert. Handsome Dick, The Hardy Hash Slinger. Prose. 16. Anonymous. Untitled. Prose. 16. Anonymous. HOW\u27S BUSINESS? Prose. 17. C.K. HUMANUS CORPORIS. Poem 17. Anonymous. Untitled. Prose. 17. Anonymous. Portraits of Local Celebrities Number Two. Picture. 17. Anonymous. Untitled. Prose. 17. G.W. HISTORIC PARALLELS. Poem. 17. Anonymous. BENNY SAYS. Poem. 17. Anonymous. Untitled. Prose. 17. L.H. OCCUPATION. Poem. 18. Anonymous. Untitled. Prose. 18. Anonymous. Untitled. Poem. 18. Anonymous. NEWS NOTE. Prose. 18. Anonymous. AN ECHO OF EXAMS. Poem. 18. Anonymous. Recruiting Officer — Join the army and get the spice of life. Picture. 18. Anonymous. THE IDEAL ROOMMATE. Prose. 18. Anonymous. Untitled. Prose. 18. Anonymous. BENNY SAYS. Prose. 18. G.W. THE OLD ORDER CHANGETH. Poem. 18. Anonymous. GETTING HELP. Prose. 18. Anonymous. Untitled. Prose. 18. Anonymous. Again. Prose. 18. Anonymous. Untitled. Prose. 19. Anonymous. SO THIS IS COLLEGE! Poem. 19. Anonymous. Untitled. Prose. 19. Anonymous. Untitled. Prose. 19. Anonymous. Untitled. Prose. 19. Anonymous. Untitled. Prose. 19. Anonymous. AFTER IT\u27S GONE. Poem. 19. Anonymous. MY BROKEN HEART. Picture. 19. Anonymous. OUR MONTHLY RADIO BEDTIME STORY FOR BOYS AND GIRLS. Prose. 19. Anonymous. Untitled. Prose. 19. Anonymous. SPEAKING OF LITERARY INDIGESTION. Prose. 19. Leau, R. Ates. Untitled. Poem. 20. Anonymous. Untitled. Poem. 20. Anonymous. Untitled. Prose. 20. Anonymous. Untitled. Picture. 20. I. Do. Untitled. Poem. 20. H.K. A Regular Y. W. Candle Service. Picture/Poem. 20. Anonymous. Untitled. Poem. 20. Anonymous. Untitled. Poem. 20. Whocun Tell. Untitled. Poem. 20. Anonymous. Untitled. Prose. 20. Anonymous. Untitled. Prose. 20. Anonymous. Ohio Conference Basketball Champions-Denison. Picture. 21. Grayce. Untitled. Picture. 22. Anonymous. Untitled. Prose. 22. Princeton Tiger. HE HAD CUT OUT THE WILD LIFE. Prose. 22. Green Gander. A GOOD SUBSTITUTE. Prose. 22. Log of U. S. Naval Academy. AYE, AYE! WHAT\u27S HER NAME? Prose. 22. Wag Jag. IT\u27S DIFFERENT IN SHORTHAND. Prose. 22. Siren. REMINISCING. Prose. 22. New York Daily News. Untitled. Prose. 22. Beanpot. PAGE CAESAR. Prose. 22. Fire. Untitled. Prose. 25. Green Gander. Untitled. Prose. 26. Bison. AND CALL AGAIN! Prose. 26. Columbia State. Untitled. Prose. 26. Sour Owl. Untitled. Prose. 26. Jester. Untitled. Prose. 26. Punch Bowl. THE WRONG ROAD. Prose. 26. Awgwan. Untitled. Prose. 26. Sun Dial. Untitled. Prose. 28. Boll Weevil. Untitled. Prose. 28. Sun Dodger. Untitled. Prose. 29. Virginia Reel. Untitled. Prose. 29. Green Gander. CORRECT. Poem. 29. Froth. Untitled. Prose. 31. Parrakeet. AN EXCEPTION. Prose. 31. Yale Record. Untitled. Prose. 31. Lehigh Burr. Untitled. Prose. 31. Phoenix. Untitled. Prose. 31. Phoenix. Untitled. Prose. 31. Lord Jeff. Untitled. Prose. 31. Anonymous. SAY IT ALOUD. Prose. 32. Imp. Untitled. Prose. 32. Sun Dodger. Untitled. Prose. 32. Banter. Untitled. Prose. 32. Lemon Punch. Untitled. Prose. 32. Punch Bowl. Untitled. Prose. 32. Phoenix. Untitled. Prose. 32

The natural rights of children

What does libertarian theory, Murray Rothbard’s theory in particular, tell us about the rights of children? The two foundational principles of Rothbardian libertarianism are the sanctity of private property and the rule of non-aggression. Persons, including children, are “self-owners”. Yet children, at a young age, are not yet capable of functioning fully as “self-owners.” They must be cared for, and the caring will necessarily involve some degree of aggression in the form of supervision and restraint. Parents and other caregivers play the role of trustees; and just as the beneficiary of a trust has the right to petition a court to change trustees or terminate the trustee relationship, so a child, able to express his preferences when it comes to the nature and degree of supervision and restraint to which he will be subjected, should equally enjoy that right while, in terms of property rights, a biological caregiver may have better “title” than an adoptive caregiver to be the child’s “trustee” given the child’s inability to express a preference for one or the other. What may seem to a contemporary sensibility as an extreme degree of childhood independence in the choice of caregivers and other freedom from supervision and restraint was common in pre-industrial America and continues to be the rule in some native culture

Narrative constructions of anorexia and abuse: An athlete's search for meaning in trauma

Interpretive approaches to the study of eating disorders are scarce. Narrative analysis provides an attractive means to address this shortfall and is applied to the life story of Beth, a former elite athlete with experience of anorexia nervosa and, as she revealed, sexual abuse. Six unstructured life history interviews took place yielding more than 9 hours of interview data. Throughout our conversations, Beth constructed multiple, fragile, and sometimes contrasting narrative coherences indicative of a fragmented and uncertain understanding of her life. It is argued that how Beth makes sense of her trauma is consequential for her future experiences

Machine learning for classification of hypertension subtypes using multi-omics: a multi-centre, retrospective, data-driven study

Background: Arterial hypertension is a major cardiovascular risk factor. Identification of secondary hypertension in its various forms is key to preventing and targeting treatment of cardiovascular complications. Simplified diagnostic tests are urgently required to distinguish primary and secondary hypertension to address the current underdiagnosis of the latter. Methods: This study uses Machine Learning (ML) to classify subtypes of endocrine hypertension (EHT) in a large cohort of hypertensive patients using multidimensional omics analysis of plasma and urine samples. We measured 409 multi-omics (MOmics) features including plasma miRNAs (PmiRNA: 173), plasma catechol O-methylated metabolites (PMetas: 4), plasma steroids (PSteroids: 16), urinary steroid metabolites (USteroids: 27), and plasma small metabolites (PSmallMB: 189) in primary hypertension (PHT) patients, EHT patients with either primary aldosteronism (PA), pheochromocytoma/functional paraganglioma (PPGL) or Cushing syndrome (CS) and normotensive volunteers (NV). Biomarker discovery involved selection of disease combination, outlier handling, feature reduction, 8 ML classifiers, class balancing and consideration of different age- and sex-based scenarios. Classifications were evaluated using balanced accuracy, sensitivity, specificity, AUC, F1, and Kappa score. Findings: Complete clinical and biological datasets were generated from 307 subjects (PA=113, PPGL=88, CS=41 and PHT=112). The random forest classifier provided ∼92% balanced accuracy (∼11% improvement on the best mono-omics classifier), with 96% specificity and 0.95 AUC to distinguish one of the four conditions in multi-class ALL-ALL comparisons (PPGL vs PA vs CS vs PHT) on an unseen test set, using 57 MOmics features. For discrimination of EHT (PA + PPGL + CS) vs PHT, the simple logistic classifier achieved 0.96 AUC with 90% sensitivity, and ∼86% specificity, using 37 MOmics features. One PmiRNA (hsa-miR-15a-5p) and two PSmallMB (C9 and PC ae C38:1) features were found to be most discriminating for all disease combinations. Overall, the MOmics-based classifiers were able to provide better classification performance in comparison to mono-omics classifiers. Interpretation: We have developed a ML pipeline to distinguish different EHT subtypes from PHT using multi-omics data. This innovative approach to stratification is an advancement towards the development of a diagnostic tool for EHT patients, significantly increasing testing throughput and accelerating administration of appropriate treatment. Funding: European Union's Horizon 2020 Research and Innovation Programme under Grant Agreement No. 633983, Clinical Research Priority Program of the University of Zurich for the CRPP HYRENE (to Z.E. and F.B.), and Deutsche Forschungsgemeinschaft (CRC/Transregio 205/1)

Immunoglobulin, glucocorticoid, or combination therapy for multisystem inflammatory syndrome in children: a propensity-weighted cohort study

Background: Multisystem inflammatory syndrome in children (MIS-C), a hyperinflammatory condition associated with SARS-CoV-2 infection, has emerged as a serious illness in children worldwide. Immunoglobulin or glucocorticoids, or both, are currently recommended treatments. Methods: The Best Available Treatment Study evaluated immunomodulatory treatments for MIS-C in an international observational cohort. Analysis of the first 614 patients was previously reported. In this propensity-weighted cohort study, clinical and outcome data from children with suspected or proven MIS-C were collected onto a web-based Research Electronic Data Capture database. After excluding neonates and incomplete or duplicate records, inverse probability weighting was used to compare primary treatments with intravenous immunoglobulin, intravenous immunoglobulin plus glucocorticoids, or glucocorticoids alone, using intravenous immunoglobulin as the reference treatment. Primary outcomes were a composite of inotropic or ventilator support from the second day after treatment initiation, or death, and time to improvement on an ordinal clinical severity scale. Secondary outcomes included treatment escalation, clinical deterioration, fever, and coronary artery aneurysm occurrence and resolution. This study is registered with the ISRCTN registry, ISRCTN69546370. Findings: We enrolled 2101 children (aged 0 months to 19 years) with clinically diagnosed MIS-C from 39 countries between June 14, 2020, and April 25, 2022, and, following exclusions, 2009 patients were included for analysis (median age 8·0 years [IQR 4·2–11·4], 1191 [59·3%] male and 818 [40·7%] female, and 825 [41·1%] White). 680 (33·8%) patients received primary treatment with intravenous immunoglobulin, 698 (34·7%) with intravenous immunoglobulin plus glucocorticoids, 487 (24·2%) with glucocorticoids alone; 59 (2·9%) patients received other combinations, including biologicals, and 85 (4·2%) patients received no immunomodulators. There were no significant differences between treatments for primary outcomes for the 1586 patients with complete baseline and outcome data that were considered for primary analysis. Adjusted odds ratios for ventilation, inotropic support, or death were 1·09 (95% CI 0·75–1·58; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids and 0·93 (0·58–1·47; corrected p value=1·00) for glucocorticoids alone, versus intravenous immunoglobulin alone. Adjusted average hazard ratios for time to improvement were 1·04 (95% CI 0·91–1·20; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids, and 0·84 (0·70–1·00; corrected p value=0·22) for glucocorticoids alone, versus intravenous immunoglobulin alone. Treatment escalation was less frequent for intravenous immunoglobulin plus glucocorticoids (OR 0·15 [95% CI 0·11–0·20]; p<0·0001) and glucocorticoids alone (0·68 [0·50–0·93]; p=0·014) versus intravenous immunoglobulin alone. Persistent fever (from day 2 onward) was less common with intravenous immunoglobulin plus glucocorticoids compared with either intravenous immunoglobulin alone (OR 0·50 [95% CI 0·38–0·67]; p<0·0001) or glucocorticoids alone (0·63 [0·45–0·88]; p=0·0058). Coronary artery aneurysm occurrence and resolution did not differ significantly between treatment groups. Interpretation: Recovery rates, including occurrence and resolution of coronary artery aneurysms, were similar for primary treatment with intravenous immunoglobulin when compared to glucocorticoids or intravenous immunoglobulin plus glucocorticoids. Initial treatment with glucocorticoids appears to be a safe alternative to immunoglobulin or combined therapy, and might be advantageous in view of the cost and limited availability of intravenous immunoglobulin in many countries. Funding: Imperial College London, the European Union's Horizon 2020, Wellcome Trust, the Medical Research Foundation, UK National Institute for Health and Care Research, and National Institutes of Health

Exploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise

BACKGROUND: Medical schools differ, particularly in their teaching, but it is unclear whether such differences matter, although influential claims are often made. The Medical School Differences (MedDifs) study brings together a wide range of measures of UK medical schools, including postgraduate performance, fitness to practise issues, specialty choice, preparedness, satisfaction, teaching styles, entry criteria and institutional factors. METHOD: Aggregated data were collected for 50 measures across 29 UK medical schools. Data include institutional history (e.g. rate of production of hospital and GP specialists in the past), curricular influences (e.g. PBL schools, spend per student, staff-student ratio), selection measures (e.g. entry grades), teaching and assessment (e.g. traditional vs PBL, specialty teaching, self-regulated learning), student satisfaction, Foundation selection scores, Foundation satisfaction, postgraduate examination performance and fitness to practise (postgraduate progression, GMC sanctions). Six specialties (General Practice, Psychiatry, Anaesthetics, Obstetrics and Gynaecology, Internal Medicine, Surgery) were examined in more detail. RESULTS: Medical school differences are stable across time (median alpha = 0.835). The 50 measures were highly correlated, 395 (32.2%) of 1225 correlations being significant with p < 0.05, and 201 (16.4%) reached a Tukey-adjusted criterion of p < 0.0025. Problem-based learning (PBL) schools differ on many measures, including lower performance on postgraduate assessments. While these are in part explained by lower entry grades, a surprising finding is that schools such as PBL schools which reported greater student satisfaction with feedback also showed lower performance at postgraduate examinations. More medical school teaching of psychiatry, surgery and anaesthetics did not result in more specialist trainees. Schools that taught more general practice did have more graduates entering GP training, but those graduates performed less well in MRCGP examinations, the negative correlation resulting from numbers of GP trainees and exam outcomes being affected both by non-traditional teaching and by greater historical production of GPs. Postgraduate exam outcomes were also higher in schools with more self-regulated learning, but lower in larger medical schools. A path model for 29 measures found a complex causal nexus, most measures causing or being caused by other measures. Postgraduate exam performance was influenced by earlier attainment, at entry to Foundation and entry to medical school (the so-called academic backbone), and by self-regulated learning. Foundation measures of satisfaction, including preparedness, had no subsequent influence on outcomes. Fitness to practise issues were more frequent in schools producing more male graduates and more GPs. CONCLUSIONS: Medical schools differ in large numbers of ways that are causally interconnected. Differences between schools in postgraduate examination performance, training problems and GMC sanctions have important implications for the quality of patient care and patient safety

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

BACKGROUND: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). METHOD: The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. RESULTS: A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. DISCUSSION: UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training

Race, circulation, and the city: the case of the Chicago city sticker controversy

The city sticker controversy began when an anonymous, openly racist blog accused a Latino boy of smuggling gang imagery into his contest-winning design for the 2012 Chicago vehicle sticker. It continued when mainstream media outlets repeatedly cited the blog’s accusations without acknowledging its racism. I argue that a form of circulation that contains bodies of color and promotes the mobility of other bodies helped to secure the credibility of the blog’s claims, consolidating the association of bodies of color with gang violence. I explore the relationships among the processes and practices of urban circulation, race, digital media, and mainstream media

Relapse prevention for addictive behaviors

The Relapse Prevention (RP) model has been a mainstay of addictions theory and treatment since its introduction three decades ago. This paper provides an overview and update of RP for addictive behaviors with a focus on developments over the last decade (2000-2010). Major treatment outcome studies and meta-analyses are summarized, as are selected empirical findings relevant to the tenets of the RP model. Notable advances in RP in the last decade include the introduction of a reformulated cognitive-behavioral model of relapse, the application of advanced statistical methods to model relapse in large randomized trials, and the development of mindfulness-based relapse prevention. We also review the emergent literature on genetic correlates of relapse following pharmacological and behavioral treatments. The continued influence of RP is evidenced by its integration in most cognitive-behavioral substance use interventions. However, the tendency to subsume RP within other treatment modalities has posed a barrier to systematic evaluation of the RP model. Overall, RP remains an influential cognitive-behavioral framework that can inform both theoretical and clinical approaches to understanding and facilitating behavior change