Thinking on a Higher Plane: The Evolution of a Strategic Mindset in the Navies of America and Great Britain at the Turn of the Twentieth Century

This dissertation examines how the American and British schools of naval thought matured in the decades surrounding the turn of the twentieth century. Specifically, this is an ideological and institutional comparison of the two navies through the development of higher education for senior officers focused on strategic thinking. These programs helped define the role of naval forces as an element of power projection and influenced the ideology within each navy from a perspective emphasizing command of the sea in support of national interests and objectives. Principal elements discussed are the impact forums like the U. S. Naval Institute and the Royal United Services Institute, the establishment and institutionalization of senior naval colleges, and the publication of important works from theorists like Mahan, Julian Corbett, and others had on the ideological transformation of both navies in this dramatic period of change for the world as a whole. Research questions focusing the exploration and analysis of evidence surrounding this topic include the following and apply to both navies, British and American, unless otherwise stated. How did the development of senior officer education influence the development of naval strategic thought? What were the influences of the physical transformation of naval forces in this period on the development of naval strategic thought? What was the relationship between American and British naval intellectuals and how did that influence the development of naval strategic thought in both navies? How did changes in national interests influence the development of naval strategic thought? All of the questions seek to examine and discover answers surrounding a central point. The development of the naval war colleges in America and Great Britain enabled the intellectual transformation of their naval strategic thought at the turn of the twentieth century and helped define the role of naval forces as an element of power projection in support of national interests and objectives

The genetic architecture of the human cerebral cortex

The cerebral cortex underlies our complex cognitive capabilities, yet little is known about the specific genetic loci that influence human cortical structure. To identify genetic variants that affect cortical structure, we conducted a genome-wide association meta-analysis of brain magnetic resonance imaging data from 51,665 individuals. We analyzed the surface area and average thickness of the whole cortex and 34 regions with known functional specializations. We identified 199 significant loci and found significant enrichment for loci influencing total surface area within regulatory elements that are active during prenatal cortical development, supporting the radial unit hypothesis. Loci that affect regional surface area cluster near genes in Wnt signaling pathways, which influence progenitor expansion and areal identity. Variation in cortical structure is genetically correlated with cognitive function, Parkinson's disease, insomnia, depression, neuroticism, and attention deficit hyperactivity disorder

2015 American Thyroid Association Management Guidelines for Adult Patients with Thyroid Nodules and Differentiated Thyroid Cancer: The American Thyroid Association Guidelines Task Force on Thyroid Nodules and Differentiated Thyroid Cancer

Thyroid nodules are a common clinical problem, and differentiated thyroid cancer is becoming increasingly prevalent. Since the American Thyroid Association's (ATA's) guidelines for the management of these disorders were revised in 2009, significant scientific advances have occurred in the field. The aim of these guidelines is to inform clinicians, patients, researchers, and health policy makers on published evidence relating to the diagnosis and management of thyroid nodules and differentiated thyroid cancer

Experimental Research to Obtain a Better Understanding of the Epidemiology, Transmission and Dispersal of Amphibian Chytrid Fungus in Australian Ecosystems

This is the final report for the project Experimental research to obtain a better understanding of the epidemiology, transmission and dispersal of amphibian chytrid fungus in Australian ecosystems. The report describes factors such as environmental characteristics which favour this serious amphibian pathogen, the potential means of its spread and management implications arising from research outcomes. The rediscovery of the armoured mist frog (Litoria lorica) in a situation offering environmental refuge from the fungus is also detailed. This species had previously been thought to be extinct

Towards Engaged Scholarship

The presenting question for the 2012 Symposium was how can engaged scholarship enhance teaching to prepare students for the legal profession and help to solve the critical problems of the day.12 The event employed a format designed to discover new ways of thinking about engaged scholarship. Each participant was asked to draft and submit in advance brief reflections on this question. At the Symposium, each professor attended seven breakout sessions held throughout the day. At each of these sessions, one participant presented to a small group of professors for ten minutes on her reflections, pinpointing issues, challenges, and themes involved in engaged scholarship; the remaining thirty minutes were spent in discussion with the group led by a facilitator. With three roundtables operating for each of these seven periods, twenty-one sessions were held, enabling each participant to present and to facilitate a forty minute roundtable. Every participant had an opportunity to engage in a small group with all those participating in the Symposium at some point during the day. The breakout sessions were followed by an hour-long wrap up conversation designed to define and discuss the principal issues that participants should address in their final reflections. Part II of this article synthesizes the critical issues presented at the Symposium. Part III contains the reflections of the Symposium participants—a group of scholars deeply focused on the question of what, exactly, engaged scholarship means in an era of fundamental change in legal education. In Part IV, we conclude with several themes that we recommend for our colleagues’ consideration as they reflect on and move us further toward a clear definition of engaged scholarship