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American University (american + university)
Selected AbstractsThrombotic thrombocytopenic purpura: 24 years of experience at the American University of Beirut Medical CenterJOURNAL OF CLINICAL APHERESIS, Issue 3 2004Ali Shamseddine Abstract Thrombotic thrombocytopenic purpura (TTP) is a hematological syndrome defined by the presence of thrombocytopenia and microangiopathic hemolytic anemia without a clinically apparent etiology. Patients may also suffer from fever in addition to neurological and renal impairment. Treatment should be initiated as soon as possible, otherwise this rare disease can be fatal. The main treatment options include therapeutic plasma exchange, fresh frozen plasma infusion, and adjuvant agents such as steroids and antiplatelet drugs. A search of patient records was carried out at the American University of Beirut Medical Center looking for patients who developed TTP over a 24-year period extending from 1980 to 2003. Relevant information was collected and analyzed. A total of 47 records were found. All presented with anemia and thrombocytopenia, 83% had neurological symptoms, 61.7% had fever and 34% had renal impairment. All patients were treated with a multimodality regimen including therapeutic plasma exchange, FFP infusion, steroids, antiplatelet agents, vincristine and others. 38 (81%) cases achieved complete remission. Out of these, 12 (31.6%) relapsed and responded to treatment. Patients who did not receive plasma exchange were more likely to relapse (P = 0.032). A second relapse was observed in 6 cases. The overall mortality rate from TTP over 24 years was 21.3%. TTP remains a fatal disease. A high index of suspicion should, therefore, always be present. Treatment options should be further developed and patients should directly be referred to tertiary care centers. J. Clin. Apheresis 19:119,124, 2004. © 2004 Wiley-Liss, Inc. [source] The reforms in general education at American UniversityNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 125 2004Haig Mardirosian How do evolving academic priorities influence the review and reform of a pioneering general education program? [source] Big Questions for a Significant Public AdministrationPUBLIC ADMINISTRATION REVIEW, Issue 2 2001John J. Kirlin During the 1999 "Building Bridges Tour" (see Stivers 2000), PAR readers encouraged the editors to focus more attention on the so-called "Big Questions/Big Issues" of the field of public administration. In response to this suggestion, we created a new forum for scholarly discourse simply called "Big Questions/Big Issues." This inaugural forum begins with a context setting essay by John Kirlin,a leading proponent of the Big Questions/Big Issues perspective. Kirlin' essay is immediately followed by Laurence E. Lynn Jr.'s thought provoking piece, "The Myth of the Bureaucratic Paradigm: What Traditional Public Administration Really Stood For." Lynn' essay is important for it takes to task those who carelessly attack "traditional public administration." We asked J. Patrick Dobel (University of Washington), David Rosenbloom (American University), Norma Riccucci (State University of New York at Albany), and James Svara (North Carolina State) to respond to Lynn' essay. We invite PAR readers to join the conversation using PAR' message board online at ASPA's Online Community (http://www.memberconnections.com/aspa/) or by writing directly to theauthors and/or editors.,LDT [source] Faith, hope and money: the Jesuits and the genesis of fundraising for education, 1550,1650*HISTORICAL RESEARCH, Issue 214 2008Dame Olwen Hufton The Society of Jesus in the early modern period produced the largest network of schools the world had known and left an indelible mark on the structures of schooling in Europe into modern times. The distinctive schools were substantial and offered a mixture of civic humanism based on classical texts and theological studies but also, according to place, languages and mathematics, all offered without cost to parents. How was the money raised to build and sustain these institutions by a mendicant order? It is here argued that we see the first indications of the kind of fundraising activities practised by modern front-rank American universities, including building up significant friends, producing newsletters and publications, suppressing mention of failures and accentuating successes and involving a broad spectrum of influential people of both sexes in the expansion process. The author's intent is to argue for a more nuanced approach to the motives of donors than that current in recent historiography. [source] Supply-Side Innovation and Technology CommercializationJOURNAL OF MANAGEMENT STUDIES, Issue 4 2009Gideon D. Markman abstract The majority of research and practice tends to conceptualize innovation as a vertically coupled, intra-organizational process. We expand this perspective by conceptualizing innovation as a vertically decoupled, inter-organizational process and by studying the role of research universities as suppliers of discoveries to this market for innovation. We combined logic from agency and real options theories to explain why the outcomes of technology commercialization are a function of licensing strategies, the autonomy of technology licensing offices (TLOs), and the incentives bestowed on scientists, research departments, and TLO officers. We rely on data from licensing surveys, interviews with 128 TLO directors, and , for convergent validity , from web-based searches of the TLOs of American universities and the US Patent and Trademark Office. Results suggest that commercialization outcomes (in this case, revenue and start-up creation) are enhanced when TLOs employ diverse licensing strategies, TLOs enjoy greater autonomy, universities share revenues with scientists' departments, and universities compensate TLOs officers well. Results also show that late entrants , typically underperforming universities , inflate royalty shares to scientists as a means to rectify their commercialization record. We conclude with a discussion of this study's contribution to the literature on innovation and technology commercialization. [source] The Nature of the Gift: Accountability and the Professor-Student RelationshipEDUCATIONAL PHILOSOPHY AND THEORY, Issue 6 2007Ana M. Martínez-Alemán Abstract In this paper I introduce the theory of gift giving as a possible means to reconcile the contradictions inherent in accountability measures of ,faculty productivity' in the American university. In this paper I sketch the theory of gift economies to show how, given the historical ideals that characterize the faculty-student relationship, a theory of gift giving could help us better judge the labor of the faculty. I suggest that it is the relational character of teaching that frustrates accountability measures and that perhaps if viewed as a gift economy,and in particular an economy with ,reproductive' ends,we could better grasp the effectiveness of these relationships. [source] Living and Teaching Across CulturesINTERNATIONAL STUDIES PERSPECTIVES, Issue 2 2001Raymond Cohen As long as one lives within the confines of a single culture it is difficult to achieve cross-cultural awareness. Multiculturalism is often simply the tolerance of a dominant culture for minority cultures. Cross-cultural awareness is a state of mind in which one is alert to alternity, the existence of others possessing different and equally valid world views and ways of life. This can be acquired living within or alongside other cultures, when one's own and others' strangeness become readily apparent. Culture shock involves just such a realization. The challenge for the teacher of international relations is to convey the possibility of alternity to students in the classroom. After all, international relations is above all about the interaction between communities possessing separate identities and autonomous wills. The article discusses ways of cultivating cross-cultural awareness, comparing the difficulties of doing so in a society under siege,Israel,with the greater scope available in the cosmopolitan setting of an elite American university. [source] Using the Computer to Compare Foreign and Native Language Writing Processes: A Statistical and Case Study ApproachMODERN LANGUAGE JOURNAL, Issue 2 2000Helga Thorson Writing process research has attracted significant attention in English composition studies. However, much less research exists on the relationship between foreign language (FL) and first language (L1) writing processes. This study focuses on whether university students studying a FL (in this case German) at an American university use the same processes and writing strategies in FL and L1 writing in two different genres (letter and article). Using a computerized tracking device, individual writing sessions were analyzed through statistical techniques and individual case studies. Statistical results provided evidence that students wrote less, but revised more, when writing in the FL than in the L1. In their L1, students tended to revise less in the letter genre than when writing an article. The author advocates using the computer for writing process research, given that it is an unobtrusive and efficient method of data collection and because it provides researchers with an easy way to replicate research and to share data. [source] | ||||||||||||||||