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Journal articles on the topic 'American School of Osteopathy'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Putschögl, Jürgen, and Gebhard Woisetschläger. "Knowledge of Nutritional Issues among Osteopaths in Austria: A Cross-Sectional Study." European Journal of Osteopathic Research 2, no. 1 (December 18, 2020): 13–19. http://dx.doi.org/10.35740/ejor.2020.2.1.3.

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Introduction: Osteopaths are important actors in the Austrian healthcare system. High prevalence rates for diseases associated with nutrition, as well as studies from other countries, imply that os-teopaths are confronted with questions regarding nutrition in the course of their work. Aim: The purpose of this study was to survey osteopath's knowledge of nutritional issues in a cross-sectional study and analyze factors that influence nutrition knowledge. Furthermore, it will be investigated if osteopaths are confronted with problems or questions regarding nutrition. Material and Methods: With the help of schools of osteopathy all osteopaths, who could be found in Austria, were asked to participate in an online survey. As instruments of research, the General Nutrition Knowledge Questionnaire (GNKQ) and a second questionnaire were used. Results: The average rate of correctly answered questions was 74.4% for the GNKQ and 37.2% for the Temple Questionnaire (n=188). Discussion: Compared to other occupational groups in the American or British healthcare system, Austrian osteopaths' average nutritional knowledge is slightly higher. Only nutrition experts and people employed at centres specializing in eating disorders obtained more favourable results. Fur-ther surveys ought to develop valid instruments for Austria and attempt to define which amount of nutrition knowledge can be considered as adequate for certain occupational groups. Keywords: nutrition knowledge, knowledge of nutritional issues, osteopathy, General Nutrition Knowledge Questionnaire

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Kanze, David M. "Osteopathic Manipulative Medicine in the Era of the Single Accreditation System: Can the Past Guide the Way to the Future of OMM?" AAO Journal 30, no. 1 (March 1, 2020): 17–28. http://dx.doi.org/10.53702/2375-5717-30.1.17.

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Abstract The purpose of this study was twofold: 1) to evaluate the education of osteopathic physicians who integrate osteopathic manipulative medicine in practice and attempt to find key factors that might be viewed as best practices to be adopted by colleges of osteopathic medicine (COMs), Departments of Osteopathic Manipulative Medicine (OMM), and postgraduate training programs; and 2) to evaluate if gross human anatomy was seen as valuable in OMM training. A 31-question, online survey was distributed to English-speaking members of the American Academy of Osteopathy (AAO) in the United States from July through October of 2016. Of the 438 respondents, 325 (74.3%) reported having a mentor in osteopathic manipulative medicine (OMM) or osteopathic manipulative treatment (OMT) while in school. In addition, 270 (61.6%) had dedicated time to practice OMT while in school, with 186 (42.5%) practicing supervised in a school clinic, 340 (77.6%) practicing during an undergraduate rotation, and 244 (55.7%) practicing after school hours. Many of the mentees participated in several of the above activities. Chi square test was applied to participants who are Fellows of the American Academy of Osteopathy (FAAOs). This test revealed that 24 of 26 (92.3%) of FAAOs, who responded, had a mentor, a statistically significant relationship between having an OMT/OMM mentor and becoming an FAAO (P=.03). Almost all survey participants (438 [99.5%]) had some type of gross anatomy while in medical school. The majority of respondents (321 [73.8%]) performed dissections, 81 (18.6%) had both prosection and dissections, 33 (7.6%) only had prosection, and 321 (73.8%) found that it was extremely helpful in their OMM training. In comparison, 341 respondents (78.2%) reported that gross anatomy was important to their specialty. The survey clearly demonstrated that early exposure to an OMM mentor leads to increased use of OMT and OMM and that a strong foundation in gross human anatomy was found to be useful for physicians across specialty training, including OMM.

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3

Phillips, Julie P., Andrea Wendling, Ashley Bentley, Rae Marsee, and Christopher P. Morley. "Trends in US Medical School Contributions to the Family Physician Workforce: 2018 Update From the American Academy of Family Physicians." Family Medicine 51, no. 3 (March 1, 2019): 241–50. http://dx.doi.org/10.22454/fammed.2019.395617.

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Background and Objectives: The United States needs more family physicians. Projections based on current trends show a deficit of 52,000 primary care physicians by 2025. Eight national family medicine (FM) organizations have set an ambitious goal of increasing the proportion of US medical school graduates who enter FM residencies to 25% by 2030. This paper describes the most recent number and percentage of students from each US medical school entering Accreditation Council for Graduate Medical Education (ACGME)-accredited FM residency programs, long-term trends in the contribution of allopathic and osteopathic medical schools to the FM workforce, and medical school characteristics associated with higher proportions of FM graduates. Methods: Data about graduates entering US ACGME-accredited FM residency programs were collected using an annual program census and supplemental sources. Longitudinal census data from allopathic and osteopathic schools were combined to examine trends over time. ANOVA analyses were conducted to compare schools by percent of graduates entering FM, public/private ownership, allopathic/osteopathic, size, and presence of FM department. Medical school length of operation was correlated with percentage of students entering FM. Results: The overall proportion of US students entering ACGME-accredited FM programs has increased modestly over the past decade. Currently, only 12.6% of US allopathic and osteopathic seniors enter ACGME-accredited FM programs. Individual medical schools’ contributions to the FM workforce are described. Conclusions: The proportion of US medical students beginning ACGME-accredited FM residency programs has increased slightly over the last decade. However, significant changes to undergraduate medical education are needed to meet the nation’s primary care needs.

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Freedman, Daniel A., and Dara V. F. Albert. "Opinion and Special Articles: Neurology education at US osteopathic medical schools." Neurology 89, no. 24 (December 11, 2017): e282-e283. http://dx.doi.org/10.1212/wnl.0000000000004750.

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Osteopathic medical schools have a longstanding tradition of training primary care physicians (PCP). Neurologic symptoms are common in the PCP's office and there is an undersupply of neurologists in the United States. It is therefore crucial for osteopathic medical students to have a strong foundation in clinical neurology. Despite the importance, a mere 6% of osteopathic medical schools have required neurology clerkships. Furthermore, exposure to neurology in medical school through required clerkships has been correlated with matching into neurology residency. As osteopathic medical schools continue to expand, it will become increasingly important to emphasize the American Academy Neurology's published guidelines for a core clerkship curriculum. Practicing neurologists should take an active role in encouraging osteopathic medical schools to adopt these guidelines.

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5

Bhatia, Ravnit Kaur, Danielle Cooley, Philip B. Collins, Jennifer Caudle, and Joshua Coren. "Transforming a clerkship with telemedicine." Journal of Osteopathic Medicine 121, no. 1 (January 1, 2021): 43–47. http://dx.doi.org/10.1515/jom-2020-0131.

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Abstract The coronavirus disease 2019 (COVID-19) pandemic had an overwhelming impact on both clinical practices and learning environments. On March 17th, 2020, the American Association of Colleges of Osteopathic Medicine and Commission on Osteopathic College Accreditation issued a statement recommending a “pause” in medical student participation in-person at clinical sites. In response, the Family Medicine Department at the Rowan University School of Osteopathic Medicine recognized the need to evolve the traditional curriculum and quickly transitioned to an online format, incorporating telemedicine into the clerkship. This new model enabled 44 third-year medical students to obtain high-quality, offsite, virtual education and learn new skills.

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6

Slick, Gary L., Sandra Dolan, and Robert E. Draba. "Performance of osteopathic medical school graduates on the American Osteopathic Board of Internal Medicine certifying examinations 1985 to 1994." Journal of the American Osteopathic Association 95, no. 6 (June 1, 1995): 370. http://dx.doi.org/10.7556/jaoa.1995.95.6.370.

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7

Craig, Elise, Erica Brotzman, Benjamin Farthing, Rachel Giesey, and Jenifer Lloyd. "Poor match rates of osteopathic applicants into ACGME dermatology and other competitive specialties." Journal of Osteopathic Medicine 121, no. 3 (February 12, 2021): 281–86. http://dx.doi.org/10.1515/jom-2020-0202.

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Abstract Context There has been a steady increase in the number of osteopathic (DO) medical students in the United States without a corresponding increase in DO representation in competitive specialties. Objectives To investigate the trends and impact of the Accreditation Council for Graduate Medical Education (ACGME) single accreditation system on DO match rates into dermatology and other competitive specialty programs. Methods Information was collected through public databases (Electronic Residency Application Service [ERAS]; National Resident Matching Program [NRMP]; Association of American Medical Colleges [AAMC]; National Match Service, Inc. [NMS]; and the ACGME) to evaluate the match statistics of competitive specialties, including dermatology, otolaryngology, orthopedic surgery, neurosurgery, and plastic surgery. Residency program and medical school websites and residency communications were used to confirm whether the match placements were to programs that had traditionally been ACGME-accredited or former American Osteopathic Association (AOA) programs. Results From 2012 to 2016 (pre-unification), osteopathic graduates comprised only 0.5% of the matches the specific specialties studied here and only 0.9% of ACGME dermatology positions. Post-unification (2017–2019), DOs comprised 2.0% of the matches into these specialties and 4.4% of the total ACGME dermatology positions. This apparent increase is misleading, as it is solely due to the transition of formerly AOA programs to ACGME status. The true post-unification DO match rate to traditionally ACGME programs is actually 0.6% for all competitive specialties and 0.4% for dermatology. Post-unification, 27.6% of formerly AOA positions in these competitive specialties were filled by allopathic (MD) applicants. Conclusions DO match rates into dermatology and other competitive specialties were poor prior to GME unification and continue to remain low. This situation, when coupled with the closing of many AOA programs and MDs matching into former AOA positions, threatens the future of osteopathic physicians in competitive specialties. Osteopathic recognition is one way to potentially help preserve osteopathic representation and philosophy in the single accreditation system era. Programs should not be hesitant to consider osteopathic applicants for competitive specialties.

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Parsons, John T., Scott A. Anderson, Douglas J. Casa, and Brian Hainline. "Preventing catastrophic injury and death in collegiate athletes: interassociation recommendations endorsed by 13 medical and sports medicine organisations." British Journal of Sports Medicine 54, no. 4 (September 19, 2019): 208–15. http://dx.doi.org/10.1136/bjsports-2019-101090.

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The following organisations endorsed this document: American Association of Neurological Surgeons, American Medical Society for Sports Medicine, American Orthopaedic Society for Sports Medicine, American Osteopathic Academy of Sports Medicine, College Athletic Trainers’ Society, Collegiate Strength and Conditioning Coaches Association, Congress of Neurological Surgeons, Korey Stringer Institute, National Athletic Trainers’ Association, National Strength and Conditioning Association, National Operating Committee for Standards on Athletic Equipment, Sports Neuropsychology Society. The following organisation has affirmed the value of this document: American Academy of Neurology.The Second Safety in College Football Summit resulted in interassociation consensus recommendations for three paramount safety issues in collegiate athletics: (1) independent medical care for collegiate athletes; (2) diagnosis and management of sport-related concussion; and (3) year-round football practice contact for collegiate athletes. This document, the fourth arising from the 2016 event, addresses the prevention of catastrophic injury, including traumatic and non-traumatic death, in collegiate athletes. The final recommendations in this document are the result of presentations and discussions on key items that occurred at the summit. After those presentations and discussions, endorsing organisation representatives agreed on 18 foundational statements that became the basis for this consensus paper that has been subsequently reviewed by relevant stakeholders and endorsing organisations. This is the final endorsed document for preventing catastrophic injury and death in collegiate athletes. This document is divided into the following components. (1) Background—this section provides an overview of catastrophic injury and death in collegiate athletes. (2) Interassociation recommendations: preventing catastrophic injury and death in collegiate athletes—this section provides the final recommendations of the medical organisations for preventing catastrophic injuries in collegiate athletes. (3) Interassociation recommendations: checklist—this section provides a checklist for each member school. The checklist statements stem from foundational statements voted on by representatives of medical organisations during the summit, and they serve as the primary vehicle for each member school to implement the prevention recommendations. (4) References—this section provides the relevant references for this document. (5) Appendices—this section lists the foundational statements, agenda, summit attendees and medical organisations that endorsed this document.

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Shea, J. A., J. J. Norcini, and J. A. Benson. "Performances of U.S. osteopathic and Canadian medical school graduates on the American Board of Internal Medicine Certifying Examinations, 1984-1988." Academic Medicine 65, no. 8 (August 1990): 523–6. http://dx.doi.org/10.1097/00001888-199008000-00008.

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Evren, Sevan, Andrew Yuzhong Bi, Shuchi Talwar, Andrew Yeh, and Howard Teitelbaum. "Doctors of osteopathic medicine (DO): a Canadian perspective." Canadian Medical Education Journal 5, no. 1 (December 17, 2014): e62-e64. http://dx.doi.org/10.36834/cmej.36622.

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Background: Doctors of osteopathic medicine (DO) are one of the fastest growing segments of health care professionals in the United States. Although Canada has taken significant leaps in the acknowledgment of US trained DOs, there continues to be a lack of understanding of the profession by Canadian trained physicians. In this article, we provide a brief overview of osteopathic medical education and training in the United States.Method: Current information of osteopathic training by American Association of Colleges of Osteopathic Medicine (AACOM) and American Osteopathic Association (AOA) was presented. Data pertaining to Canadians enrolled in osteopathic colleges was compared with allopathic (MD) and international medical graduates (IMGs).Results: Doctors of osteopathic medicine programs provide an additional pathway for students interested in pursuing a medical education. Canadian applications to osteopathic colleges are expected to grow due to successful post-graduate US residency matching, increased difficulty of matriculating at Canadian medical schools, and a greater awareness of the profession in Canada.Conclusions: Given the increasing enrollment of Canadian students in US osteopathic medical schools, we expect that Canadian DOs will play a significant role in shaping health care in both the US and Canada.

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Nash, K., and S. Vogel. "Developing research at The British School of Osteopathy." Journal of Osteopathic Medicine 5, no. 2 (October 2002): 87–88. http://dx.doi.org/10.1016/s1443-8461(02)80009-0.

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12

Gevitz, Norman. "The “Diplomate in Osteopathy”: From “School of Bones” to “School of Medicine”." Journal of the American Osteopathic Association 114, no. 2 (February 2014): 114–24. http://dx.doi.org/10.7556/jaoa.2014.025.

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13

Klugman, Craig M. "Medical Humanities Teaching in North American Allopathic and Osteopathic Medical Schools." Journal of Medical Humanities 39, no. 4 (November 7, 2017): 473–81. http://dx.doi.org/10.1007/s10912-017-9491-z.

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14

Vyaltsev, A., I. Kachur, and G. Kachur. "Functional Approach in Osteopathy Described in Papers by H. V. Hoover." Russian Osteopathic Journal, no. 1-2 (June 30, 2016): 107–11. http://dx.doi.org/10.32885/2220-0975-2016-1-2-107-111.

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The article presents a brief overview of the papers by H. V. Hoover, published in the American Academy of Applied Osteopathy in the period from 1945 to 1968. The article considers theoretical statements, which serve as a basis for the functional approach in osteopathy and describes the principles of the performance of the functional techniques. The attention is also paid to the advantages of functional techniques and their difference from the structural ones. Functional approach is a manifestation of fundamental principles of osteopathy, that’s why functional techniques must make an integral part of the osteopath’s arsenal.

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Nash, K., and S. Tyreman. "An account of the development of the conceptual basis of osteopathy course at the British School of Osteopathy." International Journal of Osteopathic Medicine 8, no. 1 (March 2005): 29–37. http://dx.doi.org/10.1016/j.ijosm.2005.02.005.

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Patriquin, David A. "1995-1996 Yearbook of the American Academy of Osteopathy: Osteopathic Vision." Journal of the American Osteopathic Association 96, no. 9 (September 1, 1996): 521. http://dx.doi.org/10.7556/jaoa.1996.96.9.521.

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17

Joshi, Vivek R., Michael J. Younger, and Bhargavi Joshi. "Active Learning and Competency Preconditioning Strengthen Osteopathic Medical Student Performance, Physician Attributes, and Competency Assessments." Research and Development in Medical Education 10, no. 1 (July 3, 2021): 10. http://dx.doi.org/10.34172/rdme.2021.010.

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Background: Medical education has been reliant on didactic lectures, which are predominantly teacher-centered learning. Competency-based education was introduced in North America and with this came a paradigm shift in how schools conceptualize curricula and measure learning outcomes. This modern approach started a change away from traditional lecture-based and teacher-centered curricula to a more student-centric approach using various tools. Competency based education is widely regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. Authorities recommend seven core competencies which have various indicators to address student performance. The main purpose of this research is to utilize active learning tools to enhance this approach and then assess competencies in the first year of medical school to improve academic outcomes as well as exposing students to competency domains on which they will be assessed and to ultimately create a complete physician. Methods: The study was conducted at a medical school during the first semester of medical school and included 145 students. Various active learning tools, such as modified case-based learning, quizzes, and case discussions, were used to assess competency in a biochemistry and genetics course, and these were compared to questions based on concepts delivered by the traditional lecture method. Results: Student performance on high-stakes examinations after active learning sessions on content and concepts had statistically higher average percentages on the second, third and fourth examinations. The average Diff (p) for the second, third, and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83, and 0.92) with a positive moderate correlation for the second examination (r= 0.535) and strong positive correlation for the third and fourth examination (r=0.745 and r=0.856) for their final biochemistry grades. Conclusion: The study shows some positive and significant results that active learning methods are a useful and meaningful way to deliver a curriculum for a competency-based education system, and may be better suited than traditional lectures for providing content and assessing competencies which are necessary to become a complete physician.

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Mayer, J. "Jahreskongress der American Academy of Osteopathy (AAO) 2002 20.-24.3.2002, Norfolk/Virginia." Manuelle Medizin 40, no. 4 (August 2002): 240–54. http://dx.doi.org/10.1007/s00337-002-0149-0.

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Fawkes, Carol. "Adrian Barnes MSc(Ost) D.O, Principal of the European School of Osteopathy (ESO)." Manual Therapy 19, no. 3 (June 2014): 177. http://dx.doi.org/10.1016/j.math.2014.04.001.

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Patriquin, David A. "American Academy of Osteopathy 1993 Yearbook: Selected Papers of John Stedman Denslow, DO." Journal of the American Osteopathic Association 94, no. 6 (June 1, 1994): 462. http://dx.doi.org/10.7556/jaoa.1994.94.6.462.

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21

Frey, James H., and John D. Massengale. "American School Sports." Journal of Physical Education, Recreation & Dance 59, no. 6 (August 1988): 40–44. http://dx.doi.org/10.1080/07303084.1988.10609781.

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Rubin, Zachary, and Kristine Blackham. "The State of Radiologic Teaching Practice in Preclinical Medical Education: Survey of American Medical, Osteopathic, and Podiatric Schools." Journal of the American College of Radiology 12, no. 4 (April 2015): 403–8. http://dx.doi.org/10.1016/j.jacr.2014.11.010.

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Corrigan, Dean C. "Reinventing the American School." Kappa Delta Pi Record 28, no. 2 (January 1992): 35–41. http://dx.doi.org/10.1080/00228958.1992.10517873.

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Brooks, J., and AG Pusey. "Osteopathy and its application in the treatment of musculoskeletal dysfunction in horses." BSAP Occasional Publication 35 (2006): 85–93. http://dx.doi.org/10.1017/s0263967x00042592.

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Physical treatments have been found to be effective in treating musculoskeletal problems in the human field (UK BEAM trial, 2004). Osteopathy is one such beneficial treatment, (Williams, Wilkinson, Russell , Edwards, Linck, Hibbs, 2003) which has been applied to musculoskeletal dysfunction in horses. (Colles, Pusey, 2003).Osteopathy as a medical philosophy was developed in the 1880s by Andrew Taylor Still, a doctor from the American mid–west. Dr Still was disillusioned with medical practice at that time when treatments such as bleeding, purgatives and emetics were common practice. Instead, his anatomical studies led him to envisage a system of the healing art, which placed chief emphasis on the structural integrity of the body as being most important in the well being of the organism. In other words, if the structure is normal, then the body can function at optimum levels (Still, 1902). This still forms the basis of the osteopathic philosophy, though the ground breaking new discoveries over the succeeding 125 years have brought a deeper understanding of the mechanisms underpinning this form of treatment (Kuchera, Kuchera, 1992).

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Patriquin, David A. "The Principles of Palpatory Diagnosis and Manipulative Techniques: Yearbook of the American Academy of Osteopathy, 1992." Journal of the American Osteopathic Association 92, no. 6 (June 1, 1992): 709. http://dx.doi.org/10.7556/jaoa.1992.92.6.709.

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Abbey, Hilary, and Lorraine Nanke. "Developing a chronic pain self-management clinic at the British School of Osteopathy: Quantitative pilot study results." International Journal of Osteopathic Medicine 16, no. 1 (March 2013): e11-e12. http://dx.doi.org/10.1016/j.ijosm.2013.01.007.

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Arentsen Morales, Eric, and Andrés Horn Morgenstern. "THE AMERICAN SCHOOL PUERTO MONTT." AUS, no. 5 (2009): 20–23. http://dx.doi.org/10.4206/aus.2009.n5-05.

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Board, Editorial. "American School Health Association News." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): vii—viii. http://dx.doi.org/10.32398/cjhp.v1i1.1652.

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Board, Editorial. "American School Health Association News." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): vii—viii. http://dx.doi.org/10.32398/cjhp.v1i1.371.

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Board, Editorial. "American School Health Association News." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): vii—viii. http://dx.doi.org/10.32398/cjhp.v1i2.1675.

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Board, Editorial. "American School Health Association News." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): vii—viii. http://dx.doi.org/10.32398/cjhp.v1i2.420.

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Board, Editorial. "American School Health Association News." Californian Journal of Health Promotion 1, no. 3 (September 1, 2003): vi. http://dx.doi.org/10.32398/cjhp.v1i3.2098.

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Board, Editorial. "American School Health Association News." Californian Journal of Health Promotion 1, no. 3 (September 1, 2003): vi. http://dx.doi.org/10.32398/cjhp.v1i3.512.

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Wooley, Susan F. "American School Health Association News." Californian Journal of Health Promotion 1, no. 4 (December 1, 2003): vi. http://dx.doi.org/10.32398/cjhp.v1i4.533.

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Wooley, Susan F. "American School Health Association Update." Californian Journal of Health Promotion 5, no. 1 (March 1, 2007): vi. http://dx.doi.org/10.32398/cjhp.v5i1.1793.

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Maliniak, Daniel, and Michael J. Tierney. "The American school of IPE." Review of International Political Economy 16, no. 1 (February 16, 2009): 6–33. http://dx.doi.org/10.1080/09692290802524042.

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Bodenstein, Susan. "The School of American Research." Anthropology News 30, no. 9 (December 1989): 19. http://dx.doi.org/10.1111/an.1989.30.9.19.

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Jenkins, John M. "Rethinking the American High School." International Journal of Educational Reform 5, no. 3 (July 1996): 351–55. http://dx.doi.org/10.1177/105678799600500314.

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Mead, Margaret. "The school in American culture." Society 39, no. 1 (November 2001): 54–62. http://dx.doi.org/10.1007/bf02712620.

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Lewis, Carmen E. "Appeals Court Rejects Federal Jurisdiction over Chiropractors Challenge to Medicare Coverage – Am. Chiropractic Ass'n, Inc. v. Leavitt." Journal of Law, Medicine & Ethics 34, no. 2 (2006): 472–74. http://dx.doi.org/10.1111/j.1748-720x.2006.00056.x.

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The United States Court of Appeals for the District of Columbia Circuit (“Appeals Court”) held that the district court did not have jurisdiction over the American Chiropractor's Association's (“ACA”) federal question claims brought under the Medicare Act, despite affirming the ACA's prudential standing to pursue its claims. The Appeals Court reversed the lower court's decision allowing a doctor of medicine or osteopathy to perform manual manipulations of the spine on Medicare beneficiaries to correct a subluxation.The Medicare program “subsidizes medical insurance for elderly and disabled persons.” An enrollee selects a physician or obtains medical services through a managed-care provider, such as a health maintenance organization (“HMO”).

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O’Malley, Patrick M., Lloyd D. Johnston, Jorge Delva, Jerald G. Bachman, and John E. Schulenberg. "Variation in Obesity Among American Secondary School Students by School and School Characteristics." American Journal of Preventive Medicine 33, no. 4 (October 2007): S187—S194. http://dx.doi.org/10.1016/j.amepre.2007.07.001.

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Schiller, Laura. "Making American Literatures in Middle School." English Journal 89, no. 2 (November 1999): 98. http://dx.doi.org/10.2307/822147.

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Shaheen, Peter. "Making American Literatures in High School." English Journal 89, no. 2 (November 1999): 105. http://dx.doi.org/10.2307/822148.

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John Groenewegen. "The Bloomington School and American Institutionalism." Good Society 20, no. 1 (2011): 15. http://dx.doi.org/10.5325/goodsociety.20.1.0015.

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&NA;, &NA;. "North American Hyperthermia Group, Hyperthermia School." American Journal of Clinical Oncology 12, no. 1 (February 1989): 92. http://dx.doi.org/10.1097/00000421-198902000-00032.

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Donato, Rubén, and Jarrod Hanson. "Mexican-American resistance to school segregation." Phi Delta Kappan 100, no. 5 (January 22, 2019): 39–42. http://dx.doi.org/10.1177/0031721719827545.

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Mexican Americans have a long history in the struggle to end school segregation and achieve educational equality. Rubén Donato and Jarrod Hanson trace that history through a series of court cases that show how their fight for desegregation both intersects with and differs from the more well-known struggle of Black Americans. In some cases, Mexican Americans were determined to be White and therefore not potential victims of racial discrimination, even when school practices showed that their Mexican heritage, rather than differing educational needs, drove district decisions. The authors suggest that advocates of desegregation should avoid accepting the notion that segregation is a natural occurrence but should instead broaden their understanding of what intentional segregation looks like.

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Buckley, Apanakhi. "American Indians fitting into Medical School." Australian Journal of Indigenous Education 27, no. 2 (December 1999): 5–11. http://dx.doi.org/10.1017/s1326011100600522.

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This paper describes a qualitative study of how indigenous people experience medical school in the United States. Nine American Indians and Alaska Natives participated in the study: five women and four men. They came from eight different tribes, but they have asked me to protect their confidentiality, so I will not identify their tribes. Their ages ranged from 27 to 39. Five of them had children. Two of them were unmarried.In the United States, the need for indigenous physicians is great. Twice as many American Indians die from homicide and suicide as non-Indians in the United States (Wallace, Kirk, Houston, Amnest, and Emrich, 1993); three times as many die from accidents and more than four times as many die from alcoholism (Indian Health Service, 1996). Diabetes is rampant among American Indians and Alaska Natives. Women are the hardest hit (Gilliland, Gilliland, and Carter; 1997). More than five times as many American Indian and Alaska Native women die from diabetes than non-Latina white women.

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Patton, Jeffrey C. "The American School Atlas: 1784 - 1900." Cartographic Perspectives, no. 33 (November 10, 2014): 4–32. http://dx.doi.org/10.14714/cp33.1018.

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At the end of the eighteenth century, American school atlases and geographies were created by individual authors who would search for a printer willing to publish their work. By the middle of the nineteenth century, millions of school atlases were being produced by large mapping corporations with sophisticated marketing strategies. This paper discusses the forces which influenced the evolution of the American school atlas and geography text between the years 1784 and 1900, including changes in printing technology and paper, the competitive commercial market, prevailing pedagogies of the American educational system, and the rise of thematic mapping. Elements of cartographic design which were typical of American school atlases are also examined. These include data symbolization, level of generalization, and choice of projection.

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Groenewegen, John. "The Bloomington School and American Institutionalism." Good Society 20, no. 1 (2011): 15–36. http://dx.doi.org/10.1353/gso.2011.0005.

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Levinson, Edward M., and Thomas H. Hohenshil. "Job Satisfaction among American School Psychologists." School Psychology International 8, no. 2-3 (April 1987): 149–51. http://dx.doi.org/10.1177/0143034387082011.

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