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This document provides baseline demographic data of acute pancreatitis patients categorized based on obesity and malnutrition criteria, comparing clinical parameters across four patient groups.
Year: 2023
Region / city: Not specified
Theme: Acute pancreatitis, Obesity, Malnutrition
Document type: Research data table
Author: Not specified
Target audience: Medical professionals, Researchers
Period of validity: Not specified
Approval date: Not specified
Date of changes: Not specified
Price: 8 / 10 USD
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EPI 293: Analysis of Genetic Association Studies, 2021–2022 Winter (Remote Learning Mode)
Year: 2021–2022
Term: Winter
Course Code: EPI 293
Course Title: Analysis of Genetic Association Studies
Instruction Mode: Remote Learning Mode
Institution: Harvard T.H. Chan School of Public Health
University: Harvard University
Departments: Department of Epidemiology; Department of Biostatistics
Instructor: Liming Liang, Ph.D.
Instructor Title: Associate Professor of Statistical Genetics
Assistant: Rebecca Basaldua
Teaching Assistants: Zicheng Wang; Jiaxuan (Jessie) Liu, MPH
Course Website Platform: Canvas
Online Meeting Platform: Zoom
Prerequisites: BST201 and (BST210 or BST213 or EPI204) and (ID200 or EPI200 or EPI201 or EPI505 or EPI500 or ID201); may not be taken concurrently
Assessment: Final project; lab assignments; class participation
Grading Criteria: Final project (50%); lab assignments (30%); class participation (20%)
Schedule: January 10–21, 2022
Topics: Molecular and population genetics; haplotypes and linkage disequilibrium; genome-wide association studies; genotype imputation; population stratification; gene-environment and gene-gene interaction; microarray and sequencing data analysis; rare variants; genetics simulation studies
Required Skills: Familiarity with R and UNIX computing environment
Unit 5: Crisis of Authority, Part B. Domestic29.1 – Taking on SegregationHow had migration of African Americans after the Civil War and the World Wars affected civil rights in different regions of the U.S.? (p. 907-08)Describe the role of the NAACP in the Brown v. Board of Education case and Little Rock crisis. What was the outcome? (p. 908-10, 914-15)How did the Montgomery bus boycott affect the lives of those who participated? (p. 911)Who were the significant influences on MLK’s “soul force” philosophy? (p. 911)Who led the Greensboro sit-ins? How affective were they? (p. 912-13) 29.2 – The Triumphs of a CrusadeWho were the Freedom Riders? How did the government respond to their efforts? (p. 916-17)Why did the riots in Birmingham cause such a public outcry? What was the outcome? (p. 918-20)How did Civil Rights leaders respond to the bill JFK sent to Congress? Were they successful? (p. 920)Describe the Freedom Summer and the Selma Campaign. (p. 921-22)What were the effects of the Voting Rights Act of 1965? (p. 922) 29.3 – Challenges and Changes in the MovementWhy did some African Americans in the northern cities turn to violence? (p. 924-25)Compare and contrast the beliefs and methods of Malcolm X and the Black Panthers. (p. 925-27)Describe the change in the SNCC and CORE strategy in 1966. (p. 926)What were two effects of the assassination of MLK? (p. 927-28)Identify the major gains and limitations of the Civil Rights movement. (p. 928-29) 28.3 – The Great SocietyWhy was LBJ considered a “New Dealer”? What role did he play in the Civil Rights movement? (p. 893-94, box on p. 896)Explain the War on Poverty. (p. 894)Identify the other major reforms of the Great Society. (p. 895-97)What do these Supreme Court cases have in common: Baker v. Carr, Mapp v. Ohio, and Gideon v. Wainwright? (p. 897-98)Why could it be argued that one of the greatest casualties of the Vietnam War was the Great Society? (p. 899, 947) 31.1 – Latinos and Native Americans Seek EqualityIn addition to Mexican Americans, what other Latino groups live in the United States? What conditions in their home countries caused them to immigrate? (p. 974-75)What affect did César Chávez have on the Latino community? (p. 976)Identify an action taken by Congress in 1968 to help improve conditions for Latinos? (p. 976)What conditions led to the rise of the American Indian Movement? What strategies did they use to protest? (p. 977)How did Congress and the federal courts respond to requests by Native American groups? (p. 978-79)31.2 – Women Fight for EqualityAccording to Betty Friedan, what is the “problem with no name”? (p. 982)What types of inequality did women face in the workforce and the political arena? How did the National Organization of Women work to address these issues? (p. 983-84)What was the effect of Roe v. Wade? (p. 985, 1046)Why did the Equal Rights Amendment (ERA) fail? (p. 985-86)Identify three gains made by the women’s movement in the 1970s. (p. 986) 32.1 – The Nixon AdministrationHow was Nixon’s New Federalism a response to LBJ’s Great Society? In what ways did Nixon both work with and against the Democratic-controlled Congress? (p. 1000-02)Explain the reason for and effect of Nixon’s Southern strategy. (p. 1003-04) 32.2 – Watergate: Nixon’s DownfallWhy do some historians say the presidency had become too powerful? (p. 1008-09)Describe the Watergate burglary and cover-up. (p. 1009-11)Explain the battle over the Nixon Tapes. What was the Supreme Court’s decision in U.S. v. Nixon? (p. 1011-13)At what point did Nixon resign, and why? (p. 1012-13)How did Ford become VP, and then President? (p. 1011, 1013) 32.3 – The Ford and Carter YearsWhy did Ford choose to pardon Nixon? (p. 1016-17)Explain the WIN program, including its goals and effects. (p. 1017)How well did the “tight money” policy work? (p. 1017)
Year: 1960s-1970s
Region: United States
Topic: Civil Rights Movement, Social Reforms, Political History
Document Type: Educational Textbook Chapter
Author: Unspecified (Educational Textbook)
Target Audience: Students, Educators
Period of Validity: Historical context, relevant for 1960s-1970s
Approval Date: Not specified
Amendment Date: Not specified
Topics: PMABMI GLIM 293