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This dissertation uses a historical approach to the study of Nuyorican identity and its contribution to new forms of intellectualism. Nuyorican identity is constructed by culture, race, gender, socioeconomics, linguistics, ideology, social access, and other factors. These social dynamics shape Nuyorican organic intellectualism as a powerful form of knowledge production and conceptual insight that has been widely misrepresented in institutions of higher education. Chapters One and Two discuss organic intellectualism as a compelling scholarly discourse in the process comparing it to more traditional intellectual forms. Chapter Three discusses critical multiculturalism as a theoretical/pedagogical tool that can be used to teach concepts pertaining to organic intellectualism while pursuing a socially just and challenging curriculum. Throughout the dissertation historiographical interpretive methods are employed, aiding in the development of new pedagogical practices that can be used to help students understand the work and ideological insights of the Nuyorican organic intellectuals. Identifying Nuyorican organic intellectuals as important contributors the canon of higher education helps both traditional and organic intellectuals become more aware of pedagogical and ideological alternatives while expanding scholarly consciousness. Chapter Four, the methodological chapter, describes the use of socially theoretically informed historical research methods to analyze Nuyorican poetry and literature. In Chapter Five I build upon these historiographical interpretations of Nuyorican organicism in an exploration of my own personal experiences as a college professor with knowledge production vis-a-vis issues of organic intellectualism. Chapters Six and Seven extend my analysis of Nuyorican and Puerto Rican identity/intellectualism, focusing on the analysis of government documents on Puerto Rican immigration, cultural manifestos, poetry, literature, music, films and biographies. Chapter Eight uses the analysis of the first seven chapters to develop a new multicultural pedagogy that draws upon the dissertation's multiple theoretical concepts, and organic knowledges. This chapter also devises new ways to employ these tools in the struggle to understand and facilitate the academic success of oppressed students. Chapter Nine summarizes the central points of the dissertation, reinforces the call for the use of Nuyorican poetry and organic intellectualism in higher education, and concludes with a delineation of research needed on these topics in the future.

We live in an era where our view of school is reduced by a superficial public conversation. In this context, the complexity of the educational process and the debate over the purpose of schooling is lost. This book brings together leading scholars of education to analyze these issues and engage the public in different ways of looking at school.

You walk into a classroom full of your new students. You see faces, and multiple bodies, but through quick glances you cannot recognize race or gender, unless there are “tokens” of each, which makes it hard to forget their individual names later during the course of the semester. The difficulty may arise if there are two tokens among waves of the same. Meaning two faces of color among several white faces. During the hordes of your teaching sessions, you begin a bond with the homogenous group except for the two “tokens.” During the semester you keep confusing the names of the two tokens. One would think it is easy to confuse the two. They share the same skin color to you, although one is lighter than the other, what appears to you as the same hair texture, they could both be racially “mixed,” but the fact is, that while they look alike to you they together look nothing like the rest of the class.

ObjectivesThe objective of COAST-Y was to evaluate the effect of continuing versus withdrawing ixekizumab (IXE) in patients with axial spondyloarthritis (axSpA) who had achieved remission.MethodsCOAST-Y is an ongoing, phase III, long-term extension study that included a double-blind, placebo (PBO)-controlled, randomised withdrawal-retreatment period (RWRP). Patients who completed the originating 52-week COAST-V, COAST-W or COAST-X studies entered a 24-week lead-in period and continued either 80 mg IXE every 2 (Q2W) or 4 weeks (Q4W). Patients who achieved remission (an Ankylosing Spondylitis Disease Activity Score (ASDAS)<1.3 at least once at week 16 or week 20, and <2.1 at both visits) were randomly assigned equally at week 24 to continue IXE Q4W, IXE Q2W or withdraw to PBO in a blinded fashion. The primary endpoint was the proportion of flare-free patients (flare: ASDAS≥2.1 at two consecutive visits or ASDAS>3.5 at any visit) after the 40-week RWRP, with time-to-flare as a major secondary endpoint.ResultsOf 773 enrolled patients, 741 completed the 24-week lead-in period and 155 entered the RWRP. Forty weeks after randomised withdrawal, 83.3% of patients in the combined IXE (85/102, p<0.001), IXE Q4W (40/48, p=0.003) and IXE Q2W (45/54, p=0.001) groups remained flare-free versus 54.7% in the PBO group (29/53). Continuing IXE significantly delayed time-to-flare versus PBO, with most patients remaining flare-free for up to 20 weeks after IXE withdrawal.ConclusionsPatients with axSpA who continued treatment with IXE were significantly less likely to flare and had significantly delayed time-to-flare compared with patients who withdrew to PBO.

Background Teaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses. To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review. Methods We searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers. Results Of 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool. Conclusion There is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect.

The tropical Atlantic is home to multiple coupled climate variations covering a wide range of timescales and impacting societally relevant phenomena such as continental rainfall, Atlantic hurricane activity, oceanic biological productivity, and atmospheric circulation in the equatorial Pacific. The tropical Atlantic also connects the southern and northern branches of the Atlantic meridional overturning circulation and receives freshwater input from some of the world’s largest rivers. To address these diverse, unique, and interconnected research challenges, a rich network of ocean observations has developed, building on the backbone of the Prediction and Research Moored Array in the Tropical Atlantic (PIRATA). This network has evolved naturally over time and out of necessity in order to address the most important outstanding scientific questions and to improve predictions of tropical Atlantic severe weather and global climate variability and change. The tropical Atlantic observing system is motivated by goals to understand and better predict phenomena such as tropical Atlantic interannual to decadal variability and climate change; multidecadal variability and its links to the meridional overturning circulation; air-sea fluxes of CO2 and their implications for the fate of anthropogenic CO2; the Amazon River plume and its interactions with biogeochemistry, vertical mixing, and hurricanes; the highly productive eastern boundary and equatorial upwelling systems; and oceanic oxygen minimum zones, their impacts on biogeochemical cycles and marine ecosystems, and their feedbacks to climate. Past success of the tropical Atlantic observing system is the result of an international commitment to sustained observations and scientific cooperation, a willingness to evolve with changing research and monitoring needs, and a desire to share data openly with the scientific community and operational centers. The observing system must continue to evolve in order to meet an expanding set of research priorities and operational challenges. This paper discusses the tropical Atlantic observing system, including emerging scientific questions that demand sustained ocean observations, the potential for further integration of the observing system, and the requirements for sustaining and enhancing the tropical Atlantic observing system.