Publication Type: Proceeding

Publication Type: Abstract
Abstract: OBJECTIVES: The purpose of this project is to determine activities APE students, faculty and community pharmacy preceptors believe should be contained within the Community APE. ACPE standards and guidelines emphasize that APEs should focus on patient care and the pharmaceutical care model. Currently, community experiences primarily focus on medication dispensing functions. This study provides these stakeholders the opportunity to provide input concerning the content of community APEs.

METHODS: A 29 question survey was administered to fourth year students, ULM faculty, and community pharmacy preceptors to determine their beliefs concerning Community APE content. Participants were asked to indicate the extent to which they agreed or disagreed with each of the 29 items using a 5-point Likert scale. Validity and reliability testing was performed. The survey was administered on-line using createsurvey.com; however, a paper survey was provided as a convenient alternative.

RESULTS: The survey was administered to 24 faculty, 118 students, and 266 community preceptors. Results are pending.

IMPLICATIONS: In December 2006, a group of community pharmacy supervisors from 5 different chains met with the ULM Office of Experiential Education to discuss revision of the community APE syllabus. The group agreed upon the incorporation of certain activities that would shift the focus of the experience to a higher level of patient care. They further determined that these changes would be beneficial and feasible in the community setting. The intent of this survey is to evaluate the response of the stakeholders regarding these changes.

Publication Type: Internal Paper
Abstract: Edgar Rice Burroughs’s famous novel Tarzan of the Apes captured the American imagination in 1914, becoming a best seller and launching an equally lucrative serial. Twenty four novels comprise the Tarzan series, which chronicles the adventures of an English lord born in the jungles of Africa and raised by a band of apes. Subject to many cinematic adaptations, most notably the 1932 version (which made Johnny Weissmuller an international movie star) and Disney’s 1999 animated movie, arguably Tarzan occupies an unparalleled space in Western popular culture. The recent success of WB’s 2003 Tarzan series and Broadway’s Tarzan the Musical further evinces Tarzan’s popularity among generations of Americans. Revealingly, the “Disneyfication” and other sanitized portrayals of the “Lord of the Apes” have obfuscated (or wilfully denied) the novel’s origins in an era when discourses on race, evolution, and imperialism embedded the very fabric of Western intellectual and popular thought.
Burroughs’s Tarzan was not simply a character designed to amuse children or adults. Rather, the Tarzan that appears in the first novel of the series reflected the author’s serious deliberation on issues most pressing to his generation. Burroughs’s narrative assumed an audience versed in the cultural and political debates of the late nineteenth and early twentieth centuries—namely, (1) colonialism, more specifically, the “Congo Question”; (2) Darwinian evolution and the so-called ape-theory of man’s origins; (3) the “Negro” character; and (4) the “nature” of women. Accordingly, this paper presents Tarzan of the Apes as an evolutionary colonial narrative, wherein two white male characters, Tarzan and his father John Clayton, embody the colonizing power and evolutionary superiority of the Anglo-Saxon male.
Drawing upon Patrick Sharp’s analysis of Darwin’s “man the toolmaker” (Savage Perils, 31-47), the paper explores the ways in which these two characters colonize bodies and landscapes in an effort to “survive” the jungle. Clayton’s failed mission to investigate “conditions in a British West Coast African Colony” and the Belgians’ forcible collection of rubber and ivory in the Congo region provides the context for Burroughs’s dialogue on race, imperialism, and evolution. The paper concludes by demonstrating how Burroughs’s literary restaging of evolution postulates that only through violent dominion over “beast” and “savage”—a modification of Roosevelt’s “strenuous life”—can the white man demonstrate his biological and mental superiority. The elder Lord Greystoke fails to survive the “primeval forest” not because of his intellectual faculties or technological know-how, but due to his inability to regenerate himself through immersion in “primitive violence.” Clayton’s mastery of the rifle cannot sustain him in a world where hand-to-hand combat determines the “survival of the fittest.” Additionally, Clayton cannot protect his fragile wife, who, evolutionarily speaking, is impossible of possessing a “man’s philosophy.” Her biological imperative to “see with [her] heart rather than [her] head” (19) prevents her from contributing to their survival. Ultimately, it is the primeval couple, Tarzan and Jane Porter who survive the jungle and return to “civilization.”

Publication Type: Abstract
Abstract: Background: Accreditation Council for Pharmacy Education recently proposed an optimal P/S ratio of 1:1 on APEs. Intuitively, such a ratio enables an optimal learning environment; however, objective evidence to support this 1:1 ratio is lacking. The objective of this study is to compare the preceptor and student evaluations of 1:1 vs. 1:2 P/S ratios on APE.

Methods: IRB approval was obtained. Clerkship records of students assigned to full-time faculty preceptors between August 2003 and December 2005 were reviewed to identify cases and controls. Cases were identified as a sole student assigned to the preceptor (P/S 1:1) and controls as students assigned to the same preceptor/rotation with P/S of 1:2. Further, cases and controls were matched for program (accelerated vs traditional) and timing of rotation (+/- 3 modules apart from case). The primary outcome measure was the student and preceptor evaluation; numeric data were compared using non-parametric tests. Written comments specific to the presence/absence of an additional student were evaluated for a preference of P/S 1:1 or 1:2.

Results: Twenty –two case/control pairs of students assigned to 15 preceptors were identified. Comparison of 33 student and 20 preceptor numeric evaluation items demonstrated no differences (p > 0.14). Five students (3 cases, 2 controls) and 5 preceptors (3 cases, 2 controls) offered comment; of students, 3 preferred 1:2, and 2 preferred 1:1; of preceptors, 2 preferred 1:2 and 3 were neutral.

Implications: This small sample shows no difference in student or preceptor evaluations with respect to P/S ratios of 1:1 or 1:2.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: To underestimate the role of film in contemporary society is to ignore the historical influence that it has had in constructing identity, both of community and Self. The following paper looks at the film Fire, a 1996 release by Indian born Canadian film maker, Deepa Mehta. Specifically, the paper discusses the controversy surrounding a review of Fire in India’s renowned women’s magazine Manushi . It attempts to connect the various dialogues that arose on the South Asian Women’s Network (SAWNET) in reaction to the review and looks at the identities that were constructed both in denouncement and defense of the film. An analysis of the reactions from the members of SAWNET, who are women in and outside of India, both lesbian and heterosexual, highlight the complexity of claiming “authenticity” as Indians, especially Indian women, “outside” of India and the struggle to balance pastoralized tradition with new world (post)modernity.