News Article | November 3, 2016
International law firm Greenberg Traurig P.A. today announced the addition of former Florida Agency for Healthcare Administration (AHCA) Secretary Liz Dudek as Director of Healthcare Affairs. Based in the Tallahassee office, Dudek will join the firm’s state and national Health & FDA Business Practice, as well as the Government Law and Policy Practice. “I am thrilled to be adding a well-respected health care professional like Liz to Greenberg Traurig’s team here in Tallahassee. Her extensive experience in the public sector will complement our existing practice as we continue to grow,” said Fred Baggett, managing shareholder of Greenberg Traurig’s Tallahassee office. “As a leader in the regulation of health care for many years her distinctive knowledge and expertise are unsurpassed.” “By joining Greenberg Traurig, I know I am joining a team that places integrity and professionalism above all else. Given the firm’s integral role in a wide variety of key issues, I look forward to the opportunity to expand my career in new areas that will challenge me and provide growth opportunities,” Dudek said. “I am pleased that in this new position, I will be able to nurture the relationships I have formed throughout my career and continue to help improve health care in Florida.” Dudek has dedicated most of her life to public service. For the last 36 years, she worked tirelessly to improve Florida’s health care system. During her time at AHCA, which began when the Agency was created in 1992, she has held a number of senior management positions. For the last six years, she served as Secretary and oversaw one of the largest Medicaid programs in the nation. Dudek successfully directed and implemented Florida’s move to a Medicaid managed care system and did so ahead of schedule. Medicaid is now reporting the highest level of quality in the history of the program at a substantial per person savings to Florida’s taxpayers. Previously, Dudek served as Deputy Secretary for Health Quality Assurance from 2001 to 2010, where she was responsible for the state licensure and federal certification of health care facilities and services, the investigation of consumer complaints against facilities and the determination of need for new health care facilities and services. Her other positions during her time at AHCA included Assistant Deputy Secretary for the Division of Managed Care and Health Quality, Bureau Chief for the Bureau of Health Facility Compliance, Assistant Director, and Bureau Chief for Certificate of Need and Budget Review. “Liz brings unique insight and practical regulatory experience not only to our Florida practice, but to our national health care platform as well,” said Mike Cherniga, a Tallahassee shareholder and senior member of Greenberg Traurig’s Florida Health & FDA Business Practice. “I am honored to have Liz on board as a new member of our team and look forward to working with her to help our clients navigate Florida’s health care system.” In her previous roles, Liz worked extensively with all of Florida’s health care providers including physicians, hospitals, HMOs and others. She is well versed in both the health care and insurance regulatory aspects of those industries. Dudek received her bachelor’s degree from Elmhurst College in Illinois. She also holds a Deuxieme Degre from L’Alliance Francaise in Brussels, Belgium. She is not admitted to the practice of law. Greenberg Traurig, LLP is an international, multi-practice law firm with approximately 2,000 attorneys serving clients from 38 offices in the United States, Latin America, Europe, Asia, and the Middle East. The firm is No. 1 on the 2015 Law360 Most Charitable Firms list, second largest in the U.S. on the 2016 Law360 400, Top 20 on the 2015 Am Law Global 100, and among the 2015 BTI Brand Elite. More information at: http://www.gtlaw.com.
News Article | February 25, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best colleges and universities with online programs in the state of Illinois. Of the four-year schools that were ranked, 35 made the list with Northwestern University, University of Illinois at Urbana Champaign, Loyola University Chicago, Southern Illinois University Carbondale and DePaul University positioned as the top five. Illinois’ top 19 two-year schools were also included on the list, with Illinois Central College, Richland Community College, Kaskaskia College, Harper College and Waubonsee Community College coming in as the top five. “As online programs become more readily available at Illinois schools, the options for students who want to earn a degree on their own schedule become more difficult to choose from,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The schools on our list have proven themselves to be the most high-quality options for an online education in Illinois.” To earn a spot on the Best Online Schools list, Illinois colleges and universities must be institutionally accredited, public or private not-for-profit entities. Each college is also scored based on more than a dozen unique data points that include graduation rates, total online program offerings and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in Illinois for 2017 include the following: Aurora University Benedictine University Chicago State University Concordia University-Chicago DePaul University Dominican University Eastern Illinois University Elmhurst College Governors State University Greenville College Illinois Institute of Technology Illinois State University Judson University Lewis University Lincoln Christian University Loyola University Chicago MacMurray College McKendree University Moody Bible Institute National Louis University North Park University Northwestern University Olivet Nazarene University Quincy University Roosevelt University Rush University Saint Xavier University Southern Illinois University-Carbondale Southern Illinois University-Edwardsville University of Chicago University of Illinois at Chicago University of Illinois at Springfield University of Illinois at Urbana-Champaign University of St Francis Western Illinois University Illinois’ Best Online Two-Year Schools for 2017 include the following: Frontier Community College Harper College Illinois Central College John A. Logan College John Wood Community College Joliet Junior College Kaskaskia College Lincoln Trail College McHenry County College Moraine Valley Community College Olney Central College Richland Community College Shawnee Community College Southeastern Illinois College Wabash Valley College Waubonsee Community College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
News Article | March 2, 2017
CHICAGO, IL--(Marketwired - March 02, 2017) - The John Marshall Law School's Fair Housing Legal Support Center will educate undergraduates during the fall 2017 semester about fair housing and fair lending laws under a grant titled Fair Housing & Fair Lending: The Next Generation from the United States Department of Housing and Urban Development.* This is the seventh time John Marshall will offer the course. The grant provides scholarships to students to take the course, which may be counted toward the student's undergraduate degree. The Center is proactively preparing the next generation of advocates to fight the rampant discrimination that continues to exist in housing and in educating citizens about fair-housing laws. Last year, the Center recruited and selected 19 students from the following colleges and universities: Concordia University Chicago, River Forest; Dominican University, River Forest; Elmhurst College, Elmhurst; Northeastern University, Chicago; North Park University, Chicago; Robert Morris University, Chicago; Roosevelt University, Chicago; Triton College, River Grove; and the University of Illinois at Chicago. As a required part of their course work, students will assist the Center staff in making presentations at local schools and to community groups and senior organizations. These presentations are designed to educate other students, professors and community members about housing rights. This program aspect also affords the students opportunities to develop public-speaking skills and to share their knowledge with others. At the end of the course, the Fair Housing Legal Support Center will host a career night for program students and alumni to explore job and career opportunities in civil rights and fair housing. Previous career events included panelists from the U.S. Department of HUD Region V FHEO Office, Illinois Department of Human Rights, Access Living, Chicago Commission on Human Relations, HOPE Fair Housing Center, The John Marshall Law School Fair Housing Legal Clinic, The University of Illinois at Chicago-Department of Urban Planning and Development and the law firm of Gartner & Bondavalli. The Center also assists interested students in obtaining internships with organizations that promote fair housing. Interested students must submit applications by March 31, 2017. To learn more about the Fair Housing & Fair Lending Course, please call Professor Michael Seng at (312) 987-1446, or visit www.jmls.edu/fairhousing *The work that provided the basis for this publication was supported by funding under a grant with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Federal government.
News Article | March 2, 2017
We tend to believe that people telegraph how they're feeling through facial expressions and body language and we only need to watch them to know what they're experiencing -- but new research shows we'd get a much better idea if we put ourselves in their shoes instead. The findings are published in Psychological Science, a journal of the Association for Psychological Science. "People expected that they could infer another's emotions by watching him or her, when in fact they were more accurate when they were actually in the same situation as the other person. And this bias persisted even after our participants gained firsthand experience with both strategies," explain study authors Haotian Zhou (Shanghai Tech University) and Nicholas Epley (University of Chicago). To explore out how we go about understanding others' minds, Zhou, Epley, and co-author Elizabeth Majka (Elmhurst College) decided to focus on two potential mechanisms: theorization and simulation. When we theorize about someone's experience, we observe their actions and make inferences based on our observations. When we simulate someone's experience, we use our own experience of the same situation as a guide. Based on previous research showing that people tend to assume that our feelings 'leak out' through our behavior, Zhou, Epley, and Majka hypothesized that people would overestimate the usefulness of theorizing about another person's experience. And given that we tend to think that individual experiences are unique, the researchers also hypothesized that people would underestimate the usefulness of simulating another person's experience. In one experiment, the researchers asked 12 participants to look at a series of 50 pictures that varied widely in emotional content, from very negative to positive. A webcam recorded their faces as these "experiencers" rated their emotional feelings for each picture. The researchers then brought in a separate group of 73 participants and asked them to predict the experiencers' ratings for each picture. Some of these "predictors" simulated the experience, looking at each picture; others theorized about the experience, looking at the webcam recording of the experiencer; and a third group were able to simulate and theorize at the same time, looking at both the picture and accompanying recording. The results revealed that the predictors were much more accurate when they saw the pictures just as the experiencer had than they were when they saw the recording of the experiencer's face. Interestingly, seeing both the picture and the recording simultaneously yielded no additional benefit -- being able to simulate the experience seemed to underlie participants' accuracy. Despite this, people didn't seem to appreciate the benefit of simulation. In a second experiment, only about half of the predictors who were allowed to choose a strategy opted to use simulation. As before, predictors who simulated the rating experience were much more accurate in predicting the experiencer's feelings, regardless of whether they chose that strategy or were assigned to it. In a third experiment, the researchers allowed for dynamic choice, assuming that predictors may increase in accuracy over time if they were able to choose their strategy before each trial. The results showed, once again, that simulation was the better strategy across the board -- still, participants who had the ability to choose opted to simulate only about 48% of the time. A fourth experiment revealed that simulation was the better strategy even when experiencers had been told to make their reactions as expressive and "readable' as possible. "Our most surprising finding was that people committed the same mistakes when trying to understand themselves," Zhou and Epley note. Participants in a fifth experiment expected they would be more accurate if they got to watch the expressions they had made while looking at emotional pictures one month earlier -- but the findings showed they were actually better at estimating how they had felt if they simply viewed the pictures again. "They dramatically overestimated how much their own face would reveal, and underestimated the accuracy they would glean from being in their own past shoes again," the researchers explain. Although reading other people's mental states is an essential part of everyday life, these experiments show that we don't always pick the best strategy for the task. According to Zhou and Epley, these findings help to shed light on the tactics that people use to understand each other. "Only by understanding why our inferences about each other sometimes go astray can we learn how to understand each other better," the researchers conclude. All data have been made publicly available via the Open Science Framework. This article has received the badge for Open Data. You can read the complete Open Practices Disclosure for this article and more information about the Open Practices badges online. For more information about this study, please contact: Nicholas Epley at email@example.com. The article abstract is available online at http://journals. The APS journal Psychological Science is the highest ranked empirical journal in psychology. For a copy of the article "Inferring Perspective Versus Getting Perspective: Underestimating the Value of Being in Another Person's Shoes" and access to other Psychological Science research findings, please contact Anna Mikulak at 202-293-9300 or firstname.lastname@example.org.
Felix R.J.,Austin College |
Munro-Leighton C.,Elmhurst College |
Gagne M.R.,University of North Carolina at Chapel Hill
Accounts of Chemical Research | Year: 2014
A discontinuity exists between the importance of the cation-olefin reaction as the principal C-C bond forming reaction in terpene biosynthesis and the synthetic tools for mimicking this reaction under catalyst control; that is, having the product identity, stereochemistry, and functionality under the control of a catalyst. The main reason for this deficiency is that the cation-olefin reaction starts with a reactive intermediate (a carbocation) that reacts exothermically with an alkene to reform the reactive intermediate; not to mention that reactive intermediates can also react in nonproductive fashions. In this Account, we detail our efforts to realize catalyst control over this most fundamental of reactions and thereby access steroid like compounds. Our story is organized around our progress in each component of the cascade reaction: the metal controlled electrophilic initiation, the propagation and termination of the cyclization (the cyclase phase), and the turnover deplatinating events. Electrophilic Pt(II) complexes efficiently initiate the cation-olefin reaction by first coordinating to the alkene with selection rules that favor less substituted alkenes over more substituted alkenes. In complex substrates with multiple alkenes, this preference ensures that the least substituted alkene is always the better ligand for the Pt(II) initiator, and consequently the site at which all electrophilic chemistry is initiated. This control element is invariant. With a suitably electron deficient ligand set, the catalyst then activates the coordinated alkene to intramolecular addition by a second alkene, which initiates the cation-olefin reaction cascade and generates an organometallic Pt(II)-Alkyl. Deplatination by a range of mechanisms (β-H elimination, single electron oxidation, two-electron oxidation, etc.) provides an additional level of control that ultimately enables A-ring functionalizations that are orthogonal to the cyclase cascade. We particularly focus on reactions that combine an initiated cyclization reaction with a turnover defining β-hydride elimination, fluorination, and oxygenation. These latter demetalation schemes lead to new compounds functionalized at the C3 carbon of the A-ring (steroid numbering convention) and thus provide access to interesting potentially bioactive targets. Progress toward efficient and diverse polycyclization reactions has been achieved by investing in both synthetic challenges and fundamental organometallic reactivity. In addition to an interest in the entrance and exit of the metal catalyst from this reaction scheme, we have been intrigued by the role of neighboring group participation in the cyclase phase. Computational studies have served to provide nuance and clarity on several key aspects, including the role (and consequences) of neighboring group participation in cation generation and stabilization. For example, these calculations have demonstrated that traversing carbonium ion transition states significantly impacts the kinetics of competitive 6-endo and 5-exo A-ring forming reactions. The resulting nonclassical transition states then become subject to a portion of the strain energy inherent to bicyclic structures, with the net result being that the 6-endo pathway becomes kinetically favored for alkene nucleophiles, in contrast to heteroatom nucleophiles which progress through classical transition states and preferentially follow 5-exo pathways. These vignettes articulate our approach to achieving the desired catalyst control. © 2014 American Chemical Society.
Fraas M.R.,Elmhurst College
Topics in Stroke Rehabilitation | Year: 2011
Kaufman argued for the need to implement a phenomenological approach to explore the boundaries of authority and responsibility associated with modern Western medicine. Twenty-two years later, survivors of stroke and their families continue to experience a poor quality of life (QOL) due to unmet health care expectations. Therefore, the need to establish a phenomenological approach to examine the issues impacting the QOL of survivors of stroke is as important as ever. This article will examine 3 issues germane to the QOL of survivors of stroke that can be addressed through phenomenological methodology: (1) comprehensive-holistic treatment; (2) active, problem-based coping strategies; and (3) education for the general public and health care personnel. Existential responses from survivors of stroke and recent fi ndings from narrativebased research will help to highlight these important issues. © 2011 Thomas Land Publishers, Inc..
Hirstein W.,Elmhurst College
Cognitive Neuropsychiatry | Year: 2010
The patient with Capgras' syndrome claims that people very familiar to him have been replaced by impostors. I argue that this disorder is due to the destruction of a representation that the patient has of the mind of the familiar person. This creates the appearance of a familiar body and face, but without the familiar personality, beliefs, and thoughts. The posterior site of damage in Capgras' is often reported to be the temporoparietal junction, an area that has a role in the mindreading system, a connected system of cortical areas that allow us to attribute mental states to others. Just as the Capgras' patient claims that that man is not his father, the patient with asomatognosia claims that his arm is not really his. A similar account applies here, in that a nearby brain area, the supramarginal gyrus, is damaged. This area works in concert with the temporoparietal junction and other areas to produce a large representation of a mind inside a body situated in an environment. Damage to the mind-representing part of this system (coupled with damage to executive processes in the prefrontal lobes) causes Capgras' syndrome, whereas damage to the body-representing part of this system (also coupled with executive damage) causes asomatognosia. © 2009 Psychology Press.
Moore K.S.,Elmhurst College |
Yi D.-J.,Yonsei University |
Chun M.,Yale University
Journal of Cognitive Neuroscience | Year: 2013
Fundamental to our understanding of learning is the role of attention. We investigated how attention affects two fMRI measures of stimulus-specific memory: repetition suppression (RS) and pattern similarity (PS). RS refers to the decreased fMRI signal when a stimulus is repeated, and it is sensitive to manipulations of attention and task demands. In PS, region-wide voxel-level patterns of responses are evaluated for their similarity across repeated presentations of a stimulus. More similarity across presentations is related to better learning, but the role of attention on PS is not known. Here, we directly compared these measures during the visual repetition of scenes while manipulating attention. Consistent with previous findings, we observed RS in the scene-sensitive parahippocampal place area only when a scene was attended both at initial presentation and upon repetition in subsequent trials, indicating that attention is important for RS. Likewise, we observed greater PS in response to repeated pairs of scenes when both instances of the scene were attended than when either or both were ignored. However, RS and PS did not correlate on either a scene-by-scene or subject-by-subject basis, and PS measures revealed above-chance similarity even when stimuli were ignored. Thus, attention has different effects on RS and PS measures of perceptual repetition. © 2013 Massachusetts Institute of Technology.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 123.35K | Year: 2012
The rodent vibrissal-trigeminal system is one of the most important models in neuroscience for the study of sensorimotor integration. To date, however, research has focused exclusively on direct tactile sensation. Recent results from the Hartmann and Gopal laboratories have demonstrated that rat vibrissae have a robust and repeatable mechanical response to airflow. In addition, neurons in the vibrissal-trigeminal system are known to respond to air puffs. These results suggest that the rat may use its vibrissae to detect air currents and determine wind direction. The Northwestern-Elmhurst team will perform mechanical, behavioral, and computational studies to characterize the role of vibrissae in wind-following behaviors, and the vibrissal-related neural response to air currents. These will constitute some of the first investigations of the underlying mechanisms that permit terrestrial mammals to sense and follow the wind. The team will specifically identify the morphological features of vibrissae and their orientation on the mystacial pad that enable flow sensing behaviors. They will investigate the broad hypothesis that differential mechanical deformations of the vibrissae across the mystacial pad can encode a variety of flow parameters. Finally, behavioral experiments will be performed to determine the extent to which the rat uses its vibrissae to sense airflow, and to quantify the movement strategies used during anemotaxis in the behaving animal. The partnership between Northwestern and Elmhurst will provide significant research opportunities for undergraduates; in addition, videos will be developed to teach the fundamental principles of fluid dynamics and biological sensing that underlie this research. The proposed work has potentially large implications for olfactory localization and the structure of the olfactory system, and is likely to lead to the development of novel flow-sensing technologies.
Agency: NSF | Branch: Continuing grant | Program: | Phase: STEM TALENT EXPANSN PGM (STEP) | Award Amount: 355.91K | Year: 2013
Elmhurst College is implementing a Keys to Success Through Year One (KEYSTONE) program that is focusing on increasing the number of STEM graduates in biology, chemistry, computer science, exercise science, mathematics, physics, and cognitive psychology by 36% by reducing attrition of first-year students. The project is addressing three principal reasons students switch out of STEM majors: course work is too demanding, non-STEM disciplines appear more interesting, and job prospects are perceived to be better elsewhere. Five year-long programs for first-year students are being implemented to combat attrition. A students engagement with KEYSTONE begins with a personalized invitation to join the project. During the mandatory new student orientations, STEM students are attending a new session on the special academic experiences designed for them. During the academic year, STEM students are participating in (i) a STEM-focused First-Year Seminar class, (ii) project and experiment-based courses in the January term, (iii) a STEM-specific, one-semester-hour STEMinar in the spring term to reinforce the developing STEM learning communities, and to introduce students, in a discussion-based format, to relevant professionals and career options, (iv) a one-semester-hour spring term class to prepare students for summer research, and (v) a summer research experience for a subset of the rising sophomores.
The KEYSTONE interventions are anchored in the research literature and represent current effective practices. They, in combination with synergistic activities on campus, are contributing to a transformation of the undergraduate research culture of Elmhurst College. The project is being evaluated for both formative and summative purposes with data being collected to guide the project and to determine the efficacy of the specific interventions.
The KEYSTONE project is broadening participation in STEM careers by actively combating attrition, by utilizing known interventions that are particularly effective for students at-risk or from underrepresented groups. Several of the interventions are being designed and implemented to ensure long-term sustainability. The project is increasing the number of students graduating with STEM degrees through strategic advising, monitoring, and engagement of first-year students. The projects success is articulating a model program that could be adopted or adapted by many other institutions.