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T H E A M E R I C A N C O L L E G EO F G A S T R O E N T E R O L O G Y,1 9 3 2 2 0 0 7Seventy-Five Years of Commitment to

Clinical Gastroenterology, Gastroenterologists,

and Patient Health

The best thing which we can

derive from history is the

enthusiasm that it raises in us.

G o e t h e

Study the past if you are to divine the

future.

C o n f u c i u s

A M E R I C A N C O L L E G E O F G A S T R O E N T E R O L O G Y

Bethesda, Maryland

2007

75 Years

19322006 ixTIME L INEviii

1950 The associations leaders establish the Board ofGovernors, which replaces the old National Council. ()

1953 The Ladies Auxiliary, which has supplied helpfulsupport to the organization through the years, isformed. ( )

1954 The annual convention format is changed tothree days of meetings followed by the postgraduatecourse. ( )

The Review of Gastroenterology is renamed The Amer-ican Journal of Gastroenterology. ( )

At a membership meeting in Washington, DC, thename American College of Gastroenterology isadopted. ( )

19501959

1965 First editor-in-chief Samuel Weiss retires and isnamed editor emeritus. ( )

1966 The Samuel S. Weiss Award for outstanding serv-ice to the College is created, to be awarded biannually.( )

19601969

1970 An Advisory Council of Past Presidents isformed. ( )

1973 Richard Marshak, radiologist at Mount SinaiHospital in New York City, establishes an award forthe best radiological paper published in the journal.( )

1974 The Henry Baker Presidential Lectureship isestablished. ( )

1977 ACG is designated a separate and alternate dele-gate to the American Medical Association House ofDelegates. ( )

19701979

19801989

1981 Daniel Weiss, executive director for forty years,retires. ( )

ACG leaders recruit a management firm, the Pro-fessional Relations & Research Institute, to manage thebusinessaffairs ofthe College.GardnerMcCormick isrecruited to serve as executive director. ( )

A Board of Governors task force meets at the RyeTown Hilton in New York to discuss the future of theBoard of Governors and its relation to the membershipand the Board of Trustees. ( )

The College serves as the host organization for theInter-American Society of Gastroenterology held in BalHarbour, Florida. ( )

1982 The College celebrates its fiftieth anniversary.( )

Guidelines for the training of gastroenterologists areprepared and published. ( )

1983 The constitution and bylaws are revised tofurther streamline the organization. ( )

The Research Committee becomes a standingcommittee. ( )

Clinical research awards are established, and the firstthree winners are announced. ( )

1985 ACG begins offering a board review course inalternating years at the annual meeting. ( )

The three U.S.-based societies devoted to GI medi-

cinethe American Gastroenterological Association(AGA), the American Society for GastrointestinalEndoscopy (ASGE), and the ACGhold their firstjoint conference. ( )

Daniel Barrett of the Professional Relations &Research Institute replaces Gardner McCormick asexecutive director. ( )

The National Affairs Committee is established. ( )

1986 The Ad Hoc Membership Committee sets goalsto increase membership among women, trainees, andthe academic community. ( )

John Papp testifies on Capitol Hill. ( )

1987 ACG retains a Washington-based firm, theHealth & Medicine Counsel of Washington, and subse-quently Medical Advocacy Services, Inc., to representclinical gastroenterological interests politically. ( )

In January, Thomas Fise becomes the fourth executivedirector of the College. ( )

The first ACG Clinical Achievement Award is pre-sented to Leonidas Berry, MD, in recognition of a life-time of distinguished contributions to clinical gastroen-terology. ( )

1988 ACG headquarters moves to Arlington, Virginia.( )

The first ACG self-assessment test is introduced. ( )

At ACGs annual meeting, the first practice manage-ment seminar is introduced to aid members in copingwith practice management problems. ( )

1989 The Board of Governors now has representationfrom every state. ( )

The title of master of the American College of Gas-troenterology (MACG) is introduced. ( )

A governor is designated for every province in Canada.( )

Current Topics in Gastroenterology is developed. ( )

The Governors Update is designed to encourage allACG governors to communicate regularly with theirconstituents at the local and state levels. ( )

In May, Drs. Hines and Chobanian are invited totestify before the House Ways and Means Committee.( )

Thomas Fise is appointed ACG Washington representa-tive to work with the National Affairs Committee.( )

1955 The name of the organization is officiallychanged from the National Gastroenterological Associ-ation to the American College of Gastroenterology(ACG). ( )

The inaugural meeting of the Board of Governors isannounced by its first chair, Henry Baker, MD. ( )

1958 Upon the renewal of the meetings of the WorldOrganization of Gastroenterology (OMGE), the Col-lege begins sending representatives to all OMGE meet-ings. ( )

(1977 cont.) ACG establishes the David Sun MemorialLecture, to be given annually at the postgraduatecourse. ( )

The College sends an official delegation to the FirstInternational Conference on Gastrointestinal Cancer,held in Israel. ( )

1978 The Ladies Auxiliary establishes a lecture to begiven annually by an outstanding woman in the field ofgastroenterology. ( )

1979 The first retreat of the Board of Trustees is heldat Hilton Head Island, South Carolina. ( )

1968 The Stuart Distinguished Lecture is inauguratedto honor physicians who have made exceptional contri-butions to gastroenterology. ( )

TI ME LI NE 1 9 3 2 2 0 0 6

In November 1932, the organization we know today as the American College of Gastroenterologywas organized and named the Society for the Advancement of Gastroenterology. The following time

line provides a chronology of important dates, events, and people, and it is being presented early in

the text for those readers who wish to get a quick overview of the Colleges history. Numbers in paren-

theses at the end of each time line entry indicate where the reader may turn for more detailed infor-

mation about a person, date, or event.

Robert Kravetz, MD, MACG, ACG archivist, medical historian, and past chairman of the Archives

Committee; and Thomas Fise, ACGs former executive director, have painstakingly searched the Col-

lege archives and assembled this time line. Any omissions of important dates, events, and people are

unintended oversights.

1932 In November, a small group of physicians formsthe Society for the Advancement of Gastroenterology.They perceive the need for an association for physi-cians with a clinical or research interest in gastrointesti-nal (GI) diseases. ( )

December 27: The society is incorporated by twelvephysicians from New York City, Brooklyn, and LongIsland. ( )

1934 Plans for expansion of the Society for theAdvancement of Gastroenterology are detailed in anundated document, probably written sometime thisyear. ( )

The societys flagship publication, The Review of Gas-troenterology,makes its debut in March. One of thesocietys charter members, Samuel Weiss, MD, of NewYork City, is selected as editor. ( )

19321939

1941 Daniel Weiss is appointed as the associations firstexecutive director. ( )

1946 The Bulletin of the National GastroenterologicalAssociation is first published; it would cease publica-tion in 1982. ( )

The association holds its first postwar scientific con-vention, which is a huge success. ( )

An annual prize contest is inaugurated for the bestunpublished contribution to gastroenterology. The con-test is discontinued in 1973. ( )

19401949

(1934 cont.) In September, the organizations name ischanged to the National Society for the Advancementof Gastroenterology. ( )

1936 In June, the societys first annual scientific con-vention takes place in Atlantic City, New Jersey. A totalof twelve papers are presented. ( )

1938 At a special meeting of the membership, the nameof the society is changed again to the National Gas-troenterological Association. In January, the first head-quarters opens in New York City with a staff of three.( )

1939 The number of issues of the review is increasedfrom four to six per year. Because of the associationsmany Latin American members, a Spanish edition isinitiated. ( )

1947 On October 10, the commissioned Ryan Report,A Study on Organization of the National Gastro-enterological Association, is issued. On November17,the Executive Board receives the report. ( )

The number of issues ofThe Review of Gastro-enterology is increased from six to twelve per year. ( )

1948 The Board of Trustees revises the constitutionand bylaws and reorganizes the administration of theassociation. Limits are placed on the terms of office,and a vice president is elected from each of four desig-nated regions of the country. ( )

1949 President William Morrison helps establish theassociations first postgraduate course. ( )


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GR OW TH AND MATUR I TY 25

C H A P T E R 2

Growth and Maturity

Growth: Members, Membership, and a Constitution

Membership growth and the first issue of the Societys journal in 1932(Review of Gastroenterology) were clear signals to the doubters that theorganization had firm roots and was here to stay and flourish.

Categories of membership were established as Fellows, Associate Fel-lows, and Members, reflecting the applicants professional status. Earlyon, the American Board of Internal Medicine had not been established;therefore, opportunities to become Board certified (officially certifyingspecialty status) did not exist. Upon establishment of the AmericanBoard of Internal Medicine, several of the members invoking the

grandfather clause became diplomats of the Board without examina-tion. Others took the examination and were certified. The requirementsfor Fellowship in the Association were then changed so that futureapplicants were required to be certified first as diplomats of the Boardof Internal Medicine, Pathology, Colon and Rectal Surgery, Radiologyor Surgery. Those who were not certified became Members or Associ-

ates. After affiliation for a number of years, and completion of a specificnumber of hours in approved postgraduate courses, an application foradvancement to Fellowship could be submitted. The requirements to

become a Fellow of the College have varied from time to time. (SeeAppendix I: Constitution and ByLaws)

In 1948, the Board of Trustees began to reorganize the administrationby revising the Constitution and Bylaws. Limits were placed on theterms of office of the President, the Vice-Presidents, and the members ofthe Board of Trustees. The country was divided into four regions and aVice-President was elected from each of them. Limitation was alsoplaced on the number of Trustees that could be elected from any onestate. This served to stimulate the rise of new leadership on a national

basis. Over a period of time, the concept of Regional Vice-Presidentswas dropped and their functions were largely assumed by the Board ofGovernors.

The Board of Governors

Article IV: Bylaws

Section 1. Composition

The College shall authorize a Board of Governors composed of rep-

resentatives from various geographical areas including d istricts,

states, regions, or territories of the Un ited States and Canada to serve

as a liaison bo dy between the Board of Trustees and the Membership

of the College. Governors must be Fellows in good standing of the

College.

Evolution

Governors of the American College of Gastroenterology form one of themost important and distinctive features of this professional society.Elected locally, the governors represent member interests and concernsto the College and help to articulate College policies and programs. Themodern Board of Governors is often characterized as the largest com-mittee of the College; indeed, the governors perform a sig nificant por-

tion of the work of the College. The core purposes of the Board of Gov-ernors are to stimulate interest in membership in the College locally andto assist in the development of regional ACG educational meetings.

Membership growth parallels in many ways the degree of success w ithwhich these purposes (as well as others) have been achieved.

How did the College come to have an elected body of governors? Itmay have begun life as a twelve-member organization whose name sig-naled its New York origins, but in time the society saw the value ofbecoming the parent of a larger organization, national in scope, one that

aimed to meet the needs of both providers of care for patients withdigestive disorders and the patients themselves. Plans for the method ofexpansion are detailed in an undated document, probably written in

1934.

The time has now arrived that the Society for the Advancement of Gastroen-

terology, which was founded and incorporated under the laws of the State of

New York, to standardize, regulate, and elevate the practice of gastroen-

terology as a specialty, as well as to encourage research, should be controlled

by a National Councilcomposed of delegates or representatives or alterna-

tives from the various chapters throughout the country in the National

Council for the Advancement of Gastroenterology. The number of delegates

and alternates to the Council shall be distributed geographically in such a

manner as to provide for proper representation. The Society for the

C H A P T E R 1

The Founding and the Early Years,

19321954

The year in which the organization was founded is clear enough,but any judgment about the definition of the term early years isbound to be somewhat arbitrary. The authors and editors of this

seventy-five-year history of the American College of Gastroenterologydecided to define the early years as those intervening between the orga-

nizations founding in 1932 and the assumption of its present name in1955.

Our Founders: Setting the Stage

The setting was the New York City home of Samuel Weiss, MD, in

November 1932. The record does not indicate whether it was a darkand stormy night or a bright and sunny day when a small group of

physician-clinicians met to form a new medical association, one thatwould address the interests of practicing gastroenterologists and wouldbe a more inclusive organization of physicians interested especially inthe clinical aspects of digestive disorders. It was to be called the [NewYork] Society for the Advancement of Gastroenterology and was char-tered by the State of New York on December 27,1932, by twelve physi-cians from New York City, Brooklyn, and Long Island. Isadore Ritterpresided at this organizational meeting and was designated the societysfirst president.

G. Randolph Manning, Elihu Katz, William Jacobson, Samuel Muf-son, Max Einhorn, Jacob Kaufmann, Anthony Bassler, and A.F.R.Anderson, along with Weiss and Ritter, were the incorporators of thenew organization. Of considerable interest is that Einhorn and Kauf-mann were two of the seventeen original founders of the American Gas-troenterological Association (AGA) in 1897. They served as members ofan advisory board for the new organization, whose purposes were delin-eated thoughtfully and clearly in the original certificate of incorpora-tion:

1 To unite in one association qualified physicians, teachers, andresearch workers of high standing in gastroenterology and its alliedfields.

75 Years

19541974: The Early Years

On October 7, 1955, Henry Baker, MD,* thefirst chair of the Board of Governors, wrotethe letter shown here announcing the inaugu-

ral meeting of the board:The agenda for that first meeting, held on

October 26, 1954, was as follows:

1 Roll call

2 Approval of the meeting held onOctober 26, 1954

3 Election of the chair

4 Appointment of members to serve on

Credentials Committee

5 Recommendation of members to serveon the Nominating Committee

6 Consideration of sites for regionalmeetings

There is no known surviving list of attendeesat that first Board of Governors meeting, norany record that makes it possible to gauge the

enthusiasm of its new members. Of someinterest, however, is that the form and agendafor this meeting was r eplicated almost exactly

for the next twenty years.A gap in the a rchives does not permit reconstruction of many of the

early meetings of the board, and the substance of the meetings can onlybe inferred from the agenda, which rarely varied from year to year. Wehave a letter to the governors from Stanley Sidenberg, MD, from Cleve-

land announcing the 1963 and 1964 meetings of the board. EdwardNightingale, MD, associate clinical professor of medicine at New YorkMedical College and attending physician at Flower and Fifth AvenueHospital in New York City was the chairman in 1965. The following

year Edward Melich, MD, chief of the gastroenterology section at theVeterans Administration Center in Bay Pines, Florida, chaired the 1966board meeting in Philadelphia. In 1967, the board meeting was held atthe Biltmore Hotel in Los Angeles, California, and chaired by WarrenBreidenbach from San Francisco.

In that same year, a bylaws change redefined membership representa-

tion by each governor. This change required that each region repre-sented by a governor must have a minimum of twenty-five members, of

GR OW TH AND MATUR I TY 29THE AMERICAN COL L EGE OF GASTROENTEROL OGY, 1 9 3 2 2 0 0 728

Dear Doctor,

Enclosed please find the notice for the annual meeting of

the Board of Governors. This meeting will be the first

since the Board was activated in 1954.

In order for us to properly carry out the duties and func-

tions as set forth in the constitution and bylaws, it is

essential for each governor to be present in person. I,

therefore, urge you to make every effort to attend the

meeting in Chicago.

Should you be unable to b e present in person, you may,

under the provisions of the bylaws, appoint a Fellow of

your district who will be present in Chicago as your

alternate. This Fellow will have all of the privileges

which you as a governor would have.

I trust that you will make every effort to personally be

present in Chicago.

Henry Baker, MD

Chairman, Board of Governors

AMERICAN COLLEGE OF GASTROENTEROLOGY

299 BROADWAY

NEW YORK, NEW YORK

which five had to be fellows of the College. For foreign countries to berepresented by a governor, the requirement became five members ofwhom two had to be fellows. It would be nearly twenty years before thegoal of at least one governor from each state would become a reality.

The Early 1990s: A Gathering Storm

It is no accident that only one of the first sixteen chairs of the Board ofGovernors was elected president of the College, whereas four of the sixmost recent board chairs have served as president. The early 1990s saw

the emergence of the Board of Governors as an increasing force withinthe College, a change that represented the fulfillment of the goals firstarticulated by Gerald Becker. The reorganization of the board and anincreasingly activist agenda contributed to the growth of the College,which was seen as the most vibrant and successful of the GI societies inthe United States. Building upon the gains achieved by previous boards

and recognizing that governors are engines for the Colleges growth andmomentum, the governors of the early 1990s continued to develop theboard into an even more effective force.

William D. Carey, MD, 19881990

William Carey came to the Board of Governors in 1987, representingnorthern Ohio. A relative newcomer to the College, he had few precon-ceptions about the history of the board. He had been attracted to theACG by his mentor, Richard Farmer, whose enormous energy, enthusi-

William D. Carey, chairo fthe board of

Governors, 19881990, ACGpresident,

19931994.


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HCinterRAI Home Care (HC)Assessment System

Users Manual for the

interRAI Home Care (HC)Assessment FormVersion 9.1, December 2009

John N. Morris, PhD MSW [Chair]

Brant E. Fries, PhD

Roberto Bernabei, MD

Knight Steel, MD

Naoki Ikegami, MD PhD

Iain Carpenter, MD

Ruedi Gilgen, MD

Jean-Noel DuPasquier, PhD

Dinnus Frijters, PhD

Jean-Claude Henrard, MD

John P. Hirdes, PhD

Pauline Belleville-Taylor, RN MS

(Design and composition work was performed for interRAI (http://catalog.interrai.org )

through Open Book Systems (http://www.obs.com)

Users Manual for theinterRAI Home Care (HC)Assessment Form

Version 9.1

John N. Morris, PhD, MSW [Chair] Ruedi Gilgen, MDRuedi Gilgen, MDBrant E. Fries, PhD Jean-Noel DuPasquier,PhDJean-Noel DuPasquier, PhDRoberto Bernabei, MD Dinnus Frijters, PhDDinnus Frijters, PhD

Knight Steel, MD Jean-Claude Henrard,MDJean-Claude Henrard, MDNaoki Ikegami, MD, PhD John P. Hirdes,PhDJohn P. Hirdes, PhDIain Carpenter, MD Pauline Belleville-Taylor, RN, MS

interRAI Instrumentand SystemsDevelopment CommitteenterRAI Instrument and Systems Development Committee

John Morris, PhD, MSW [Chair] Jean-Claude Henrard, MDKatherine Berg, PhD, PT John P. Hirdes, PhDMagnus Bjrkgren, PhD Gunnar Ljunggren, MD, PhD

Dinnus Frijters, PhD Sue Nonemaker, RN, MSBrant E. Fries, PhD Charles D. Phillips, PhD, MPHRuedi Gilgen, MD Knight Steel, MDLen Gray, MD, PhD David Zimmerman, PhDCatherine Hawes, PhD

August 2009

interRAI 19942009interRAI Home Care

HC

Item-by-Item Guide to the interRAIHome Care (HC) Assessment Form

Part II

7Part II Item-by-Item Guide to the interRAI Home Care (HC) Assessment Form

To facilitate completion of the interRAI HC Assessment and to ensure consistentinterpretation of items, this chapter presents the following types of information formany(but not all) items:

Intent Reason(s) for including the item (or set of items) in the interRAI HC Assessment,including discussions of how the information will be used by clinical staff to identifyproblems and develop a plan of care.

Definition Explanation of key terms.

Process Sources of information and methods for determining the correct response for anitem. Sources include:

Interview and observation of the person;

Discussion with the persons family, other caregivers, and the persons physi-cian; and

Review of any clinical records or other administrative documentation.

Coding Proper method of recording the response for each item, with explanations of theindividual response options.

is item-by-item guide follows the sequence of items on the interRAI HC Assess-ment Form.

RAI

Users Manual for the interRAI Home Care Assessment Form

Section A

Identification Information

9Section A Identification Information

A

Intent is section contains personal identifiers necessary to identify the person and linksequential assessments in an electronic database.

A1. Name

Definition Persons legal name.

Coding Use printed letters. Enter in the following order:

A1a. First name

A1b. Middle initial

A1c. Last name (surname/family name)

A1d. Jr./Sr.

If the person has no middle initial, leave Item A1b blank. Likewise, leave Item A1dblank if appropriate.

A2. Gender

Coding 1. Male

2.Female

A3. Birthdate

Coding For the month and day of date of birth, enter two digits each. Use a leading zero(0) as a filler if a single digit. Use four digits for the year. Example: November 1,1942.

A4. Marital Status

Coding Choose the answer that describes the current marital status of the person. If theperson is in a common-law relationship, score the item 2 for Married. If theperson is in a same-sex relationship that is legally recognized as a marriage, scorethe item 2 for Married. If the person is i n a long-term same-sex relationship thatis not legally recognized as a marriage, score the item 3 for Partner/significantother.

1 9 4 2 1 1 0 1

Year Month Day


5/10

2 Chapter 1 StrategiesforTextbook Learning

Copyright

LaraineE.

Flemming.

Allrightsreserved

1 PQRSTis one popularalternative.2 Brown isthe authorofeDaVinciCode.3Meyeristhe authorofeSouthernVampireSeries.

Because it was created more than half a century ago, SQ3R, the systemfor learning from textbooks introduced in this chapter, has sometimes

been called obsolete, or out-of-date. But, in fact, Francis P. Robinson,

the man who created SQ3R in the 1940s, was an educational psycholo-

gist who spent years teaching both college students and military per-

sonnel how to learn from textbooks. His system, if used consistently,

can still produce big rewards. While it needs some modications, which

you will learn about in the pages that follow, usingSQ3R (or one of the

various study systems based on it 1) will signicantly boost your le arning

from textbooks as long as you use it on a consistent basis.

Chapter 2 also emphasizes the importance of writing while reading

as a way of improving not just comprehension but remembering as well.

Youll also learn how to vary your reading rate when completing your

textbook assignments: youll learn when to speed up and when to slow

down. In addition, the chapter oers some suggestions for using the

World Wide Web to expand your background knowledge and prepare

for reading before starting your textbook reading assignments.

Introducing SQ3R: Survey, Question,

Read, Recall, Review

If you are reading a bestseller by a writer like Dan Brown2 or Stephanie

Meyer,3 you more than likely let your mind dri along with the story,

almost like you were dreaming it. However, this dreamy, unfocused

approach, so perfect for leisure reading, is not appropriate for text-

books. With textbooks, you need a systematic but exible system that

can take into account your assignment, the diculty of the material,

and the authors writing style. SQ3R is exible enough to take all three

elements into account.

S: Survey to Get a General Overview and Make Predictions

When you begin a textbook assignment, dont just open up your text-

book and start reading. Instead, survey or preview the material using

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IntroducingSQ3R:Survey,Question,Read,Recall,Review 7

Copyright

LaraineE.

Flemming.A

llrightsreserved

1. What are the goals of a survey?

Asurvey should:(1)give you ageneralideaof whatthe chaptercovers,(2)give you a feelforthe

writersstyle andmethod of organization,(3) helpyou gure outwhats importanti n the chapter,

and(4)identify breaksin the chapterthatwillhelpyou decide howmany pagesyou wantto read

perstudy sessions.

2. What does the term reading exibility mean?

Flexibility iscrucial to surveying andevery otheraspect of reading. Each newreading assignment

callsforadierentsetof reading strategiesthatreectthe kindof materialyou are reading,the

authorsstyle, andour own purpose in reading.

CHECK YOUR UNDERSTANDING

A how-to-study program must be individualizedto each students needs.

Francis Robinson

Q: Ask and Answer Questions While Reading

Many students complain that their concentration ags when they try

to study. is is not unusual. It happens to all of us when we try to

absorb new and dicult material for any length of time. Still, if you ask

questions while you read, the problem of failing concentration can be

considerably reduced. Posing and answering questions during a study

session can help you remain mentally active throughout your reading.

Using questions to maintain your concentration can also keep you alert

to key points addressed in the chapter.

Use Introductory Lists of Questions

Many textbook chapters open with a list of questions the author (or au-

thors) wants to address. When it comes to identifying whats essential

to the chapter, such lists are extremely useful. us, it pays to jot some

of them down before you begin reading. at way you can be on the

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V OCAB UL ARY CHE CK

e following words were introduced in the chapter. Match the word with the denition.

Review words, denitions, and original context, or setting, two or three times before taking the

vocabulary test. (e page numbers in parentheses provide the original context only.)

1. icons (p. 00) l

2. determinants (p. 00) f

3. chromosomal (p. 00) h

4. repulsed (p. 00) i

5. prenatal (p. 00) m

6. personied (p. 00) j

7. cognitive (p. 00) o

8. hypotheticals (p. 00) n

9. contemplate (p. 00) a

10. adaptive (p. 00) e

11. regress (p. 00) q

12. molten (p. 00) c

13. projection (p. 00) r

14. acquisition (p. 00) t

15. incurs (p. 00) p

16. deviance (p. 00) s

17. oblivion (p. 00) d

18. acoustic (p. 00) k

19. convert (p. 00) b

20. landmark (p. 00) g

a. consider, think about

b. transfor m, convert

c. heated to the point of becoming liquid

d. condition of being completely forgotten

e. capable of responding eectively to new

situations

f. causes

g. having important consequences on

future studies or events; also a decisive

turning point

h. related to chromosomes, the microscop-

ically visible carriers of genetic inheri-

tance

i. disgusted

j. oering the perfect illustration

k. related to sound

l. visual symbols or representations

m. before birth

n. things existing only as theories, not yet

realities

o. related to thinking

p. produces

q. move backward

r. prediction of future sales

s. not following accepted social standards

t. the act of acquiring or obtaining some-

thing

12 Chapter 1 StrategiesforTextbook Learning

Copyright

LaraineE.

Flemming.A

llrightsreserved

From Topics to Topic Sentences 4

IN T H IS CH A P T ER, YO U W IL L L EA RN

how to determine the topicof a paragraph.

how to get from the topic to the main idea of the paragraph.

how to recognize topic sentences expressing the main idea.

the most common locations for textbook topic sentences.

how to paraphrase topic sentences for reading notes.

Understanding depends on mutual empathy,on reader and writer appreciating each others task.

Larry Wright, professor and philosopher

Putting it All Together

The following readings give you a chance to practice everything you have

learned about comprehension and critical reading. They will also introduce

you to people and ideas that have aroused both discussion and controversy.

As you read, think about where you stand on the various events and actions

described. Ultimately reading is not just about understanding and remember-

ing what other people say about the world. Its also about discovering your

own point of view.

Reading for Results, 11e


6/10

TheINTEGRATIONIMPERATIVEErasing Marketing and Business

Development SilosOnce and for All

in Professional Service Firms

Suzanne C. Lowe

A must read for any serious professional services executive.David Harkleroad, Managing Director, Global Marketing, Hay Group

The Integration ImperativeErasing Marketing and Business

Development Silos

in Professional Service Firms

Suzanne Lowe

Expertise Marketing

Concord, Massachusetts

Part

I

Read this section. . .

If you didnt know there is a Marketing - Business Development inte-

gration problem in professional- or business-to-business service

firms, or

If you need to make a credible case to your colleagues that there

really IS an integration problem, and what it looks like

Otherwise, feel free to skip to Part II!

I I I

Professional- and B2B service firms siloed and disjointed marketing

and selling functions seriously hamper them from competing effectively

and serving their clients optimally. So far, though, most professional

firms attempts to improve their effectiveness in marketing and business

development have not addressed two core problems.

First, the traditional structure of these functions simply no longer worksas well as PSFs and B2Bs need it to do in todays complex marketplace,

and especially if they want to compete effectively and serve clients opti-

mally in the future. Second, this structural problem is exacerbated by

numerous cultural barriers, including a lack of common definition of

the meanings of marketing and business development and their

potential scope, and obsolete cultural norms regarding marketing and

business development.

The four chapters of Part I provide an overview of the marketing and

business development disconnects that exist in professional service

firms. Chapter 1 explores evidence of numerous structural Integration

Part I

A Solvable Problem

6 Part I: A Solvable Problem

The Increasing Effectiveness study featured several questions on the

five general steps that most firms follow in their process. They are shown

in Figure 1.X below.

Bodine and I were surprised at how little emphasis respondents placed

on the first of these five steps: Defining and identifying our most strategi-

cally appropriate clients and targets. Regarding their goals from 2002-

2005, they ranked this marketing goal lower than all but one of their mostimportant marketing goals! (See the top row of Figure 1.X, below).

The client acquisition step (featured in Figure 1.Xs second row) has

traditionally been a professional enterprises most riveting endeavor. In

my days of serving as an in-house marketing director for a variety of firms,

it was the single biggest focus for growing the company. The hunt was

enthralling. So was the kill, as it was sometimes called. But the mantra

of acquiring clients has almost taken on a life of its own.

In the Increasing Effectiveness study, one of the respondents com-

mented on how important and well-known this benchmark was

within his firm: We want to maintain at least an 80% hit rate (Lowe and

Bodine 2006, 54). A law firm respondent stated it even more starkly: We

have revenue targets for 2006, and for the 2007-2010 periods. Those tar-

gets are higher than this current year. We also establish targets for new

clients, and for total new files -calculated annually, and broken down

monthly in patterns to match previous years statistics (Lowe and Bodine

2006, 69).

Strategic marketinggoals

Average importancein the last three years

Firms that ranked thisgoal lowest

Firms that ranked thisgoal highest

Define and Identify 2.8 23.6% 19.1%

Acquire 3.2 9.5% 18.6%

Retain 3.4 10.6% 26.3%

Grow Revenue 2.9 16.2% 13.5%

Increased Perceived

Value1.7 40.1% 22.6%

Figure 1.1 Ranks for Strategic Marketing Goals, 20022005

.

The Integration Imperative


7/10

Flickering Screens andFragile DemocraciesFacing History and thePromise of Digital Media

Howard Lurie

Facing History and Ourselves

The Pedagogy Brief Series

Core Concepts inHistorical Understanding

Making Past-Present Comparisons in

Facing History and Ourselves Classroooms

Alan Stoskopf



Facing History andOurselves andCivic Learning

Melinda Fine, Ed.D.



Creating a ReflectiveClassroom Community

Doc Miller





8/10

Postcards for exhibit invitations and yearly newsletter

Radka Donnell, Outdoor Joys,

85 x 58 inches

H.Gen Kozuru, Tea Bowl

AliceMeans , LittleWhite Duck Quilt,fabric and threadJoan Paley, LittleWhiteDuck,collaged paper

T H E A R T C O M P L E X M U S E U Mwww.artcomplex.org

June 8 August 17, 2008

Rotations: H. Gen Kozuru

Complex Conversations:Joan Paley and Alice Means

Rooted in Tradition:Art Quilts from the

Rocky Mountain Quilt Museum

Through September 7, 2008

C u r a t o r s C h o i c e : C h i n a

IreneChan, Leaning to Pond/er,

(installation detail), 2006,paper,ink,

acetate Shang Xi(attributed to), activecirca 14261441, Villa by a Lake, albumleaf, ink and color on silk Nancy Cipullo, Bee-Man and Untitled,

leather,fabric, found materials

T H E A RT C O M P L E X M U S E U M

www.artcomplex.org

November 19 February 11, 2007

Through January 14, 2007

Go Figure!

Photographs by Lance Keimig

VincentCrotty ,Dorchester, Massachusetts, Kanturk Town-Spring,

oilon canvas

Mark DelGuidice,United States, 2006, Conundrum, walnut,

eggshells,incised, carned and painted basswood,milk paint,lacquer

RobertFornell ,United States, Tengu-yu Mizusashi2,

2004,stoneware with ash glaze

T H E A R T C O M P L E X M U S E U Mwww.artcomplex.org

Through April 13, 2008 March 16 May 25, 2008

Making Their MarkMizusashi Duxbury Art AssociationAnnual Winter Juried Show

photographs by lance keimig photographics

photograph by clemens/howcroft,boston,massachusettts

American Landscape Paintings

February 4 April 22

To coincide with the Duxbury

Art Association (DAA) Annual

Winter Juried Show, a selection of

American landscape paintings fromthe Art Complex Museum collection

will be installed in Rotations Gallery.

TheDAAexhibitiontypicallyisdomi-

nated by painting and we believe it is

an excellent opportunity to present

some of our own remarkable paint-

ings, including works by George

Inness, John Francis Murphy, Lowell

Birge Harrison, Charles Burchfield

and Dwight W. Tryon.

Eventide,Tarpon Springs,Florida,

1893 (ACM 2.32) by George Inness

(18251894), embodies the atmos-

phere and light of days end. The

smoky tones of the image resonate

with the calm feeling of evening and

setting sun. Inness was a convert to

mystic Swedenborgism and believed a spiritual force is embedded in the

natural world and this force can be witnessed and then reproduced in

painting. Eventide, Tarpon Springs, Floridaepitomizes the embodiment

of the spiritual aspect of the landscape.

Lowell Birge Harrison was born in Philadelphia and studied painting

at the Pennsylvania Academy of Fine Arts. In 1876, he met John Singer

Sargent whoencouraged himto studywithCarolus-Duranin Paris.While

in Paris, Harrison spent time at the art colonies of Grez and Pont-Aven

T HE N EW SL ET TE R O F T HE A RT C OM PL EX M US EU M A T D UX BU RY W IN TE R 2 0 0 7

Culturally Unique for36 Years www.artcomplex.org

Complexities

Lowell Birge Harrison (18541929),Moonrise on the Beach, oil on canvas,81.099

C O N T I N U E D O N P A G E 3

R O T A T I O N S

FPO

We can scan from slide

Mizusashi

February 3 April 13

Mizusashi is the fresh water container for the

Japanese tea ceremony. Of the various tea

ceremony ceramics, the mizusashi is usually

the largest. The Art Complex Museums col-

lection includes an impressive group of these

containers. This exhibition will present a

selection made by the potters visited by

museum co-founder Carl Weyerhaeuser in

the 1970s. The containers represent the

important kilns in Kyoto, Asahi, Tamba, Shi-

garaki, Iga, Mino, Seto, Bizen, Hagi and

Northern Kyushu.

Recentlythemuseumhaspurchasedseveral

mizusashi by prominent contemporary pot-

ters. Robert Fornell (USA, b. 1955) lived and

worked in Japan from 1988 until 1996.

Tengu-yu Mizusashi 2, 2004 incorporates

several varieties of clay from the Seattle-areawhich approximate the mogusa clay used for

Shino ware in Japan. The body of the

mizusashi (container) is covered with a thick, white, ash glaze. Ono

Kotaro (Japan, b. 1953) and Matsuda Yuriko (Japan, b. 1943)

both work in porcelain. Ono cloaks his mizusashi with a translu-

cent, cream-colored glaze. Matsuda paints her whimsically shaped

(pumpkin) jar with bright red, blue and yellow overglaze enamels.

Alice R. M. Hyland, PhD,Consulting Curator

T HE N EW SL ET TE R O F T HE A RT C OM PL EX M US EU M A T D UX BU RY W IN TE R 2 0 0 8

Culturally Unique for37 Years www.artcomplex.org

Complexities

Robert Fornell, United States, Tengu-yuMizusashi 2, 2004, stoneware with ashglaze

R O T A T I O N S


9/10

A+ Guide to

Managing andMaintaining Your PC

Includes

CD-ROM

A+Guideto

ManagingandMai

ntainingYourPC

FIFTHEDITION

ANDREWS

F I F T H E D I T I O N

JEAN ANDREWS

Maps to CompTIAs 2003A+ Exams

A+ Guide to

TroubleshootingHardwareT H I R D E D I T I O N

JEAN ANDREWSA+Guideto

TroubleshootingHa

rdware

Managing,Maintaining,andT

roubleshooting

TH

IRDEDITION

ANDREWS

Includes

CD-ROM

Managing,

Maintaining, and

Troubleshooting


A+ Guide to

TroubleshootingSoftwareT H I R D E D I T I O N

JEAN ANDREWS

Managing,

Maintaining, andTroubleshooting

A+Guideto

Troubleshootin

gSoftware

Managing,Maintaining

,andTroubleshooting

TH

IRDEDITION

ANDREWS

Includes

CD-ROM


A+ Lab Manual for

PC Repair

Includes

CD-ROM

A+Manualfor

PCRepair

FIFTH

EDITION

ANDREWS

F I F T H E D I T I O N

JEAN ANDREWS

Includes 146 Hands-on Labs

A+ Guides


10/10

Although I hope you have read the preface, let me remind y ou of the anal-

ogy we will use throughout t his text. Your college education is a journey.

You cant hop on a plane, look out at the clouds, read a book, watch a

movie, eat and drink a bit, have a casual conversation with your seat

mates, catch a nap and be there. Nor can y ou get there as a passenger on

bus or train. College education is a rough road trip and y ou are the driver.

You choose the route, you follow the road signs, you put on the gas and

the brakes, you fuel up, ask for directions. You fight fatigue and stress.

But you also take in the whole experience of the drive, every curve and

bump and every complex intersection.

If this is your first semester at college, you have already discovered it i s

difficult to drive in a place that is unfamiliar. You are definitely out of

your comfort zone. You may make a few wrong turns. Your may not take

the shortest route. Even when you use Mapquest or a GPS, instructors, or

other students to help you navigate, driving in a new territory requires

concentration. Right now it seems everything is new: the campus itself,the instructors, the amount of work required and the speed with which

things covered, the entire college environment with credit hours, general

1

SURVIVAL KITThings You Need to Know RIGHT NOW!

Mustsfor the

First Dayof Class

ClassSchedule

Modelingthe

LearningProcess

To-DoList

Strategies for Taking Tests

Checklist for Essay Tests

A Dozen Reasons to Review a

Returned Test

Survival

Tips forTakingTests

Survival

Tips forTaking Notesand Reading

Assignments

TenGeneral

Survival Tipsto Keep YouAfloat toKeep YouAfloat

TheBREATHESystem

Hopper Study Guide

Now that you have started college, do you feel as though you have been

caught in a whirlwind? Do you wonder where you will find the time to get

everything done? Dont professors know you have a life? Time manage-

ment is a critical issue for college students; how smart students are is less

important to their success than how they manage their time. The de-

mands on your time may be entirely different from anything you have

previously experienced, and these demands will force you to make diffi-

cult decisions. Most professors agree that you can count on at least two

hours of outside work for every hour you are in class. Many add that

those two hours of work may earn you only a Csome classes require

even more time.

How many course hours are you taking? What other responsibilities

do you have? What are you willing to give up in order to be a successful

college student? There is just so much time. You cant continue to doall the things you used to do and add the job of being a college student

without giving up something. Obviously, you will never have more than

twenty-four hours in a day. You can, however, make extra time in two

ways: by doing the same task in less time and by making use of time

that you previously wasted. Throughout this course you will be seeking

ways to do things not only faster but also more efficiently. One definition

of study skills is finding ways to do things better in less time. However,

few of the study strategies you will learn will work for you if you dont

have time to use them.

Applying the Principles of Time Management1

Benefits of Scheduling

Principles of Scheduling

Making Schedules

Scheduling

Date Book

Planningfor TimeWasters

To-DoList

15

The cardinal rule of time management is toalways carry pocket work. Al-

ways have something that you can do while waiting. Make flash cards of

what you need to study for an upcoming test. Make copies of homework as-

signments, or just be sure to have a book with you. Those wasted ten, fif-

teen, or twenty minutes add up. And you will discover later that you usually

learn more in short sessions than in longer ones. Program your mind; make

it a habit to use waiting time. The second most important thing is to carry

a date book. You may think you will remember what your assignment is

and when it is due, but you can be sure only by writing it down.

Exercise 1.1

Beginning Steps in T ime Management

1. Multiply your course hours by 2, and add the result to the num ber

of hours you are taking. (If you are taking fifteen hours and study a

minimum of two hours for each hour you are in class, thats forty-

five hours.) Put that number here ______. This is the number of

hours you are adding to your present responsibilities. Is there

enough time to be successful? If not, you will need to make the

necessary adjustments.

2. List some specific things that you are willing to give up or spend

less time on now that you are in college.

CopyrightHoughtonMifflinCompany.Allri

ghtsreserved.

Learning OutcomesChapter 1 Time Management

When you complete Chapter 1, you are expected not only to understand the

material presented, but also you should be able to

List ways you can

make use of time

previously wasted

and do the same task

in less time.

Demonstrate time-

management

strategies, including

constructing a master

schedule for the

semester.

Create an organized

to-do list, and show

evidence of using a

planner.

Analyze a case

study, and construct

advice for students

having difficulty with

time management.

Explain the learning

process modeled in

the chapter.

When I put my notes,

vocabulary, review lists on

note cards, I punch a hole in

them and put them on a key

ring. That makes them easier

to keep up with.

Student Tip

bbd samples.8.6

Documents