Just Published: Equipment for Respiratory Care: Includes Navigate 2 Advantage Access

The recently published Equipment for Respiratory Care by Teresa A. Volsko, Robert L. Chatburn, and Mohamad F. El-Khatib is changing the paradigm of historic respiratory care equipment books. Focusing on the clinical application of patient care, this text enhances key critical thinking skills with clear explanations of the features of the equipment as well as the way it functions.

Key Features:

  • New Approach: Emphasis on clinical application rather than engineering technical detail
  • Case-based critical thinking modules provide the opportunity to develop decision-making skills
  • Provides an easy to use, logical approach to tackling clinical or patient and technical problems
  • Includes illustrations from the user’s point of view focus on how the operator needs to interact with the equipment
  • Follows AARC Clinical Practice Guidelines
  • Each new print copy includes Navigate 2 Advantage Access that unlocks a comprehensive and interactive eBook, student practice activities and assessments, a full suite of instructor resources, and learning analytics reporting tools

Instructor Resources:

Instructor’s Manual, including a Sample Syllabus, Lecture Outlines in PowerPoint Format, Learning Objectives, and Test Bank

Read What Instructors Are Saying:

“I like the approach of this book.  By focusing on principles of patient care, the authors have made the equipment being discussed more relevant to the student as they proceed through clinical education.  I believe this approach will foster the critical thinking skills that are so vital for the successful respiratory therapist to possess.” – Michael Murphy, BA, RRT, EMT-P, Clinical Instructor, University of Hartford

Interested in learning more?  Visit our website or preview a sample chapter!

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New Recorded Webinar: An Update On Undergraduate Public Health

Earlier this week, we conducted an Undergraduate Public Health webinar with featured presenter, Dr. Richard K. Riegelman, MD, MPH. It explored important topics, such as:

  • Recent growth trends in undergraduate Public Health
  • The goals and outcomes of the “Framing the Future” task force
  • The “Critical Component Elements” for undergraduate Public Health
  • Community Colleges and Public Health
  • Efforts and successes of important national associations such as the AAC&U, CEPH, and ASPPH
  • Opportunities to reach new audiences for education in public health

Watch the entire webinar now:

Public Health 101, Enhanced Second Edition Includes Navigate 2 Advantage AccessDr. Riegelman is Professor of Epidemiology-Biostatistics, Medicine, and Health Policy, and is the founding Dean of the Milken Institute School of Public Health at The George Washington University. Dr. Riegelman has taken a lead role in developing the Educated Citizen and Public Health initiative, which has brought together Arts and Sciences and Public Health education associations to implement the IOM recommendation that “… all undergraduates should have access to education in Public Health.” Dr. Riegelman is also the author of Public Health 101: Health People—Healthy Populations, Second Edition Includes Navigate 2 Advantage Access and is the editor of the Essential Public Health series.

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Just Published: Legal and Ethical Issues for Health Professionals, Fourth Edition

Legal and Ethical Issues for Health Professionals, Fourth Edition is now available.

Legal and Ethical Issues for Health Professionals, Fourth Edition by George D. Pozgar is a concise and practical guide to legal and ethical dilemmas facing healthcare professionals. This dynamic text helps students better understand the issues they will face on the job and the legal implications. With contemporary topics, real-world examples, and accessible language, it also offers students an applied perspective and the opportunity to develop critical thinking skills.

New to the Fourth Edition

  • Features new case studies pulled from the news  and how they pertain to healthcare ethics
  • Reviews the Affordable Care Act/Obamacare
  • Navigate 2 Advantage Access, including: eBook, Knowledge Checks, End-of-Chapter Graded Quizzes, Study Tools, Interactive Flashcards, Practice Activities, Lesson Quizzes, Midterm, and Final

Instructor Resources: Lecture Outlines in PowerPoint format, Instructor’s Manual, Sample Syllabus, and a Test Bank.

Interested in learning more?  Visit our website or preview a sample chapter!

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Are Students Our Customers?

Ask a faculty member about how the customers are doing in her course and you are likely to receive the following responses: confusion, disbelief, and annoyance. Much like waving a red flag at a bull, calling students customers in front of faculty can induce raised voices and anger. Often when this term is used, faculty members will expound on student entitlement and demands for unearned grades. In their minds, student expectations have outstripped reality in higher education. Sometimes it can be difficult to step back and recall our own educational choices.

Looking back, I can say I selected my first university because they chose me. A National Merit Commended Scholar, I found myself being recruited with grants and scholarships. Moving on to my graduate degrees, I had financial aid in the form of tuition reimbursement from my employers for the local universities. My purchasing decisions were made easier by virtue of financial aid. I’m grateful to this day for that assistance. Over four decades later, have things changed? Yes and no. Consider the following.

  • The majority of students are online searching for colleges and universities using Facebook, Twitter, Instagram and other social networking tools.
  • In a Uversity/Zinch survey, two-thirds of students indicated conversations in social media influenced their decision on where to enroll.
  • Program selection is influenced by scholarships, financial aid, cost, program offerings, and how they are treated by admissions personnel. Why? Because, according to Dr. Don Martin, higher education admissions expert, author, and former admissions dean at Columbia University, Northwestern University, Wheaton College, and University of Chicago Booth School of Business, the best predictor of how a student will be treated while she is in a program is how she was treated as a prospective student.
  • When a prospective student begins to apply to a program, she often wants to speak to current students and alumni. Not only do prospective students want to know about how hard the curriculum is and if the professors are good, but how students are made to feel about themselves (Palmer & Koenig-Lewis, 2011).
  • Prospective students want to know if they can obtain jobs and careers in their chosen profession with this educational program. When applying, they want to know what employment opportunities and opportunities for advancement in careers will be available because of this degree.

Does this mean the student is a customer?  I would venture to say that when students are examining their options and searching for a college, university, or program, they are behaving like customers. The 4Ps of marketing, Product, Place, Price, and Promotion, are very much in play while they make their decision. However, a portion of our selection process should include an assessment of the student’s interest in and ability to make the change from being customers to health care management professionals in training.

Once we choose each other and the student is admitted, it is our job as faculty to support them in that transition. According to Holdford (2014) that means we must move the students from being self-centered to becoming patient-centered. He proposes we focus on the patient as the customer in our curricula, where:

“…education is a privilege, professional competence is the goal and outcome of education, education is a collaboration of students and faculty together, grades provide feedback on effort and performance, faculty members and students co-create the educational experience, students are held accountable, and the ultimate goal for students is a career where one can make a difference” (Holdfold, 2014, p. 4).

Part of the professionalization process is faculty modeling excellent interpersonal skills, even when a student is not performing well in a course. This isn’t “pandering” to the student, this is coaching and mentoring the student to a higher performance level. Feedback can be encouraging even when a student has performed poorly on an assessment. I recently had a student thank me for my constructive feedback on an assignment on which she had earned a less than optimal grade due to grammar. With coaching, she understood where she failed to meet the mark and what she needed to do to achieve it next time. She is now empowered by my feedback to demonstrate her communication and writing competencies on her next assignment.

After over two decades in higher education, I can attest to the power of treating students as part of this team sport called teaching. Former students continue to stay in touch with me to tell me about their careers and families. I continue to mentor many and encourage them to go on for additional educational work.  As we engage in the process of recruiting, retaining, educating, and graduating the next generation of healthcare managers, we must keep in mind that we are helping them to develop from higher education customers into the professionals we want to have as colleagues and friends.

Sharon B. Buchbinder, RN, PhD

Sharon Buchbinder is Professor and Program Coordinator for the MS in Healthcare Management at Stevenson University in the Graduate and Professional School and former chair of the Association of University Programs in Health Administration (AUPHA). She is also the author of three books from Jones & Bartlett: Introduction to Health Care Management, Cases in Health Care Management, and Career Opportunities in Health Care Management.

Here are some references if you are interested in this topic:

Buchbinder, S. (2010). Teaching as a contact sport. http://blogs.jblearning.com/health/2010/11/01/teaching-as-a-contact-sport/

Danjuma, I., & Rasli, A. (2012). Service quality, satisfaction, and attachment in higher education institutions: A theory of planned behavior perspective. International Journal of Academic Research, 4(2), 96-103.

Holdford, D. A. (2014). Is a pharmacy student the customer or the product? American Journal of Pharmaceutical Education, 78(1), 1-5.

Iuliana, P., & Mihai, I. D. (2011). Knowing our “clients” for a better management in higher education services. Journal of Academic Research in Economics, 3(3), 355-362.

Ivana, D., Pitic, D., & Drăgan, M. (2013). Demographic factors in assessing quality in higher education: Gender differences regarding the satisfaction level of the perceived academic service quality. Quality Assurance Review, 5(1/2), 95.

Mark, E. (2013). Students are not products. They are customers. College Student Journal, 47(3), 489-493.

Mark, E. (2013). Student satisfaction and the customer focus in higher education. Journal of Higher Education Policy & Management, 35(1), 2-10. doi:10.1080/1360080X.2012.727703

Oluseye, O. O., Tairat, B. T., & Emmanuel, J. O. (2014). Customer relationship management approach and student satisfaction in higher education marketing. Journal of Competitiveness, 6(3), 49-62. doi:10.7441/joc.2014.03.04

Palmer, A., & Koenig-Lewis, N. (2011). The effects of pre-enrolment emotions and peer group interaction on students’ satisfaction. Journal of Marketing Management, 27(11/12), 1208-1231. doi:10.1080/0267257X.2011.614955

Robinson, L., & Sykes, A. (2014). Listening to students’ views on NSS data for quality enhancement. Health & Social Care Education, 3(1), 35. doi:10.11120/hsce.2013.00035

Uversity/Zinch. (2014). Digital, social, mobile: The 2014 Social admissions report. http://www.uversity.com/downloads/presentations/2014-Social-Admissions-Report-Webinar.pdf

Webster, R. L., & Hammond, K. L. (2011). Are students and their parents viewed as customers by AACSB—International member schools? Survey results and implications for university business school leaders.  Academy of Educational Leadership Journal, 15(2), 1-17.

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15 Tips to Avoid Gaining 15 by 2015

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

With the holiday season upon us, our special guest bloggers, Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise, offer expert tips on staying healthy.

It’s that time of year when celebrations and the emotions that surround them often tempt us to sideline our healthy eating. Food brings family and friends together for traditional holiday recipes, but also presents us with  temptations. Good food and good company make the holidays a special time of year, but we must remain mindful of our choices.

It can be a slippery slope from Halloween to the New Year and if you are not careful, you may find yourself five to ten to fifteen pounds heavier in 2015. With a little planning, you can meet your goals and keep your weight stable throughout the holiday season. Incorporating some of the tips below can lead to a healthier you in 2015!

  1. Be realistic. Do not plan to start a diet, swear off all of your favorites, or avoid the festivities. Unrealistic goals usually fail.
  2. Create a plan. Set aside 10 minutes to jot down your goals and plans to achieve the goals. By taking the time to put your ideas on paper (or in your smart phone) you will be more motivated to remain on track.
  3. Share your plan with your friends and family. Relaying your plan prior to the holiday event(s) helps decrease stress, keeps you focused, and can be a source of support.
  4. Enlist the help of a buddy or keep a journal (paper, smart phone or App). If you have to be accountable, you are less inclined to stray from your plan.
  5. Do not skip meals or snacks. You will be more likely to overeat later in the day if you miss a meal or snack.  Keep healthy snacks readily available.
  6. Do not go to a party hungry. You will be more likely to overeat and overindulge if you are hungry when you arrive at the party.
  7. Do not graze. Grazing always equals overeating. Take the time to eat a healthy, satisfying meal.
  8. Move away from the temptations. At parties or at the holiday table, position yourself away from the hors d’oeuvres, desserts and/or any other foods that may tempt you.
  9. Survey your options. Before you fix yourself a plate, take a quick look at what is being offered. Taking a minute to decide what you want before you pick up your plate will help decrease overeating.
  10. Be mindful of portions. Take a smaller amount of the foods that are less healthy. Balancing your plate by filling it with more of the healthier, colorful foods will curb your desire for second servings.
  11. Use a small(er) plate. The size of the plate matters; smaller plates help control portions. Using a smaller plate is extremely helpful when meals are served buffet-style.
  12. Eat slowly. It takes 20 minutes for your stomach and brain to signal fullness. Slow down your meals by consuming smaller bites, chewing thoroughly, putting down your fork in between bites and engaging in conversation.
  13. Think about your drink. The calories in alcohol, sodas, juices and specialty beverages (coffees, lattes, cocoas) can add up quickly.
  14. Go for a walk. Exercise is important to keep in shape and reduce stress. Plan solo activities and ones the family can enjoy.
  15. Learn how to say “no thank you” politely. Being able to kindly pass on certain foods or seconds will reduce overeating and feeling guilty.

Do not approach the holidays with an all or nothing attitude. Instead, take the time to think about what you can do to improve your nutrition and exercise plan from last year. Even little changes can make a big difference. Remember– you do not need to be perfect to be successful! Enjoy!

http://www.jblearning.com/catalog/9780763778866/More information can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to adefronzo@jblearning.com . Questions will be answered on a monthly basis.

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ASHA Meet The Author Sessions: Brian Shulman, Ilias Papathanasiou, and Patrick Coppens!

The 2014 ASHA Convention is being held in Orlando, FL, November 20-22. This year’s theme is “Science. Learning. Practice. Generations of Discovery.”  Each year the American Speech-Language-Hearing Association (ASHA) Conference brings together more than 12,000 speech-language pathologists, audiologists, and scientist  to learn about the latest research, improve techniques, and gain new resources to advance professional development.

Stop by Jones & Bartlett Learning’s Booth #427 to meet Brian Shulman, author of Language Development: Foundations, Processes, and Clinical Applications, Second Edition. Ask questions about the text, purchase or request autographed copies on Thursday, November 20from 2:00PM-3:00PM, and Friday, November 21, from 9:00AM-10:00AM.

Meet Ilias Papathanasiou and Patrick Coppens, authors of Aphasia and Related Neurogenic Communication Disorders, on Friday, November 21, from 11:30AM-12:30PM.

To learn more about the authors please visit our website.

Want to learn more about 2014 ASHA Conference? Please visit the ASHA website.

 

 

 

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5-Star Review for Nutrition for the Older Adult, Second Edition Includes Navigate 2 Advantage Access

Nutrition for the Older Adult, Second Edition Includes Navigate 2 Advantage AccessOur recently published Nutrition for the Older Adult, Second Edition Includes Navigate 2 Advantage Access by Melissa Bernstein and Nancy Munoz just received a perfect score of 100 and 5 stars from Doody’s Review Service. According to reviewer, Amy Hess-Fischl, MS, RD, LDN, BC-ADM, CDE, from the University of Chicago Medical Center, it “is an up-to-date resource on all aspects of nutrition care for older adults.”

Read more excerpts from the review:

“[It] is intended for students in nutrition and all allied health sciences, as well as practitioners who wish to learn more about nutrition in older adults. The editors and chapter authors are all credible authorities in their fields.

Chapters are easy to read, colorful, and filled with textboxes, tables, and figures highlighting key information. Chapters also present key definitions along the margins, and most include case studies. With its judicious use of color, tables, textboxes, and white space, the book makes it easy to read and review the important information for each topic.

Having the book in print and online is helpful, since individual chapters can be downloaded to an e-reader, eliminating the need to carry around the whole book.

This is a valuable resource for practicing healthcare professionals, but it is also useful for students learning key information about the nutrition needs of older adults. This edition is updated with all the new research and recommendations for this population.

Want to learn more? Preview a sample chapter now or visit our website.

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Pharmaceutical Calculations Review!

Pharmaceutical Calculations by Payal Agarwal received an excellent review from Doody’s Review Service. According to reviewer, Neela A. Bhajandas, PharmD, is “A needed, easy-to-understand resource for pharmacy students, pharmacy technicians, and pharmacy residents, as well as pharmacists who need a refresher when doing pharmaceutical calculations in different clinical situations or involving special populations. It can also be used by students pursuing their master’s or PhD in pharmaceutics. The contributing authors are well-qualified specialists in their respective fields.”

Read more excerpts from the review:

“This introductory, well-organized pharmaceutical calculations book focuses on both pharmaceutical concepts and calculations. Each chapter is supplemented with an abundance of clinical calculations and prescription-based questions, which aid in the understanding of compounding and dispensing inpatient hospital and community outpatient prescriptions. This book provides a good foundation in not only the theoretical component of pharmaceutical calculations, but also the practical and clinical components.”

 

Interested in learning more? Preview a sample chapter now or visit our website.

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Nutrition and Exercise Tips for Cold Weather Training

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

With the weather growing colder, our special guest bloggers, Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise, offer nutrition an exercise tips for cold weather training.

Some years ago during late spring, I was hiking in Banff National Park. I planned on climbing the 8,000-foot mountain trail to a glacier that fed the beautiful Lake Louise. I started my journey about midday, with beautiful clear skies and a temperature of 62 degrees. The ascent was steep and taxing along the switches; I was wearing a long sleeved cotton T-shirt, a cotton sweatshirt and a lightweight nylon rainproof jacket. The hike took approximately two hours, which included occasional rest breaks to catch my breath and to take pictures. I vividly remember my final stop before the summit; the temperature had dropped significantly and a light wind was blowing which caused the heavy sweat on my body to chill quickly. I began to shiver uncontrollably, but pushed on to the top. When I arrived at the base of the glacier, I noticed that I was having difficulty concentrating and I was a little unsteady on my feet. A couple of times I lost my balance, which forced me to sit down. I stopped shivering and no longer felt cold. I had no idea how long I had been sitting, when someone approached me and asked if I was feeling okay. I had difficulty answering due to my confusion and slurred speech. Two hikers escorted me to the log cabin that sold hot beverages and food where I was placed in front of a heater and given something hot to drink. This was my first and hopefully last experience with hypothermia. In hindsight, I was lucky that this incident did not turn into something more serious. I learned more than I bargained for that day; my experience helped me personally during my career training Navy and Marine Corps aviators and aircrew in cold weather survival techniques.

The following are important tips to help protect you when working or exercising in the cold:

1. Cold weather doesn’t mean you have to stop outdoor activities. Don’t put your exercise on hold. With the right clothing and proper planning you can continue getting the most from outdoor exercise during the colder months.

2. Before going outside get an updated weather report. Know the air temperature and wind-chill factor. Low temperatures combined with wind can decrease temperatures considerably, resulting in an increased potential for hypothermia or frostbite.

3. Let someone know where you are going and what time to expect you back. Individuals who exercise in the cold should carry a cell phone and some type of signaling device such as a whistle or flashlight. Try to avoid changing your route when you are outside, as this makes it more difficult to locate you if something should happen.

4. Dress in layers. Do not dress too warmly in the cold. Exercise generates significant amounts of body heat. It is important to dress in layers that can be removed when sweating. The rule of thumb is to wear a lightweight synthetic or polyester layer against the skin as it wicks moisture away from the skin’s surface and dries quickly. The second layer should be either wool or polyester fleece and the outermost layer should be a lightweight water repellant material with vents both under the armpits and back to allow trapped heat and moisture to escape.

5. Avoid heavy cotton materials that absorb large amounts of moisture. Wet clothes that contact the skin can remove heat from the body very quickly in cold temperatures and wind. It is well documented that water contacting the skin removes heat 26 times faster than skin exposed to air. If the skin becomes wet, find shelter and dry off as quickly as possible. Follow the layered protocol above to avoid potential cold threats.

6. Protect your hands, feet, and head. It is important to remember that the body conserves its core temperature in the cold by shunting warm blood away from the extremities such as hands and feet. This makes the exposed extremities susceptible to potential frostbite. Wear double gloves; the outer glove should be thick covering a thinner glove underneath. Allow extra room in your footwear to accommodate thermal socks. The head loses approximately 50%of the body’s heat, so cover your head with a woolen hat. A scarf can also help protect the neck and be used to cover the mouth to help alleviate cold air from going directly into the lungs causing discomfort.

7. Heed the wind direction. It is recommended that you head into the wind at the beginning of the workout and have the wind at your back on your return. The wind blowing at your back will help lessen the chilling effect when you are most sweaty.

8. Hydrate. You must consume fluids before and during exercising outside. Many exercisers do not realize that in cold weather you are losing water vapor with every breath (during respiration). You can easily succumb to insensible dehydration if you avoid consuming fluids.

9. Wear reflective clothing if it is dark. If you are going to exercise or work during low light levels, choose clothing or footwear that offers bright and or reflective surfaces. Additionally, small lights can be purchased and displayed strategically on clothing or the body.

10. Avoid alcohol. Alcohol increases heat loss from the body by vasodilating (opening) the blood vessels making hypothermia more likely. Additionally, alcohol impairs judgment, which could lead to poor decision-making during a cold weather emergency

Know the signs and symptoms of hypothermia. Hypothermia can be deceptive; being unfamiliar with the signs and symptoms can result in needing help before you realize it. Common symptoms of hypothermia include:

  • Confusion and disorientation
  • Slurred speech
  • Extreme shivering or lack of shivering
  • Poor motor control over body movements
  • Behavioral changes
  • Erratic breathing

If I had only done some basic homework, I would have been able to avoid my hypothermic episode. Following the above advice can help you stay safe and allow you to enjoy winter training!

http://www.jblearning.com/catalog/9780763778866/More information can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to adefronzo@jblearning.com . Questions will be answered on a monthly basis.

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Review: Nutrition Decisions: Eat Smart, Move More “is one all professors should consider adopting”

Nutrition Decisions: Eat Smart, Move MoreThe Journal of Nutrition Education and Behavior recently published a rave review on Nutrition Decisions: Eat Smart, Move More by Carolyn Dunn. According to the review, “there are a number of textbooks available for basic nutrition courses, but this resource is one all professors should consider adopting. From cover to cover, it engages students and gives them the tools to critically analyze their own nutrition as well as many claims made in the media.”

Read more excerpts from the review:

“…this text has the basic science components to underpin students’ learning and has the components to engage students in critically assessing the subject matter. Each chapter has a Myth vs Fact section that helps dispel popular legends about the chapter topic. Dunn also understands how difficult it is for anyone to make changes in diet and/or personal health, so she has Ready to Make a Change segments that addresses how a person can take the first steps to eating better and becoming more physically active.

For those who want to engage students in relating nutrition and health to larger policy issues or engage discussion about controversial topics, this text is very appropriate. How Policy and Environment Affect My Choices allows students to understand the influences on each component of the food system, from farm to fork. Yet, this reviewer thinks the most useful component of this text, as a professor, would be the Which Side Are You On? segments of each chapter. These segments could be used to fuel rich discussion in the classroom, allowing students to explore both sides of often highly debated topics.

As the reviewer was reading this review, she found herself envisioning how to adopt this text, including its online components, and use it within her own course. She cannot remember when she has found a textbook such an enjoyable read. This text will allow professors to take a basic nutrition lecture-based course to an engaged lifelong learning experience for students.”

Would you like to learn more? Preview a sample chapter now or visit our website.

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