RBG Afrikan- Centered Cultural Development and Education

RBG Street Scholars Think Tank's Purpose:
This Educational Program and Research Project is Dedicated to Further Building the Hip Hop--Black Liberation Movement Connection by Integrating Conscious Digital Edutainment with A Scholarly Self Directed Learning Environment.

Welcome to one of the baddest EduTainment Resources on the Web. A one-stop-shop for education,consciousness raising, entertainment and liberation. And the nicest thing about it is that you can become a contributor. Just start out by reading this overview and learning how things work. You can play a video right within this start page and even browse to it's music. Or turn on an audio playlist to facilitate your browsing. Tons of other options, too numerous to mention here are also right at you finger tips. Ride it however you like, it's all good. Once you get going, check out a Multi-Media Article that interests you and make a comment. I, RBG Street Scholar-Your Zine author, editor and guru will respond. The aforementioned approach is a kol gateway to doing bigger and better things in and with the Communiversity.

WHAT IS RBG STREET SCHOLARS THINK TANK AT ZIMBIO ALL ABOUT?

It's about creating and maintaining the best "Afri-Conscious Cyber EduTainment Portal / Communiversity on the Web".

It's about saving time doing study, learning / teaching together and having madd fun doing it.
The merticulously researched choice of links can be thought of as our votes in the popularity contest that is the "Best of the Best in Black Internet" . The intention is to provide a diverse and concise starting point for you to begin your quest for whatever information you are looking for from a progressive/radical/revolutionary Black perspective . As most of these sites have vast links sections of their own, so do the sites they link to, and so on, and so forth—starting from these links, you can delve further into whatever area interests you.

You got a myspace, youtube, odeo, website etc.
Add your Stuff Folx--and let's learn from each other, build together and teach the world

Our Zines are intended to help us develop and maintain a resource for scholarly research, build together and learn about any subject / topic related to what we're already about: Namely, the "Africentric Idea of Education" let's take the learner from G.E.D. to Ph.D in the contemporary liberal arts and sciences;

Including:
> computers & information technology,
> history and cultural development,
> religion and spirituality,
> sociology,
> political science,
> creative productions/ entertainment,
> education,
> health promotion and disease prevention
> economics and
> psychology
A one stop shop using all forms of media to interactively showcase our ideas of relavent education, unification, collectivity and self definition.

They say " Black Folx Can't Unite, I say they're a lie" Let's show the world our truth and culture; all under the umbrella of Black Nationalism> PanAfrikanism> Scientific Socialism> Revolutionary Change>Afrikan Internationalism.

Browse existing content in any of our four Zines and you will discover that they are all concentricly integrated, thus providing you with a most rich and wholesome interactive learning experience.

Help RBG Street Scholar, your Resident Guru, build our school with your good works.

Rate each others work as to keep us on point.

I'VE STARTED US OUT WITH SOME SOLID CONTENT. NOW WE MUST CONTINUE BY BUILDING TOGETHER. A GOOD WAY TO START IS BY FIRST SIGNING UP AND THEN BROWSING EACH FIELD IN THE TABLE OF CONTENTS PANE TO THE LEFT AS TO GET QUICKLY ORIENTED. A LINK BELOW TO "RBG STREET SCHOLARS THINK TANK RULES OF ENGAGEMENT" WILL TAKE YOU DEEPER STILL.

THE FOLLOWING IS A GUIDING SYNOSIS TAKEN FROM THE COMMUNIVERSITY PROPER:
With strick attention to developing our student’s basic education skills in the context of the highest standards of academic excellence, suitable for one to confidently sit for high stake exams(ie. SAT/ACT and MCATs, LSATs), we simutaneously advance the psycho-emotional healing and spiritual upliftment of our people by providing KNOWLEDGE, WISDOM AND OVERSTANDING of the historo-cultural, socio-political and psycho-educational experiences of Africans in America in away that RADICALLY REAPPRAISES EDUCATION from the pained and angry perspective of the oppressed black community.

WHY WE NEED TO DO THIS:
With the present day high rates of Black on Black homicide, suicide, and imprisonment and a rise in single-parent homes, rampant police brutality, unprecedented unemployment, and Blacks use of popular (ENEMY) culture (through music, video games and popular movies) to celebrate "anti-intellectualism, ignorance, irresponsible parenthood, drunkenness, dope dealing, weed smoking, cocaine, x-pills, loose sexual behavior and criminal lifestyles / thuggism"; we have chose to design a curriculum that, rather than getting caught up in the entertainment / BLACKPLOTATION aspects of hip hop/rap, will use hip hop/rap within a historo-cultural, socio-political and psycho-educational framework to address these various death walks forthrightly. Our new methodological style is intended to get our young people to begin to think critically about themselves, their world and their role as people of Afrikan descent.

WHERE WE ARE AND WHERE WE WANNA GO:
This work is a comprehensive (but only a core framework) sequenced survey of subjects and topics that have confronted Afrikans in America throughout our 246 years of chattel slavery, 100 years of aparthied and only “one generation of freedom” here in America. I like to describe the school as a “cultural development and leadership training communiversity”. From our research, we have determined that the idea of Sankofa, which means "We must go back and reclaim our past so we can move forward; so we understand why and how we came to be who we are today", really encompasses the whole Afrikan-centered ideal. Nonetheless, as this is a work in evolution and always under construction, we have chosen to focus our teaching/learning journey most directly on the past 45 years of our struggle for human and civil rights—

THE THEME “THE MORE THINGS CHANGE, THE MORE THINGS STAY THE SAME, WE NEED A REVOLUTION, THE SYSTEM AIN’T GONA CHANGE UNLESS WE MAKE IT CHANGE”.

The content and character of the curriculum is Afrikan-centered and the goal is academic excellence in persuit of black power. We tease out the social, political, economic and moral imparatives of black power in the 21st century by zooming in on two povital questions throughout our course of study:

“WHAT IS BLACK OPPRESSION IN AMERICA AND WHAT IS AFRIKAN LIBERATION.”

RSS

Imhotep Virtual Medical School and Tutor's Profile: In Pursuit of Academic Excellence

Written by RBGStreetScholar on

Institute for Minority Physicians of the Future (IMPF)

Dr. Cray is a Physician (UMDNJ-New Jersey Medical School),
Pharmacy School trained Pharmacologist / Analytical Chemist, Addiction Medicine Specialist, Basic Medical Sciences (BMS) & Black Studies Master Teacher, Medical Infomatics Expert, Webmaster, Medical & Afrikan-Centered Education Researcher and RBG Street Scholar in Evolution.

·He is formerly Director of Office of Medical Education American International School of Medicine-Georgetown, Guyana.
·Formerly Associate Professor of Basic Medical Sciences and Campus Curriculum Coordinator International University of Health Sciences-School of Medicine-Saint Kitts, West Indies (only PBL Medical School in the Caribbean at the time)
·Dr. Cray is an Expert PBL and Case-Based Learning Tutor / Facilitator

·He has a unique integrated fund of knowledge and eloquence in the seven traditional BMS with USMLE Step 1 level proficiency in the “4 P’s”-Physiology, Pathophysiology, Pathology and Pharmacology

·Dr.Cray established the first BMS Curriculum Driven Introduction to Clinical Medicine-Clinical Skills Center (ICM-CSC) in the West Indies

·Dr. Cray is an experienced Medical Web Developer, e-Professor / Online Lecturer

·He is an author of several e-articles, e-books and e-magazines (e-Zine), USMLE Tagged Virtual Medical School Courseware and RBG Street Scholars Think Tank.

Mission Statement

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a collective voice of African American, Native American, Hispanic American and progressive European American physicians and medical scientists. IMPF believes that the root cause of minority under-representation in United States medical schools is academic disadvantag medeicine e borne by lack of access to high-quality high school and college preparation. Consequently, IMPF mission is to become a leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process, and once in medical school, provide them with learning aids from the best medical education communities around the world . The Institute for Minority Physicians of the Future elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data; and then develops programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor.

Vision Statement

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a national professional educational organization representing the interest of minority high school and college students with the aptitude and desire to become physicians and medical scientists. Established in 1999, the collective body is committed to the vision of improving the health and well-being of future U.S. generations by increasing the minority physician/medical scientist workforce in such a way that the professions of medicine and biomedical research are reflective of the racial/ethnic profiles of the people physicians and medical scientists will serve. IMPF’s vision is directly linked to the AAMC data minority physicians are four times more likely than are others to practice in undeserved communities. Such communities are more frequently than not overwhelmingly populated by racial/ethnic minorities.

Core Strategy

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE’S core strategy is to identify, inform, recruit, assist, advise and educate promising African-American, Native-American, and Hispanic-American, high school and college students in order to increase the number of minority medical students and PhD candidates in United States medical schools.

“Come on and chill wit us on the Atlantic Ocean during our annual retreat and at the same TIME LEARN what it means to become a healer AND MEDICAL scholar in the 21^st century”

Link to the online Narrated PowerPoint Version of the above PhotoStory

Related assets in our school/ download the high definition powerpoint of the above photo-story also: If the zimbio pilot defaults you to the front page of the school just click forums in the menu bar to access these docs .

"YOUR CHILD CAN ATTEND MEDICAL SCHOOL FREE"

HIV and AIDS Education: Basic and Advanced/ Special Focus on sub-Saharan Africa

OUR STORY IN BRIEF! The Relationship Between America, Blacks, Health and Medicine

Medical Apartheid: From the Tuskegee Experiments to the Present: Text, Audio and Video

RBGz "Imhotep Virtual Medical School"-For Advance High School and College Pre Med Students

EXPERIENCE

5/2004-Present Institute for Minority Physicians of the Future(IMPF)

Founder and Director Office of Medical Education

IMPF mission is to become the leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process. IMPF elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data. We develop Computer Mediated Medical Education(CMME) programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor.

Ø 5/2003-5/2004 International University of Health Sciences-School of Medicine

Associate Professor Basic Medical Sciences

St Kitts, West Indies

· My responsibilities included teaching all the basic medical sciences, curriculum development ,conducting educational research and evaluation, faculty development, various student recruitment admission ‑retention (RAR) projects.Specialized training in E-learning, infomatics,curriculum development,course management systems ie blackboard and webCT

Ø 1/1999‑5/2003 American International School of Medicine

Atlanta, GA and Ocean View, Guyana

· Director Office of Medical Education and Associate

· Professor of Pharmacology and Medicine

· I provided leadership and academic support to the School of Medicine by planning, developing and implementing innovative curricula across the continuum of medical education. My responsibilities also included teaching, conducting educational research and evaluation, faculty development, various student recruitment admission ‑retention (RAR) projects.

Ø 6/1999‑3/2002 The Primary Care Center

Decatur, GA

· Physician & Director of Clinical Diagnostic Services

· I provided comprehensive medical care in an ambulatory setting; including diagnosis, treatment, follow‑up and referrals. I was also the Director of Clinical Services. In this capacity, I was responsible for coordinating the execution of all ancillary diagnostic services for the center.

Ø 2/1997‑8/1998 Morehouse School of Medicine

Atlanta, GA

· Senior Research Associate

· Under a NASA commission grant, I worked in the Clinical Pharmacology Unit/Clinical Analytical Laboratory. My responsibilities included providing research support in the areas of qualitative and quantitative analysis using GC/MS and HPLC.

Ø 7/1994‑12/1996 Royce Occupational Health Group

Milledgeville, GA

· Medical Director

· At Royce we provided occupational healthcare to employees of companies in the greater Milledgeville area. We also provided comprehensive ambulatory medical services.

Ø 6/1993‑12/1996 Georgia Regional Hospital of Atlanta

Atlanta, GA

· Medical Emergency House Physician

· I was the weekend hospital physician. My responsibilities included evaluating, admitting, and treating all psychiatric admissions. I lodged on the hospital premises from Friday night to Monday morning.

Ø 41990‑4/1991 Morehouse School of Medicine

Atlanta, GA

· Adjunct Instructor Cork Institute

· I lectured in the area of Addiction Medicine to medical students and residents at the medical school for the Cork Institute on Black Alcohol and Drug Abuse.

Ø 6/1991‑4/1992 Morehouse School of Medicine

Atlanta, GA

· PGY‑2 Psychiatry

· I trained in the MSM Psychiatry Residency Training Program during it first year in existence.

Ø 3/1990‑4/1991 Morehouse School of Medicine

Atlanta, GA

· Research Associate/ Programs Coordinator

· I worked for the Department of Community Health and Preventive Medicine/Health Promotion Resource Center. I coordinated all community health awareness programs. Our primary focus was on diseases that most significantly impacted minority and poor communities such as HIV/AIDS, substance abuse and violence.

Ø 7/1986‑1/1989 Committee of Interns and Residents NYC, New York

· Educational Coordinator & Lecturer in Pham & Medical Therapeutics

· I planned, developed, implemented and coordinated the medical licensure review course and lectured in pharmacology and therapeutics.

Ø 7/1986‑1/1989 Harlem Community Medical Clinic

NYC, New York

· General Medicine Private Practice

· I provided comprehensive medical care for the Harlem community. I diagnosed and treated the gamut of outpatient medical problems.

Ø 7/1984 ‑6/1985 Columbia Presbyterian College of Physicians and Surgeons at Harlem Hospital Medical Center

NYC, New York

Intern in Internal Medicine

This was my postgraduate training experience in medicine.

EDUCATION

Professional

6/1992 Morehouse School of Medicine/

Cork Institute Atlanta, GA On Black Alcohol and Drug Abuse

I trained in and studied Addiction Medicine as it impacts minorities and poor communities.

6/1984

UMDNJ‑New Jersey Medical School Newark, NJ

Medical Doctor Degree

American Medical School education.

6/1984

UMDNJ‑NJMS Biomedical Research Center Newark, NJ

I studied basic and clinical pharmacology research protocols, procedures and modalities.

6/1980

Massachusetts College of Pharmacy

Boston, MA

I studied pharmaceutical science comprehensively leading to a Bachelor of Science in pharmacy.

AFILIATIONS

4/1999 ‑ Present Association of Black Cardiologists/Member

12/1986 ‑ Present American Medical Association/Member

6/1986 ‑ Present National Medical Association/Member

SKILLS

Microsoft Office Advanced Currently used 10 years

Medical Web Master Expert +4 years

Medical Infomatics Expert

PUBLICATIONS AND TECHNICAL REPORTS

Cray, M.I. "Alcohol Abuse and Alcoholism Among Blacks in Georgia" Medical Association of Georgia

New , Fall 1986, Vol. 5, No. 2, pp. 94‑98.

Cray, M.I. "Approaches in the Prevention of Black Adolescent Substance Abuse" Journal of Minority

Health, April 1988, Vol. 14, pp. 14‑18.

Cray, M.I. "The SMART (Students Making Abstinence Real Tight) Curriculum ‑ An Alcohol and

Other Drug Abuse and AIDS Prevention Educational Manual" Morehouse School of

Medicine/Health Promotion Resource Center, December 1990.

Cray, M.I. "Addiction Medicine for Rising Second Year Medical Students" Morehouse School of

Medicine/Cork Institute on Black Alcohol and Drug Abuse Prevention, July 1991.

Cray, M.I. "Towards Culturally Appropriate Treatment of African‑Americans" Health News,

March/April 1993, Vol. 6. No. 1.

Technical Report Relationships Between HIV/AIDS and Atypical Pneumonias at Grady Memorial

Hospitals Medical Resource Management . August 1994.

Technical Report Heafth Systems Development for Substance Abuse and Mental Health at

Charter Hospitals ‑Medical Resource Management , June 1995.

Technical Report Tuberculosis Infection and Need for HIV Testing at Fulton County Health

Department ‑Medical Resource Management, January 1996.

PROFESSIONAL PRESENTATIONS

Cocaine: Pharmacology and Toxicology; Morehouse School of Medicine, Family Practice Residency Training Program, October 1985.

Psychoactive Drugs: Mechanisms of Action in Addiction; Morehouse School of Medicine, Family Practice Residency Training Program, January 1986.

Substance Abuse and Chemical Dependency in Africa n‑Americarvs~, A Public Health Approach to Treatment and Prevention; Georgia Minority Health Association Annual Health Education Conference, Hilton Hotel, Atlanta, Georgia, June 1990.

Alcoholism and Drug Addiction in Black Americans: An Epidemiologic Review; Georgia Department of Human Resources/Division of Public Health, Allied Health Professionals Training Workshop, Omni International Hotel, Atlanta, Georgia, January 1991.

HIV/AIDS in Intravenous Drug Abusers: Strategies for Prevention‑ AIDS Atlanta Educational Training Workshop, Atlanta, Georgia, September 1992.

Culturally Appropriate Treatment for African‑Americans: Morehouse School of Medicine/Health Promotion Resource Center Training Conference, December 1992.

Clinical Presentations of Persons with HIV/AIDS: Fulton County Health Department Annual Training Conference, May 1993.

Medical Problems Confronting African ‑Arnerican in the 21st Century, Georgia Association of Black Health Professional, Sixth Annual Conference, Hilton Hotel, Atlanta, Georgia, June 1995.

ABSTRACTS

Abukhalaf IK, Cray MI, Chidebelu‑Eze E, von Deutsch DA, and Potter DE. Quantitation of clenbuterol in plasma and urine specimens using GC‑MS. Presented at the joint meeting of the Society of Forensic Toxicologists and The International Association of Forensic Toxicologists (TIAFT), Albuquerque, NM, 1998.

Von Deutsch DA, Chen W‑D, Pitts SA, Wineski LE, Klement BJ, Joseph E, Potter DE, Nokkaew C, George B, Cray MI, Nguyen T, and Paulsen DF. Muscle‑specific effects of clenbuterol on protein density and wet weight in soleus and plantaris muscles of mature, hindlimb‑suspended rats. ASGSB Space Biol. Bull. (Abstr), 1998.

Von Deutsch DA, Abukhalaf IK, Cray MI, Aboul‑Enein Hy, Grace T, Oster R, Pitts SA, Wineski LE, Chiclebelu‑Eze E, Paulsen DF, and Potter DE. Clenbuterol levels in rate plasma and tissue using GC/MS and EIA. ASGSB Space Biol. Bull. (Abstr), 1998.

Abukhalaf IK, von Deutsch DA, Cray MI, Potter D, and Mozayani A. A sensitive method for quantifying Pagonists; in biological fluids ‑ clenbuterol as a model. Presented at the annual meeting of the American Academy of Forensic Sciences, Orlando, Fl, 1999.

Marc Imhotep Cray MD

1917 Taffeta Trail

Lithonia, Georgia 30058

Primary Phone: (770) 322‑1050

Secondary : (404) 752‑1617

impfome@yahoo.com

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