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... [more]
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.”
Imhotep Virtual Medical School and It's Physician Tutors' Profile: In Pursuit of Academic Excellence
![[IVMS+3.jpg]](http://4.bp.blogspot.com/_ZtpvTc16rYg/SsNaq_vnb8I/AAAAAAAAH-U/dcNEXMStpcc/s1600/IVMS%2B3.jpg)
http://ivms.blogspot.com/
Marc Imhotep 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... Complete CV Below
Institute for Minority Physicians of the Future (IMPF)
The Institute for Minority Physicians of the Future: Mission,Vision and Core Strategy
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
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 underrepresented 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 21st century”
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Link to Dr. Cray's Lecture Version of this Presentation
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IMHOTEP VIRTUAL MEDICAL SCHOOL
An Institute for Minority Physicians of the Future Product
A WEB-BASED UNDERGRADUATE MEDICAL EDUCATION STUDENT COMPANION
DESIGNED, DEVELOPED,WRITTEN AND CURATED BY MARC IMHOTEP CRAY, M.D
WHAT: IMHOTEP VIRTUAL MEDICAL SCHOOL
A digitally tagged and content enhanced replication of the United States Medical Licensure Examination (Step 1, 2 or 3) Cognitive Learning Objectives. Hyperlinks are authoritative and reliable public domain reusable learning objects(RLOs), along with well done PowerPoint-driven multimedia shows, comprehensive hypermedia basic medical science learning outcomes and detailed, content enriched learning objectives.
Tools/methods include:
Illustrated HTML Notes and PDF
PPT Presentations /PPS
Concise, Cogent Word Doc
Mini-Tutorials
Animations, Simulations and Videos
Virtual Labatories
Pictures, Images and Photos
Laboratory Slides and Micrographs
Concept Maps and Schematics
Case-Based Learning (CBL) Exercises
USMLE Mirrored Practice Examinations
WHY: IMHOTEP VIRTUAL MEDICAL SCHOOL
Will serve as a gold standard for undergraduate medical education classroom globalization.
ELEVEN (11) UNIQUE FEATURES AND ADVANTAGES that tower over anything available in the contemporary undergraduate medical education community:
1.1. IMHOTEP VIRTUAL MEDICAL SCHOOL is courseware for independent study; amenable to periodic updates as the professor’s IT savvy/teaching sophistication evolves and/or the students’ educational needs oscillate/advance
1.2. IMHOTEP VIRTUAL MEDICAL SCHOOL is interactive, inter-relational and versatile, i.e., capable of being individualized in accordance with teaching objectives, professor preferences and/or student learning styles.
1.3. IMHOTEP VIRTUAL MEDICAL SCHOOL is the ideal medical student independent study companion because it’s multi-tool/methodology design and diverse tutor expert points of view cultivates mastery learning, medical language fluency-building, improved academic performance and long-term retention.
1.4. IMHOTEP VIRTUAL MEDICAL SCHOOL emits a positive energy that provides the student with the zeal to develop and maintain good SDL (self-directed learning) habits.
1.5. IMHOTEP VIRTUAL MEDICAL SCHOOL provides the learner with detailed hypermedia study plans and lessons; which when approached sequentially result in a progressive building of the students’ medical fund of knowledge in an integrated manner.
1.6. IMHOTEP VIRTUAL MEDICAL SCHOOL is developed and designed to facilitate the globalization of the undergraduate medical education classroom for the purpose of internationalizing teaching and learning excellence.
1.7. IMHOTEP VIRTUAL MEDICAL SCHOOL is upgradeable; including Online/E-lectures, Faculty Lecture Archives, E-Board Reviews, Mock Board Exams and Computer-Based Testing (Assessment and Evaluation Management System).
1.8. IMHOTEP VIRTUAL MEDICAL SCHOOL is particularly useful for medical students in subject based pre-clinical curricula medical schools, becauseit is designed to bring the inter-related nature of the Basic Medical Sciences (BMS) into the clear light of day (horizontal integration). And as a direct extension, the curriculum provides a lens through which the student can clearly see the BMS foundations of clinical medicine (vertical integration).
1.9. IMHOTEP VIRTUAL MEDICAL SCHOOL has created over 1,000 foundational RLOs (Reusable Learning Objects) that serve to introduce core undergraduate medical education subjects, topics, mechanisms and concepts across all basic science and clinical domains. These learning objects concommintely function as portals of entry into our “global medical school classroom”. These digital classes are to be found all over the world, where all U.S. Medical Schools show-case their contribution to educating and the training medical students. Our products reflects cutting-edge undergraduate medical education methodologies and best evidence research data and resources. Consequently, with proper regards and credits for a colleague’s intellectual property, contents can serve as excellent raw database source for academics to draw from in creating their own lecture notes, slide presentations and evaluations. And, what is most, should you find a object patticularly helpful to your personal learning style, information regarding commericial versions is at you fingertips.
1.10. IMHOTEP VIRTUAL MEDICAL SCHOOL Finally, and what is Trademark, data is always couched in pearls of wisdom concerning CULTURAL COMPETENCY IN MEDICINE, MULTICULTURAL CURRICULUM INFUSION IN UNDERGRADUATE MEDICAL EDUCATION , MEDICAL ETHIC AND PROFESSIONALISM , HEALTH DISPARITY DATA AND RACIAL/ETHNIC MINORITIES AND THE POOR and surrounded with pictorial snippets of professional medical education community experiences.
1.11. IMHOTEP VIRTUAL MEDICAL SCHOOL IS available in different versions depending on needs:
Individual (Student) Version
International (Medical Teacher Assistant) Version
Academic (E-Learning) Version
Institutional (Multimedia CENTER) Version
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Link to Dr. Cray's Lecture Version of this Presentation Link to the online Narrated PowerPoint Version of the above PhotoStory
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IMHOTEP VIRTUAL MEDICAL SCHOOL
VMS Required Textbook: American Health Dilemma: Race, Medicine, and Health Care in the United States.
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
I often thought about you during medical school..where you were..what you were doing...wishing for just your presence..your presence always brought out the best in me, gave me confidence to undertake any burdensome load ahead...I had wished many times for you to be continually there..but you were, in Spirit..I could honestly say i've never met quite a Physician like you...After you left, i tried to be a mini-Dr. Cray...i'd try to perfect myself in Medicine and i'd constantly try to challenge myself and you were the greatest pioneer in my life to bring me to where I am today..I'm so glad we're connected again!...Thanks for believing in me...I still remember my first days of medical school, where you were always picking on me and i'd come to your office asking you why you'd single me out..but i now thank you for that...My passion is in underserved medicine and i couldn't ask for a better program that would better equip me for my mission...I Love You Dr. Cray and you will forever remain close in my heart...Love & Prayers...-GeE-
"YOUR CHILD CAN ATTEND MEDICAL SCHOOL FREE"
Some of the best trained doctors in the world graduate from the Latin American School of Medicine in Cuba. Presently, there are around 80 students from the United States attending the Latin American School of Medicine free of charge. That is the equivalent of a $200,000 to $250,000 medical scholarship. If you have graduated from high school, you might be able to get one of those scholarships.
Through the efforts of the Cuban Ministry of Public Health and Pastors for Peace (a New York based organization headed by Rev. Lucius Walker, Jr.), and supported by members of the Congressional Black Caucus, arrangements have been made whereby as many as 1000 students from the United States each year can be awarded a free ticket to medical school. The requirements are as follows:
(1) US citizenship and a current passport;
(2) One year of Biology or Zoology, one year of Inorganic Chemistry (with lab), one year of Organic Chemistry (with lab), and one year of Physics
(3) Commitment to serve an underserved area in the US for a few years after graduation;
(4) No outstanding criminal charges or lawsuits.
Persons of color and/or low income are especially encouraged to apply!
For more information, write or call to:
Pastors for Peace / IFCO, 402 W. 145th Street, New York, NY 10031
Tel: 212-926-5757, Fax 212-926-5842
Email ifcoadmin@igc.org, website www.ifconews.org
If you are still in high school, start taking the science courses that will help you satisfy these requirements. If you have graduated from high school and are still under 30 years old, but have not taken the required science courses, take them at a community college, junior college or an appropriate adult education program and then apply for this scholarship. It could change your entire life.
WONDER WHY GEORGE W. DOESN'T WANT YOU TO KNOW THE TRUTH ABOUT THE CUBAN PEOPLE?
Find out this July! Come with us to meet:
* A healthy people, with free health care, who live on average to age 77 – the same as the same as those in the U.S. – yet some die prematurely and many others suffer unnecessary pain because the blockade denies them access to much of the world’s medicines and medical equipment.
* A cultured people who receive free education at all levels and have produced many outstanding scientists, artists, musicians, scholars and sports stars. Yet they cannot get access to many basic supplies, because of a 47 year long economic blockade by the U.S. government.
* A proud and humane people who share what they have. Cuba has sent tens of thousands of their doctors around the world to provide free health care to others in need, yet when 1600 Cuban doctors were ready to fly to New Orleans to help out after Hurricane Katrina, the Bush administration wouldn’t let them in – just like it tries to stop US citizens from visiting Cuba. Read more
What's it like to go on a caravan?
More than 100 US students are studying to become doctors in Cuba at the Latin American School of Medicine in Havana, Cuba. Come learn about the school’s course of study, eligibility and how to apply, and meet recent graduates from the US and hear first hand reports.
Learn more about the Med School Program
Eight US students have graduated from the Latin American School of Medicine after completing a six-year study program on full scholarship.
The eight US graduates from the 2007 class of the Latin American School of Medicine in Havana, Cuba. Photo by Arnold Trujillo.
"We get everything from books, even uniforms. But the conditions are that we go back to our communities, wherever we're needed, and we provide healthcare and that's what we really want to do, so we're actually looking forward to it," said Evelyn Erickson, a graduate from New York.
Nearly 100 US students are currently receiving training at the Latin American Medical School in Havana.
The U.S. students praised Cuba's universal, free health-care system, which is community based and focuses on preventing illness before it becomes more serious and costly, in contrast to the U.S. health industry indicted for being profit-based in Michael Moore's recent film "SiCKO."
"We have studied medicine with a humanitarian approach," said Kenya Bingham, 29, of Alameda, California. "Health care is not seen as a business in Cuba. When you are sick, they are not going to try to charge you or turn you away if you don't have insurance," she said.
The main difference in studying in Cuba was that there was no charge and the graduates can begin their practice debt-free, said Jose De Leon, 27, from Oakland. "When medical doctors graduate in the United States they are usually in debt, between $250,000 to $500,000, and spend the first 10 years of their careers paying it off," he said. More information
Medical School Preparation Consultation Services
RBG's Imhotep Virtual Medical School ( Dr. Cray) is now offering individualized tutoring in the basic and advance biological sciences and Medical School Preparation Consultation Services. If you like what you just read but need to sure up your fun of knowledge we have the capability to be of service. Please e-mail me to talk more or set up a phone conference rbgstreetscholar@gmail.com
If you are a part of RBG Worldwide fell free to message me there.
EduBlog Version
Imhotep Virtual Medical School Demo Lecture
IVMS Medical School Preparation Consultation Services (Online and Face to Face Tutoring
/Group and Individualized, USMLE Review/ Board Prep)
RBGz Imhotep Virtual Medical School ( Dr. Cray/ bna RBG Street Scholar) is now offering individualized tutoring in the basic and advance biological sciences and Medical School Preparation Consultation Services. If you want to become a physician and you like what you just heard / read, but need to sure up your fun of knowledge in the basic biological sciences we have the capability to be of service.
We can best hook up and discuss your needs over at our WiziQ Virtual Classroom Environment.
Join up and let's get to work. Call Dr. Cray at 
770-322-1050
Institute for Minority Physicians of the Future
Preliminary Required Reading for All IVMS Learners
Institute for Minority Physicians of the Future (IMPF) OUR STORY IN BRIEF! The Relationship between America, Blacks, Health and Medicine
The Medical College Admission Test, commonly known as the MCAT, is a computer-based standardized examination for prospective medical students in the United States and Canada. It is designed to assess problem solving, critical thinking, written analysis, and writing skills in addition to knowledge of scientific concepts and principles. Prior to August 19, 2006, the exam was a paper-and-pencil test; since January 27, 2007, however, all administrations of the exam have been computer-based.
The MCAT today
The exam is offered 25 or more times per year at Prometric centers.[4] The number of administrations may vary each year. Ever since the exam's duration was shortened to 4.5-5 hours, the test may be offered either in the morning or in the afternoon. Some test dates have both morning and afternoon administrations.
The test consists of four sections, listed in the order in which they are administered on the day of the exam:
* Physical Sciences (PS)
* Verbal Reasoning (VR)
* Writing Sample (WS)
* Biological Sciences (BS)
The Verbal Reasoning, Physical Sciences, and Biological Sciences sections are in multiple-choice format. The Writing sample consists of two short essays that are typed into the computer. The passages and questions are predetermined, and thus do not change in difficulty depending on the performance of the test taker (unlike, for example, the Graduate Record Examination).
The Physical Sciences section assesses problem-solving ability in general chemistry and physics and the Biological Sciences section evaluates these abilities in the areas of biology and organic chemistry. The Verbal Reasoning section evaluates the ability to understand, evaluate, and apply information and arguments presented in prose style. The Biological Sciences section most directly correlates to success on the USMLE Step 1 exam, with a correlation coefficient of .553 vs .491 for Physical Sciences and .397 for Verbal Reasoning. [5] Predictably, MCAT composite scores also correlate with USMLE Step 1 success.[6]
Administration
Section Questions Minutes
Physical Sciences 52 70
Verbal Reasoning 40 60
Writing Sample 2 60
Biological Sciences 52 70
The Physical Sciences section is administered first (prior to the April 2003 MCAT, Verbal Reasoning was the first section of the exam). It is composed of 52 multiple-choice questions related to general chemistry and physics. Exam takers are allotted 70 minutes to complete this section of the exam.
The Verbal Reasoning section follows the Physical Sciences section and an optional 10 minute break. Exam takers have 60 minutes to answer 40 multiple-choice questions evaluating their comprehension, evaluation, and application of information gathered from written passages. Unlike the Physical and Biological Sciences sections, the Verbal Reasoning section is not supposed to require specific content knowledge in order to perform well.
Prior to the computerization of the MCAT there was a 60 minute lunch break after the Verbal Reasoning section followed by the Writing Sample. With the new Computer-Based Testing format the 60 minute lunch break has been substituted by an optional 10 minute break. The Writing Sample gives examinees 60 minutes to compose responses to two prompts (30 minutes for each prompt, separately timed). Each essay is graded on a scale of 1 to 6 points twice. The scores from individual essays are added together and then converted to a letter scale of J, the lowest, through T, the highest.
After the Writing Samples, there is an optional 10 minute break followed by the Biological Sciences section. Examinees have 70 minutes to answer 52 multiple-choice questions related to organic chemistry and biology.
Scoring
Scores for the three multiple-choice sections range from 1 to 15. Scores for the writing section range alphabetically from J (lowest) to T (highest). The writing section is graded by a human reader and a computerized scoring system. Each essay is scored twice - once by the human reader and once by the computer - and the total writing sample score is the sum of the four individual scores. The total raw score is then converted to an alphabetic scale ranging from J (the lowest) to T (the highest).
The numerical scores from each multiple-choice section are added together to give a composite score. The score from the writing sample may also be appended to the composite score (e.g. 35S). The maximum composite score is 45T but any score over 30P is considered fairly competitive, as this is the average for matriculants to medical school.[7] There is no penalty for incorrect multiple choice answers, thus even random guessing is preferable to leaving an answer choice blank (unlike many other standardized tests). Students preparing for the exam are encouraged to try to balance their subscores; physical, verbal, and biological scores of 12, 13, and 11 respectively may be looked upon more favorably than 14, 13, and 9, even though both amount to the same composite score.
The standard deviation is 2.0-2.3 depending on the year and form of the exam.[8]
Policies
Like some other professional exams (e.g. the Law School Admission Test (LSAT)), the MCAT may be voided on the day of the exam if the exam taker is not satisfied with his or her performance. The decision to void must be made before leaving the test center and before seeing the exam results.
The AAMC prohibits the use of calculators, timers, or other electronic devices during the exam.[9] Cellular phones are also strictly prohibited from testing rooms and individuals found to possess them are noted by name in a security report submitted to the AAMC. The only item you may bring into the testing room with you is your photo ID. If you wear a jacket or sweater, it may not be removed in the testing room.[10]
It is no longer a rule that students must receive permission from the AAMC if they wish to take the MCAT more than three times total. The limit with the computerized MCAT is three times per year, with no lifetime limit. An examinee can register for only one test date at a time, and must wait two days after testing before registering for a new test date.
MCAT exam results are made available to examinees approximately thirty days after the test via the AAMC's MCAT Testing History (THx) Web application. Examinees do not receive a copy of their scores in the mail. MCAT THx is also used to transmit scores to medical schools, application services and other organizations (at no cost).
Preparation
Like most standardized tests, there are a variety of preparatory materials and courses available. The AAMC itself also offers a select few tests for purchase at their website www.e-mcat.com and one free sample test on their main website at www.aamc.org/mcat.
Approximately half of the students taking the MCAT use a test prep company. Prices for these courses are usually from $1500 - $2000. Students who do not use these courses often rely on material from university text books, MCAT preparation books, sample tests, and free web resources, such as MyMCAT (A mediawiki powered, open community project to provide free mcat resources for all students).
List of MCAT topics cover in IVMS Preparation Course
Download Demonstration Presentation
http://www.divshare.com/download/6750744-112
The following list of MCAT topics is a brief overview of the topics covered on the biological and physical sciences sections of the Medical College Admission Test as of April 2003. This list is in addition to a section on verbal reasoning items, and two writing samples.
* Biology
o Molecular biology
+ Enzymes and metabolism
+ DNA and protein synthesis
+ Eukaryotes
o Genetics
o Microbiology
o Generalized eukaryotic cell
o Specialized eukaryotic cells and tissues
o Nervous and endocrine systems
o Circulatory, lymphatic system, and immune systems
o Respiratory system
o Skin system
o Digestive and excretory systems
o Muscle and skeletal systems
o Reproductive system and development
* Organic chemistry
o The covalent bond
o Molecular structure and chemical spectra
o Isomers and Stereochemistry
o Separations and purifications
o Hydrocarbons
o Oxygen Containing Compounds
+ Alcohols
+ Ethers
+ Ketones
+ Aldehydes
+ carboxylic acids
+ Acid Derivatives (e.g. acid chlorides, esters, and amides)
o Amines
o Biological molecules
o General Concepts in organic chemistry
* General chemistry
o Electronic structure and periodic table
o Bonding
o Phases and phase equilibria
o Stoichiometry
o Thermodynamics and thermochemistry
o Rate Processes in chemical reactions - kinetics and equilibrium
o Solution chemistry
o Acids/bases
o Electrochemistry
Course Options
Topics Listed Above:
30 HD PowerPoint’s on DVD/CD for Self Study: $300 plus Shipping and Handling (Payment in Advance)
30 Online Presentation Sessions/ Tutorials/ Discussion with
Dr. Cray: $1,000 ($500 in Advance and 2nd 500 After 15 Sessions)
In addition to IVMS PowerPoints Prepared by Dr. Cray All packets presently include a hot-linked PDF that provides the 200 additional powerpoint downloads from the Chemical, Biological and Physical Science Worldwide Teaching Community
GET YOUR IMHOTEP VIRTUAL MEDICAL SCHOOL PRE-MED/ MCAT PREPARATION COURSE POWERPOINTS TODAY
Compiled by Marc Imhotep Cray, M.D.
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On Medicine in Old Egypt [Hamed A Ead] Medicine in Ancient Egypt - The Asclepion/U. of Indiana (US) Ancient Egyptian Medicine - Ancient Egyptian Virtual Temple Medicine in Ancient Egypt Daily Life - Minnesota State Univ. at Mankato For Every Malady Cure - (EG) AIDS: Déjà Vu in Ancient Egypt? [RJ Albin] About Horus [S Cass] - Encyclopedia Mythica On the Eye of Horus, What does the pharmacist's symbol "Rx" mean? - The Straight Dope About the Step Pyramid (of Djoser) A selected bibliography of Imhotep [R Rashidi], About The Third Dynasty - TourEgypt About the Physicians of Ancient Egypt - Per Sekhmet Just What the Doctor Ordered in Ancient Egypt [I Springer] - Tour Egypt Objects from the Collection of Ancient Egyptian Art at M.C. Carlos Museum/Emory Univ. (US) Practical Egyptian Magical Spells [RK Ritner] - U of Chicago Some Magical Amulets & Gems - U of Michigan/HTI The Instruction of Ptahhotep (6th dynasty?) The Papyrology Home Page [JD Muccigrosso] The Papyrus Archive, including a Medical Prescription, at Duke Univ. (US) Some brief notes on some famous Medical Papyri (Smith, Ebers, Kahun) ['marrya'] - (IE) About the Hearst Medical Papyrus - Center for the Tebtunis Papyri, Berkeley (US) The Edwin Smith Surgical Papyrus - Cyber Museum of Neurosurgery (US) About the Smith and Ebers Papyri – CrystalLinks About the Edwin Smith Sugical Papyrus [RH Wilkins] - via AANS Surgery on papyrus [B Morris] - StudentBMJ An Overview of the Manuscript Collection at the Bibliotheca Alexandrina, and CultNet - Cultural Heritage in the Digital Age A Classified Bibliographical Database of Ancient Egytian Medicine and Medical Practice [PA Piccione] Surgical tools found in 6th dynasty tomb - ArabicNews.com Papyrology Links - UMich [Photo] Brief Note on the Discovery of Raised Bread - ARIGA Earliest Egyptian Chemical Manuscripts [prepared by HA Ead] Electronic Printed/Web-published material - Ruprecht-Karls Universität, Heidelberg (DE) About the Alexandrian School (Herophilos, Erasistratos) - Univ of Virginia (US)
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