Updated Macaroni and Cheese

Portraits of Adherence

Updated Macaroni and Cheese | Johns Hopkins Medicine

PHYSICIANS: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Johns Hopkins University School of Medicine and the Institute for Johns Hopkins Nursing. The Johns Hopkins University School of Medicine is accredited by the ACCME to provide continuing medical education for physicians

NURSES: The Institute for Johns Hopkins Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.

After participating in this activity, the participant will demonstrate the ability to:

PHYSICIANS: The Johns Hopkins University School of Medicine designates this enduring material for a maximum of 1.75 AMA PRA Category 1 Credit(s).™ Physicians should claim only the credit commensurate with the extent of their participation in the activity.

NURSES: This 1.75 contact hour Educational Activity is provided by the Institute for Johns Hopkins Nursing.

To obtain contact hours, you must complete this Educational Activity and post-test before November 30, 2017.

There are no fees or prerequisites.


As a provider approved by the Accreditation Council for Continuing Medical Education (ACCME), it is the policy of the Johns Hopkins University School of Medicine Office of Continuing Medical Education (OCME) to require signed disclosure of the existence of financial relationships with industry from any individual in a position to control the content of a CME activity sponsored by OCME. Members of the Planning Committee are required to disclose all relationships regardless of their relevance to the content of the activity. Faculty are required to disclose only those relationships that are relevant to their specific presentation.

No other planners or speakers have indicated that they have any financial interests or relationships with a commercial entity.

Note: Grants to investigators at The Johns Hopkins University are negotiated and administered by the institution which receives the grants, typically through the Office of Research Administration.

Individual investigators who participate in the sponsored project(s) are not directly compensated by the sponsor, but may receive salary or other support from the institution to support their effort on the project(s).


The Johns Hopkins University School of Medicine takes responsibility for the content, quality, and scientific integrity of this CME activity.


All clinicians involved in initiating an effective adherence conversation with their patients: nurse practitioners, nurses, pulmonologists, pediatric pulmonologists, gastroenterologists, infectious disease physicians, endocrinologists, pediatricians, and other members of the cystic fibrosis care team.


I certify that I am attending a Johns Hopkins University School of Medicine CME activity for accredited training and/or educational purposes.

I understand that while I am attending in this capacity, I may be exposed to “protected health information,” as that term is defined and used in Hopkins policies and in the federal HIPAA privacy regulations (the “Privacy Regulations”).

Protected health information is information about a person’s health or treatment that identifies the person.

I pledge and agree to use and disclose any of this protected health information only for the training and/or educational purposes of my visit and to keep the information confidential. I agree not to post or discuss this protected health information, including pictures and/or videos, on any social media site (e.g. , , etc.

), in any electronic messaging program or through any portable electronic device. I understand that I may direct to the Johns Hopkins Privacy Officer any questions I have about my obligations under this Confidentiality Pledge or under any of the Hopkins policies and procedures and applicable laws and regulations related to confidentiality.

The contact information is: Johns Hopkins Privacy Officer, telephone: 410-735-6509, e-mail: [email protected].

The Office of Continuing Medical Education at the Johns Hopkins University School of Medicine, as provider of this activity, has relayed information with the CME attendees/participants and certifies that the visitor is attending for training, education and/or observation purposes only.

For CME Questions, please contact the CME Office
(410) 955-2959 or e-mail [email protected].

For CME Certificates, please call (410) 502-9634.

Johns Hopkins University School of Medicine Office of Continuing Medical Education Turner 20/720 Rutland Avenue Baltimore, Maryland 21205-2195

Reviewed & Approved by: General Counsel, Johns Hopkins Medicine (4/1/03) (Updated 4/09 and 3/14)


Portraits of Adherence: Patient-Centered Strategies in Cystic Fibrosis consists of one 105-minute activity certified for a maximum of 1.75 AMA PRA Category 1 Credit(s).™ and delivered as a webcast or podcast. Upon release of this activity, participants will have up to 2 years to complete the one webcast or podcast in order to earn CME credit.

Length of Activity: 1.75 hours


There are no fees for participating in this CME activity. To receive credit, participants must (1) read the learning objectives and disclosure statements, (2) complete the educational activity, and (3) complete the post-test and activity evaluation form, including the certificate information section. Physicians must attest to the amount of time they spent on the activity.


There are no fees for participating in this CME activity. To receive credit, participants must (1) read the learning objectives and disclosure statements, (2) complete the educational activity, and (3) complete the post-test and activity evaluation form, including the certificate information section. Physicians must attest to the amount of time they spent on the activity.

Enduring Materials Date of release: November 30, 2015

Expiration date: November 29, 2017


Supported by an educational grant from Gilead Sciences, Inc.


The speakers have indicated that there will be no references to unlabeled/unapproved uses of drugs or products.


The opinions and recommendations expressed by the faculty and other experts whose input is included in this program are their own.

Use of the Johns Hopkins University School of Medicine name implies review of educational format design and approach.

Please review the complete prescribing information of specific drugs or combination of drugs, including indications, contraindications, warnings, and adverse effects before administering pharmacologic therapy to patients.


a review of the current literature, including national and regional measures, detailed conversations with expert educators at Johns Hopkins, and a survey of potential program participants, this program will address the following core patient care gaps:

  • Clinicians are unaware of effective strategies to identify nonadherence in patients with CF into clinical practice.
  • Clinicians may be unaware of how to address adherence barriers across the developmental spectrum (children, adolescents, adults).
  • Clinicians lack strategies to improve adherence in daily clinical practice.


PC: Internet Explorer (v7 or greater), or Firefox MAC: Safari

Monitor settings: High color at 800 x 600 pixels, Sound card and speakers, Adobe Acrobat Reader.

Source: https://dkbmed.com/portraits/cme.html

Free Mac and Cheese

Updated Macaroni and Cheese | Johns Hopkins Medicine

After Nervous System today, I grabbed some tea from Brody Cafe (fighting a cold) and headed over to Gilman Hall. I took the spiral staircase on the side up to the third floor and walked into one of Dr. Fissell’s offices.

She has two; one here in Gilman looking out at the spherical paper lamps and down on the atrium, and one in Welch Library at the Medical School. A professor of the History of the Medicine on both campuses, Dr.

Fissell is my mentor for a research project I’m doing for the Woodrow Wilson Fellowship.

I wrote about it in one of my older blogs this summer when I first found out I would be a part of the fellowship and setting off on the project, but I figured I would give a quick update (probably a good thing for myself too) on where I am now, now that my focus has been slightly more refined.

My project looks at Ayurvedic medicine in light of British colonialism in India (mostly in the late 18th and 19th century).

While a lot of current literature exists on the ways in which this traditional form of Indian medicine was largely influenced and often replaced with the Western medicine of England, my research focuses on the ways in which traditional methods of treatment, healing, and preventative regimens actually fared during this time when they collided with a substantially different (but also particularly similar) medical system.

If that sounds broad, that’s because it is. And I was terrified that I would have no way to tackle a project so complex and naively ambitious. I mean I can’t, of course, but working with Dr. Fissell since summer has helped me refine my focus into some component of that question that is a lot more manageable to work with.

Since the summer, I’ve been reading a book called Colonizing the Body by David Arnold as a foundational text that outlines the narrative of British-Indian medical exchange. Over the semester, I’ve worked my way through the book and used it to find primary sources that I could look into. I got more sources to look into as well from a professor at UPenn who works with Dr.

Fissell who’s been tremendously helpful in my project so far.

This upcoming semester, Dr. Fissell and I are going to do an Independent Study course. Basically, we’ll pick a book to read every two weeks from the working bibliography I’ve been putting together.

It will help me get background on my project, sure, but I think the main benefit is that it will teach me how to read the right way. How to consume book after book and take the right notes so that you don’t have to read it again.

I’d say I’m a pretty slow-and-steady reader, so this is definitely a skill I want to pick up by the end of the year.

Later today, we had a meeting for the fellowship in the Glass Pavillion. They serve dinner, so, , I had to go. I took a generous serving of mac and cheese and sat down for the meeting.

Today, some current seniors presented overviews of their projects that they’re wrapping up and looking forward to presenting next semester. They ended each presentation with advice.

And while at first I couldn’t help but tune that part out with this sort of smugness that I had a million years till I would be in that position, it sort of hit me during my last bite of macaroni that I had two and a half, actually.

But with that came excitement, and this nerdy sort of giddiness. I seriously can’t wait to make my project more concrete, travel, and actually contribute something back to a real field. I’m looking forward to letting it become a big part of my time here at Hopkins, and something I can take with me when I’m done. Here’s the last paragraph of my proposal I wrote last year when I applied:

This project is a personal journey for me, not only because of how important both Western and Ayurvedic medicines have been to my life growing up, but also because of how I envision integrating them into my profession looking forward. I plan on becoming a physician: the epitome of Western medicine.

And while I will prescribe as many allopathic drugs as I deem necessary, I will also understand firsthand that the medicine I prescribe will be pitted against deeply-held traditional beliefs in not only the South Asian culture, but in a majority of belief systems around the world.

My medicine cabinet has always been a thing of fascination to me: an artifact of centuries of divergence and convergence and integration and separation of medical approaches that ultimately came together to form the route of medical treatment that has carried me to where and who I am today.

And while it may be a slightly improvised route, pulling from and gluing together mismatched components from different medical approaches, it is one that has and still continues to iterate itself in every cultural household and community around the world embedded in multiple medical cultures.

To study the de facto relationship between Western orthodox and ethnically traditional medicine is to have a vastly more pragmatic understanding of the ways in which the therapeutics I deliver will actually be received, in hopes of creating a more seamless and enduring physician-patient relationship.

It will engender an ability to think critically and realistically in order to reach optimal solutions with my patients, understanding that while my empirically-grounded medicine may make perfect sense to me, there are far more social and cultural variables that go into household medicine that I very much need to. I want to shed light on this untold narrative.

Source: https://hopkinsinsider.com/free-mac-and-cheese/

Tableau makes Johns Hopkins coronavirus data available for the rest of us

Updated Macaroni and Cheese | Johns Hopkins Medicine

Johns Hopkins' COVID-19 Global Cases Interactive Dashboard 

Credit: Center for Systems Science and Engineering at Johns Hopkins University

I'm a data person and, if you're reading this, you probably are too. I to be informed about, and maintain control over situations.

Data helps me with the former and at least provides the illusion of attaining the latter.

While the COVID-19 crisis is impossible to control, and the figures around it can be stress-inducing, analyzing the data and understanding it a little better does provide some level of understanding that can help.

Johns Hopkins provides coronavirus data

With that in mind, you may be aware that Johns Hopkins University's (JHU's) Center for Systems Science and Engineering (CSSE) maintains a continuously updated dashboard of the virus' spread, officially reported case counts from around the world, and pictured in the figure above. While that dashboard itself is useful, pulling the data down from Hopkins' GitHub repo and doing your own analysis on it can be a little tricky.

With this in mind, Tableau took a look at that data, did its own data engineering/ETL work on it and has published the output of that effort as its COVID-19 Data Resource Hub. Within the Resource Hub site, the consolidated data is available in Tableau's own .hyper and .tde formats, and also available in Google Sheet and CSV formats, making it compatible with BI tools beyond Tableau.

Tableau makes it more accessible

On Friday, I spoke with Steve Schwartz, Director of Public Affairs at Tableau, and Sarah Goehri, Tableau's Corporate Communications Manager.

With each of us working from home, talking to each other via headsets and web cams, Schwartz explained to me that with the company's establishment of Tableau Foundation, it now has a track record of working with data sets surrounding global health subject matter (more info on that here).

Because of that, and because it found the JHU data difficult to work with in its raw form, Tableau decided to do the data engineering work and make the data available to everyone.

Tableau has published a rather simple “starter dashboard” the data, and made it available on Tableau Public. It has also set made the .hyper, .tde and CSV versions of the data set available through online data catalog platform data.world.

While this creates an “extra hop” to get to the data, access is still relatively straightforward and enhances its availability on all platforms – not just Tableau. It also facilitates collaboration and discussion around use of the data set itself, something data.

world explicitly focuses on.

Catalog shopping with data.world

When you visit the data.world repository for Tableau's version of the JHU Coronoavirus data, you'll need to sign in. Assuming you don't already have a data.world account, you can connect via Google, , GitHub or credentials, then change the password on your data.world account to something unique and secure.

Once that's done, you can enable integration with your BI platform via the “Open in App” option, then use the data.world connector for one of the supported platforms (including Microsoft Power BI, Excel, MicroStrategy, Google Data Studio, Plot.

ly, Jupyter notebooks, RStudio and many others) to gain access to the data. That connection process will require you to supply owner, dataset id and query information that data.

world will present to you for simple copying and pasting into the connection dialog that is invoked.

Because my own skill set in Microsoft Power BI is much stronger than it is for other tools, I chose to analyze the data there.  Power BI Desktop is a free download and includes a beta data.

world connector. Power BI Desktop runs only on Windows, though it can be hosted within other operating systems via certain virtualization platforms.

(For example, Mac users can run Power BI Desktop using Parallels).

Measures, dimensions and granularity

Once you're connected to the data, you'll see its schema is relatively straightforward. The granularity of the data is at the date level, per geography – either country_region or, for certain countries, province_state (in certain cases, the granularity may drill down even a bit lower – see details below).

The data set's measures are “cases” and “difference,” which provide cumulative and daily cases totals, respectively, per day, for each tracked geography.

Case_type is an in important dimension, as it lets you filter or break down by active cases, deaths, recoveries, and total confirmed cases.

To avoid double counting, you should either look only at confirmed cases, or else look only at one or all of the other types (since rows with “Confirmed” cases essentially represent the sum of corresponding rows with case_type of “Active,” “Deaths” and “Recovered”).

The country_region and province_state names will let you map the data, but if you'd prefer not to use location names, “lat” and “long” columns provide latitude and longitude data that can be used as well.

  Another column, simply called “location” provides lat/long data together in POINT(long, lat) format.

  The latest_date column reports data of the data set's the most recent data and prep_flow_runtime would seem to provide the date and time that Tableau's data prep process was run.

Surprisingly, I found that using lat/long sometimes provides multiple data points per province_ state, ostensibly including a generic data point and for the entire area as well as some more location-specific ones, the latter often having zero or a relatively small number of cases. I would advise exercising caution around this feature in the data set's granularity.

Visualizing the data

Once you've connected to and loaded the data, visualizing it is relatively straightforward. While it's not clear whether that's a blessing or a curse, it does help certain things become clear. I filtered the data to exclude rows with case_type = Confirmed so I could perform analysis across data with case-type values of Active, Deaths and Recovered.

I share some of these analyses with you below. Please note that Tableau provides the data on an as-is basis, and I do the same with my analyses. None of the analyses presented below has been rigorously vetted, and they're current only to Saturday, 3/21/2020, values in the latest_date column in the data set.  

That said, depending on your tolerance for news, you may wish to keep reading, or else stop here.

Let's start with the obvious. Here's a bubble map aggregating all novel covid-19 active cases in the US (including Alaska, Hawaii, Puerto Rico and Guam):

Coronavirus active cases in the US, including all 50 states, Puerto Rico and Guam

A simple combo chart of the cases and difference columns by the date column shows just how much we need to flatten the proverbial curve. Here's the chart for New York State, with total active cases plotted as a line and new active cases as columns:

Total and new active cases, by date, for New York State. Line shows total case count; columns visualize number of new cases, each day, starting on March 8th, 2020.

We're used to seeing maps and plots these in news coverage. They can be intimidating, overwhelming and, honestly, they're not very detailed. What I found most useful about the Tableau-supplied data set was that it gave me the ability to go deeper and perform more specific analyses.

For example, you can also look at the countries with the highest number of cases, breaking down by case­_type.

I did this by creating a stacked bar chart, sorted by case count in descending order, showing the seven most affected countries, excluding China (since its case count so dominates the others).

When I ran this on Saturday, the US was in fifth place (again, excluding China). When I refreshed the data this morning, the US had unfortunately pulled into second place, with only Italy having more cases:  

Stacked column chart of active cases, deaths and recoveries, for highest impacted countries, excluding China.

You can drill down to the individual country level, too. Here's a pie chart of active cases by province_state, filtered by country, that reveals the ratio of cases in Hubei province, relative to others in China:

Active cases in China, by province, with Hubei dominating

And here's the corresponding chart for the US, with New York State, Washington State and California, dominating, in that order:

US Cases, by state. As of March 21st's data, New York State accounted for nearly half of them.

Adding a timeline filter and setting the effective date back 10 days, to March 11th, can show how Washington State had the most number of cases at that time. Ten days makes a big difference, as we've learned, and as this visualization shows.

Time machine rewind: US Coronavirus active cases by state, as of March 11th

We can analyze the data using a more free form approach, as well. Power BI's Q&A feature allows querying the data in relatively plain English. To test this, I asked Q&A to show me the number of newly reported deaths, per day, in the US, starting on March 1st, by entering “difference by date for Deaths and US as area chart on or after March 1 (date).”  Here's what I got back:

Coronavirus deaths in the United States each day from March 1st through 21st, 2020 (inclusive).

I should point out that the data I'm getting back from the Hopkins data set does not seem to match up with the data reported in New York Governor Andrew Cuomo's news conference this morning (Cuomo's numbers were ly more recent and therefore, unfortunately, higher). Though nothing seems available yet, I am keeping my eye on the open data sites for both the City and State of New York, to see if I could add their data to my analysis, in the future.

I'll do my best to end on a positive note.  Here's what I got back when I asked Q&A to show me cumulative, global “Recovered cases by date”:

Recovered cases, globally, over time

We're getting close to 100,000 recoveries. Let's hope this curve gets steeper, not flatter, until the crisis has passed.

The column chart visualization showing the seven countries with the highest number of cases (excluding China) was updated, at 10:46pm ET on Monday March 23rd, to correct the fact that the original version was not filtered on the current date.

As such, on the Y axis, the original was showing a false aggregation of every day's cumulative total, which produced a meaningless figure, overstated by an order of magnitude. The text describing that visualization was updated as well.

The map and three pie chart visualizations were updated at 11:11pm ET, to correct the same error.

Source: https://www.zdnet.com/article/tableau-makes-johns-hopkins-coronavirus-data-available-for-the-rest-of-us/

Johns Hopkins Technology Store | Information Technology Services

Updated Macaroni and Cheese | Johns Hopkins Medicine

Located on the Homewood campus, the Technology Store is your one-stop-shop for all your computing and mobile device needs.

As an Apple Authorized Service Provider, we feature the latest line of Apple laptops and tablets, with special academic pricing that is typically even lower than the “sale” prices from Apple, Amazon, Best Buy, and other major retailers.

We also offer a range of accessories for laptops, desktops, tablets and mobile devices, and on-site technical support for students through our Apple, Dell and Hewlett-Packard certified technicians.

Visit us in our new location in the Levering Hall Sherwood Room (adjacent to the coffee bar, 1st floor) Monday through Friday from 9 a.m.–4:30 p.m. Have a question? Contact us at techstore@jhu.edu or 410-516-0448. For the latest information on sales and special events, follow us on and on Instagram!

Ordering Online

You can now place orders from the comfort of your own home! Free delivery and pickup is available on the Homewood campus. To inquire about shipping costs to your location, please call 410-516-0448.

View our inventory online—Personal Purchase Only!

Departmental Orders (SAP Budget Number)

Interested in placing a departmental order? Visit the ServiceNow online store to get started. We aim to fulfill all orders within 6-10 business days (excluding some special orders).

Please note that all orders require a valid SAP budget number and supervisor/manager approval before they can be fulfilled. Products that have a serial number (including Apple Watch, iPads and Macs) must be ordered through the above ServiceNow link.

Products such as adapters, hard drives and chargers can still be purchased in small quantities on a walk-in basis as a convenience to our departmental customers.

Computer Purchase Program

The Computer Purchase Program aims to provide the best possible technical support environment for students by promoting the purchase of recommended systems. If you’re in the market for a new computer, here’s why we recommend this program:

  • Special pricing on Apple recommended systems not ly to be matched elsewhere for comparable configurations, including access to the Apple Back to School promotion.
  • Special pricing on select Dell-recommended systems through the JHU/Dell portal.
  • Students can receive computer application and troubleshooting support and hardware repair services by certified technicians on the Homewood campus.
  • While a student’s system is being repaired, they may borrow a loaner system. This service is exclusively offered only to Technology Store purchasers.
  • Revenue generated by sales from the Technology Store is used to directly fund student and faculty technology projects and services.

To select your system:

  1. Visit our online store.
  2. Select a pre-configured system from the available models. Please note: Some systems include Safeware extended warranties that include accidental damage coverage. Please call (410-516-0448) or email (techstore@jhu.edu) for more information.
  3. Add the system to your cart. Parents, you can also add a system for yourself at the same discounted pricing.
  4. Click “Check Out” and complete the required information. You may create an account, or checkout as a guest.
  5. Choose either “Pick-up in store” or “UPS” as your shipping method.If you prefer to call us with your credit card information, please select “Phone order” as the payment method instead.

Accessories (printers, carrying cases, iPads etc.) and other items can be purchased on-site at the time of pick up if desired; we cannot ship accessories to a home address. In order to provide the highest discount, no configuration changes are available for these systems. You will receive an email confirmation of your order request upon submitting the request form.

The order deadline for home shipping fulfillment has passed and all orders will be held for pick-up at the store. We will still take orders after this date should you wish to purchase a computer through our Computer Purchase Program, but we will not be able to guarantee fulfillment after this date.

Please note: These JHU computer offers are not available directly through other Apple sales channels.

Discounted Dell laptops are available for personal purchase only. Several Dell models are always on display in the Technology Store, and our staff can help guide you to the best mobile device for your needs.

However, in most cases your Dell will be custom built and sold/shipped directly to you. Visit the Dell online store to get started.

Please note that prices do not include Maryland state sales tax, which will be added at the time of purchase.

Payment Information

We accept VISA, American Express, Discover, P-Cards, J-Cash and SAP Departmental Numbers from all Johns Hopkins Departments (Homewood, SAIS, Hospital, etc.). We do not accept cash or checks.

The Technology Store may be able to assist you with applying financial aid funds towards the purchase of an Apple computer. If you would to request additional financial aid in order to purchase a computer, please contact Student Financial Services to discuss your family’s options with a financial aid adviser.

Return Policy

Standard items purchased from inventory can be returned unopened and undamaged within 14 days for a refund, minus a 15% restocking fee. Custom orders and special-request orders cannot be returned.

Software Downloads

We are proud to offer exclusive downloads for all Johns Hopkins University students, faculty and staff:

  • Apple’s OS X operating system changes how you see your Mac and what you can do with it. Upgrade for free at the Mac App Store.
  • Microsoft Office 365 provides access to Office’s suite of tools anytime, anyplace, on any device. To use Office 365, you will need to sign in with your JHED ID through myJH portal (for students; look in the “Technology” section and log into O365 using your JHEDID@jh.edu) or from the Office 365 portal (for faculty and staff).
  • Front Door Software can protect your computer from theft—for free!

Source: https://studentaffairs.jhu.edu/computing/hopkins-technology-store/