MEDICAL EDUCATION IN THE UNITED STATES: LATE NINETEENTH AND TWENTIETH CENTURIES

1970 ◽  
pp. 501-530
2011 ◽  
Vol 29 (2) ◽  
pp. 573-606
Author(s):  
Theresa Alfaro-Velcamp ◽  
Robert H. Mclaughlin

Immigration histories typically endeavor to describe and hold a nation–state accountable not only for the laws and policies by which it admits some immigrants, but also for those by which it refuses, excludes, or deports other immigrants. This article explores immigration to Mexico and to the United States with attention to its implications for the status of persons, and also for the conventional historical narratives in each country. The article focuses on three techniques of governance that each country has engaged in regard to immigration. These techniques include: 1) the assignment of nationality as a singular attribute of personhood; 2) the use of demonstrable and documentable characteristics as criteria of admission; and 3) centralized registration procedures to monitor and control the immigrant population. The techniques are analyzed together because of their concurrent emergence in each country during the late nineteenth and twentieth centuries. The techniques are also complementary. They form a set that, although not unique to the United States and Mexico, nevertheless illustrates parallels and an interplay between the two countries, and, more broadly, illustrates how immigration presents a common predicament across different times, places, and forms of government.


2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.


1990 ◽  
Vol 64 (4) ◽  
pp. 585-629 ◽  
Author(s):  
Mira Wilkins

A great deal of attention has recently been focused on the extent of Japanese direct investment in the United States. In the following historical survey, Professor Wilkins details the size and scope of these investments from the late nineteenth century, showing that Japanese involvements in America have deep historical roots. At the same time, she analyzes the ways in which late twentieth century Japanese direct investment differs from the earlier phenomenon and attempts to explain why it has aroused such concern among both business leaders and the general public.


1999 ◽  
Vol 33 (7) ◽  
pp. 493-498 ◽  
Author(s):  
Josephine M Cassie ◽  
Judith S Armbruster ◽  
M Ian Bowmer ◽  
David C Leach

PMLA ◽  
2010 ◽  
Vol 125 (1) ◽  
pp. 29-47
Author(s):  
Mike Chasar

This essay uses the example of the long‐lived and popular Burma‐Shave advertising campaign to argue that literary critics should extend their attention to the vast amounts of poetry written for advertising purposes in the nineteenth and twentieth centuries. The Burma‐Shave campaign—which featured sequences of rhyming billboards erected along highways in the United States from 1926 to 1963—not only cultivated characteristics of literary and even avantgarde writing but effectively pressured that literariness into serving the commercial marketplace. At the same time, as the campaign's reception history shows, the spirit of linguistic play and innovation at the core of Burma‐Shave's poetry unintentionally distracted consumers' attention away from the commercial message and toward the creative forces of reading and writing poetry. A striking example of popular reading practices at work, this history shows how poetry created even in the most commercial contexts might resist the commodification that many twentieth‐century poets and critics feared. (MC)


2007 ◽  
Vol 87 (4) ◽  
pp. 811-823 ◽  
Author(s):  
Richard H. Bell ◽  
Melissa B. Banker ◽  
Robert S. Rhodes ◽  
Thomas W. Biester ◽  
Frank R. Lewis

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