Interacting Systems in Development

PEDIATRICS ◽  
1966 ◽  
Vol 38 (3) ◽  
pp. 530-531
Author(s):  
NORMAN J. SISSMAN
Keyword(s):  
Special Interest ◽  
Medical Schools ◽  
Congenital Defects ◽  
Significant Percentage ◽  
Introductory Course ◽  
Interacting Systems ◽  
The Subject

Embryology is today one of the most neglected of all medical fields. Only a handful of medical schools offer more than an introductory course on the subject, and most physicians' knowledge of embryological principles and mechanisms is rudimentary or, at best, limited to circumscribed areas of special interest. This is particularly unfortunate for pediatricians whose practices include such a significant percentage of congenital defects, which are really instances of normal embryologic processes gone awry.

Public Policy Administration

1985 ◽  
Vol 47 ◽  
pp. 1-16
Author(s):  
Richard A. Brumback
Keyword(s):  
Rhode Island ◽  
General Level ◽  
American Government ◽  
Introductory Course ◽  
The Past ◽  
Business Colleges ◽  
Business College ◽  
Large Numbers ◽  
The Subject ◽  
One Year

The teaching of an introductory course in American Government can be a difficult and frustrating endeavor under even the best of circumstances. Given the general level of cynicism and/or lack of interest by large numbers of Americans regarding politics and politicians, the task of generating student enthusiasm, or even mild interest, toward the subject matter can indeed be an arduous one. When the teaching of such a course takes place in a business college, and when the student audience is “captive” to a college requirement that all students must take the course, the task can be rendered considerably more formidable.For the past six years I have been teaching such courses at business colleges — one year at Bryant College in Rhode Island, and the following five years at Bentley College in Massachusetts.

scholarly journals Hubert Maitland Turnbull, 1875-1955

1957 ◽  
Vol 3 ◽  
pp. 289-304 ◽  
Keyword(s):  
Original Work ◽  
Medical Schools ◽  
Medical College ◽  
Hospital Medical ◽  
London Hospital ◽  
The Subject ◽  
Morbid Anatomy ◽  
High Degree ◽  
Attention To Detail

Hubert Maitland Turnbull, who died on 29 September 1955 some eight years after retirement from the Chair of Morbid Anatomy at the London Hospital Medical College, occupied a position of eminence in British pathology. Not only was he greatly esteemed by his colleagues at the London but his influence extended widely throughout the medical schools of this and other countries of the Commonwealth. This was due not so much to his ability as an initiator and director of research, even though he was responsible for a considerable amount of valuable original work during his forty years at the London Hospital, but to a particular genius for accuracy of observation and meticulous attention to detail which he possessed in high degree and applied with almost religious fervour to everything that he did. Entering pathology at a time when many in this country held that morbid anatomy was a dead subject, Virchow, in their opinion, having left little new territory to be explored, Turnbull set himself to revolutionize morbid anatomical practice and to raise the subject to the level of a science. And so well did he succeed that he proved a source of inspiration not only to his fellow pathologists and those young graduates who chose to emulate him, but also to the much wider circle of clinicians who sought the privilege of working for a time in his department as a prelude to specialization in some other branch of medicine.

Gravity

2021 ◽  
Author(s):  
James B. Hartle
Keyword(s):  
Black Holes ◽  
General Relativity ◽  
Gravitational Waves ◽  
Undergraduate Curriculum ◽  
Physics First ◽  
Cambridge University ◽  
Introductory Course ◽  
Modern Physics ◽  
The Subject ◽  
Curriculum Making

Einstein's theory of general relativity is a cornerstone of modern physics. It also touches upon a wealth of topics that students find fascinating – black holes, warped spacetime, gravitational waves, and cosmology. Now reissued by Cambridge University Press, this ground-breaking text helped to bring general relativity into the undergraduate curriculum, making it accessible to virtually all physics majors. One of the pioneers of the 'physics-first' approach to the subject, renowned relativist James B. Hartle, recognized that there is typically not enough time in a short introductory course for the traditional, mathematics-first, approach. In this text, he provides a fluent and accessible physics-first introduction to general relativity that begins with the essential physical applications and uses a minimum of new mathematics. This market-leading text is ideal for a one-semester course for undergraduates, with only introductory mechanics as a prerequisite.

Clinical Instruction in Insanity

1871 ◽  
Vol 16 (76) ◽  
pp. 528-537 ◽  
Author(s):  
John Sibbald
Keyword(s):  
Clinical Teaching ◽  
Medical Curriculum ◽  
Medical Schools ◽  
Clinical Instruction ◽  
The Subject ◽  
Special Duty

At the meeting of members of the Medico-Psychological Association which took place last November, in Edinburgh, a resolution was passed expressing “a strong opinion as to the necessity of making clinical teaching in insanity imperative in every medical curriculum.” It was agreed that it would not be wise on our part, as an association, to specify the details of those measures, which we hoped the various medical schools might feel disposed to take in furtherance of this object. But it is evidently the special duty of members of this association to consider the subject carefully in every detail, and to be prepared to give a mature opinion upon it.

Notes on Ṭabarī's History

1993 ◽  
Vol 3 (1) ◽  
pp. 1-31 ◽  
Author(s):  
Lawrence I. Conrad
Keyword(s):  
Central Asia ◽  
Special Interest ◽  
English Translation ◽  
Islamic History ◽  
Valuable Data ◽  
History Of ◽  
The Subject ◽  
Early Islamic

The caliphate of Hisham ibn ‘Abd al-Malik (105–25/724–43) was undoubtedly one of the most important periods in early Islamic history, and as witness to the history of this era a source of paramount importance is certainly the Ta'rīkh al-rusul wa-l-mulūk of al-Ṭabarī. This in itself makes the publication of Volume xxv of the English translation of this work by Dr Khalid Yahya Blankinship, covering all but the last five years of Hishām's long reign, a matter of special interest to historians of the eastern lands of Islam. The reader will immediately notice that al-Ṭabarī devotes the bulk of his narrative for this period to events in Khurāsān and Transoxania, specifically, to the Umayyad campaigns there and hostilities with the Türgish khāqān Sü-lü Čur. In the course of this narrative one finds not only a wealth of information on military matters, but also much valuable data on the customs of the western Turks and life in Central Asia in general. The author's reasons for giving his work such a markedly eastern emphasis at this point are not unrelated to a desire, as Blankinship observes, to set forth the background for the 'Abbāsid revolution. But most of what al-Ṭabarī reports for this period is in fact not of immediate relevance to the advent of the 'Abbāsids, and indeed, the subject of 'Abbāsid propaganda activities hardly seems to be a prominent one in this volume.

Medical Humanities

2011 ◽  
pp. 210-227 ◽  
Author(s):  
P. Ravi Shankar
Keyword(s):  
Medical Ethics ◽  
Medical Humanities ◽  
Medical Schools ◽  
Developing Nations ◽  
The Arts ◽  
Ethics Teaching ◽  
The Subject ◽  
Definition Of ◽  
Developed Nations ◽  
The Relationship

Medical Humanities (MH) provide a contrasting perspective of the arts to the ‘science’ of medicine. A definition of MH agreed upon by all workers is lacking. There are a number of advantages of teaching MH to medical students. MH programs are common in medical schools in developed nations. In developing nations these are not common and in the chapter the author describes programs in Brazil, Turkey, Argentina and Nepal. The relationship between medical ethics and MH is the subject of debate. Medical ethics teaching appears to be commoner compared to MH in medical schools. MH programs are not common in Asia and there are many challenges to MH teaching. Patient and illness narratives are become commoner in medical education. The author has conducted MH programs in two Nepalese medical schools and shares his experiences.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

Digital Advertising Practices and its Impacts on Students

2017 ◽  
pp. 1239-1257
Author(s):  
Ibrahim Kircova ◽  
Dilaysu Cinar
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Networking ◽  
Mobile Applications ◽  
Special Interest ◽  
Content Management ◽  
Video Sharing ◽  
The Social ◽  
The Subject ◽  
Education In Turkey

The subject of this chapter is the universities listed on the website of the Council of Higher Education in Turkey. This study aims to reveal the importance of digital advertising in these universities. In this study, firstly, the websites of these universities were examined. Secondly, the social networking and mobile applications listed in these websites were examined. The results of the current study states those Turkish universities' efforts are inadequate. This is clearly seen in mobile application and video sharing tendencies. Although most of them use social networking websites, the contents of their profiles are not attractive enough to draw the attention of young people. Therefore, special interest has to be given to content management on social networking profiles.

Introducing Medical Humanities--Use of Humour for Teaching Ethics

2013 ◽  
Vol 3 (4) ◽  
pp. 30-36
Author(s):  
Ayesha Ahmad ◽  
Tamkin Khan ◽  
Shridhar Dwivedi ◽  
Farah Kausar
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
Pilot Project ◽  
Medical Schools ◽  
Public Image ◽  
Communication Tool ◽  
Social Commentary ◽  
The Subject

Use of Medical humanities to teach empathy started to come into being nearly 50 years ago. It has been introduced in most of the medical schools in the West for many years. In India the concept is still in its infancy with very few medical schools teaching the subject. This study was undertaken as a pilot project at the Hamdard Institute of Medical Sciences and Research, New Delhi to introduce the concept of empathy through medical humanities to undergraduate students. Students were explained the definition, meaning, scope and purpose of medical humanities. The authors aimed at sensitising the students to the importance of the public image of their profession through humour/jokes. The students were encouraged to discuss and reflect on the reasons for a negative image. The session ended by asking for commitment on their part to behave in a more ethical and professional manner once they start practicing medicine. The session was appreciated by most of the students. Majority agreed that medical humanities was an interesting way to develop empathy in doctors and develop ethical values, professionalism and communication skills. It is imperative that communication skills, professionalism and ethics are integrated into medical curriculum at all stages to inculcate empathy in medical students. Medical humanities modules are an interesting way of achieving this aim. Humour has been used as a pedagogic and communication tool in medicine. Its use for reflection and analysis of a situation or as a tool of social commentary to bring about corrective change can be explored. Further research in the subject is required; curriculum needs to be defined, teachers need to be educated and trained.

Some points of interest in the operations of Friendly Societies, Railway Benefit Societies and Collecting Societies

1910 ◽  
Vol 44 (2) ◽  
pp. 168-261
Author(s):  
Alfred W. Watson
Keyword(s):  
Special Interest ◽  
The State ◽  
Wide Field ◽  
Great Activity ◽  
Points Of Interest ◽  
Collecting Societies ◽  
Comprehensive Examination ◽  
The Subject ◽  
Friendly Societies

Nearly twenty-two years have elapsed since the masterly essay of our President gave to the institute an opportunity for comprehensive examination of the British friendly society system. During the intervening period, phases of the subject have been occasionally before the Institute, but the period has been one of great activity amongst the friendly societies, and developments of interest to actuaries culminating, it may be suggested, in the co-operation of the State and the societies proposed by the Chancellor of the Exchequer, have emerged. In the circumstances it has seemed to me that the Institute might again survey this wide field of provident effort with interest to its members and profit to the community.I propose accordingly to examine the more important groups of societies, paying particular regard in respect of the leading affiliated orders to the machinery by which it is sought to equip the constituent parts for the effective recognition of their duties; thence passing to some questions of special interest to ourselves. For the purpose of connected description it will be necessary to mention particular organizations, but I trust that nothing of what I have written may seem to depart from the excellent custom of neutrality which governs our debates. I venture indeed to say that so far from being unduly sensitive, all the societies which are striving for improvement (and I think this may be said of most of them) are receptive towards the stimulus of informed criticism.

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