scholarly journals Reflections of a senior colleague

2016 ◽  
Author(s):  
John Nieuwenhuysen
Keyword(s):  
Senior Colleague

England: St George's Hospital Medical School, London

1983 ◽  
Vol 142 (4) ◽  
pp. 345-349
Author(s):  
A. H. Crisp
Keyword(s):  
Medical School ◽  
Clinical Observation ◽  
Undergraduate Teaching ◽  
Hospital Medical School ◽  
Hospital Medical ◽  
Psychological Medicine ◽  
Post War ◽  
Senior Colleague

I took up my present appointment at St. George's Hospital Medical School in 1967 and found myself with friendly colleagues and a tradition of undergraduate teaching of psychiatry extending back to the immediate post-war period. This tradition had also been expressed in the textbook Psychological Medicine, written and revised over successive years by Guttman, Curran and Partridge, and in more recent years by Peter Storey, currently a senior colleague here. The book is hallmarked by its clarity of expression and the richness of its clinical observation, and has for long been a favourite with both undergraduates and postgraduates.

A letter from a grumbly senior colleague

2010 ◽  
Vol 14 (1) ◽  
pp. 43-45
Author(s):  
Scott Reynolds Nelson
Keyword(s):  
Senior Colleague

The Lawyer and the Lightning Rod

1999 ◽  
Vol 12 (1) ◽  
pp. 61-99 ◽  
Author(s):  
Jessica Riskin
Keyword(s):  
Legal Authority ◽  
Defense Lawyer ◽  
First Approximation ◽  
Scientific Experts ◽  
Crucial Problem ◽  
Maximilien Robespierre ◽  
Natural Philosophers ◽  
Senior Colleague

The ArgumentIn the summer of 1783, a trial took place in the French city of Arras. One M. de Vissery, a resident of the nearby village of St. Omer, was appealing a decision by his local aldermen, who required him to remove a lightning rod he had put on his chimney. His young defense lawyer was Maximilien Robespierre, who made a name for himself by winning the case. In preparation, Robespierre and his senior colleague corresponded with natural philosophers and jurisconsultants. Robes- pierre then persuasively resolved the crucial problem, namely, the proper relations of scientific to legal authority. He exploited the empiricist dogma common to contemporary physics and jurisprudence to argue that judges need not defer to scientific experts, but must only consider the facts, which required no expertise. It was a first approximation of an argument Robespierre would make with mounting authority over the next decade.

scholarly journals Interview skills training

1991 ◽  
Vol 15 (3) ◽  
pp. 154-156
Author(s):  
Hilary M. C. Warwick ◽  
Ian P. Everall
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Emotional Response ◽  
Skills Training ◽  
Video Feedback ◽  
Factual Information ◽  
Standard Methods ◽  
Feedback Training ◽  
Senior Colleague

The importance of interview skills in psychiatry cannot be underestimated, and the acquisition of adequate interview skills must be one of the foremost aims of training. The College requirement that MRCPsych candidates must interview the patient in front of the examiners (in both parts I and II) rightly stresses the fundamental importance of interview skills in clinical practice. Maguire (1982) has questioned the adequacy of standard methods of training psychiatrists (usually reporting and discussing interview findings with a senior colleague) in interview skills. In a study of medical students, he has shown that audio/videotaped observation of interviews with feedback is superior to traditional methods (Maguire et al, 1978). Gask et al (1988) demonstrated that use of group video feedback training was effective in improving psychiatric skills in a group of general practitioners. Rutter & Cox (1981) published a series of studies examining the effects of interview style on the quality of factual information obtained and the emotional response elicited. Such work has generated interest in interview skills training and specialised courses are now run in some centres.

Presidential Address: The Treaty of Seville (1729)

1933 ◽  
Vol 16 ◽  
pp. 1-43 ◽  
Author(s):  
Richard Lodge
Keyword(s):  
Eighteenth Century ◽  
Presidential Address ◽  
Active Part ◽  
Special Study ◽  
National Interests ◽  
Interstate Relations ◽  
Minor Problem ◽  
History Of ◽  
History Of Europe ◽  
Senior Colleague

The first impulse to make a special study of the Treaty of Seville came from my interest in the career of that eminent diplomatist, Benjamin Keene, on whom I discoursed at some length last February. But at that time my attention was concentrated upon Keene's second mission to Spain from 1749 to 1757, and I only gave a very superficial glance at his earlier mission from 1727 to 1739. In reference to this I stated that he played an active part in bringing about the Treaty of Seville, that he was deposed at the last minute from being the sole English signatory of the treaty by the return of William Stanhope, and that he felt some chagrin because all the credit and reward for making that treaty went to his senior colleague, whereas he himself received no recognition of his services. There was no doubt about his discontent, because I found frank expression of it in his letters, but I was curious to ascertain how far this discontent was justified. The study of this minor problem led me on to consider the importance of the treaty in the history of Europe. I came to the conclusion that it was a notable landmark in the rather tangled diplomacy of the second and third decades of the eighteenth century. The tangle arose from the temporary dislocation of interstate relations in Europe from normal into abnormal grooves, and a prominent cause of that dislocation was that national interests were largely superseded or overshadowed by dynastic claims and uncertainties.

scholarly journals FAST principles for preprint feedback

2022 ◽  
Author(s):  
Sandra Franco Iborra ◽  
Jessica Polka ◽  
Sara Monaco ◽  
Sharon Ahmad ◽  
Maryrose Franko ◽  
...  
Keyword(s):  
Science Communication ◽  
Scholarly Communication ◽  
Cultural Barriers ◽  
Strong Interest ◽  
Public Critique ◽  
Senior Colleague

There has been strong interest in preprint commenting and review activities in recent years. Public preprint feedback can bring benefits to authors, readers and others in scholarly communication, however, the level of public commenting on preprints is still low. This is likely due to cultural barriers, such as fear by authors that criticisms on their paper will bias readers, editors and evaluators, and concerns by commenters that posting a public critique on a preprint by a more senior colleague may lead to retribution. In order to help address these cultural barriers and foster positive and constructive participation in public preprint feedback, we have developed a set of 14 principles for creating, responding to, and interpreting preprint feedback. The principles are clustered around four broad themes: Focused, Appropriate, Specific, Transparent (FAST). We describe each of the FAST principles and designate which actors (authors, reviewers and the community) each of the principles applies to. We discuss the possible implementation of the FAST principles by different stakeholders in science communication, and explore what opportunities and challenges lie ahead in the path towards a thriving preprint feedback ecosystem.

scholarly journals What Have We Learned from Critical Qualitative Inquiry about Race Equity and Social Justice? An Interview with Pioneering Scholar Yvonna Lincoln

2019 ◽  
Author(s):  
Christine Stanley ◽  
Chayla Haynes
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Social Justice ◽  
Black Women ◽  
Qualitative Inquiry ◽  
Research Paradigm ◽  
Racial Equity ◽  
Qualitative Research Methodology ◽  
Women Scholars ◽  
Senior Colleague

In this article, two Black women scholars in higher education share a conversation with our distinguished senior colleague, Yvonna Lincoln, a pioneering scholar of qualitative research methodology about what we have learned from her, and more specifically, how this research paradigm has been used to advance racial equity and social justice in higher education. The readers will learn, through her lens, about issues that emerged over the years and what she envisions for the future of higher education and qualitative research. This article presents implications for higher education, including faculty, students, and administrators working in higher education institutions.

scholarly journals THE INFLUENCE OF THE LEADER OF "UKRAINIAN HOUSE" GRYTSKO CHUPRYNKA'S ON THE POETIC WORK OF OLEXA KOVALENKO

2018 ◽  
Vol 64 ◽  
Author(s):  
N.O. Shevel
Keyword(s):  
Comparative Analysis ◽  
Mutual Influence ◽  
Poetic Work ◽  
Senior Colleague

The article examines the creative interaction and mutual influence of the leader of the «Ukrainian house» organization Grytskj Chuprynka and poet Oleksa Kovalenko. It is noted that the figure of G. Chuprynka became a model for creative imitation, and sometimes for the epigonous. In particular, this is about the imitative nature of Oleksa Kovalenko's work. The role of O. Kovalenko in the creative biography of the senior colleague was also noted. It is noted that many common motives and images are characteristic of poetry of modernism in general. In the process of a thorough comparative analysis of the poetic work of artists, there are also many differences in disclosing at first glance close topics and in the development of symbols. The authoritative influence of the poetry leader of the «Ukrainian house» on Oleksa Kovalenko's poetry was established, which often became the cause of creative imitation, but was emotionally and subjectively regarded by contemporaries as a primitive epigonism.

George the Chemist

2021 ◽  
Vol 12 (2) ◽  
pp. 48-59
Author(s):  
Sergei Talanker
Keyword(s):  
Research Program ◽  
The Other ◽  
Bernard Williams ◽  
Disaster Prevention ◽  
Ethical Codes ◽  
Other Hand ◽  
Professional Duty ◽  
The One ◽  
Senior Colleague

The present paper is an attempt to answer Bernard Williams' classical dilemma of George the chemist, who is asked by a senior colleague to partake in a CBW research program. Both George and the colleague oppose the research, and George is advised not to publicize his attitude for George to get the job instead of someone more eager. On the one hand, George does not want to be involved in the research, yet on the other hand, he does not want to allow it to be completed faster. The author views George's potential actions as sabotage and argues that since the existing ethical codes demand putting safety ahead of the pressures of the employers, sabotage should not be out of the question. CBW endangers entire communities, and thus secretly sabotaging its research amounts to disaster prevention and should be considered a professional duty by consequentialists and deontologists alike, even if it may involve deception and furthermore deception about deception.

Using John Nidd's annotated books in the Wren Library to reassess his contribution to John Ray's Catalogus (1660)

2017 ◽  
Vol 44 (2) ◽  
pp. 275-291 ◽  
Author(s):  
C. D. Preston
Keyword(s):  
Trinity College ◽  
John Ray ◽  
Senior Colleague

In his Catalogus plantarum circa Cantabrigiam nascentium (1660), John Ray acknowledged the help of his senior colleague at Trinity College, John Nidd, to whom he said the reader was chiefly indebted for the observations included in the work. Many of Nidd's surviving books in the Wren Library, Trinity College, Cambridge, have a characteristic suite of marginal annotations. Comparison of the observations in the Catalogus with Nidd's annotations in his copies of Bennet's Tabidorum theatrum (1656), Hofmann's De medicamentis officinalibus (1646) and Lauremberg's Apparatus plantarius primus (1632) and Horticultura (1631) show that most of the passages cited by Ray are amongst those marked by Nidd. By contrast, Nidd's copy of Charleton's Spiritus gorgonicus, vi sua saxipara exutus (1650), a book cited once by Ray, is not annotated. This evidence is consistent with Ray's account of Nidd's involvement in the Catalogus and does not support the view of Charles Raven, Ray's biographer, who sought to minimize Nidd's role. Annotations in a copy of Camerarius's Hortus medicus et philosophicus (1588) from the library of James Duport, another of Ray's Trinity colleagues, also correspond to passages cited by Ray and may have been made by Duport himself, suggesting that he too may have been involved in compiling the observations in the Catalogus.

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