scholarly journals Leadership Frames of College Presidents, Their Executive Cabinets, and Teams in Public and Not-for-Profit Master's Institutions in West Virginia, Kentucky, Maryland, Ohio, Pennsylvania, North and South Carolina, and Florida

2011 ◽  
Author(s):  
Richard B. Pagan
PMLA ◽  
1931 ◽  
Vol 46 (4) ◽  
pp. 1302-1322
Author(s):  
Josiah Combs

The region inhabited by the Southern Highlanders has been called the Southern Mountains, Appalachian America, Elizabethan America, Shakespearian America, and so on. Its inhabitants have been referred to as “our contemporary ancestors.” The language of these people has been labeled Old English, Early English, Elizabethan English, Scottish, Irish, Scotch-Irish. Roughly speaking, the region extends from Maryland to northern Alabama, including parts of Maryland, West Virginia, Virginia, Kentucky, North and South Carolina, Tennessee, Georgia, and Alabama. Its area is about that of the British Isles, and its population around five millions. Our study can not therefore be complete or exhaustive. The investigation is made more difficult by the fact that the highlander's language varies in different sections of the highlands, and frequently even in the same community. In West Virginia and in the Shenandoah Valley of Virginia numerous Scottish survivals are found; further south they are not common. Thus one meets with different types of dialect in the novels of Charles Egbert Craddock, for Tennessee, Will N. Harben, for Georgia, John Fox, Jr., for Kentucky and Virginia, and Lucy Furman, for Kentucky. The language of Percy McKaye's plays is in no way similar to that of any section of the Southern highlands. The linguistic peculiarities noted in this study have been picked up here and there over the highland section during the past twenty years; as a high-lander from Kentucky, I had heard many of them myself from childhood.


1988 ◽  
Vol 6 (1) ◽  
pp. 35-48
Author(s):  
Greg M. Thibadoux ◽  
Nicholas Apostolou ◽  
Ira S. Greenberg

2007 ◽  
Vol 30 (4) ◽  
pp. 33
Author(s):  
T. Gondocz ◽  
G. Wallace

The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.


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