scholarly journals A standardized educational system for radiology programs worldwide: An opinion

2021 ◽  
pp. 53-54
Keyword(s):  
High School ◽  
Medical Imaging ◽  
Educational System ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Educational Systems ◽  
Bachelor Degree ◽  
Post Graduate ◽  
American System ◽  
Master’S Degree

The educational system in radiology programs worldwide is different. In the American system, they offer a certificate program (Cert) then an associate degree (AAS) in some colleges then a diploma (Dip) after that a bachelor’s degree (B.S.). A radiographer a.k.a radiologic technologist can continue to get a post-baccalaureate certificate or a master’s degree (M.S.) and rarely in America due to the shortage of Ph.D. programs a doctorate of philosophy in radiology. The British system in radiology programs is more advanced than the American system which offers a bachelor’s degree (B.Sc.) then a post graduate certificate (PGCert) or post graduate diploma (PGDip) or a master’s degree (M.Sc.) and eventually a Ph.D. There are other countries with different educational systems in radiology which can vary from the previous two examples. All of these system does not standardize a one educational system that can work for everyone. The aim of this paper is to propose an educational system that is easy and effective. First of all, standardize the name of all the radiology programs. Radiology is a good name which will prevent confusion with other fields. For example, radiation science can be confused with physics. Medical imaging is a broad name that include any imaging as a picture of human skin with pathology or a picture of a microscopic slide of a human specimen can be included in medical imaging. Radiologic technology or biomedical imaging is confused with IT and engineering. Radiology is a perfect name that no one will be confused with. When someone says biology no one will think it means mathematics. Second, no degrees below bachelor degree except high school−level a.k.a a secondary education. The admission requirement is general educational diploma or high school certificate. The bachelor degree in radiology must be a 4-year long program that teaches all of the modalities (i.e., X-ray, Fluoroscopy, Computed Tomography (CT), Magnetic Resonance Imaging (MRI), Nuclear Medicine (NM), Ultrasound (US), Doppler, Catheterization lab and Angiography, etc.). This will prevent the track system which makes issues in the work market by over saturating one track. Third, a master’s degree in radiology that offer a sub-specialty in one modality. Like a master’s degree in CT alone, ultrasound alone, radiation protection alone, or Picture Archiving and Communication system (PACs) alone. The master’s program can be 1 or 2 years. Fourth, the Ph.D. program should focus on one system of the human body or a category of imaging like: PhD in neuroimaging, gynecology and obstetrics ultrasound, forensic imaging, pediatric imaging, or cardiovascular imaging, etc. The PhD program is more subspecialized program in a very small area. The Ph.D. program can be from 3 to 5 years long. This is a very simple system and applicable which will allow more consistence in the radiology educational systems worldwide.

scholarly journals A standardized educational system for radiology programs worldwide: An opinion

2021 ◽  
Vol 8 (3) ◽  
pp. 01-01
Author(s):  
Abdulwahab Alahmari
Keyword(s):  
Educational System ◽  
Associate Degree ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Radiologic Technologist ◽  
Certificate Program ◽  
American System ◽  
Master’S Degree ◽  
Post Baccalaureate

The educational system in radiology programs worldwide are different. In the American system, they offer a certificate program (Cert) then an associate degree (AAS) −in some colleges then a diploma (Dip) − after that a bachelor’s degree (B.S.). A radiographer a.k.a radiologic technologist can continue to get a post-baccalaureate certificate or a master’s degree (M.S.) and −rarely in America due to the shortage of Ph.D. programs− a doctorate of philosophy in radiology.

Kinoshita, Junji (1914–2006)

2018 ◽  
Author(s):  
David Jortner
Keyword(s):  
High School ◽  
Master's Degree ◽  
English Literature ◽  
Bachelor's Degree ◽  
Study Group ◽  
Folk Tales ◽  
Elizabethan Drama ◽  
Language Study ◽  
Master’S Degree

Kinoshita Junji was one of Japan’s foremost modern playwrights. His work consists of several plays based on Japanese folk tales and history, and often interrogates the interactions between war, guilt, and responsibility. Kinoshita Junji was born in Tokyo on August 2, 1914. He remained in Tokyo until 1923, when his family moved to Kumamoto. After graduating from Kumamoto Fifth High School with the equivalent of a bachelor’s degree in 1936, Kinoshita attended the Tokyo University to study English literature, eventually graduating with a master’s degree in 1939 with a specialization in Elizabethan drama. Kinoshita also founded the theater company Grape Society [Budō no kai] in 1947 and taught for many years at Meiji University. Kinoshita died from pneumonia in 2006 at the age of ninety-two. He began to write soon after graduation, with his first play, Wind and Waves (Fūrō) produced in 1939. Partially as a result of the increase in militarism and censorship during the war years, he began to write plays based on Japanese folklore and mythology. Based on both the ethnographic writings of Yanagita Kunio (1875–1962) as well as the influence of the Kotoba no Benkyōkai [Language Study Group] (1967) Kinoshita wanted to create a theater that merged both modern and premodern modes of performance. The result was what became known as his "folklore plays" [minwageki], including The Story of Hirokichi [Hirokichi banashi] (1946), Requiem on the Great Meridian [Shigosen no matsuri] (1979) and perhaps his best-known play, Twilight Crane [Yūzuru] (1949).

scholarly journals The Meaning of Traditional Graduation in Lekuk 50 Tumbi Lempur Community, Kerinci Regency, Jambi Province

2020 ◽  
Vol 35 (1) ◽  
pp. 70-75
Author(s):  
Yolla Ramdani ◽  
Astrid Qommanecci
Keyword(s):  
Qualitative Method ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Doctoral Degrees ◽  
Bachelor Degree ◽  
The Future ◽  
Master’S Degree ◽  
Educational Degree ◽  
Special Meaning ◽  
Descriptive Qualitative

This article is the result of research conducted aiming to find out the meaning of customary graduation tradition that is still being carried out by Lekuk 50 Tumbi Lempur community until now. This traditional graduation is being held by Depati Nan Sepuluh (The Ten Leaders) to give titles to the sons and daughters of Lekuk 50 Tumbi Lempur community who have already obtained educational degree e.g. bachelor degree, master’s degree, and doctoral degrees. They celebrate this every year on 2 Shawwal or coinciding with Eid al-Fitr at some specified Village Hall. This research uses descriptive qualitative method where data was collected through observation, interview and documentation study. Result shows that series of activity process are being done for the inauguration procession. Bachelor’s degree holders will be confirmed as Cendikionegaro, while Master’s degree holders as Cendikionegaro Pertamo and Post Graduates degree holders/Professors as Cendikionegaro Utama. From the results of this study, it can be seen that the tradition of this customary graduation has a special meaning for the society of Lekuk 50 Tumbi Lempur as a form of appreciation given by The Ten Leaders so that the sons and daughters of Lempur is honoured and proud of their achievements. In addition to the achievements and degrees that they obtained, it was also a form of recognition of their degree in the society. This customary title is expected to motivate the sons and daughters of Lekuk 50 Tumbi Lempur to reach their goals and achieve success in the future.

scholarly journals THE INFLUENCE OF THE TRAINING STAGE ON THE MANIFESTATION OF EVALUATIVE ANXIETY AND RESPONSIBILITY IN STUDENTS OF THE UNIVERSITY OF PHYSICAL CULTURE

2021 ◽  
pp. 59-64
Author(s):  
Юлия Михайловна Босенко ◽  
Анна Сергеевна Распопова ◽  
Елена Игоревна Берилова
Keyword(s):  
Correlation Analysis ◽  
Analysis Of Variance ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Physical Culture ◽  
Learning Stage ◽  
Training Stage ◽  
Master’S Degree ◽  
The University

Рассмотрены особенности проявления оценочной тревожности, конструктивных и деструктивных компонентов ответственности у обучающихся вуза физической культуры. Представлены результаты дисперсионного анализа, свидетельствующие о влиянии этапа обучения на проявление оценочной тревожности и ответственности. Проведён корреляционный анализ показателей обучающихся 1-го и 4-го курса бакалавриата и 2-го курса магистратуры разного пола для определения взаимосвязей между показателями тревожности и ответственности. The features of the manifestation of evaluative anxiety, constructive and destructive components of responsibility in students of the university of physical culture are considered. The results of the analysis of variance are presented, indicating the influence of the learning stage on the manifestation of evaluative anxiety and responsibility. A correlation analysis of the indicators of students of the 1st, 4th year of bachelor's degree and 2nd year of master's degree of different genders was carried out to determine the relationships between the indicators of anxiety and responsibility.

On the Occasion of his Seventieth Year

1970 ◽  
Vol 10 (1) ◽  
pp. 253-255
Author(s):  
Roman Darowski
Keyword(s):  
Master's Degree ◽  
Church History ◽  
Bachelor's Degree ◽  
College Faculty ◽  
Ignatian Spirituality ◽  
History Of ◽  
Master’S Degree ◽  
One Year ◽  
Jesuit College ◽  
Jesuit Order

Roman Darowski was born on August 12, 1935, in Szczepanowice, near Tarnow. He entered the Jesuit Order on July 31, 1951, and underwent a two year novitiate in Stara Wieś, near Krosno. He was ordained priest on July 31, 1961, in Warsaw. He studied philosophy at the Jesuit College (Faculty of Philosophy) in Cracow (1955-1958). He obtained a Master's Degree (MA) after presenting his thesis, Basic Foundations of Marxist Ethics [Podstawowe założenia etyki marksistowkiej], written under the direction of Tadeusz Ślipko, S. J . He studied theology at the Jesuit College (Faculty of Theology: Bobolanum) in Warsaw (1958-1962). After presenting his thesis Church History of Szczepanowice [Dzieje kościelne Szczepanowic], directed by Włodzimierz Kamńhski, S. J., he obtained a Bachelor's Degree in Theology (at that time equal to an MA). In the following year (1962/1963), he completed the so-called „third probation" in Paray-le-Monial, France, (a one year study of the Constitutions of the order and of Ignatian spirituality).

scholarly journals Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs

2015 ◽  
Vol 50 (9) ◽  
pp. 952-957 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney ◽  
Thomas M. Dodge ◽  
Jay Hertel
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Master's Degree ◽  
Retention Rate ◽  
Bachelor's Degree ◽  
Retention Rates ◽  
Web Based ◽  
Professional Programs ◽  
Career Placement ◽  
Master’S Degree

Context  The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective  To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design  Cross-sectional study. Setting  Web-based survey. Patients or Other Participants  A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s)  The PDs completed a Web-based survey. Main Outcome Measure(s)  We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results  We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions  Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.

scholarly journals Ways and Means of Overcoming Lexical and Grammatical Difficulties in Passing the Test on RFL (Level B2)

2020 ◽  
Vol 2020 (1) ◽  
pp. 182-189
Author(s):  
Kholisakhon E. Ismailova ◽  
Olga V. Bondareva
Keyword(s):  
Foreign Language ◽  
Graduate School ◽  
Foreign Students ◽  
Master's Degree ◽  
Natural Sciences ◽  
Bachelor's Degree ◽  
Master’S Degree ◽  
Communicative Abilities

The article deals with the preparation of foreign students for RFL level B2 in order to form their communicative abilities in all spheres of communication. Attention to this issue is justified by the need to increase the productivity of studying Russian as a foreign language for bachelor’s degree, master’s degree, and even for admission to graduate school in the Humanities, engineering and natural sciences.

Catholicism in Maryland in the Seventeenth Century

2009 ◽  
Vol 29 (3) ◽  
pp. 355-366
Author(s):  
Carol N. Abromaitis
Keyword(s):  
Seventeenth Century ◽  
New World ◽  
Master's Degree ◽  
Trinity College ◽  
Bachelor's Degree ◽  
Grand Tour ◽  
Close Relationship ◽  
Master’S Degree ◽  
Cattle Farmer ◽  
Established Church

One can reasonably argue that the founding of Maryland, one of the original thirteen colonies in the New World, was the result of the close relationship between the Calvert family and the Stuarts. George Calvert (c. 1580–1632) was the son of Leonard, a prosperous but obscure cattle farmer, and his wife Alicia (née Crossland), ‘living in the little Yorkshire village of Kiplin in the valley of the Swale’. Whether he was born Catholic is a matter of some dispute. He matriculated, however, as a commoner at Trinity College, Oxford when he was thirteen or fourteen, and all who matriculated had to accept the thirty-nine articles of the Established Church. He received his bachelor’s degree in 1597, following which he travelled to Europe as part of ‘the grand tour’ typical of English educated gentlemen. The MA Oxford degree was granted in 1605 ‘on the occasion of the first visit of the new king… The master’s degree was conferred upon forty-three candidates, including many members of the nobility.’

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