The First Eastern General Hospital (1914–1919) of the Royal Army Medical Corps at Cambridge

The First Eastern General Hospital (1914–1919) from its inception at the Leys School, its growth and establishment at Trinity College Cambridge and then its further move to the cricket grounds of King’s College and Clare College (now the site of the University Library), exemplifies the determination and desire of Cambridge University to contribute to the humanitarian effort during World War I. It is also a prime example of the sheer sacrifice and altruism of the medical profession across its ranks to offer its services in times of need. From its day of mobilisation on 5 August and its first patient admission on 16 August 1914 through 30 June 1918, the last month for which hospital data exist, the First Eastern General Hospital admitted 62,664 patients from Home, Expeditionary, Belgian and Mediterranean Forces. In the last month alone, it admitted more than 2000 personnel. By its closure, there were only 437 deaths, a mortality rate of 0.69 per cent. It paved the way for Auxiliary Hospitals to which 2500 of its patients were transferred. Both Barnwell and Cherry Hinton Military Hospitals, set up to care for venereal disease patients, sprang from the First Eastern General and followed its organisation and staff arrangements after the parent closed.

The herpetological legacy of Jacob Green and the nomenclature of some North American lizards and salamanders

Jacob Green was born in 1790 to a prominent New Jersey family of scholars and theologians. He taught at the College of New Jersey (now Princeton University) from 1818 to 1822 before co-founding Jefferson Medical College (now Thomas Jefferson University) in 1825, where he taught Chemistry until his death in 1841. Between 1818 and 1831, he published a series of nine papers on lizards, salamanders, and snakes, authoring the original description of several well-known species of salamanders from the eastern United States. Many of his names are ambiguous; some have been adjudicated by the ICZN, while others are currently treated as nomina dubia. Here, we review all of Green’s publications, report on newly re-discovered or re-interpreted material from several major natural history collections, and resolve most if not all remaining issues through a series of taxonomic actions. In particular, we first designate a neotype for Salamandra nigra Green, 1818. We then place S. sinciput-albida Green, 1818 and S. frontalis Gray in Cuvier, 1831 in synonymy with S. scutata Temminck in Temminck & Schlegel, 1838 and invoke Reversal of Precedence under Article 23.9 to designate them nomina oblita. We also designate a lectotype for S. bislineata Green, 1818. Finally, we resurrect the name S. fusca Green, 1818 as the valid name for the species Desmognathus fuscus, assuming priority over Triturus fuscus Rafinesque, 1820, designating S. fusca Laurenti, 1768 a nomen oblitum, and placing S. nigra Green, 1818 in synonymy. While Green’s herpetological legacy is not as expansive as that of some of his successors such as Holbrook, he is nonetheless a foundational early worker in salamanders, having described some of the most-studied species in the world.

Ruth Harris: A Reticent Disrupter in St. Louis Public Schools’ Stowe Teachers College during Jim Crow Era

In 1940, St. Louis Public Schools named Dr. Ruth Harris, the first African American female President of the Stowe Teachers College (now named, Harris–Stowe State University). Like many African American administrators, prior to the Brown v. Board of Education decision, Harris had to creatively find ways to acquire resources. This article is an examination of her community engagement programs for preservice teachers and the African American community. Preservice teachers were intentionally immersed in the communities they would one day teach-in while the community learned from well-known African Americans in a nurturing environment removed from the Jim Crow stigma prevalent during the time. Using the community as classrooms for preservice teachers and the campus for public service revealed one educator’s resourcefulness in teaching the marginalized.

Editors' Note

As all who attended the Association for Israel Studies conference this past June at Kinneret College now know, the only thing that resulted in unbearable heat was the temperature outdoors, not tempers around the tables. The discussion of “Word Crimes,” the title of the summer issue of Israel Studies, our sister publication, did not cause an irreparable split—or any split at all—in the AIS. There was a spirited and quite lengthy airing of the whole issue at the meeting of the Board of Directors on the Sunday before the conference began, at which various differing opinions were presented. But it was clear that it no longer appeared to be a make-or-break time for either the AIS or IS.

Legacy: The Currency of Eternity

This chapter discusses the intertwined legacies of Mr. Earnest McEwen, Jr., the author's father, and his life-changing relationship with William Faulkner. As his benefactor, Faulkner paid for Mr. McEwen to attend Alcorn A&M College (now Alcorn University), transforming the trajectory of the McEwen family for all time. Faulkner's gift was given with no strings attached; he only asked that Mr. McEwen help someone else when he was able to do so. After Mr. McEwen's untimely death, the author's mother, Mildred Blackmon McEwen, gave her blessing to share the story about her husband's fateful encounter with Faulkner and their subsequent friendship. Infused with gratitude, this chapter lifts up two men who respected one another's dignity and humanity at a time in our nation's history when this behavior was at odds with the cultural, political, and social norms.

INFORMATION SEEKING BEHAVIOUR OF UNDERGRADUATE STUDENTS IN SOME SELECT COLLEGE LIBRARIES OF KARBI ANGLONG AND BISWANATH DISTRICTS OF ASSAM: A STUDY

Libraries in a college are designed and built with the primary objective of meeting the information needs of the students of their parent Institution. In an institution like college, libraries are constructed with a view to help the students for their all-round development. It can help the students in acquiring knowledge for building their character, thinking, and for passing the examinations. It can also help the students to know the unknown things, to make the person strong through acquiring required knowledge and to help in fulfilling their aim in life. So, libraries can play an important role in students’ life by supplying any type of knowledge they want through different techniques and ways. A library is said to be the heart of the institution. Now-a-days, without a suitable well-organized library, the college is not recognized by the concerned university. In every inspection of a college, the library is inspected by the inspection committee and after satisfied they will recommend for recognition of that particular college. Now, in a college, we know that there are different types of students coming to the libraries seeking different types of information. That means they need different types of information to fulfill their needs. Here, this study is undertaken to investigate the different types of information seeking behaviour of the students by taking some five college libraries of Assam. The overall purpose of this study is to find out the different types of information seeking behaviour of the students and to determine awareness of the students about the library service available to them.

Genesis of the College of Intensive Care Medicine of Australia and New Zealand

In 2009 the College of Intensive Care Medicine (CICM) of Australia and New Zealand was inaugurated in Melbourne, Australia. This College now regulates the education, training and accreditation for specialist intensivists for Australia and New Zealand. CICM origins started in 1975 with the formation of the Section of Intensive Care of the Faculty of Anaesthetists, Royal Australasian College of Surgeons (RACS), which moved through intermediary stages as the Faculty of Intensive Care, Australian and New Zealand College of Anaesthetists (ANZCA) when that College was formed from the former Faculty of Anaesthetists RACS, and then the Joint Faculty of Intensive Care Medicine (ANZCA and the Royal Australasian College of Physicians [RACP]), until becoming completely independent as CICM in 2010. There was a period of about 40–50 years evolution from the first formations of intensive care units in Australia and New Zealand, and discussions by the personnel staffing those units amongst themselves and with Members of the Board of the Faculty of Anaesthetists RACS, to the formation of the Section of Intensive Care, then through two intermediary Faculties of Intensive Care Medicine, to the final independent formation of the College of Intensive Care Medicine of Australia and New Zealand in 2010.

7. Futures for the university and college

What are the mission and shape, structure and culture, purposes and ambitions of the university and college to be? What is it to be a university and college now—what are they seen ‘to be for’? What might change by 2050? Is it a matter of steady evolution, careful adaptation, gentle re-invention? Or a future of instability and disruptive innovation, radical change, absolute transformation? ‘Futures for the university and college’ considers these questions and suggests that—given the university and college’s role in human capital formation, and the sifting and signalling processes, both hard to replicate without a national higher education structure—it has a relatively assured future.