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Journal articles on the topic 'Columbia College (Columbia University)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Oloo, James Alan. "Aboriginal University Student Success in British Columbia, Canada: Time for Action." Australian Journal of Indigenous Education 36, no. 1 (2007): 88–100. http://dx.doi.org/10.1017/s1326011100004452.

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AbstractEducational outcomes for Aboriginal students in British Columbia, and Canada in general, are a cause for considerable concern. High dropout rates, low participation, completion and success rates at educational institutions have challenged educators for decades. Solutions have included lowering admission requirements for Aboriginal candidates and establishing alternative programmes that improve attendance and remedy learning problems. However, most of these policies have not offered a lasting solution to challenges facing Aboriginal students. This study presents findings from interviews conducted with 20 Aboriginal undergraduate students, seven professors, and five non-academic staff at four universities in British Columbia, namely: Malaspina University College, University of Victoria, University of British Columbia, and Simon Fraser University. It presents their definitions of student success and how this could be improved. Four policy options are proposed. These are then tested against six criteria to determine the potential consequences of their implementation. Recommendations are made to British Columbia’s universities based on the multicriteria analysis.

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2

Wechsler, Harold S. "How Getting into College Led Me to Study the History of Getting into College." History of Education Quarterly 49, no. 1 (2009): 1–38. http://dx.doi.org/10.1111/j.1748-5959.2009.01166.x.

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I decided to study the history of American higher education shortly after May 1, 1968. Early that morning, over a thousand New York City police officers had cleared the Columbia University campus of demonstrators and the occupants of five university buildings. Upwards of 800 were arrested; perhaps the same number of students, faculty, and police needed medical attention. The next afternoon, the leaders of Students for a Democratic Society (SDS) gathered on the balcony of the Columbia Law School building, looking at over a thousand demonstrators protesting the police action. The images of the police action initiated by the Columbia administration still haunt me. But so does the triumph of “manipulatory democracy” practiced by SDS members.

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3

Gilbert, Reid. "Staging the Pacific Province." Canadian Theatre Review 101 (January 2000): 3–6. http://dx.doi.org/10.3138/ctr.101.fm.

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The impetus for this special issue came from the first British Columbia Theatre Conference, “Staging the Pacific Province,” held at the University College of the Cariboo, in Kamloops, BC, 13-16 May 1999. James Hoffman of UCC spearheaded this conference, with an organizing committee that included Malcolm Page (Simon Fraser University), Celeste Derksen (University of Victoria), Jerry Wasserman (University of British Columbia) and me (Capilano College).

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4

Goldman, Lee. "Columbia University College of Physicians & Surgeons." Academic Medicine 82, no. 12 (2007): 1171. http://dx.doi.org/10.1097/acm.0b013e318159e4e0.

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5

Balmer, Dorene F., Boyd F. Richards, and Ronald E. Drusin. "Columbia University College of Physicians and Surgeons." Academic Medicine 85 (September 2010): S365—S369. http://dx.doi.org/10.1097/acm.0b013e3181ea2105.

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DRUSIN, RONALD E., PAT MOLHOLT, and HILARY J. SCHMIDT. "Columbia University College of Physicians and Surgeons." Academic Medicine 75, Supplement (2000): S232—S234. http://dx.doi.org/10.1097/00001888-200009001-00068.

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Page, Kerrianne P., and Ronald E. Drusin. "Columbia University College of Physicians and Surgeons." Academic Medicine 79, Supplement (2004): S28—S29. http://dx.doi.org/10.1097/00001888-200407001-00011.

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8

Bres, K. De. "An Early Frost: Geography in Teachers College, Columbia and Columbia University, 1896-1942." Geographical Journal 155, no. 3 (1989): 392. http://dx.doi.org/10.2307/635214.

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9

Goldrick-Jones, Amanda. "Report from the Relaunch of the CJSDW/R." Canadian Journal for Studies in Discourse and Writing/Rédactologie 27 (March 31, 2017): 9–12. http://dx.doi.org/10.31468/cjsdwr.574.

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On November 17, 2016, the editors of the CJDSW/R hosted an event at the Simon Fraser University (SFU) Harbour Centre campus in Vancouver celebrating the relaunch of the journal. Attendees came from a variety of institutions across British Columbia, including SFU, the University of British Columbia (UBC), University of the Fraser Valley (UFV), Vancouver Island University, Emily Carr University of Art and Design, and Douglas College.

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10

Allen, B. A., P. D. Clayton, and J. J. Cimino. "Medical Informatics Training at Columbia University and the Columbia-Presbyterian Medical Center." Yearbook of Medical Informatics 04, no. 01 (1995): 125–29. http://dx.doi.org/10.1055/s-0038-1638029.

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Abstract:The Department of Medical Informatics at Columbia University College of Physicians and Surgeons consists of a faculty of 17 full-and part-time faculty. The Department faculty collaborate with the Department of Computer Science and several clinical departments of the medical center. We offer courses in medical informatics, formal degrees (M.A., M.Phil. and Ph.D.) and a postdoctoral training program. In addition to academic offerings, the close affiliation with the Columbia-Presbyterian Medical Center and the primary responsibilities for clinical information systems offers trainees unique opportunities to work with and develop real-world applications. Faculty research programs include work on the Integrated Advanced Information Management System (IAIMS), Unified Medical Language System (UMLS), High-Perfor-mance Computing and Communications (HPCC), Electronic Medical Records, automated decision support and technology transfer through the Center for Advanced Technology.

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11

Howley, Aimee. "Interview with Jim Borland, Teachers College, Columbia University." Journal for the Education of the Gifted 32, no. 4 (2009): 565–75. http://dx.doi.org/10.1177/016235320903200406.

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12

Kitchenham, Andrew. "25. E-Portfolios in Teacher Education: The UNBC Experience." Collected Essays on Learning and Teaching 1 (July 1, 2011): 138. http://dx.doi.org/10.22329/celt.v1i0.3194.

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This paper presents the preliminary findings from the University of Northern British Columbia’s e-portfolio project, entitled the Digital Record of Student Success (DRSS). The e-portfolio requires that the Education Program students provide artifacts of their learning related to the British Columbia College of Teachers’ 13 standards for professional educators. The project will be outlined and sample in-progress e-portfolios will be described. The paper will conclude with a description of the successes and challenges of the DRSS.

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Misgeld, Dieter. "Review of Apple's "Cultural Politics & Education"." education policy analysis archives 4 (December 3, 1996): 18. http://dx.doi.org/10.14507/epaa.v4n18.1996.

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14

Levin, John S. "Two British Columbia University Colleges and the Process of Economic Globalization." Canadian Journal of Higher Education 33, no. 1 (2003): 59–86. http://dx.doi.org/10.47678/cjhe.v33i1.183428.

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This qualitative investigation identifies a condition of frenetic change experienced by organizational members at two university col- leges in British Columbia, Canada, during the past decade. Prominent outcomes of the formal designation of five former community colleges as university colleges included curricular change and the evolution of a new institutional mission. The brief history of the university colleges of British Columbia parallels the process of economic globalization in the province of British Columbia, and the responses of managers and faculty at university colleges indicate that globalization influenced the formation and functioning of these institutions.

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Bertoux, Justine, Vanessa Joly, and Julia Ryan. "l'Université Laval ; University of British Columbia – British Columbia Institute of Technology; Collège Boréal ; Collège de Technologie forestière des Maritimes ; Confederation College." Forestry Chronicle 89, no. 03 (2013): 407–12. http://dx.doi.org/10.5558/tfc2013-073.

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Kaufman, Angelika. "Collège Boréal / University of British Columbia." Forestry Chronicle 91, no. 02 (2015): 204–5. http://dx.doi.org/10.5558/tfc2015-034.

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17

Barst, Robin J., Jeffrey R. Fineman, Michael A. Gatzoulis, and Richard A. Krasuski. "Pulmonary Arterial Hypertension in Adults with Congenital Heart Disease." Advances in Pulmonary Hypertension 6, no. 3 (2007): 142–48. http://dx.doi.org/10.21693/1933-088x-6.3.142.

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This discussion was moderated by Robyn J. Barst, MD, Professor of Pediatrics, Divisions of Pediatric Cardiology at Columbia University College of Physicians and Surgeons and Cornell Medical Center, and Director of New York Presbyterian Pulmonary Hypertension Center at Columbia University Medical Center, New York, New York. Panel members included Jeffrey R. Fineman, MD, Pediatric Critical Care Specialist and Associate Investigator of the Cardiovascular Research Institute, University of California, San Francisco; John Granton, MD, Assistant Professor of Medicine, University of Toronto, Pulmonary Arterial Hypertension Programme, University Health Network, Toronto, Ontario; Michael A. Gatzoulis, MD, PhD, Professor of Cardiology, Congenital Heart Disease, and Consultant Cardiologist and Director of the Adult Congenital Heart Centre at the Royal Brompton Hospital and the National Heart and Lung Institute, Imperial College School of Medicine, London, UK; and Richard A. Krasuski, MD, Director of Adult Congenital Heart Disease Services, Department of Cardiovascular Medicine, Cleveland Clinic, Cleveland, Ohio.

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18

Dennison, John D. "The University-College Idea: A Critical Analysis." Canadian Journal of Higher Education 22, no. 1 (1992): 109–24. http://dx.doi.org/10.47678/cjhe.v22i1.183124.

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Following the recommendations of a committee on access to postsecondary education in British Columbia, a new institution, the university-college, was established in three locations in the province. This study is an analysis of the university-college idea. The results indicate that, while the university-college has produced many beneficial results, it has also created a number of difficult issues. These issues include the survival of the comprehensive college curriculum, governance, expectations of faculty performance and the missions of the university-college itself. Each issue is discussed in this paper.

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Meliyanti, Meliyanti, and Sani Aryanto. "INDONESIAN GOVERNMENT POLICY: LEARNING LITERACY AT TEACHER COLLEGE COLUMBIA UNIVERSITY." Journal of Professional Elementary Education 2, no. 2 (2023): 259–72. http://dx.doi.org/10.46306/jpee.v2i2.55.

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The purpose of this research is to present a comprehensive overview of the Microcredential program TCRWP in an effort to improve teacher literacy competence in Indonesia. The research method used descriptive qualitative with 53 teachers as subjects from PAUD (Pendidikan Anak Usia Dini/Preschool) and SD (Sekolah Dasar/Elementary School) levels from 14 provinces in Indonesia. The results of the study show the government's success in increasing teachers’ literacy competence through implementation of the TCRWP microcredential program with an indicator of test scores > 80. The rationalization for the success of this program consists of (1) An increase in teachers' understanding of the continuum literacy principle conceptually as a representative polarization of literacy learning in the context of Indonesian education; (2) Capacity building in choosing and developing decodable books and their levels; (3) An increase in ability to formulate reading workshop strategy as an innovative strategy in developing more contextual literacy learning.

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20

Neuhaus, Jessamyn. "Interview with Tori Mondelli for the Special Section "History Fun and Games"." Teaching History: A Journal of Methods 48, no. 1 (2023): 139–44. http://dx.doi.org/10.33043/th.48.1.139-144.

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An inteview conducted by Jessamyn Neuhaus with Tori Mondelli about her co-authored book The Educator's Guide to Designing Games and Creative Active-Learning Excercises published in 2023 by Columbia University Teacher's College Press.

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21

Dwyer, Melva J. "Fine arts libraries in British Columbia: culture on the West Coast of Canada." Art Libraries Journal 24, no. 3 (1999): 5–7. http://dx.doi.org/10.1017/s0307472200019556.

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Fine arts and culture have existed in British Columbia from the time that the First Peoples came to the North Pacific coast of Canada. Vancouver’s first fine arts library was established in 1930 at the Vancouver Public Library; significant collections have subsequently been developed at the Vancouver Art Gallery, Emily Carr Institute of Art & Design and the University of British Columbia. They serve a diverse clientele: students, artists and researchers. Outlook, a province-wide network, provides access via the Internet to library catalogues of public, college and institution libraries throughout the Province.

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22

Dennison, John D. "From Community College to University: A Personal Commentary on the Evolution of an Institution." Canadian Journal of Higher Education 36, no. 2 (2006): 107–24. http://dx.doi.org/10.47678/cjhe.v36i2.183541.

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This paper documents the development of a unique institution in Canadian higher education, the university college in British Columbia. From its roots as a comprehensive community college, the university college was confronted with numerous legislative and policy changes which culminated in its current claim to be called a regional university. In support of this assertion, a number of issues are addressed, including the role and mandate of the university college, academic freedom and tenure, governance, administration, and the legal status under which it was constituted. Over a period of 15 years the university college underwent an organizational evolution as remarkable as it was unprecedented.

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23

Gévry, Marie-France, and Damase Khasa. "Collège de Technologie forestière des Maritimes, Cégep de Sainte-Foy, Université de Moncton, University College of the North, Collège Boréal, University of British Columbia / British Columbia Institute of Technology, Université Laval." Forestry Chronicle 90, no. 04 (2014): 540–49. http://dx.doi.org/10.5558/tfc2014-108.

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24

Special Commemorative Issue. "Contributors." Conversations: The Journal of Cavellian Studies, no. 7 (November 13, 2020): 268–76. http://dx.doi.org/10.18192/cjcs.vi7.4921.

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Steven G. Affeldt (Le Moyne College)Isabel Andrade (Yachay Wasi)Stephanie Brown (Williams College)Alice Crary (University of Oxford/The New School)Byron Davies (National Autonomous University of Mexico)Thomas Dumm (Amherst College)Richard Eldridge (Swarthmore College)Yves Erard (University of Lausanne)Eli Friedlander (Tel Aviv University)Alonso Gamarra (McGill University)Paul Grimstad (Columbia University)Arata Hamawaki (Auburn University)Louisa Kania (Williams College)Nelly Lin-Schweitzer (Williams College)Richard Moran (Harvard University)Sianne Ngai (Stanford University)Bernie Rhie (Williams College)Lawrence Rhu (University of South Carolina)Eric Ritter (Vanderbilt University)William Rothman (University of Miami)Naoko Saito (Kyoto University)Don Selby (College of Staten Island, The City University of New York)P. Adams Sitney (Princeton University)Abraham D. Stone (University of California, Santa Cruz)Nicholas F. Stang (University of Toronto)Lindsay Waters (Harvard University Press)Kay Young (University of California, Santa Barbara)

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25

Amiel, Jonathan, Aubrie Swan Sein, and Ronald Drusin. "Columbia University Roy and Diana Vagelos College of Physicians and Surgeons." Academic Medicine 95, no. 9S (2020): S335—S338. http://dx.doi.org/10.1097/acm.0000000000003461.

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26

Meliyanti, Meliyanti, and Sani Aryanto. "Upaya Pemerintah dalam Mendorong Kompetensi Literasi Guru melalui Program Beasiswa Microcredential di Teachers College Columbia University." Jurnal Pendidikan Tambusai 6, no. 3 (2022): 13840–56. http://dx.doi.org/10.31004/jptam.v6i3.4666.

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Penelitian ini merupakan upaya kongkret Direktorat Jendral Guru dan Tenaga kependidikan (Ditjen GTK) Kementerian Pendidikan, Kebudayaan Riset dan Teknologi (Kemendikbudristek) dalam mendukung peningkatan kemampuan literasi bagi guru Sekolah Dasar (SD) melalui program beasiswa Microcredential di Teacher College Columbia University yang sejalan dengan Peraturan Direktorat Jendral (Perdirjen) Nomor 0340/B/HK.01.03/2022 tentang Kerangka Kompetensi Literasi dan Numerasi Bagi Guru SD. Oleh karena itu, tujuan utama penelitian ini adalah memberikan gambaran komprehensif terkait proses dan hasil pelaksanaan program Microcredential di Teacher College Columbia University yang diharapkan mampu mencapai beberapa tujuan spesifik, diantaranya: (1) meningkatkan kompetensi literasi guru; (2) membentuk jejaring guru pendamping literasi yang memiliki kemampuan dan motivasi untuk mengimbaskan pengetahuan dan keterampilan yang diperolehnya dalam komunitas profesi; (3) membina komunitas guru pendamping literasi melalui program-program yang berkelanjutan dalam rangkaian kegiatan sebelum, selama, dan setelah pelatihan microcredential. Ketiga tujuan penelitian ini diharapkan merepresentasikan kebijakan Perdirjen nomor 0340/B/HK.01.03/2022 yang telah ditetapkan. Adapun subjek penelitian ini adalah 25 (dua pulih lima) guru terpilih sebagai representasi dari 16 (enam belas) Provinsi di Seluruh Indonesia dengan harapan dapat menjadi pionir literasi yang menginspirasi guru-guru lainnya dalam mendorong Gerakan Literasi Nasional. Penelitian ini menggunakan metode analisis deskriptif dengan hasil penelitian yang menunjukan gambaran konseptual dan kontekstual yang terjadi selama pelaksanaan program beasiswa Microcredential di Teacher College Columbia University, meliputi: Pra Pelatihan; Pelatihan; Refleksi; dan Pengimbasan. Dengan memperhatikan Strengths, Weaknesses, Opportunities, and Threats, (SWOT) bahwa pelatihan microcredential yang dilaksanakan oleh Ditjen GTK dan didanai oleh Lembaga Pengelola Dana Pendidikan (LPDP) pada Teacher College dapat mendukung amanat yang tercantum pada Perdirjen Kerangka Kompetensi Literasi. Selain itu, guru-guru yang terlibat dalam penelitian ini menyatakan respon positif terhadap berbagai rangkaian kegiatan microcredential ini dan berharap dapat memberikan pengimbasan pada peserta didik, guru-guru, orang tua, ekosistem sekolah, dan masyarakat Indonesia.

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Levin, John S., Ariadna I. López Damián, Marie C. Martin, and Evelyn M. Vázquez. "New Universities’ Organizational Identities Through Presidential Lenses." Articles 48, no. 2 (2019): 20–38. http://dx.doi.org/10.7202/1057101ar.

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This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.

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Downey, Jennifer I. "Editorial: Contributions to Psychoanalysis and Psychodynamic Psychiatry by Richard C. Friedman (1941-2020)." Psychodynamic Psychiatry 48, no. 3 (2020): 223–33. http://dx.doi.org/10.1521/pdps.2020.48.3.223.

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As Interim Editor of Psychodynamic Psychiatry, I have the honor to comment on Richard C. Friedman's extraordinary career. At the time of his death in late March of this year, Richard C. Friedman (RCF) had been Editor of the Journal of the American Academy of Psychodynamic Psychiatry and Psychoanalysis for eight years. During that time, the journal was renamed Psychodynamic Psychiatry and became the first English-language journal in the world about psychodynamic psychiatry. At the time of his death, Dr. Friedman was Clinical Professor of Psychiatry at Weill-Cornell School of Medicine and Lecturer in Psychiatry at the Columbia University College of Physicians & Surgeons. He was also on the faculty of the Columbia Center for Psychoanalytic Training and Research and Research Professor at the Derner School of Adelphi University.

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Abu-Odeh, Desiree, Shamus Khan, and Constance A. Nathanson. "Social Constructions of Rape at Columbia University and Barnard College, 1955–90." Social Science History 44, no. 2 (2020): 355–79. http://dx.doi.org/10.1017/ssh.2019.49.

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AbstractSex on college campuses has fascinated scholars, reporters, and the public since the advent of coeducational higher education in the middle of the nineteenth century. But the emergence of rape on campus as a public problem is relatively recent. This article reveals the changing social constructions of campus rape as a public problem through a detailed examination of newspaper reporting on this issue as it unfolded at Columbia University and Barnard College between 1955 and 1990. Adapting Joseph R. Gusfield’s classic formulation of public problem construction, we show the ways police and other judicial and law enforcement authorities, feminists, university faculty, student groups, university administrators, and health professionals and institutions have struggled over ownership of how the problem should be defined and described, attribution of responsibility for addressing the problem, and prescriptions for what is to be done. Our findings show how beginning in the late 1960s and early 1970s, the simultaneous swelling of the women’s liberation movement and the exponential integration of women into previously male-dominated institutions of higher education and medicine catalyzed the creation of new kinds of knowledge, institutions, and expertise to address rape and sexual violence more broadly on college campuses. New actors—feminists and health professionals—layered frames of gender and health over those of crime and punishment to fundamentally transform how we understand rape on campus, and beyond.

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Brien Karas, eds., Mark William Westmoreland And. "Bergson(-ism) Remembered: A Roundtable." Journal of French and Francophone Philosophy 24, no. 2 (2016): 221–58. http://dx.doi.org/10.5195/jffp.2016.778.

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Bergson(ism) Remembered: A RoundtableCurated by Mark William Westmoreland with Brien Karas (Villanova University, USA)Featuring Jimena Canales (University of Illinois-UC, USA), Stephen Crocker (Memorial University of Newfoundland, Canada), Charlotte De Mille (The Courtauld Gallery, UK), Souleymane Bachir Diagne (Columbia University, USA), Michael Foley (University of Westminster, UK), Hisashi Fujita (Kyushu Sangyo University, Japan), Suzanne Guerlac (University of California, Berkeley, USA), Melissa McMahon (Independent Scholar, Australia), Paulina Ochoa Espejo (Haverford College, USA), and Frédéric Worms (L’École Normale Supérieure, France)

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Kulichenko, Alla. "MEDICAL SCHOOL OF COLUMBIA UNIVERSITY: INNOVATIVE ACTIVITY FROM ITS ESTABLISHMENT UNTIL THE LATE 19TH CENTURY." Педагогічні науки: теорія, історія, інноваційні технології 9(103), no. 9(103) (2020): 434–43. http://dx.doi.org/10.24139/2312-5993/2020.09/434-443.

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The article deals with the innovative activities at the Medical School of Columbia University from 1767 to the late 19th century. Moreover, the author points to the prerequisites for the establishment of the Medical School in New York. Firstly, in 1750 young and skilled doctors moved to New York and started to conduct private classes for those wishing to master medicine. Secondly, in 1760 according to the law, every doctor and surgeon had to obtain special permission – a license for practicing. As a result, in 1767, the Medical School of King’s College appeared. It should be noted that it changed its official name many times for many reasons. Finally, in the late 19th century it became the Medical School of Columbia University. There was intensive development of both individual and collective innovations in the 1840s – 1850s.

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Coleman, Kwami. "Everyone's Creative: George E. Lewis and Ubiquitous Improvisation." Teachers College Record: The Voice of Scholarship in Education 117, no. 10 (2015): 1–9. http://dx.doi.org/10.1177/016146811511701004.

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This is a response essay to an interview with George E. Lewis, the Edwin H. Case Professor of American Music at Columbia University, conducted by Cara Furman of Teachers College. The essay explores Lewis's thoughts on quotidian creativity and the ubiquity of improvisation, their necessity in academic institutions, and their potentially life-transforming effects for all people.

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Schettino, Isabela, Katie Radvany, and Amy Stuart Wells. "Culturally responsive education under ESSA: A state-by-state snapshot." Phi Delta Kappan 101, no. 2 (2019): 27–30. http://dx.doi.org/10.1177/0031721719879151.

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A map created from data compiled by Isabela Schettino and Katie Radvany at the Reimagining Education: Teaching and Learning in Racially Diverse Schools Summer Institute (held at Teachers College, Columbia University, and directed by Amy Stuart Wells) shows which states have included references to culturally responsive teaching practices in the ESSA plans submitted to the Department of Education.

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Nair, Sanjiv, and Gabriela Granja Porto. "Uma entrevista com Sanjiv Nair." Journal of the Brazilian College of Oral and Maxillofacial Surgery 5, no. 1 (2019): 12–13. http://dx.doi.org/10.14436/2358-2782.5.1.012-013.int.

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» Professor e Chefe do Departamento de Cirurgia e Traumatologia Bucomaxilofacial do Bangalore Institute of Dental Science and Research. » Consultor Cirurgião no Columbia Asia Hospitals, B.M Jain Hospital e Mallya Hospital, em Bangalore (Índia). » Especialista em Cirurgia e Traumatologia Bucomaxilofacial - Trivandrum Medical College. » Coordenador do Programa de Bolsas em Cirurgia Estética Facial, Rajiv Gandhi University of Health Sciences.

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Walsh, Julie, and Julie Walsh. "Oliver Sacks." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (2013): 1–11. http://dx.doi.org/10.31273/eirj.v1i1.69.

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Renowned neurologist and author Dr Oliver Sacks is a visiting professor at the University of Warwick as part of the Institute of Advanced Study. Dr Sacks was born in London. He earned his medical degree at the University of Oxford (Queen’s College) and the Middlesex Hospital (now UCL), followed by residencies and fellowships at Mt. Zion Hospital in San Francisco and at University of California Los Angeles (UCLA). As well as authoring best-selling books such as Awakenings and The Man Who Mistook His Wife for a Hat, he is clinical professor of neurology at NYU Langone Medical Center in New York. Warwick is part of a consortium led by New York University which is building an applied science research institute, the Center for Urban Science and Progress (CUSP). Dr Sacks recently completed a five-year residency at Columbia University in New York, where he was professor of neurology and psychiatry. He also held the title of Columbia University Artist, in recognition of his contributions to the arts as well as to medicine. He is a fellow of the Royal College of Physicians and the Association of British Neurologists, the American Academy of Arts and Sciences, and the American Academy of Arts and Letters, and has been a fellow of the New York Institute for the Humanities at NYU for more than 25 years. In 2008, he was appointed CBE.

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Andres, Lesley. "Transfer from Community College to University: Perspectives and Experiences of British Columbia Students." Canadian Journal of Higher Education 31, no. 1 (2001): 35–74. http://dx.doi.org/10.47678/cjhe.v31i1.183378.

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Through formal inter-institutional arrangements, articulated systems of postsecondary education claim to promote equality of opportunity by allowing for a seamless flow of students toward their educational and occupational goals. However, despite system wide articulation of course offerings, numerous studies indicate that the transfer experience is not unproblematic. This paper reports the findings of a qualitative study of the experiences of British Columbia university students who had transferred from community college. The central focus of this study was to portray students' experiences of the transfer process; document difficulties and successes encountered before, during, and after transfer; high- light advantages and disadvantages of transfer; and offer recommendations for improving the transfer process. In 1997, 47 indi- viduals who had transferred from one Lower Mainland Community College to one Lower Mainland University in 1996 were interviewed. The findings revealed that although the majority of students in this study support transfer as a viable and even preferable route to university degree completion, problems occur at each of the three stages of transfer as specified by Dougherty (1987). Obstacles to successful transfer by students include: difficulty gaining access to useful information; problems understanding transfer policies, practices, and procedures; and declines in GPA following transfer to university. Several recommendations for improving existing transfer policies and practices — including improving access to useful information by students; facilitating transfer through extensive coordination of transfer policies, practices, and procedures; and addressing differences in the teaching and learning experience at sending and receiving institutions — are offered to enhance successful transfer from community college to university.

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Lagemann, Ellen Condliffe, and Patricia Albjerg Graham. "Lawrence A. Cremin: A Biographical Memoir." Teachers College Record: The Voice of Scholarship in Education 96, no. 1 (1994): 102–13. http://dx.doi.org/10.1177/016146819409600102.

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Lawrence A. Cremin was Frederick A. P. Barnard Professor of Education at Teachers College and president of the Spencer Foundation at the time of his untimely death, at the age of sixty-four, in September 1990. A former president of Teachers College, Columbia University, and a prolific author, Cremin played a leading role in many professional, governmental, and philanthropic organizations. This memoir, written by two of Cremin's former students and colleagues, details his life and career.

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Rufai, Saheed Ahmad, and Bello Musa. "Enriching the Lagos Model of Student Teaching with Pedagogical Provisions from the Columbia Model." Indonesian Journal of Curriculum and Educational Technology Studies 9, no. 2 (2021): 63–76. http://dx.doi.org/10.15294/ijcets.v9i2.47262.

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The achievements of teacher preparation models have been studied through the use of input-output models. While teacher education programmes are considered to be the input, student achievements are the output. Consequently, certain models have been found to be more effective and evaluated more than others. It is noted that of all the components that constitute teacher education programme, the student teaching has received less attention. This study evaluates the student teaching sub-components of the University of Lagos, Faculty of Education and the University of Columbia Teachers College, with a view to attempting an enrichment of the former with some of the best pedagogical provisions from the latter. With the use of an adopted instrument tagged Comprehensive School Reforms Classroom Observation System (CSRCOS) and other trainee records, the evaluation identifies strengths and weaknesses as well as best practices for enrichment purposes. Results reveal that there were disparities in Lagos teacher trainees’ scores by their Departments and over a period of three academic sessions. These disparities can be defined and explained by the mode and type of field experience that the student teachers were exposed to. The study underscores some of the Columbia pedagogical practices for systematic replication by the Lagos Model. Abstrak Capaian model persiapan guru sering dikaji menggunakan model input-output yang menempatkan pendidikan keguruan sebagai bagian dari input dan capaian belajar siswa bagian dari output. Beberapa model diketahui lebih efektif disbanding lainnya, hanya saja komponen program Pendidikan guru dan pengajaran oleh siswa tidak banyak memperoleh perhatian. Oleh karena itu, penelitian ini mengkaji praktik pengajaran siswa sebagai bagian dari program Fakultas Ilmu Pendidikan, Universitas Lagos dan Columbia Teachers College yang diatahkan untuk memperkaya praktik pengajaran dengan mengadopsi instrument Comprehensive School Reforms Classroom Observation System (CSRCOS) dan catatan pelatihan lainnya. Kajian dalam penelitian ini mengidentifikasi kekuatan dan kelemahan yang ada dengan tujuan memperkaya pengalaman mengajar siswa. Melalui penelitian ini diperoleh kesenjangan di program pelatihan guru di Lagos sesuai departemen masing-masing dalam kurun waktu tiga semester. Kesenjangan tersebut dikategorisasikan sesuai dengan mode dan tipe pengalaman lapangan siswa mengajar. Kajian ini menegaskan bahwa terdapat beberapa praktik baik pedagogic dari Columbia Teachers College yang direplikasi secara sistematis oleh model Lagos.

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Sardiwalla, Yaeesh, and Steven F. Morris. "Shaping Plastic Surgery in British Columbia—The Courtemanche Legacy." Plastic Surgery 27, no. 2 (2019): 162–66. http://dx.doi.org/10.1177/2292550319826091.

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Dr Albert Douglas Courtemanche was born in Gravenhurst, Ontario on November 16, 1929. In 1949, he was accepted to the University of Toronto Medical School, graduating in 1955. After completing his internship at the Toronto General Hospital and at the Hospital for Sick Children, he completed his surgical training in Vancouver and in the United Kingdom. When Dr Courtemanche returned from his training in 1962, he joined Dr Cowan on the surgical staff at the Vancouver General Hospital. He was responsible for establishing a new plastic surgery ward, a dedicated operating room (OR), an integrated burn unit and also starting the UBC plastic surgery training program. Dr Courtemanche became involved in working with the Royal College, first as an examiner and then as the Chairman of the Plastic Surgery Exam Board in 1981. He eventually became the first and only plastic surgeon to ever hold the position as President of the Royal College. Dr Courtemanche emphasized throughout his career the importance of teaching and role modeling. A very proud moment in Dr Courtemanche’s career was when his son Douglas became a pediatric plastic surgeon. After retiring Dr Courtemanche became a volunteer at the VanDusen Botanical Garden and completed their Master Gardeners Program.

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Rumman, E. Cissy Abu. "Theodore H. McNelly." PS: Political Science & Politics 41, no. 04 (2008): 888. http://dx.doi.org/10.1017/s1049096508231288.

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Theodore H. McNelly, professor emeritus, department of government and politics at the University of Maryland, College Park, passed away in February 2008 at the age of 88. Professor Emeritus McNelly was born on December 27, 1919, and received his Ph.D. in 1952 at Columbia University. McNelly joined the faculty in the department of government and politics at Maryland in the fall of 1953 as a lecturer, was promoted to professor in 1967, and retired in 1991.

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Rosenzweig, Erika Berman, Steven H. Abman, Dunbar Ivy, and Sheila G. Haworth. "• Identifying the Complex Spectrum of Childhood PAH• Selecting Candidates for Aggressive Treatment." Advances in Pulmonary Hypertension 5, no. 2 (2006): 36–42. http://dx.doi.org/10.21693/1933-088x-5.2.36.

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This discussion was moderated by Erika Berman Rosenzweig, MD, Assistant Professor of Pediatrics (in Medicine), Columbia University College of Physicians and Surgeons, New York, New York. Panel members included Steven H. Abman, MD, Professor of Pediatrics and Director of the Pediatric Heart-Lung Center at The Children’s Hospital, University of Colorado School of Medicine, Denver, Colorado; Dunbar Ivy, MD, Associate Professor of Pediatrics, University of Colorado Health Sciences Center, The Children’s Hospital, Chief of Pediatric Cardiology, and Director of the Pulmonary Hypertension Program, University of Colorado Health Sciences Center, Denver, Colorado; and Sheila G. Haworth, MD, FRCP, Professor of Developmental Cardiology, Institute of Child Health, University College, London, UK, and Lead Clinician at the United Kingdom Pulmonary Hypertension Service for Children.

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Levin, John S., Aida Aliyeva, and Laurencia Walker. "From Community College to University: Institutionalization and Neoliberalism in British Columbia and Alberta." Canadian Journal of Higher Education 46, no. 2 (2016): 165–80. http://dx.doi.org/10.47678/cjhe.v46i2.185905.

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This qualitative investigation of higher education institutional development addresses new universities that were former community colleges in the provinces of British Columbia and Alberta. Stemming from an original study conducted nearly two decades earlier, this investigation’s data were collected from the same institutions and from similar sources: institutional documents, government policies, and interviews from faculty and administrators; thus, qualifying as a longitudinal qualitative investigation. This investigation explains institutional instability and identity change as a result of new government policies and institutional norms during the period of 2000-2013. Future research can monitor the influence of neoliberal practices on the development of these new model higher education institutions in the Canadian context.

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Team, Editorial. "Reviewer acknowledgements." Human Rights Education Review 2, no. 1 (2019): 106–7. http://dx.doi.org/10.7577/hrer.3264.

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The editors would like to thank the following colleagues for the time and careful attention given to manuscripts they reviewed for Volume 1 of HRER. Rebecca ADAMIUniversity of Stockholm, Sweden Paul BRACEYUniversity of Northampton, UK Kjersti BRATHAGENUniversity of South-Eastern Norway, Norway Cecilia DECARADanish Institute for Human Rights, Denmark Judith DUNKERLY-BEANOld Dominion University, USA Viola B. GEORGIUniversity of Hildesheim, Germany Carole HAHNEmory University, USA Brynja HALLDÓRSDÓTTIRUniversity of Iceland, Iceland Lisa HARTLEY Curtin University, Australia Lee JEROME Middlesex University, UK Claudia LENZ Norwegian School of Theology, Norway Hadi Strømmon LILE Østfold University College, Norway Anja MIHR Center on Governance though Human Rights, Germany Virginia MORROWUniversity of Oxford, UK Thomas NYGREN Uppsala University, Sweden Barbara OOMEN Roosevelt University College, The Netherlands Anatoli RAPOPORT Purdue University, USA Farzana SHAIN Keele University, UK Hugh STARKEY University College London, UK Sharon STEIN University of British Columbia, Canada

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Rubin, Lewis J., Robyn Barst, and Nazzareno Galiè. "Inside the New Era in Treatment: Three Experts Analyze the Growing Spectrum of Therapy and Future Strategies." Advances in Pulmonary Hypertension 1, no. 1 (2002): bmi—7. http://dx.doi.org/10.21693/1933-088x-1.1.1.

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Three physicians addressed key concerns in the treatment of pulmonary hypertension in a discussion that ranged from special considerations in tailoring therapy to the role of new agents dramatically changing the algorithm for managing this disease. The roundtable discussion was moderated by Lewis J. Rubin, MD, Professor of Medicine, University of California, San Diego, School of Medicine, and included Robyn Barst, MD, Professor of Pediatrics, Columbia University College of Physicians and Surgeons, New York, New York, and Nazzareno Galiè MD, Professor at the Postgraduate School of Cardiology, University of Bologna, Italy.

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Casillo, Stephanie M., Anisha Venkatesh, Nallammai Muthiah, Michael M. McDowell, and Nitin Agarwal. "First Female Neurosurgeon in the United States: Dorothy Klenke Nash, MD." Neurosurgery 89, no. 4 (2021): E223—E228. http://dx.doi.org/10.1093/neuros/nyab246.

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Abstract Dr Dorothy Klenke Nash (1898-1976) became the first female neurosurgeon in the United States in 1928 and maintained her status as the country's only female neurosurgeon until 1960. She graduated with her medical degree from the Columbia College of Physicians and Surgeons in 1927 and then trained at the Neurologic Institute of New York under Dr Byron Stookey. During her training, she contributed to the advancement of neurosurgical practice through academic research. In 1931, she married Charles B. Nash, and together they had 2 children, George (1932) and Dorothy Patricia (1937). Dr Nash became a senior surgeon at St. Margaret's Hospital in Pittsburgh in 1942. Shortly thereafter, she joined the inaugural University of Pittsburgh Department of Neurosurgery led by Dr Stuart N. Rowe and became an instructor of neurosurgery at the University of Pittsburgh School of Medicine. In acknowledgment of her advocacy for public access to services for mental health and cerebral palsy, Dr Nash was recognized as a Distinguished Daughter of Pennsylvania (1953) and honored by Mercy Hospital (1957), Bryn Mawr College (1960), and Columbia University (1968). She retired from neurosurgical practice in 1965, at which time she devoted herself to her grandchildren and her Catholic faith. She died on March 5, 1976 at the age of 77. With unwavering tenacity, Dr Nash paved the way for all women in neurosurgery.

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Stephens, Kat J. "Just a Unicorn." JCSCORE 6, no. 1 (2020): 211–16. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.211-216.

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Kat J. Stephens is a higher education Ph.D. student at University of Massachusetts Amherst. She’s earned a Master of Education from Teachers College, Columbia University, in Higher & Postsecondary Education. Her larger research interests are social justice & identity development. As an Afro-Guyanese immigrant, her research interests reflects: Caribbean students, Afro-Caribbean racial identity formation, transnationalism, Black women students with ADHD & Autism, & gifted community college & transfer students. Her work here is inspired by her life and those of other Black women & girls in educational spaces. This poem serves to highlight her frustrations, while encouraging Black women to take space in disability centered environments, and universities to adequately support such individuals.

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Shields, Stephanie A., and Mary E. Mallory. "Leta Stetter Hollingworth Speaks on “Columbia's Legacy”." Psychology of Women Quarterly 11, no. 3 (1987): 285–300. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00904.x.

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At the 1983 APA convention in Anaheim, CA, Divisions 1 and 26 co-sponsored a lecture series to commemorate the 50th anniversary of the publication of Edna Heidbreder's Seven Psychologies. Aimed at the general audience, Heidbreder's book described the roots of American psychology and the seven schools of thought most representative of the discipline in this country: structuralism, the psychology of William James, functionalism, behaviorism, Gestalt psychology, Freud and the psychoanalytic movement, and the dynamic psychology of Columbia's Robert Woodworth. At the 1983 APA meetings five scholars with backgrounds in one of the seven psychologies lectured as a figure from the past on the legacy of that school of thought. Stephanie Shields represented Leta Hollingworth (1886–1939), the only woman in the group. Hollingworth was charged with discussing the legacy of Columbia University for contemporary psychology. Her lecture reviews psychological research at Teachers College and Columbia University from 1911 through the 1920s and then evaluates the lasting contribution made by that research to present-day psychology. This paper is the text of that talk, with a few modifications tailored for an audience of feminist psychologists. As an historical fiction the material for this talk is drawn primarily from Hollingworth's own writings, and, insofar as it is possible, it tries to represent accurately the theoretical and ideological concerns she expressed during her career. It attempts to bring her concerns as a psychologist, as an educator, and as a feminist, to bear on the state of present-day psychology, particularly from the perspective of the testing movement between the two world wars. All of the events described here did happen or could have happened. Those that are fictional or represent inference are clearly indicated. Direct quotes from her published work appear within quotation marks.

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Levin, John S., Ariadna I. López Damián, Marie C. Martin, and Evelyn M. Vázquez. "New Universities’ Organizational Identities Through Presidential Lenses." Canadian Journal of Higher Education 48, no. 2 (2018): 20–38. http://dx.doi.org/10.47678/cjhe.v48i2.188122.

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This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.

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Hill, Clifford, Akbar Ali Herndon, and Zuki Karpinska. "Contemplative Practices: Educating for Peace and Tolerance." Teachers College Record: The Voice of Scholarship in Education 108, no. 9 (2006): 1915–35. http://dx.doi.org/10.1177/016146810610800902.

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This article describes a course offered at Teachers College, Columbia University, which focuses on contemplative practices from various wisdom traditions in order to increase awareness of what they share and to encourage educators to view these practices as sources of peace and tolerance. The article also presents various ways in which the students participated in the course and ends with an essay on “right teaching,” written as a final project by Akbar Ali Herndon and Zuki Karpinska.

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Fehrmann, Paul. "Book Review: Jesus in History, Legend, Scripture, and Tradition: A World Encyclopedia." Reference & User Services Quarterly 55, no. 3 (2016): 252. http://dx.doi.org/10.5860/rusq.55n3.252b.

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This encyclopedia is a revision of Jesus in History, Thought, and Culture: An Encyclopedia, edited by Leslie Houlden and published in 2003. The 2003 introduction, included and written by Houlden (then emeritus, Kings College, London), notes an intended focus on “as many aspects as possible of the phenomenon of Jesus” (xxv). The 2015 introduction, written by Minard (Simon Fraser University and the University of British Columbia) notes intent to respond to “curiosity that comes from the intersection of religion with other avenues of enquiry: science; other religions; or interests in anthropology, comparative religion, folklore, history, literature, and the social sciences.”

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