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Relevant bibliographies by topics / University of Bishop's College. Faculty of Medicine

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Academic literature on the topic 'University of Bishop's College. Faculty of Medicine'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "University of Bishop's College. Faculty of Medicine"

1

Grace, Dominick. "“Speche of thynges smale”: Micro-College Medievalism at Algoma University College." Florilegium 20, no. 1 (January 2003): 19–21. http://dx.doi.org/10.3138/flor.20.006.

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The phrase “medieval studies” is virtually meaningless at a small school such as Algoma University College. One faculty member out of the entire faculty complement of just over 30 is a specialist in a medieval discipline, Medieval English Literature (especially Chaucer), and though AUC does have a handful of courses on medieval topics on its books (e.g. History of Medieval Europe, Medieval Philosophy), the only ones offered regularly are the upper-year Chaucer courses. Courses in medieval drama and romance are on the books, but only the drama course has been offered, and only as a Directed Studies course. Library holdings are so sparse that even many major texts (literary and critical) are available only through inter-library loan, and most major (and all minor) journals focusing on medieval studies are not in our holdings (we receive exactly three medieval-focused journals here, and Florilegium is not, I regret, among them). Research on medieval topics is therefore and of necessity difficult, requiring long delays as inter-library loan materials trickle in, as well as extensive travel to other sites. Furthermore, few students take courses focusing on medieval topics, and even fewer of them acquire an abiding love for the subject that carries them forward to careers as medievalists. Indeed, in my years at AUC, not a single student (to my knowledge) has pursued graduate studies in any medieval discipline. The preservation, let alone the nurturing and growth, of medieval studies, is extremely difficult under such circumstances. One might imagine that a rewarding, or even an interesting, career as a medievalist would be impossible under such circumstances.

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McFarland, Jenny, and Pamela Pape-Lindstrom. "The pipeline of physiology courses in community colleges: to university, medical school, and beyond." Advances in Physiology Education 40, no. 4 (December 2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.

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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.

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Randall, David C., Frank H. Wilbur, and Timothy J. Burkholder. "Two models for an effective undergraduate research experience in physiology and other natural sciences." Advances in Physiology Education 28, no. 2 (June 2004): 68–72. http://dx.doi.org/10.1152/advan.00051.2002.

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68A realistic research experience is beneficial to undergraduate students, but it is often difficult for liberal arts colleges to offer this opportunity. We describe two approaches for developing and maintaining an interdisciplinary research program at small colleges. An active and continuing involvement of an individual with extensive research experience is an essential element in both. One model was developed by the faculty of Taylor University, Upland, IN and a research scientist who had retired from a major university to join the Taylor faculty as their first Research Professor. The school’s Science Research Training Program was initially funded by a modest endowment provided by interested alumni and by extramural grants awarded to the Research Professor and to the institution; the program now enjoys significant funding from diverse sources. Taylor is not located near any large research university and consequently supplies all resources required for the experiments and stipends for students pursuing projects full-time during the summer. The second model was developed by the faculty at Asbury College in Wilmore, KY, working with a scientist having a full-time appointment at the University of Kentucky and a part-time appointment at the college. In this approach, Asbury faculty may place their students for a period of training, often during the summer, in a laboratory of a cooperating host faculty at the University of Kentucky or other institution. The host faculty funds the research and pays a stipend to those students who work full-time during the summer. Relationships established between faculty at the College and at the University of Kentucky have been mutually beneficial. The success of both programs is evidenced by the students’ presenting their data at state and national scientific meetings, by their publishing their results in national journals, and by the undergraduate school faculty developing independent research programs.

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Zupanič Slavec, Zvonka, and Zvonka Zupanič Slavec. "100 years – Faculty of Medicine, University of Ljubljana (1919–2019)." Slovenian Medical Journal 88, no. 11-12 (January 9, 2020): 554–75. http://dx.doi.org/10.6016/zdravvestn.3018.

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The early beginnings of Slovenian medical education take root in the Enlightenment-era Academia operosorum (Academy of the Industrious, 1693–1725) and its medical section with the physician Marko Gerbec, although the Jesuit College introduced higher education in Ljubljana already in 1619. In 1782, a Medico-Surgical Academy was established in Ljubljana, the first to provide a secondary level of medical education. Later on, when a part of present Slovenian lands was included in the Illyrian Provinces (1809–1813) as a part of Napoleon’s French Empire, with Ljubljana as capital, the school advanced to the level of a medical faculty (École Centrale). The subsequent restoration of Austrian sovereignty prevented the school from completing even the first class of graduates’ training. In 1848, Medico-Surgical Academy was dissolved and only midwifery schools remained. It was only after disintegration of the Austro-Hungarian Monarchy, as a consequence of the World War I, that in 1919 the first Slovenian University was established in Ljubljana, and within it a incomplete medical faculty was offering four preclinical semesters. In 1940, fifth and sixth semesters were added to the Faculty. The liberation impetus led in July 1945 to the establishment of a complete medical faculty including five years course divided in ten semesters. In the 1949/1950 academic year, the Faculty of Medicine was separated from the University and trained one generation of physicians as a medical college; in 1954, it was reintegrated into the University. During that period, in autumn 1949, the Faculty of Stomatology was established, which soon joined with the Faculty of Medicine, whereupon two departments were established: one for general medicine and one for stomatology (dental medicine). In the 1968/1969 academic year, the Faculty of Medicine introduced a master’s programme, and in 1995 a uniform doctoral programme; in the academic year 1989/1990 the programmes of medicine and dental medicine were extended to twelve semesters. In 1975, the new Ljubljana Medical Centre building was finished and the Faculty thus obtained the necessary lecture halls, classrooms, and rooms for clinical practice. In the next decade, in 1987, the main preclinical institutes moved to the new building of the Faculty and students finally received state-of-the-art lab classrooms, facilities, and other infrastructure. In 2015, the Faculty also constructed a new building for preclinical institutes for biochemistry and cell biology. Throughout the years the programme has continued to improve and stay up to date, and the Bologna system of education was introduced in the academic year 2009/2010. In its hundred years of existence, the Faculty of Medicine has trained approximately 9,000 physicians and 2,000 dentists, and awarded more than 1,700 doctors of science degrees and more than 1,000 master of science degrees in the postgraduate programme for physicians and dentists; it has also trained many students in graduate clinical training programmes. The Faculty of Medicine is oriented towards the future, a strong connection between theory and practice, interdisciplinary and international cooperation, and especially training new high-quality medical professionals.

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5

Carter, Donald R., and Russell G. Postier. "The University of Oklahoma College of Medicine Department of Surgery: Indian Territory to the 21st Century." American Surgeon 76, no. 4 (April 2010): 354–57. http://dx.doi.org/10.1177/000313481007600409.

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The Surgery Department of the University of Oklahoma College of Medicine is profiled in this article, including history, goals, opportunities, and demographics. Our research programs, clinical resources, teaching hospitals, and faculty diversity are reviewed. The local and national contributions of our faculty members and 212 chief residents who have completed our program are enumerated.

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Al Wadry, Nadia. "Faculty Development Initiatives at the College of Medicine & Health Sciences, Sultan Qaboos University, Muscat, Oman." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 3 (October 5, 2020): 271. http://dx.doi.org/10.18295/squmj.2020.20.03.005.

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Faculty development is necessary to improve and update teaching and learning methodologies. As such, a variety of learning activities have been designed to improve teaching competencies of individual teachers. The College of Medicine & Health Sciences at Sultan Qaboos University, Muscat, Oman, recognised the need for teacher training in order to bring faculty up-to-date in teaching and assessment methodologies. A programme of regular and one-time interventions consisting of short courses, workshops and a series of lectures was offered. Feedback from the participants and facilitators led to programme expansion and enhancement. This special contribution discusses the impact of the programme on faculty and the college.Keywords: Teacher Training; Medical Education; Oman.

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7

Nardi, Deena, and Carol Wilson. "A Faculty Practice Plan for the Acute Care and Critical Care Nurse." AACN Advanced Critical Care 19, no. 1 (January 1, 2008): 78–84. http://dx.doi.org/10.4037/15597768-2008-1010.

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This article discusses faculty clinical practice and explains the steps that one group of nursing faculty used to develop a faculty practice plan at a private college of nursing in a small, faith-based university in a mid-western city. The goal of the faculty practice plan was to link faculty interests and advanced practice skills with targeted populations and community needs. This was done to provide healthcare services to schools, agencies, health and human services programs, and populations in need. Examples of faculty roles in the faculty practice domains of educator, researcher, and expert clinician in an acute care setting illustrate how nurses can individualize their participation in the faculty practice plan to support their professional career goals. Faculty practice plans can benefit not only nursing faculty but also the college of nursing, its students, and its community and populations of interest.

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8

Goss, David A. "Some Memorable Faculty Members at Pacific University College of Optometry in the Early 1970s." Hindsight: Journal of Optometry History 51, no. 4 (November 17, 2020): 101–5. http://dx.doi.org/10.14434/hindsight.v51i4.31678.

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This article continues discussion of optometry faculty at Pacific University in the early 1970s. Part 1 profiled Charles Margach, O.D., M.S., Colin Pitblado, Ph.D., and Don West, O.D.; Part 2 presented notes on John Gerke, Ph.D., Margaret Gilbert, Ph.D., Mort Gollender, Ph.D., Leonard Levine, Ph.D., Jurgen Meyer-Arendt, M.D., Ph.D., Theodore Oakberg, Ph.D., Oscar Richards, Ph.D., and Frank Thorn, Ph.D.; and Part 3 provided brief bios of Bradford Wild, O.D., Ph.D., Earle Hunter, O.D., and Richard Septon, O.D., M.S.1-3 Considered first in this part will be some of the optometrists whose instructional duties were mostly in the classroom and laboratory. The latter part of this article will present notes on a few of the part-time faculty who worked in the clinic.

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9

Trouli, Hara. "PAM Day: Department of Performing Arts Medicine, University College London, 17 June 2017." Medical Problems of Performing Artists 33, no. 1 (March 1, 2018): 74. http://dx.doi.org/10.21091/mppa.2018.1012.

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On 17 June 2017 the first PAM DAY was launched at the Institute of Sport Exercise and Health in London. This was organised by the Department of Performing Arts Medicine which is part of the Division of Surgery and Interventional Science at University College London. The Department runs a Master’s Programme in Performing Arts Medicine, and faculty and graduates of the course put together an event to bring awareness of Performing Arts Medicine to the medical profession, the performance educators, and the professionals in the arts.

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Alfhaid, Fahad, Sawsan Abdalla, Khaled Khalil, and Elsadig Mohamed. "Perceptions and satisfaction of Faculty towards Quality Unit: College of Medicine, Majmaah University, Saudi Arabia." Majmaah Journal of Health Sciences 9, no. 1 (2021): 95. http://dx.doi.org/10.5455/mjhs.2021.01.010.

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Dissertations / Theses on the topic "University of Bishop's College. Faculty of Medicine"

1

Senate, University of Arizona Faculty. "Faculty Senate Minutes August 28, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625785.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.

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3

Marcussi, Elaine. "A visibilidade da criação da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo na impressa escrita (1951)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-15082012-135932/.

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O estudo investiga o efeito simbólico da criação da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP-USP), na imprensa escrita (1951), através da análise e discussão das matérias jornalísticas publicadas em três jornais da cidade, à época: A Cidade, Diário da Manha e a Tarde. Estudo de perspectiva histórica que se aproxima da abordagem da micro-história. O marco temporal desse trabalho refere-se à aprovação da organização e finalidade da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP), que criou, anexa à mesma, a EERP/USP, através da Lei Estadual nº. 1467, de 26 de dezembro de 1951. O corpus documental constituiu-se das matérias jornalísticas relativas à criação da EERP-USP e/ou Enfermagem/enfermeiro(a) publicadas pelos jornais disponíveis para a pesquisa no Arquivo Público e Histórico da cidade. A coleta compreendeu os meses de dezembro de 1951 e janeiro de 1952. O marco teórico de referência para análise do texto jornalístico trata-se da teoria de mundo social, com utilização da noção de campo jornalístico, do sociólogo Pierre Bourdieu. Os resultados obtidos apontaram para um total de 47 matérias jornalísticas. Entretanto, 34 possuem a FMRP-USP como tema centrale seis (6) matérias se referem diretamente a EERP/USP, Enfermagem ou enfermeira(o). Observa-se que o discurso jornalístico sobre a instalação da FMRP-USP reconfigura o campo científico na cidade. Verificou-se que a EERP-USP, mesmo antes de sua instalação, apropriou-se de certo capital cultural, efeito da visibilidade da FMRP-USP. Nas seis matérias analisadas destaca-se um discurso ambivalente quanto à posição da Enfermagem e/ou EERP-USP em relação à FMRP-USP/Medicina, ora àquela que agrega capital simbólico de força equivalente às demais profissões, ora aquela que é referida como integrante, de um conjunto maior, que seria de domínio médico. Entretanto, destaca-se que este fenômeno ocorreu em virtude da inexistência de agentes sociais no campo simbólico que pudessem exercer forças a favor da EERP-USP, uma vez que, a Profa. Glete de Alcântara, sua principal agente social, iniciou suas atividades em Ribeirão Preto quatro meses após o período de analise do presente estudo.
The study investigates the symbolic effect of University of São Paulo at RibeirãoPreto College of Nursing\'screationin press (1951), through analysis and discussion of newspaper articles published in three newspapers of the city, at the time: THE CITY (A CIDADE), THE DAILY MORNING (DIÁRIO DA MANHÃ) and THE EVENING (A TARDE).Historical perspective Study that approximates of the micro historyapproach of. The timeframe refers to the approval of the organization and purpose of the University of São Paulo Faculty of Medicine of Ribeirao Preto (FMRP-USP), which created, attached to it, the University of São Paulo at RibeirãoPreto College of Nursing (EERP-USP) by State Law. 1467 of December 26 of 1951. The corpus of documents consisted of newspaper articles about the creation of EERP-USP and/or nursing/nurse published in the newspapers available for research in the Historical Public Archives of the city. The data were collected to the months of December 1951 and January 1952. The theoretical framework of reference for analysis of newspaper text is the social world theory, using the notion of journalistic field, by the sociologist Pierre Bourdieu. The results pointed to a total of 47 newspaper articles. However, 34 have the FMRP-USP as a central theme, and six (6) refers directly to EERP / USP, nursing or nurse. It is observed that media discourse about the installation of the FMRP-USP reconfigures the scientific field in the city. It was found that the EERP-USP, even before its installation, appropriated certain cultural capital, with is effect of the visibility of FMRP-USP. In the six articles analyzed stands anambivalent speech about the position of Nursing and/or EERP-USP regarding FMRP-USP/Medicine, once adds to that symbolic capital strength equivalent to other professions, once that is sometimes referred to as an integrant of a larger field dominated by the medical field. However, it is emphasized that this phenomenon occurred because of a lack of social agents in the symbolic field that could apply forces for EERP-USP, since the Professor. Glete de Alcântara, that is themost important social agent of EERP-USP, started its activities, in RibeirãoPreto, four months after the period analyzed in this study.

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Guillot, III Gerard Majella. "Does time matter? : a search for meaningful medical school faculty cohorts." Thesis, 2014. http://hdl.handle.net/1805/6297.

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Indiana University-Purdue University Indianapolis (IUPUI)
Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.

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Books on the topic "University of Bishop's College. Faculty of Medicine"

1

Milner, Elizabeth Hearn. Bishop's Medical Faculty, Montreal, 1871-1905: Including the affiliated dental college, 1896-1905. Sherbrooke, Qué: René Prince, 1985.

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Hall, Archibald. An exposition of the reasons contained in the counter petition of the Medical Faculty of McGill College. [Montreal?: s.n., 1985.

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3

Campbell, G. Gordon. Valedictory address. [S.l: s.n., 1985.

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Wilson, Donald R. Medicine in Alberta: Historical reflections : 75th anniversary. [Alberta: Alberta Medical Foundation, 1993.

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Queen's University and College, Kingston, Canada: Faculty of Medicine. [S.l: s.n., 1985.

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Valedictory address on behalf of the Faculty of Medicine: Read at Bishop's College convocation, April 5th, 1893. [Montréal?: s.n.], 1994.

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Yashon, David. The Tzagournis Chronicles: Vignettes From The College Of Medicine The Ohio State University. Authorhouse, 2004.

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8

McGill University. Faculty of Medicine., ed. The Members of the medical faculty of McGill University invite their graduates to celebrate the opening of the fiftieth session of the college: Windsor Hotel, Montreal, Thursday, 5th October, 1882. [Montreal?: s.n., 1985.

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C, Donnelly W. J., Monaghan M. L. 1966-, and University College Dublin. Faculty of Veterinary Medicine., eds. A veterinary school to flourish: Veterinary College of Ireland 1900-2000. Dublin: Faculty of Veterinary Medicine, University College Dublin, 2001.

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An exposition of the "reasons" contained in the counter petition of the Medical Faculty of M'Gill College. [Montreal?: s.n., 1985.

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Book chapters on the topic "University of Bishop's College. Faculty of Medicine"

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Atueyi, Blessing Chiagozikam, Stephen C. Nwanya, Echezona Nelson Dominic Ekechukwu, Obiageli Theresa Madu, Emmanuel N. Aguwa, and Onyemaechi Valentine Ekechukwu. "A Comparison of the Knowledge, Awareness and Practice of Ergonomics Between Lecturers in the Faculty of Engineering and College of Medicine in a Nigerian University." In Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), 432–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74602-5_61.

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Rothstein, William G. "Epilogue." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0029.

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The expansion of the functions of medical schools since mid-century has had many unanticipated and adverse consequences for medical education. As a result, medical schools have lost some of their societal support. In the years since 1900, medical schools have made major changes in their structure in order to solve specific educational problems. University hospitals were built to provide clinical training in hospitals that emphasized education and research rather than patient care. Full-time clinical faculty members were employed in order to professionalize a role previously occupied by part-time practitioner-educators. Biomedical research was undertaken to enable faculty members to advance medical knowledge and enhance their skills as educators. Internships and residencies became restricted to hospitals affiliated with medical schools to replace the poorly supervised practical experience provided in community hospitals with a more structured education administered by professional educators. Each of these changes assumed that medical schools could be removed from the hurly-burly of professional life and made to fit the model of the liberal arts college. This assumption failed to recognize the fundamental differences between the two types of institutions. In liberal arts education, the body of knowledge taught to students need not be suitable for practical application in the community. In many fields, like most of the humanities, it has rarely been used outside of institutions of higher education. In others, like the social sciences, the knowledge has been sufficiently tentative that its direct application has been problematic. In still others, like most natural sciences, the knowledge has been so highly specialized that it could not provide a basis for viable careers. As a result, most faculty members in the liberal arts and sciences have spent their careers in teaching and research without the option of nonacademic employment in their disciplines. Medical schools, on the other hand, have continually influenced and been influenced by the practice of medicine in the community. The knowledge taught in medical schools has affected the way that physicians have practiced medicine, but it has also been tested by practitioners and fed back to the faculty for modification and refinement.

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Yeo, In-sok. "Training Medical Researchers in Korea during the Japanese Colonial Period (1910–1945)." In History of Universities: Volume XXXIV/1, 321–37. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0016.

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Western medicine integrated laboratory science with clinical experience in the nineteenth century. A similar process of integration took place in the non-Western world, though somewhat later, and with differences derived from specific historical and social contexts. This article describes this process in Korea, where Western medicine was first introduced in the 1880s, and medical education followed soon afterwards. During the Japanese colonial rule, which began in 1910, medical research was accommodated at the Severance Medical College, which was established and supported by Western missionaries, as well as the government medical college and the Faculty of Medicine at Keijo Imperial University in Seoul. This paper surveys the history of medical research from the introduction of Western medicine into Korea in the late nineteenth century to the appearance of first Korean medical researchers during the colonial period.

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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.

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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health and Dentistry, Divinity, Education, Design, Public Administration. But these schools had a shared goal of professional training that ultimately gave them more in common with one another than with the College and made them the closest approximation of Conant’s meritocratic ideal. Harvard’s doctoral programs in the Graduate School of Arts and Sciences (GSAS) were a major source of its claim to academic preeminence. As the Faculty of Arts and Sciences became more research and discipline minded, so grew the importance of graduate education. A 1937 ranking of graduate programs in twenty-eight fields—the lower the total score, the higher the overall standing—provided a satisfying measure of Harvard’s place in the American university pecking order: But there were problems. Money was short, and while graduate student enrollment held up during the Depression years of the early 1930s (what else was there for a young college graduate to do?), academic jobs became rare indeed. Between 1926–27 and 1935–36, Yale appointed no Harvard Ph.D. to a junior position. The Graduate School itself was little more than a degree-granting instrument, with no power to appoint faculty, no building, no endowment, and no budget beyond one for its modest administrative costs. Graduate students identified with their departments, not the Graduate School. Needless to say, the GSAS deanship did not attract the University’s ablest men. Conant in 1941 appointed a committee to look into graduate education, and historian Arthur M. Schlesinger, Sr., “called for a thoroughgoing study without blinders.

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Conference papers on the topic "University of Bishop's College. Faculty of Medicine"

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Indah Sari, Mutiara. "Association Vitamin D Receptor (TaqI) Gene Polymorphism with Anthropometric Parameters and Blood Pressure of College Students in Faculty of Medicine, University of Sumatera Utara." In 1st Public Health International Conference (PHICo 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/phico-16.2017.17.

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