Relevant bibliographies by topics / Westminster College of Chemistry and Pharmacy

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Academic literature on the topic 'Westminster College of Chemistry and Pharmacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Westminster College of Chemistry and Pharmacy"

1

Kurzer, Frederick. "George S V Wills and the Westminster College of Chemistry and Pharmacy: A Chapter in Pharmaceutical Education in Great Britain." Medical History 51, no. 4 (October 1, 2007): 477–506. http://dx.doi.org/10.1017/s0025727300001770.

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2

Kurzer, Frederick. "Arthur Herbert Church FRS and the Palace of Westminster frescoes." Notes and Records of the Royal Society 60, no. 2 (April 19, 2006): 139–59. http://dx.doi.org/10.1098/rsnr.2006.0145.

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In a long and distinguished career, A. H. Church FRS, professor of chemistry successively at the Royal Agricultural College in Cirencester and the Royal Academy of Arts in London, contributed original work to a wide range of chemical topics. As a talented painter he became an expert in the chemistry of paints and painting and was the obvious person, in 1894, to be entrusted with the conservation of the important frescoes in the Palace of Westminster, which had deteriorated with the passage of time and suffered severely in the unfavourable atmospheric conditions of Victorian London. Church identified airborne sulphuric acid as the chief destructive agent, and succeeded in halting further decay of the murals by judicious procedures, some of them of his own devising, and ensured at a critical juncture the eventual survival of these threatened art treasures. Church's 12 years’ activities in this area, being published exclusively as Parliamentary Papers, remained largely unknown except to the officials and Commissions directly concerned with the problem, but as a significant achievement in his life's work they merit due attention and credit.
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3

Vitvytska, S., and I. Kovalchuk. "APPLICATION OF CASE TECHNOLOGY IN THE PROCESS OF TEACHING CHEMISTRY TO FUTURE SPECIALISTS IN THE FIELD OF PHARMACY." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1 (104) (June 1, 2021): 59–68. http://dx.doi.org/10.35433/pedagogy.1(104).2021.59-68.

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The article substantiates the expediency of using case technology in the process of studying chemical disciplines, which is not only one of the top priorities of modern professionally-oriented learning technologies, but also adapted to the formation of professional competence of future specialists in the field of pharmacy. The tendencies of introduction of the case study method in the practice of professional higher education are revealed; the main tasks and objectives of application of the case method in the process of professional training of students are formulated. Case-study based lessons are reviewed and described, major stages of “case” use are highlighted, as well as the role of the teacher and the student at each corresponding stage is indicated. Authors’ own case-study based technologies and experience of their successful and effective practical application and exploitation in the process of studying chemical disciplines in Zhytomyr College of Pharmacy are revealed and substantiated. The article contains the results and analysis of the responses of undergraduates and first-year students about the need for chemical knowledge, which were collected through an anonymous survey. The role, criteria, stages of realization of professional orientation of teaching chemistry as a complex multifunctional process aimed at students' awareness of motives, needs of future professional activity, combination of theoretical and practical components of educational content are clarified. The value of the case study method in the professional development of a pharmaceutical specialist during college studies is argued. The aim of the study is to expand the range of opportunities for teachers of professional higher education to use the latest technology of case-study in the process of forming the professional competence of future pharmacists in the process of studying chemical disciplines. The result of the use of case technology is the training of a qualified competitive specialist, as well as the formation of key competencies of the student, his/her ability to self-development, self-determination, self-education.
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4

Gergov, K., H. Burgazliev, E. Hristov, G. Shopov, and S. Ognyanov. "Employment of Students From Pharmaceutical Specialties – A Pilot, Retrospective-Prospective, Longitudinal, Questionnaire Survey in Two Centers in Bulgaria." Acta Medica Bulgarica 48, no. 2 (July 1, 2021): 62–71. http://dx.doi.org/10.2478/amb-2021-0025.

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Abstract Aim To investigate the employment, the desire to work, the work habits and preferences of the students from the pharmaceutical specialties in Bulgaria. Secondary objectives: To analyze the possibilities for employment, to assess its lawfulness, to analyze existing vicious practices, to establish the main problem in fitting together the academic learning process and the work activity. Materials and methods This was a pilot, retrospective-prospective, longitudinal survey in two centers. We developed a survey questionnaire containing 28 questions of both the open-ended and closed-ended types. The data collection was done using the “Direct individual poll” method. he target group consisted of 165 students from pharmaceutical specialties – pharmacy students from Faculty of Chemistry and Pharmacy, Sofia University “Sv. Kliment Ohridski”, and Bachelor-pharmacists from the Medical College, University “Prof. Dr. Assen Zlatarov”, Bourgas. The data were processed with the SPSS software. Results The results are presented in two parts: the first part refers to Bachelors of Pharmacy, and the second – to Masters of Pharmacy. In their majority, the pharmacy students work during their academic studies – 86.4%. The main stimulus for starting work is of financial origin. Of all students working, 56.8% were hired on an employment contract, while up to one-third worked without any contract at all. In the case of assistant pharmacists 4 45.3% of the respondents worked, and the majority of the respondents did it for financial reasons (66.7%). 86.2% had a signed employment contract, but 67.9% were insured on the basis of the minimum salary. Most commonly the students were working in the field of their future specialty in the pharmacy network. Conclusion The students indicated difficulties in the process of combining their work activity and their studies, a negative attitude to the legal framework and easily discernible negative attitude towards the main field of fulfillment also by the Masters of Pharmacy – working in a pharmacy.
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5

Shah, Mumtaz H., and James T. Stewart. "Amperometric Determination of Propantheline Bromide in a Flowing Stream at the Glassy Carbon Electrode." Journal of AOAC INTERNATIONAL 68, no. 2 (March 1, 1985): 165–67. http://dx.doi.org/10.1093/jaoac/68.2.165.

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Abstract University of Georgia, College of Pharmacy, Department of Medicinal Chemistry, Athens, GA 30602 A flow-injection method is presented for the determination of propantheline bromide, based on electrochemical oxidation at the glassy carbon electrode. The amperometric method can determine propantheline bromide in the presence of phenobarbital, commonly found in its combination dosage forms. The procedure is stability-indicating for propantheline when an ether extraction of the dosage form is done before amperometric detection. At the electrode potential of + 1400 mV, the calibration curve is linear in the 2-16 p.g/mL concentration range, and minimum detectability is 20 ng (signal-to-noise ratio of 2). When applied to the analysis of propantheline bromide in selected pharmaceutical dosage forms, the method shows good accuracy and precision. Although automation was not used in this study, the method could readily be incorporated in automated systems because it uses the technique of continuous analysis in a flowing stream
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6

Et al., Najeh Rajeh Alsalhi. "A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2770–85. http://dx.doi.org/10.17762/pae.v58i1.1161.

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The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.
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7

Čerčikienė, Irena, Jolanta Jurkevičiūtė, and Dalė Židonytė. "COHERENCE OF CHEMICAL ANALYSIS TECHNOLOGY CURRICULUM CONTENT AND MATERIAL FACILITIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 1 (March 25, 2011): 38–43. http://dx.doi.org/10.48127/gu-nse/11.8.38.

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Nowadays biochemistry is the fastest growing industry in the world. Biochemical analyses are being carried out in different scientific institutions and enterprises; biochemical methods and products are being used in various areas like medicine, pharmacy, chemical industry, agriculture and environment protection. To make this process more successful specialists from different areas have to participate in it. UAB „Fermentas“ has invited Chemistry Department of Vilnius College to participate in one of 10 national integrated programmes – National Integrated Programme of Biotechnology and Biopharmacy (BBNKP). That gave a perfect chance to integrate into the project, to renew Chemical Analysis Technology study programme and the subjects’ content of its specialization – Biochemical Analysis Technology, to get methodical material ready, to perfect teachers’ qualification and to equip a laboratory of educational chromatography. Vilnius College trains specialists of higher college education in chemical engineering. After the completion of the study programme they acquire Professional Bachelor in Chemical Engineering and are able to join labour market of biotechnological industry. The article contains information about experience of good practices in BBNKP and shows what has been done and plans for the future activity. Key words: material facilities, non-university studies, technologies.
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8

Machado Neto, Raul. "Internationalization at the University of São Paulo." Revista de Medicina 95, spe3 (August 26, 2016): 5. http://dx.doi.org/10.11606/issn.1679-9836.v95ispe3p5-6.

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The University of São Paulo, founded in 1934, started under the influence of important foreigners academicians in our campuses. The beginning of our university was the result of a fusion of the already existing colleges – Law School, School of Engineering, School of Pharmacy and Dentistry, College of Agriculture, Medical School, and School of Veterinary Medicine. In addition, in 1934, the School of Philosophy, Sciences and Letters was created being responsible for human sciences – Philosophy, History, Geography, Sociology – and hard sciences – Mathematics, Physics, and Chemistry – that academically amalgamated the professional existing colleges. In the thirties, we benefited from the instabilities in Europe and important professors came to the University of São Paulo contributing remarkably to our successful trajectory.[...]
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9

OREKHOVA, Yelena Yurievna, Lidia Konstantinovna GREBENKINA, Natalya Alexandrovna SUVOROVA, and Marina Alexandrovna STAVRUK. "PEDAGOGICAL CONDITIONS OF FORMATION OF PROFESSIONAL COMPETENCE OF STUDENTS OF A TECHNICAL UNIVERSITY." Periódico Tchê Química 17, no. 34 (March 20, 2020): 291–302. http://dx.doi.org/10.52571/ptq.v17.n34.2020.308_p34_pgs_291_302.pdf.

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Fundamental government documents set the priority of the educational system in public policy, declaring the need for successful scientific and professional training and innovative educational activities of future specialists. The article is aimed to propose a solution to the formation of professional competence of future specialists of technical universities at the stage of modernization of education in modern Russian society. The work reveals the essence of the leading methodological approaches to solving the problem under study: competency, creative, personality-oriented, system-activity, technological, task-based approaches. A retrospective analysis made it possible to reveal the pedagogical conditions, simulating the real professional activity of students of a technical college. The ways of successful development of professional competence of future specialists are described (establishing innovative-creative environment; developing the subject position of a personality; strengthening practice-oriented activities; organizing reflection and self-reflection; using computing, information and telecommunication technologies, and systems; effective management of students' academic, scientific, and professional activities). Based on the leading principles, the methodological approaches, the requirements of the Federal State Educational Standard of Higher Education for the preparation of future specialists in the Russian Federation, the article presents the innovative experience of the organization of educational process, which is aimed to form a professional competence among graduate students of Ryazan Institute of Moscow Polytechnic University, as well as Ryazan State Agrotechological University named after P.A. Kostychev. This study made it possible to develop and implement a block-modular structure and content of engineering and construction training of students, which includes design, organizational and managerial, information-applied, creative competencies corresponding to the types of professional activity.
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10

STIVAL, M., E. J. N. S. CUNHA, M. CUNHA, and J. R. C. da ROCHA. "APPLICATION OF LUDIC ACTIVITY FOR LEARNING OF CHEMICAL CONCEPTS: CASE STUDY." Periódico Tchê Química 16, no. 32 (August 20, 2019): 783–93. http://dx.doi.org/10.52571/ptq.v16.n32.2019.801_periodico32_pgs_783_793.pdf.

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In this work are presented the results obtained during the application of the ludic activity on some chemical concepts. The ludic helps students to be motivated by learning during the teaching process. Thus, students are able to assimilate abstract chemical concepts more effectively using some differentiated activity of low cost and in the classroom itself. Not needing another physical space of the school for this activity. During the application of the same, colored styrofoam balls of different sizes were required to represent the different chemical elements present in the chemical structures presented to the students. This case study happened in the second half of 2014, that is, after the teacher of the discipline presented the programmatic contents in a traditional way for the students of the first high school series of the José Bonifácio State College, a school located in the municipality of Paranaguá, Paraná, Brazil. In the first class, before starting the ludic activity, a multiple-choice evaluation was applied to evaluate how much the students remembered the contents previously developed by the teacher of the discipline in a traditional way (Annex I). In the second class, the ludic activity was applied. In the third class, another evaluation was applied, with more difficulty in the questions, to detect the level of learning of the content worked in a ludic way (Annex II). From the results obtained, in the traditional teaching method, only 7.2% of the students evaluated were able to score above the average value of the questions. Already after the application of the ludic activity, 97.3% of the students surveyed achieved a set number above the average value of the questions. This fact demonstrated the methodological efficiency used, as well as the reality that differentiated activities really motivate learning, as well as allowing students to assimilate and store this knowledge for a longer period of time.
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Books on the topic "Westminster College of Chemistry and Pharmacy"

1

Pharmacy, Ontario College of, ed. Ontario College of Pharmacy: Chemistry, June 17th, 1884, examiner, W.E. Saunders. [S.l: s.n., 1987.

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2

Pharmacy, Ontario College of, ed. Ontario College of Pharmacy: Chemistry, examiner, W.E. Saunders, time, two hours. [S.l: s.n., 1987.

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3

New Rudman's questions and answer's on the PCAT pharmacy college admission test: Major areas: verbal ability, quantitative ability, biology, chemistry, reading comprehension. Syosset, N.Y: National Learning Corp., 1990.

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