scholarly journals The MRCPsych Examination—Professor Cawley meets the Education Committee

1982 ◽  
Vol 6 (12) ◽  
pp. 221-222
Author(s):  
G. E. Berrios
Keyword(s):  
Preliminary Report ◽  
Working Party ◽  
Final Report ◽  
Education Committee

The Working Party appointed to review the form, content and value of the MRCPsych examination is about to discharge its awesome brief. Professor Cawley, the Chairman, presented a preliminary report to the Education Committee on 14 September 1982. It is expected that the final Report will be submitted to the Court of Electors sometime in 1983. The recommendations will be implemented only after the current cohort of candidates has been allowed to complete their examination under the old regulations.

Labraunda 2012–2013. A preliminary report on the work at the sanctuary

2014 ◽  
Vol 7 ◽  
pp. 23-59
Author(s):  
Lars Karlsson ◽  
Jesper Blid Kullberg ◽  
Baptiste Vergnaud ◽  
Agneta Freccero ◽  
Fredrik Tobin
Keyword(s):  
Preliminary Report ◽  
Final Report ◽  
Archaeological Work ◽  
Conservation Projects ◽  
The Temple

This article is divided into two parts. In the first part, preliminary reports on the archaeological work conducted at the sanctuary during the years 2012 and 2013 is presented, and in the second part, two conservation projects are discussed. The first part includes a description of the excavations at the Split Rock by Lars Karlsson, an account of the excavations on the slope of the Monumental Tomb, a description of the work at the Akropolis Fortress gate by Baptiste Vergnaud, and a synopsis of the work at the M-Building. The second part starts with a report on the preparations for the stabilization of Andron A and continues with an account of the last two years of marble conservation by Agneta Freccero. The final report on the Exedra of Demetrios on the Temple Terrace will be presented separately in the Appendix by Fredrik Tobin. A new drawing by Jesper Blid Kullberg, presenting a restored view of the sanctuary at the beginning of the 4th century AD, is also published here.

scholarly journals Validation of an informatics tool to assess resident’s progress in developing reporting skills

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Facundo N. Diaz ◽  
Marina Ulla
Keyword(s):  
Communication Skills ◽  
Residency Program ◽  
Preliminary Report ◽  
Objective Assessment ◽  
Final Report ◽  
Residency Programs ◽  
Case Based Learning ◽  
Radiology Residency ◽  
Clinically Significant ◽  
Diagnostic Capabilities

Abstract Background Diagnostic radiology residency programs pursuits as main objectives of the development of diagnostic capabilities and written communication skills to answer clinicians’ questions of referring clinicians. There has been also an increasing focus on competencies, rather than just education inputs. Then, to show ongoing professional development is necessary for a system to assess and document resident’s competence in these areas. Therefore, we propose the implementation of an informatics tool to objectively assess resident’s progress in developing diagnostics and reporting skills. We expect to found decreased preliminary report-final report variability within the course of each year of the residency program. Results We analyzed 12,162 evaluations from 32 residents (8 residents per year in a 4-year residency program) in a 7-month period. 73.96% of these evaluations belong to 2nd-year residents. We chose two indicators to study the evolution of evaluations: the total of discrepancies over the total of preliminary reports (excluding score 0) and the total of likely to be clinically significant discrepancies (scores 2b, 3b, and 4b) over the total of preliminary reports (excluding score 0). With the analysis of these two indicators over the evaluations of 2nd-year residents, we found a slight decrease in the value of the first indicator and relative stable behavior of the second one. Conclusions This tool is useful for objective assessment of reporting skill of radiology residents. It can provide an opportunity for continuing medical education with case-based learning from those cases with clinically significant discrepancies between the preliminary and the final report.

scholarly journals Museums and lifelong learning: The adult dimension

1970 ◽  
pp. 79
Author(s):  
Alan Chadwick
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Final Report ◽  
Education Committee ◽  
Two Sectors

It is worth reminding ourselves that the notion of museums and adult education bodies co-operating together is not unfamiliar. Indeed, the two major Adult Education Reports this century, the Adult Education Committee Final Report (1919) and Adult Education: a plan for development (1973), both considered the roles of museums and adult education providers. In the museums sector, the Report by Sir Henry Miers of 1928 and Sir Frank Markham's Report of 1938 also linked the two roles together, although in the case of the former Report the lack of co-operation between the two sectors was noted. 

On Understanding Everything: General Education, Liberal Education, and the Study of Religion

PMLA ◽  
2011 ◽  
Vol 126 (2) ◽  
pp. 460-466
Author(s):  
Amy Hollywood
Keyword(s):  
United States ◽  
General Education ◽  
Liberal Education ◽  
Preliminary Report ◽  
Task Force ◽  
Oral Communication ◽  
The United States ◽  
Final Report ◽  
Ethical Life ◽  
Reason And Faith

In October 2006, the Harvard University task force on general education issued a preliminary report describing and justifying a new program of general education for Harvard College. Contending that “[g]eneral education is the public face of liberal education,” the task force enumerated what a person liberally educated in the twenty-first-century United States should know—or, perhaps better, know how to think about in reasoned and nuanced ways (Preliminary Report 3). The report called for seven semester-long courses in “five broad areas of inquiry and experience”: Cultural Traditions and Cultural Change, The Ethical Life, The United States and the World, Reason and Faith, and Science and Technology. In addition, the task force suggested that students be required to take three semester-long courses that “develop critical skills”: writing and oral communication, foreign language, and analytic reasoning (6). Not surprisingly, “Reason and Faith” generated some of the most heated discussion—and it was the first suggested requirement dropped by the task force, replaced in December 2006 by a new category, “What It Means to Be a Human Being.” By the time of the final report, this too was gone, replaced by “Culture and Belief,” an area of inquiry that may include the study of religion but is broader in scope than what was initially proposed (Report of the Task Force 11–12).

Conservation of animal genetic resources in europe final report of an E.A.A.P. working party

1984 ◽  
Vol 11 (1) ◽  
pp. 3-22 ◽  
Author(s):  
K Maijala ◽  
A.V Cherekaev ◽  
J.M Devillard ◽  
Z Reklewski ◽  
G Rognoni ◽  
...  
Keyword(s):  
Genetic Resources ◽  
Working Party ◽  
Final Report ◽  
Animal Genetic Resources

scholarly journals The Functions of the Collegiate Trainees' Committee

1986 ◽  
Vol 10 (3) ◽  
pp. 64-64 ◽  
Author(s):  
Jan Scott
Keyword(s):  
Decision Making ◽  
Royal College ◽  
Working Party ◽  
Active Role ◽  
Special Committee ◽  
Education Committee

The Royal College of Psychiatrists is the only Royal College which allows its trainees to take an active role in decision making and determining policy. Its origins can be dated from 1973 when, after pressure by the Association of Psychiatrists in Training, a Trainees' Working Party was formed. This was a sub-committee of the Education Committee and allowed for some input by trainees on matters specifically related to training. In 1979, this working party was disbanded and replaced by the Collegiate Trainees' Committee, which is a Special Committee of Council and is directly responsible to it. Since its inception, the CTC has gradually increased its representation within the College so that it now has at least one trainee on every committee of the College except the Court of Electors. We therefore have an opportunity to comment on all issues of relevance to trainees and to psychiatry as a whole.

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