Lyman Entomological Museum

1962 ◽  
Vol 94 (8) ◽  
pp. 873-873 ◽  
Keyword(s):  
Plant Pathology ◽  
College Campus ◽  
Full Time ◽  
New Era ◽  
Mcgill University ◽  
The University

Lyman Entomological Museum—In December, 1914, the H. H. Lyman Bequest established a collection of insects and an entomological library in the Redpath Museum on the McGill Campus of McGill University, Montreal. For various reasons the Lyman collections remained isolated spatially from the Entomology Department of the University. On December 28, 1961, however, the collection and library were moved to more spacious quarters, to be known as the Lyman Entomological Museum, in the Department of Entomology and Plant Pathology on the Macdonald College Campus near Ste Anne de Bellevue, Quebec. The Macdonald College collections have now been amalgarnated with those from Montreal and the first full-time curator has been appointed. It is hoped that a new era of expansion and usefulness has begun.

scholarly journals William Pollock Fraser (1867-1943) : Canadian pioneer plant pathologist-mycologist

2005 ◽  
Vol 73 (2) ◽  
pp. 53-59
Author(s):  
R.H. Estey
Keyword(s):  
Plant Pathology ◽  
Nova Scotia ◽  
Rust Fungi ◽  
Western Canada ◽  
Forest Pathology ◽  
Pathology Laboratory ◽  
Pioneer Plant ◽  
Mcgill University ◽  
The University ◽  
Wheat Rust

William P. Fraser, the first Canadian-born plant pathologist-mycologist to be internationally recognized as such, began as an amateur collector of fungi, with emphasis on the plant rusts, while teaching school in his home province, Nova Scotia. He then became a widely acclaimed authority on the rusts and a professional plant pathologist-mycologist. He taught plant pathology and mycology, first at McGill University and then, after an interval as head of the first plant pathology laboratory in Western Canada, at the University of Saskatchewan. Fraser was a Canadian pioneer in research on physiological races of wheat rust; in the culture of heteroecious rust fungi, in forest pathology, and in the study of root and smut diseases of grasses in Western Canada.

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Case Study: The Southern Oral History Program

2012 ◽  
Author(s):  
Jacquelyn Dowd Hall ◽  
Kathryn Nasstrom
Keyword(s):  
Oral History ◽  
American South ◽  
New Era ◽  
Chapel Hill ◽  
Integral Role ◽  
The American South ◽  
And Gender ◽  
History Department ◽  
The University

A case study of the southern oral history program is the essence of this chapter. From its start in 1973 until 1999, the Southern Oral History Program (SOHP) was housed by the history department at the University of North Carolina at Chapel Hill (UNC), rather than in the library or archives, where so many other oral history programs emerged. The SOHP is now part of UNC's Center for the Study of the American South, but it continues to play an integral role in the department of history. Concentrating on U.S. southern racial, labor, and gender issues, the program offers oral history courses and uses interviews to produce works of scholarship, such as the prize-winning book Like a Family: The Making of a Southern Cotton Mill World. The folks at the Institute for Southern Studies tried to combine activism with analysis, trying to figure out how to take the spirit of the movement into a new era.

scholarly journals Making the Case and Laying the Groundwork for Integrating Age-Friendly Practices Into a University Strategic Plan

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 552-552
Author(s):  
Melissa Cannon
Keyword(s):  
Older Adults ◽  
Group Discussion ◽  
Strategic Plan ◽  
College Campus ◽  
Institutions Of Higher Education ◽  
Community Members ◽  
Faculty Senate ◽  
Accessibility Issues ◽  
Intensive Group ◽  
The University

Abstract A crucial first step in preparing to become an Age-Friendly University (AFU) is seeking endorsement from the campus community and leadership. This presentation describes the mapping of the AFU principles to the strategic plan and initiatives of Western Oregon University, leading to endorsement by its faculty senate, and highlights a study of the older community members’ use of the university, laying the groundwork for advancing age-friendliness on campus. Data were collected through surveys (N=46), interviews (N=9), and photovoice method (N=7) with older adults, and data were analyzed using SPSS, team coding, and intensive group discussion to develop categories and themes. Themes emerged related to how the college campus is used by older adults, the need to promote lifelong learning to the community, and the need to address accessibility issues in order to be more age-friendly, providing helpful insight to other institutions of higher education seeking to join the AFU network.

scholarly journals Challenges and solutions to returning to clinical training after research: a multidisciplinary survey of integrated academic trainees in West Yorkshire, United Kingdom

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
C. L. Downey ◽  
J. Bentley ◽  
H. Pandit
Keyword(s):  
United Kingdom ◽  
Clinical Training ◽  
Clinical Work ◽  
Survey Study ◽  
Full Time ◽  
Clinical Supervisors ◽  
Research Activities ◽  
Time Out ◽  
Rapid Transition ◽  
The University

Abstract Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.

James Bertram Collip, 1892-1965

1973 ◽  
Vol 19 ◽  
pp. 234-267 ◽  
Keyword(s):  
Family Life ◽  
Clinical Medicine ◽  
National Research Council ◽  
Pituitary Hormones ◽  
University Of Alberta ◽  
University Of Toronto ◽  
Mcgill University ◽  
Medical Importance ◽  
The University ◽  
Happy Family

James Bertram Collip was a pioneer in endocrine research, especially in its biochemical aspects. Following an excellent training in biochemistry under Professor A. B. Macallum, F.R.S., at the University of Toronto, he spent thirteen years at the University of Alberta in Edmonton. There was a momentous year at the University of Toronto about midway through the Edmonton period; this coincided with the discovery of insulin by Sir Frederick G. Banting, F.R.S., and Professor Charles S. Best, F.R.S., and the experience altered the course of his career. Henceforth, Professor Collip’s life was dominated by an urge to discover hormones that would be useful in clinical medicine. Success attended these efforts, first in the isolation of the parthyroid hormone, called parathormone, while he was at the University of Alberta and later in the identification of placental and pituitary hormones during particularly fruitful years at McGill University. There were other important facets to Professor Collip’s career. These included the training of young scientists, many of whom subsequently came to occupy positions of responsibility, work with the National Research Council of Canada, and in his latter years an important contribution as Dean of the Faculty of Medicine, University of Western Ontario. In addition to a life of fulfilment through accomplishments of scientific and medical importance, Professor Collip’s career was enriched by a happy family life and by the friendship of a host of individuals who were attracted to his brilliance as a scientist and his warm personality.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

Pathology Informatics Questions and Answers From the University of Pittsburgh Pathology Residency Informatics Rotation

2004 ◽  
Vol 128 (1) ◽  
pp. 71-83 ◽  
Author(s):  
James H. Harrison
Keyword(s):  
Residency Training ◽  
Slight Modification ◽  
Skill Level ◽  
Computer Applications ◽  
Full Time ◽  
Computer Skill ◽  
University Of Pittsburgh ◽  
Pathology Informatics ◽  
Internet In Education ◽  
The University

Abstract Context.—Effective pathology practice increasingly requires familiarity with concepts in medical informatics that may cover a broad range of topics, for example, traditional clinical information systems, desktop and Internet computer applications, and effective protocols for computer security. To address this need, the University of Pittsburgh (Pittsburgh, Pa) includes a full-time, 3-week rotation in pathology informatics as a required component of pathology residency training. Objective.—To teach pathology residents general informatics concepts important in pathology practice. Design.—We assess the efficacy of the rotation in communicating these concepts using a short-answer examination administered at the end of the rotation. Because the increasing use of computers and the Internet in education and general communications prior to residency training has the potential to communicate key concepts that might not need additional coverage in the rotation, we have also evaluated incoming residents' informatics knowledge using a similar pretest. Data Sources.—This article lists 128 questions that cover a range of topics in pathology informatics at a level appropriate for residency training. These questions were used for pretests and posttests in the pathology informatics rotation in the Pathology Residency Program at the University of Pittsburgh for the years 2000 through 2002. With slight modification, the questions are organized here into 15 topic categories within pathology informatics. The answers provided are brief and are meant to orient the reader to the question and suggest the level of detail appropriate in an answer from a pathology resident. Results.—A previously published evaluation of the test results revealed that pretest scores did not increase during the 3-year evaluation period, and self-assessed computer skill level correlated with pretest scores, but all pretest scores were low. Posttest scores increased substantially, and posttest scores did not correlate with the self-assessed computer skill level recorded at pretest time. Conclusions.—Even residents who rated themselves high in computer skills lacked many concepts important in pathology informatics, and posttest scores showed that residents with both high and low self-assessed skill levels learned pathology informatics concepts effectively.

Anton Bruckner

Music ◽  
2021 ◽  
Author(s):  
Mario Aschauer
Keyword(s):  
Focal Point ◽  
Full Time ◽  
University Of Vienna ◽  
Upper Austria ◽  
Anton Bruckner ◽  
Critical Issues ◽  
The Many ◽  
Music Theorist ◽  
The University ◽  
Full Time Employment

Bruckner was born in Ansfelden (rural Upper Austria) in 1824 and was originally trained as a schoolmaster. He only left this career path in his early thirties when he assumed the organist position at the Linz cathedral, his first full-time employment as a musician. It was also in Linz that he completed six years of training in harmony and counterpoint with Simon Sechter (1855–1861) as well as lessons in form and orchestration with Otto Kitzler (1861–1863) after which he commenced work on his first symphony in 1865. Bruckner’s three large masses also date from his Linz period. Concert tours to France in 1869 and England in 1871 brought Bruckner major successes as organ improvisor. In 1868 Bruckner became professor of counterpoint and thoroughbass as well as professor of organ at the Vienna conservatory. Success as a composer did not follow suit as quickly. His passionate admiration of Wagner—to whom he dedicated his Third Symphony in 1873—rendered Bruckner the target of hostility from the supporters of Brahms in Vienna, especially of music critic Eduard Hanslick. The latter was also instrumental in obstructing Bruckner’s employment at the University of Vienna until 1875, when Bruckner finally became lecturer of harmony and counterpoint at the university. Despite his fame as an organist and music theorist, Bruckner saw himself, above all else, as a symphonic composer and it is the development of the symphony as a genre that occupied most of his compositional interest throughout his career. Accordingly, the multiple versions of Bruckner’s symphonies have long been a main focal point of Bruckner scholarship. These revisions were variously motivated. Earlier works, including the three masses and symphonies 1–5, underwent reworking during Bruckner’s “revision period” (1876–1880), largely as a result of the composer’s evolving notions of phrase and period structure. Later revisions were often the results of performances or were made to prepare the manuscripts for publication. Bruckner’s former students, most notably Franz and Josef Schalk and Ferdinand Löwe, were involved in these revisions, although the extent of this involvement has never been entirely revealed. Starting in the 1920s, scholars began to raise questions about the validity of the revisions made during the preparations of the editions published during the 1880s and 1890s. While some accepted the authenticity of these texts, other influential figures—among them Robert Haas, coeditor of the first Bruckner complete edition—claimed that Bruckner’s students had urged the composer, wearied by rejection in Vienna, into making ill-advised changes or, worse yet, altered his scores without his knowledge and permission. The resulting debate, the Bruckner Streit, involved serious source-critical issues, but eventually devolved on ideological claims more than factual analysis. The process led to the first Bruckner Gesamtausgabe, which published the manuscript versions of Bruckner’s works starting in 1934, first under the editorship of Robert Haas and later of Leopold Nowak. However, these editions are now largely outdated due to the many manuscript sources that have become available since the mid-20th century. Haas’s work has also been criticized in more recent years for rather subjectively mixing sources. Therefore, two new complete editions have recently been started. Another topic that has fascinated Bruckner scholarship for much of the last century is the unfinished finale of the 9th symphony and its possible completion.

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