MEDICAL

Indian Education 2020; Shared Resource Environment: Learning Together

Mr. Narendra Sidhaye and Prof. Mrs. Geeta Kamble

ABSTRACT

Key Words: Constructive interaction, Transdisciplinary perspective, Problem based learning

Today the world has become even less predictable. One of the most challenging phenomena of our times is, in fact, exploding change. The perspective represented by Indian Education 2020, is that the degree of turbulence in the change patterns we witness is unlikely to diminish. The world population stands at nearly 7 billion. As a consequence, we are rapidly reaching the limits of the resources that our planet possesses to sustain its ecology. This is relevant for any consideration regarding changes in the role and meaning of learning in today’s world. Learning is a crucial dimension of the human existence. It dispositions us to interact constructively with change. Constructive interaction is not the same as ‘reaction to change’ or ‘adaptation to change.’ The conscious, intelligent behaviour, based on what is sometimes called ‘deep understanding’, is the result of true learning. The degree to which we will be able to interact constructively with change, i.e. the extent to which we will be able to develop our capacity to learn and to learn continuously, will be a major determinant of our chances to survive on the planet. Thus, ‘learning to learn’ is a necessity. Knowledge is now becoming obsolete various times in one’s lifetime. What does it mean to be learning in the perspective of Indian Education 2020? The paper discusses about the challenges ahead and role of school in meeting those challenges.

 

FULL PAPER

Introduction

Four decadesafter the death of renowned Danish physicist Niels Bohr (1885-1962), we have started understanding the meaning underlying his famous quote, “Prediction is difficult, particularly of the future.” Today the world has become even less predictable.

Futures beyond certainty

One of the most challenging phenomena of our times is, in fact, exploding change. If we can be sure of anything as regards the now foreseeable future, i.e. the perspective represented by Indian Education 2020, then it is that the degree of turbulence in the change patterns we witness is unlikely to diminish. It is easy to understand, why?

As far as known, the world’s human population has remained relatively stable for thousands of years prior to our era, growing only slightly, but not dramatically, for most of the time thereafter. An estimated 250 million people inhabited our planet around the year zero. The number had roughly doubled around 1650 and it had doubled again around 1850. By that time, advances in Medical science, notably the work of the likes of Pasteur, started to ensure that the doubling period would become shorter and shorter. Only slightly more than 30 years were needed for the most recent doubling of the world population from 3.4 billion in the mid seventies to 6.8 billion now. As a consequence, we are rapidly reaching the limits of the resources that our planet possesses to sustain its ecology. Naturally, the latter prospect leads to ever increased levels of activity among the seven billion of us and the exponential curve that represents the growth of the human population sparks off other exponential growth curves representing the technological and economic development we generate.

Exploding change

The description above is relevant for any consideration regarding changes in the role and meaning of learning in today’s world. Learning is a crucial dimension of the human existence. It dispositions us to interact constructively with change. Constructive interaction is not the same as ‘reaction to change’ or ‘adaptation to change.’ The latter notions are based on the assumption that change is given, the former one envisions human beings as part of the changing environment, i.e. as actors who engage in intelligent behaviour as they see things change around them, aware that by doing so they, too, produce change themselves. Such conscious, intelligent behaviour, based on what is sometimes called ‘deep understanding’, is the result of true learning. The degree to which we will be able to interact constructively with change, i.e. the extent to which we will be able to develop our capacity to learn and to learn continuously, will be a major determinant of our chances to survive on the planet.

Thus, Arno Penzias (Nobel Prize Winner for Physics in 1978) during a video-delivered intervention at a symposium on “UnSiècle de Prix Nobel: Science etHumanisme,” referred to ‘learning to learn’ as a necessity. Knowledge now becoming obsolete various times in a lifetime, questioning one’s own assumptions has become crucial. Against that backdrop, Penzias noted the frightening situation that children, as soon as they go to school, cease to ask questions. What does it mean to be learning in the perspective of Indian Education 2020? What challenges lie ahead?

A triple challenge

Both the schooling tradition and many of the alternative pathways to learning that complement it, such as much of the distance education tradition, still treat knowledge as a commodity, as something that can be passed around, that represents value in monetary terms, and that has an existence independent of the relationship between the beholder and her or his world. Currently emerging notions of knowledge society tend to reinforce such perceptions.     One of the greatest challenges therefore is to move beyond the paradigm that defines learning simply as the acquisition and accumulation of knowledge. We must come to grips with, and be constantly cognizant of, the dimension of development, growth or process of knowledge – of science – in which uncertainty prevails, while moving towards attaining deeper understanding.

A second major challenge relates to the dialogical nature of learning and therefore its essentially social nature. This aspect finds clear expression in the notion of learning to live together, one of the four pillars – perhaps the most important one – on which, according to the 1996 report to UNESCO of the International Commission on Education for the 21st Century, learning throughout life should build. This important and overriding dimension of any successful learning experience has long gone unnoticed. Due to the dominance of the traditional schooling paradigm, learning (at least anything seriously worthy of that name) was usually seen as something that is – and should be – done alone, a view that is perhaps most strongly expressed in how learning gains are being assessed. Even now that this important aspect of learning is getting increased recognition, educators and evaluation specialists are often at a loss as to how to reflect this in assessment practices. As a consequence, moving away from the old paradigm is hard. So, this challenge is truly enormous.

A third major challenge has to do with the nature of knowledge itself. Societal processes of dealing with a vastly growing body of knowledge – growing both in extent and complexity – have, over the centuries, led to increased specialization. A tendency has thus emerged to deal with the complexity of the world by breaking it down into parts, that, when dealt with in isolation, could be comprehended. This process has greatly contributed to the advancement of science. However, it has also led to a view of the world, and thus to ways of dealing with it, that are no longer able to account for its complexity. This is becoming problematic as many of the issues the world to be dealt with, in a very fundamental way, are phenomenal to exploding change and rapidly increasing complexity referred to earlier.

Hence, there is urgent need to overcome the shortcomings of the disciplinary structure of knowledge, moving beyond also multidisciplinarity and interdisciplinarity, to start seeing things in a transdisciplinary perspective. In short, we need to rediscover the unity of knowledge.

Meeting the challenge: The school

To meet this triple challenge, fundamental changes are required in the ways in which, both at individual and societal levels, learning and the conditions that promote and facilitate it are being conceived.

The major societal institution consciously set up to deal with learning needs, the school system, is in for a fundamental overhaul in terms of content, procedures, internal organization and the ways in which it interacts with the outside world. At the base of that overhaul, should be the recognition that learning is much wider than the school itself. That being the case, the school has an important, if not crucial, role to play in helping people to prepare themselves for a life of lifelong learning. Equally fundamental in this process of change must be the notion that learning is a social process.

The school should be envisioned as a learning community. That community is made up of actors – students, teachers, parents, etc. – whose roles flexibly oscillate between learning and facilitation of learning. It should allow those different actors to appreciate the excitement of learning as they experience it individually, but also allow them, as a group, to experience how the group as a whole gains in knowledge and grows in significance as an organic part of the larger society in which it is integrated. School-community linkages are thus essential. Exposure to the idea of organizational learning at the preparatory level is of major importance to recognize opportunities for such learning beyond the school context.

Thirdly, the problems with which the school interacts should be real ones. If once again the school is seen as part of the larger world surrounding it, there is no shortage of real problems to deal with. Problem-based learning is essential to stay focused on the unity of knowledge, even if for practical purposes very specific detail may be pursued and a fair effort may be invested in exploring the tremendous wealth of disciplinary knowledge. After all, one must attain disciplinary insights before they can be transcended and transdisciplinary visions ensue. Such a focus on problem-based learning will have profound implications in terms of curricular reform as well as for the way in which the school is organized and the pedagogical principles it applies.

Other components of the learning environment

The recognition that the learning environment is larger than the school is an important one. The school, in fact, should in the first place be seen as one of its components and a very essential one at that, provided it is adequately conceived.

Another important recognition is that the learning environment at large be seen in an ecological perspective. Learning communities of different kinds and different levels of organizational complexity function within it. They use its resources, interact with each other and with the environment at large, each of them being a potential resource for all other learning entities – whether learning individuals or collectives of individuals – that constitute the environment. To clarify this notion, let us look at the following example.

One component of the larger learning environment could be a community of individuals, such as often from among originally marginalized youths, who, while attempting to become a more meaningful part of their society, engage in, say, the mastery of basic skills and formation of attitudes and motivations to that effect. Those same youths, however, may also be part of a family environment that constitutes another level of learning community in which processes of learning take place particularly at intergenerational level. Alternatively or sometimes simultaneously, they may be part of a youth culture such as found in the inner city environment of urban context. They may furthermore be found in chat rooms on the Internet, virtual spaces of learning in which they interact with others whose identity may become less explicitly known to them. On a more continuous basis, they are being exposed to media such as TV, radio, the press and the cinema. This is yet another set of learning contexts of which, unfortunately, the importance gets attention mostly when it leads to negative consequences. The extent to which such consequences can be negative should meanwhile have opened our eyes to how those same media can be made to benefit humankind. At yet another level of organizational complexity, those same youths may live in towns that have defined themselves as learning cities, thus offering to their various constituent learning communities a wealth of opportunities of mutually beneficial interaction.

It is not at all difficult to extend the above description much more lengthily, contemplating the learning effects of people’s pertaining to spiritual communities; economic communities; their political affiliations; their wonder at what world, what universe they live in and thus their scientific interest; their longing for beauty and fulfilment, i.e. their appreciation for and capacity at art. One could also go on and consider that the youths of our example grow older, becoming mature adults who acquire and take on continually changing roles as circumstances and opportunities lead them to do so. Whatever their stage in life; there will always be reason to learn.

The question, though, is: Will there always be sufficient opportunity? Will adequate conditions have been created, for people to satisfy their desires and needs to learn?

Learning together in an environment of distributed resources

The structures that have historically evolved in response to the need for human beings to learn are largely no longer adequate. They reflect societal assumptions, particularly those pertaining to the industrial society, that have ceased to hold. Yet, it is understandable that until only a few decades ago learning was still mainly perceived as what one would do to prepare oneself for the rest of one’s life. Until then, change was relatively slow and futures could be foreseen with a relative degree of certainty. The adult generation of a particular time could reasonably predict what would be necessary for the generation that followed to prepare itself for its role in society via schooling. That generation, once schooled, would do the same for the next one. Hence, interaction with change followed a generational pattern. Not so any longer.

No one graduating from school can any longer have the illusion to have completed her or his learning career. Quite to the contrary, learning will be the major business of the professional future of anyone who now leaves school. Similarly, it will be a major dimension of any person’s personal growth along the lifespan.

For learning to play such a more prominent role in life we can no longer be satisfied with the rather narrow and rigid institutional contexts to which it is often confined. Learning spaces should not be restricted by the boundaries of the school. A reconceptualization of the learning environment must recognize the multiplicity of learning spaces. Such spaces can be defined in physical terms, but they are equally expressed in terms of the interactions among people via such media as the Internet (often – unhelpfully – referred to as virtual space or cyberspace) and they also have an important time dimension, a-synchronicity becoming an increasingly important feature of many learning experiences and the communities that generate them.

Some of the elements of the learning environment that one can envision in the perspective of Indian Education 2020 are already there. They are present in the school systems, particularly those that struggle to redefine themselves in terms of the requirements of the post industrial era. They are equally present in the growing practice of distance learning to the extent that such practice generates and sustains dynamic learning communities, rather than creating replicas of the traditional school model. They can be found in the – often inspiring – instances in which increasingly available and accessible interactive technologies are being used in imaginative ways to create learning communities whose members are spread around the globe, sometimes gearing their learning towards issues of global importance and relevance. They are found in the example of teachers who become aware of their role as learners and learners who realize their potential to facilitate the learning of others. They are present when members of different generations develop the capability to mutually learn from each other; when learning becomes a shared experience among people who speak different languages and who are able to appreciate and explore the diversity of cultures among them; when centuries old local knowledge systems and modern science start interacting with each other in a constructive fashion, etc.

Integration, inclusiveness, openness and flexibility are the most important dimensions of the learning environment required in the perspective of Indian Education 2020. In such an environment, traditional distinctions such as those between formal, non-formal and informal learning, as well as those between distance education and face-to-face instruction, will become increasingly irrelevant.

The crucial question underlying its development is the following one: Given all existing learning needs of all people of all ages in a particular society, independently of their particular circumstances, how can those needs best be met, in a way that optimizes the use of all available resources for learning? A serious look at this question should make two things clear.

One is that care for the learning environment must be the shared responsibility of a broad partnership of stakeholders, particularly including the learning communities themselves. The other one is that any predetermined choices, such as those that emphasize particular technologies (for instance the so-called new information and communication technologies) or approaches (such as distance learning) as the basis for its development are unproductive. Against the above background, the challenge to Educational Policy Makers of Government lies particularly in the need for any such body to be able to regenerate itself to become a living social entity, fully integrated in a world in which it plays a role the importance of which can only be measured in terms of its own capacity to learn.

 

Selected References

Bacsich, P. (1996). Submissions to the Virtual University Strategy Forum, TeleTeaching 96,

vu-strategy@opennet.net.au, quoted by Crock (1996)

Chapman, D. (1998). The death of distance education; long live distributive learning, in

Learning without Frontiers portfolio on Technology and learning (electronic version).

Available at http://www.unesco.org/educprog/lwf/doc/portfolio/opinion18.htm

Crock, M. (1996). Evolving as a fourth generation university: a case study in promoting change for sustained growth at Central Queensland University.

http://www.edfac.unimelb.edu.au/virtu/case-studies/crock.htm.

Gibbons, M. (1998). Higher education relevance in the 21st century (draft). Unpublished paper, London, UK: Association of Commonwealth Universities.

Nicolescu, B. (1996). La transdisciplinarité. Paris, France: Éditions du Rocher.

Pearson, P. D. and Iran-Nejad, A. (1998). Review of research in education. Washington, DC:

American Educational Research Association

Reich, R. (1991). The work of nations: Preparing ourselves for 21st century capitalism. London, UK: Simon and Schuster.

Rossman, P. (1999). Research on crises: In the emerging worldwide electronic university.

Young, J. R. (1997) Rethinking the role of the professor in an age of high-tech tools. In: The

Chronicle of higher education. http://chronicle.com/colloqui/97/unbundle/background.htm.

 

About the Author

1. Mr. Narendra Sidhaye is Mechanical Engineer by profession. He has completed his Masters in Education from UoP. He has devoted himself to the cause of education. He is founder chairman of Creative Engineers, a voluntary organization of engineers dedicated to the cause of Basic Education. He is working as an independent researcher in the field of education for last 15 years. The organization has carried out many research projects in Basic Research as well as Action Research Category.

2. Mrs. Geeta Kamble is lecturer in sociology in the Department of Education and Extension of University. She teaches to M. Ed. and M. Phil. courses. She has authored few books and few are in pipeline.

OzTREKK – University of Queensland Medical School – Prof. David Wilkinson – Head of School — Global

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University of Chicago Medical Center $89.22 Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. The University of Chicago Medical Center forms a major center for medical care and research in the Hyde Park neighborhood of Chicago, Illinois. Established in 1927 as the University of Chicago Hospitals, the hospitals are affiliated with and run by the University of Chicago, and serve as teaching hospitals for students of the institutions Pritzker School of Medicine.In 2007, the University of Chicago Medical Center was again ranked among the best in the country by U.S. News World Report. The 2010 rankings by U.S. News and World Report included the following 11 adult medical specialties: digestive disorders (6), cancer (15), endocrinology (18), kidney disease (21), respiratory disorders (21), heart (27), urology (28), geriatrics (29), gynecology (34), neurology and neurosurgery (36) and, ear, nose, and throat (38) . It is the only hospital in Illinois ever to be included on the magazines Honor Roll of the 18 best hospitals in the United States, and has made this coveted list 10 times. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 108 Publication Date: 2011/04/15 Language: English Dimensions: 5.98 x 9.02 x 0.26 inches

Rafsanjan University of Medical Sciences $58.94 High Quality Content by WIKIPEDIA articles Rafsanjan University of Medical Sciences (RUMS), is Located in the city of Rafsanjan in Kerman Province, south central of Iran. The university was established by the Iranian Ministry of Health in 1986. At the present, RUMS have 3 schools including School of Medicine, School of Dentistry and School of Nursing, Midwifery, in which students are studying in various disciplines and grades including professional doctorate in Medicine, Professional doctorate in Dentistry, Master of Biochemistry, Master of Physiology, Bachelor of nursing, Bachelor of laboratory Sciences, Bachelor of Midwifery, Bachelor of Radiology, Bachelor Of Anesthesiology, Bachelor of Operating Room and Technician of Emergency Medicine. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 72 Publication Date: 2010/08/30 Language: English Dimensions: 6.00 x 9.02 x 0.17 inches

Harvard Medical School $106.74 Harvard Medical School (HMS) is one of the graduate schools of Harvard University. It is currently ranked first among American research medical schools by U.S. News and World Report. Located in the Longwood Medical Area of the Mission Hill neighborhood of Boston, Massachusetts, H.M.S. is home (as of Fall 2006) to 616 students in the M.D. program, 435 in the Ph.D. program, and 155 in the M.D.Ph.D program. HMS M.D.Ph.D program allows a student to receive an M.D. from HMS and a Ph.D from either Harvard or the Massachusetts Institute of Technology (see Medical Scientist Training Program). The school has a large and distinguished faculty to support its missions of education, research, and clinical care. These faculty hold appointments in the basic science departments on the HMS Quadrangle, and in the clinical departments located in multiple Harvardaffiliated hospitals and institutions in Boston. There are approximately 2,900 fulland parttime voting faculty members consisting of assistant, associate, and full professors, and over 5,000 full or parttime nonvoting instructors. Author: Miller, Frederic P./ Vandome, Agnes F./ McBrewster, John Binding Type: Paperback Number of Pages: 162 Publication Date: 2010/04/14 Language: English Dimensions: 5.98 x 9.01 x 0.37 inches

Cardiff University School of Medicine $68.51 High Quality Content by WIKIPEDIA articles Cardiff University School of Medicine was founded in 1893 when the Departments of Anatomy, Physiology, Pharmacology, Pathology, Bacteriology were founded at University College of South Wales and Monmouthshire (now Cardiff University), in the same year. Students finishing their preclinical studies at Cardiff went on to other medical schools to continue their clinical studies. Most went to University College Hospital in London, part of University College London to complete their clinical studies. Author: Miller, Frederic P./ Vandome, Agnes F./ McBrewster, John Binding Type: Paperback Number of Pages: 88 Publication Date: 2010/08/13 Language: English Dimensions: 5.98 x 9.01 x 0.21 inches

University of Queensland Football Club (Uqfc) $66.91 Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. The University of Queensland Football Club is the football club of the University of Queensland. The club was formed in 1955, and currently (2011) hosts its highest teams in the Mens Brisbane Premier League and Womens Brisbane Division 1 League. The Club has a tradition of playing attractive, attacking football and with 19 teams in 2010 making it not only the largest outdoor club on campus but the largest senior football club in Queensland.On 8 June 2010, the Club achieved a longheld desire and formally changed its name from University of Queensland Soccer Club Incorporated to The University of Queensland Football Club Inc. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 68 Publication Date: 2011/04/27 Language: English Dimensions: 9.02 x 5.98 x 0.16 inches

University of California, Irvine School of Medicine $103.56 Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. The University of California, Irvine School of Medicine (UC Irvine School of Medicine or UCI School of Medicine) is an LCME accredited medical school, located in Orange Countys City of Irvine on the University of California, Irvine campus. It is ranked as one of the top 50 U.S. medical schools for research by U.S. News World Report. The school was founded in 1896 by A.C. Moore and is the oldest continually operating medical school in the greater Los Angeles area. The current medical school was preceded by an osteopathic school named the California College of Medicine and began granting MD degrees in the 1960s. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 136 Publication Date: 2011/05/09 Language: English Dimensions: 9.02 x 5.98 x 0.32 inches

Washington University School of Medicine $74.88 Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. Washington University School of Medicine, located in St. Louis, Missouri, is one of the graduate schools of Washington University in St. Louis. It is currently ranked fourth among research medical schools in the United States according to US News and World Report, and has been listed among the top ten medical schools since rankings were first published in 1987. The School of Medicine consistently ranks first in the nation in student selectivity. Located on the eastern border of Forest Park, it is affiliated with BarnesJewish Hospital, St. Louis Childrens Hospital, the St. Louis Veterans Administration Hospital, Shriners Hospital for Children and several other community sites. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 84 Publication Date: 2011/02/27 Language: English Dimensions: 5.98 x 9.02 x 0.20 inches

Wake Forest University School of Medicine $70.1 High Quality Content by WIKIPEDIA articles Wake Forest University School of Medicine, along with North Carolina Baptist Hospital and Wake Forest University Physicians, is part of the Wake Forest University Baptist Medical Center system. It is located in downtown WinstonSalem in North Carolina in the United States and is currently the largest employer in Forsyth County.In 1902, the twoyear Wake Forest College Medical School was founded on the college campus in Wake County. Thirteen students made up the charter medical class. Tuition was 37.50 per term; additional fees were charged for laboratories and student health care.The Journal of the American Medical Association in 1908 lists the Wake Forest College Medical School as one of only eleven, including Johns Hopkins and Harvard, that require two years of college work for entrance. After the 1935 Carnegie Foundation Flexner report urging the closure of twoyear medical schools, Wake Forest finds its new home in WinstonSalem. Author: Surhone, Lambert M./ Timpledon, Miriam T./ Marseken, Susan F. Binding Type: Paperback Number of Pages: 90 Publication Date: 2010/08/11 Language: English Dimensions: 6.00 x 9.02 x 0.22 inches

University of Glasgow School of Veterinary Medicine $71.7 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The School of Veterinary Medicine at the University of Glasgow is one of six veterinary schools in the United Kingdom, and offers undergraduate and postgraduate qualifications in Veterinary Medicine.It was established in 1862 as the independent Glasgow Veterinary College, being subsumed into the University in 1949 and gaining independent Faculty status in 1969. In 2010 it became a constituent school of the new College of Medical, Veterinary and Life Sciences. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 88 Publication Date: 2010/12/07 Language: English Dimensions: 6.00 x 9.02 x 0.21 inches

Arthur Morgan (Queensland Politician) $78.07 Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. Sir Arthur Morgan (19 September 1856 20 December 1916) was the Premier of Queensland, Australia from 1903 to 1906. Morgan was born in Warwick, Queensland, the fourth son of James Morgan (who later represented Warwick, in the Queensland Legislative Assembly and became chairman of committees) and his wife Kate, n e Barton. Arthur Morgan was educated at the public school at Warwick, and then joined the staff of the Warwick Argus which was owned and edited by his father. Author: Ozihel, Harding Binding Type: Paperback Number of Pages: 76 Publication Date: 2011/06/01 Language: English Dimensions: 9.02 x 5.98 x 0.18 inches

Medical Physiology $54.85 Medical Physiology is a concise introductory textbook for advanced school and beginning university students. It discusses a range of medical issues that affect the way we live our lives including infectious and inherited diseases, cancer, and diseases of the respiratory system and kidneys. The functions of the immune system and the brain are studied in some detail, as are the effects on our health of ageing, diet and exercise. The text concludes by discussing recent advances in genetics and biotechnology and their impact on the treatments available for many diseases. Author: Applin, David/ Reiss, Michael Series Title: Advanced Biology Topics Binding Type: Paperback Number of Pages: 148 Publication Date: 1997/05/01 Language: English Dimensions: 6.14 x 9.21 x 0.31 inches

John Douglas (Queensland Politician) $82.85 High Quality Content by WIKIPEDIA articles John Douglas CMG 6 March 1828 23 July 1904 was an AngloAustralian politician and Premier of Queensland. Douglas was born in London, the seventh son of Henry Alexander Douglas and his wife Elizabeth Dalzell, daughter of the Earl of Carnwarth. His father was the third son of Sir William Douglas (c.17301783), fourth Baronet Douglas of Kelhead, who was a brother of the sixth and seventh Marquess of Queensberry. Douglas parents died in 1837, he was educated at Harrow Rugby 184347 and Durham University where he graduated B.A. In 1850. Douglas arrived in New South Wales with his brother Edward in 1851 and was appointed a goldfields commissioner, but gave this up to enter on a pastoral life. He was then elected member for the Darling Downs and afterwards for Camden in the New South Wales Legislative Assembly until resigning on 17 July 1861. Going to Queensland in 1863 he was elected as member for Port Curtis in the Queensland Legislative Assembly, and on 1 March 1866 became postmastergeneral in the first Macalister ministry. Author: Miller, Frederic P./ Vandome, Agnes F./ McBrewster, John Binding Type: Paperback Number of Pages: 106 Publication Date: 2010/08/04 Language: English Dimensions: 6.00 x 9.02 x 0.25 inches

Zebra (Medical) $66.91 High Quality Content by WIKIPEDIA articles Zebra is a medical slang term for an obscure and unlikely diagnosis from ordinary symptoms.It derives from the aphorism When you hear hoofbeats, think horses, not zebras, which was probably coined by Dr. Theodore Woodward, a former professor at the University of Maryland, Baltimore, School of Medicine.A similar term for an obscure and rare diagnosis in medicine is fascinoma.Medical slang is a form of slang used by doctors, nurses, paramedics and other hospital or medical staff. Its central aspect is the use of facetious but impressivesounding acronyms and invented terminology to describe patients, coworkers or tricky situations. It serves, in other words, as a convenient if often gruesome code between medical professionals. Medical slang is to be found in numerous languages but in English, in particular, it has entered popular culture via TV hospital/forensic dramas such as Casualty, Holby City, ER, House MD, NCIS, Scrubs and Green Wing. Author: Surhone, Lambert M./ Timpledon, Miriam T./ Marseken, Susan F. Binding Type: Paperback Number of Pages: 84 Publication Date: 2010/06/24 Language: English Dimensions: 5.98 x 9.01 x 0.20 inches

Queensland Sport and Athletics Centre $93.99 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The Queensland Sport and Athletics Centre (QSAC), more commonly known by its former names ANZ Stadium or QE II, is a major sporting facility on the south side of Brisbane, Queensland, Australia. From 1993 to 2003, QSAC was the home of the Brisbane Broncos, who play in National Rugby League. The facility opened in 1975 and was officially named Queen Elizabeth II Jubilee Sports Centre by the Queen in 1977. It was constructed in close proximity to both the Queen Elizabeth II Hospital and Griffith University campus, which provided athlete accommodation. The original roofed stadium was intended to be the only permanent seating facility. The remainder of the stadium seating was built as temporary seating and was intended to be removed after the Commonwealth Games had finished. Public opinion resulted in the unroofed temporary seating being retained as permanent. Author: Surhone, Lambert M./ Timpledon, Miriam T./ Marseken, Susan F. Binding Type: Paperback Number of Pages: 142 Publication Date: 2010/08/05 Language: English Dimensions: 6.00 x 9.02 x 0.33 inches

Tokyo Medical and Dental University $92.4 High Quality Content by WIKIPEDIA articles Tokyo Medical and Dental University ( t ky ika shika daigaku ) offers baccalaureate and graduate degrees in medicine, dentistry, and related fields. Located in Bunkyo, Tokyo, Japan, it has campuses in neighboring Chiyoda and in Chiba Prefecture. It was established in 1928 and received university status in 1946. In April 2002 the Center for Education Research in Medicine and Dentistry was established. Tokyo Medical and Dental University (not to be confused with Tokyo Medical University or Tokyo Dental University) is part of Japans national university system. Since 2002 the university has had an agreement with Partners Harvard Medical International involving enhancement of TMDUs education programs. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 148 Publication Date: 2010/09/01 Language: English Dimensions: 9.02 x 5.98 x 0.34 inches

Nangarhar University $60.54 High Quality Content by WIKIPEDIA articles Nangarhar University learning institution in Jalalabad, Afghanistan. It is the second largest university in Afghanistan. It has approximately 250 faculty and 3,500 students. Nangarhar University was established in 1962 as a medical college. It was later merged with other local colleges to become a fullfledged university. It now houses faculties in agriculture, engineering, education, medicine, theology, pedagogy, political science and veterinary medicine. Nangarhar consists of many faculties including engineering, political science, economics, teachers training, veterinary, and computer science. Nangarhar Medical Faculty (NMF) is the second largest medical school in Afghanistan. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 72 Publication Date: 2011/01/12 Language: English Dimensions: 6.00 x 9.02 x 0.17 inches

University of Debrecen $60.54 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The University of Debrecen is a university located in Debrecen, Hungary. It is the oldest continuously operating institution of higher education in Hungary (since 1538), It has many categories of education classes as in: BMC Basic Medical Courses 1st Year 2nd Year 3th Year and so on.Higher education began in Debrecen with the Calvinist College of Debrecen, which was founded in 1538. Over centuries of its existence it was one of the key institutions of higher education in Hungary. In the beginning of the 20th century the College was transformed into a university.In 1908, the Calvinist Academy of Humanities was created, and in 1912, the Hungarian Royal University was founded. The university incorporated the theology, law, and arts faculties of the College and added a medical school. Teaching began in 1914 in the old Calvinist College buildings. In 1918, the first new medical school building was opened, and the original medical school campus was completed in 1927. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 34 Publication Date: 2010/12/04 Language: English Dimensions: 6.00 x 9.02 x 0.08 inches

How to Study in Medical School $27.87 How to Study in Medical School provides a thorough and comprehensive method for studying the Basic Sciences in medical school and leaves no detail behind. Dr. Kamyabs unique system of studying is an effective study process that not only helps you understand the material and stayupto date, but also helps you retain the information for your medical school tests, your licensing examinations, your clinical rotations, and beyond. Unlike similar books written by authors with Education Degrees or PhD Professors, this is one of the few books in its class that is written by a Medical School graduate. It is therefore written by an author who has gone through the process, and knows how to study effectively and succeed in Medical School. If you are starting medical school and are serious about succeeding, pick up your copy today Author: Kamyab, Armin Binding Type: Paperback Number of Pages: 100 Publication Date: 2008/09/16 Language: English Dimensions: 8.08 x 5.06 x 0.28 inches

Sofia Medical University $70.1 High Quality Content by WIKIPEDIA articles The Medical University of Sofia is a university located in Sofia, Bulgaria. It was founded in 1917 and is organized in 4 Faculties. Medical University of Sofia is the oldest institution for higher medical education in Bulgaria. His Majesty Zar Ferdinand founded it by decree in 1917 as a medical faculty of Sofia University. Special merits of its foundation and worthy to be remembered are doctors M. Russev, A.M. Petrov, St. Vatev, and P. Orahovatz who prepared Alexandrovska hospitals departments for the needs of future clinics and organized training of teaching stuff. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 94 Publication Date: 2010/09/14 Language: English Dimensions: 6.00 x 9.02 x 0.23 inches

Taipei Medical University $73.28 High Quality Content by WIKIPEDIA articles Taipei Medical University (WadeGiles: Taipei Ihsueh Tahsueh) was founded as Taipei Medical College in 1960. It was renamed as Taipei Medical University in 2000. Its campus is in Wuxing Street, Xinyi District, Taipei, Republic of China (Taiwan). TMU is 600 metres away from the worlds tallest building Taipei 101. During the past 50 years, TMU has devoted to medical education through the efforts of seven colleges (College of Medicine, College of Oral Medicine, College of Pharmacy, College of Nursing, College of Public Health and Nutrition, College of Medical Science and Technology, and College of Humanity and Social Science) and Center for Continuing Extension Education. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 18 Publication Date: 2011/01/24 Language: English Dimensions: 6.00 x 9.00 x 0.04 inches

Xinxiang Medical University $71.7 High Quality Content by WIKIPEDIA articles Xinxiang Medical University is located at Xinxiang city in the northern part of Henan province of China. Xinxiang Medical University has a vast and beautiful campus with about 7000 undergraduates. Foreign Students Programme of Xinxiang Medical University under the International Education Institute of XXMU, a foreign students programme, has been running successfully at the university since 2001. There are more than 120 foreign students pursuing Western Medicine studies at this college. Xinxiang is a prefecturelevel city in northern Henan province, Peoples Republic of China. Author: Surhone, Lambert M./ Timpledon, Miriam T./ Marseken, Susan F. Binding Type: Paperback Number of Pages: 92 Publication Date: 2010/08/06 Language: English Dimensions: 6.00 x 9.02 x 0.22 inches

Jacobi Medical Center $78.07 High Quality Content by WIKIPEDIA articles Jacobi Medical Center is a municipal hospital in Morris Park, Bronx, New York located at 1400 Pelham Parkway South; it is the largest Public Hospital in the Bronx with 470] beds. Founded in 1955 as Bronx Municipal Hospital Center, the hospital opened concurrent with the opening of the Albert Einstein College of Medicine of the Yeshiva University. For the first time, a medical school and a municipal hospital center entered into a formal affiliation agreement at the very same time that they were both being built and created; this affiliation remains until now, and Jacobi Medical Center is a University Hospital of Einstein. Jacobi was named in honor of Dr. Abraham Jacobi, who is considered to be the father of American pediatrics. Author: Miller, Frederic P./ Vandome, Agnes F./ McBrewster, John Binding Type: Paperback Number of Pages: 112 Publication Date: 2010/07/03 Language: English Dimensions: 5.98 x 9.01 x 0.26 inches

Queensland Rocks Travel Magnet by CafePress $4 There is no place in the world that Rocks the way Queensland does Travel Magnet Stick ‘em up with our fun and functional magnets. Holds refrigerator notes, photos, dress up a school locker, room or workspace. Adds stylish fun to any room. Collect ‘em, trade ‘em. 2.25 inch diameter. Metal shell. Flat magnet

Warwick Medical School $71.7 High Quality Content by WIKIPEDIA articles The School was opened in 2000 as part of a government initiative to train more doctors in Britain. Originally linked with Leicester Medical School, Warwick has enjoyed rapid growth and in 2007 it was granted independent degreeawarding status by the Privy Council on the recommendation of the General Medical Council of the United Kingdom. Warwick Medical School is one of only two solely graduateentry school in the UK.The School comprises three institutes: the Institute of Clinical Education (ICE) which coordinates undergraduate and postgraduate teaching, the Health Sciences Research Institute (HSRI) and the Clinical Sciences Research Institute (CSRI). Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 100 Publication Date: 2010/12/21 Language: English Dimensions: 6.00 x 9.02 x 0.24 inches

Surviving Medical School $105.65 Based on years of studying and working with medical students Surviving Medical School offers an orientation to the hectic, anxious area of medical education and practical advice for thriving in that environment. Topics covered include: students expectations in relation to intellectual and emotional capacities; career doubt and alienation; clinical experience; physician fallibility, internships; and professional practice. Author: Coombs, Robert Holman Binding Type: Paperback Number of Pages: 208 Publication Date: 1998/03/10 Language: English Dimensions: 9.02 x 6.10 x 0.52 inches

University School of Nova Southeastern University $66.91 Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. The University School of Nova Southeastern University, better known as University School or USchool is a fully accredited, independent, college preparatory school in Ft. Lauderdale, Florida, USA, that serves grades PreK through Grade 12. The school is on the grounds of Nova Southeastern University. It is divided into lower, middle, and upper, respectively representing elementary, middle and high school divisions within the school. Dr. Jerome Chermak is the headmaster of the University School.University School of Nova Southeastern University, founded in 1971, is a fully accredited, independent, college preparatory school that serves grades PK12. Located on the main campus of Nova Southeastern University, University School students benefit from the educational resources of a major university. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 60 Publication Date: 2011/04/16 Language: English Dimensions: 5.98 x 9.02 x 0.14 inches

University of Toronto Faculty of Medicine $82.85 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The University of Toronto Faculty of Medicine is the medical school of the University of Toronto. The faculty is based in the Discovery District of Downtown Toronto along with most of its teaching hospitals and research institutes. Founded in 1843, it is one of Canadas oldest institutions of medical studies, and is known for the discovery of insulin and stem cells.The university originally opened its medical school in 1843, providing instruction in medicine and medical sciences. In 1853, it suspended the schools teaching program and transferred teaching duties to the citys three proprietary schools: Trinity Medical College, the Toronto School of Medicine and Womans Medical College. Because proprietary schools could not grant degrees, the universitys medical school retained the responsibility of holding examinations and conferring medical degrees. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 120 Publication Date: 2010/12/09 Language: English Dimensions: 6.00 x 9.02 x 0.28 inches

Nagoya University $74.88 High Quality Content by WIKIPEDIA articles Nagoya University traces its roots back to 1871 when it was a temporary medical school. In 1939 it became Nagoya Imperial University. In 1947 it was renamed Nagoya University. In 2004 it became a National University Corporation. The ideal written in the Nagoya University Academic Charter is to encourage the intelligentsia with courage by providing an education which respects independent thought. While the majority of its students come from T kai region, Nagoya University has a good portion of students from all over Japan. It also receives many students from abroad. Currently there are over 1300 foreign students (150 undergraduate) from 78 countries studying in the various faculties of Nagoya University. The majority of them are from China (47, as of May 1, 2009) and Korea (9.5). Among other countries, Taiwan, Indonesia, Viet Nam, Malaysia, Cambodia and Uzbekistan are represented by more than 30 students. The United States and Brazil with 16 students each are the most represented nonAsian countries. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 80 Publication Date: 2010/10/02 Language: English Dimensions: 6.00 x 9.02 x 0.19 inches

University of Hull $82.85 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The University of Hull, also known as Hull University, is an English university, founded in 1927, located in Hull, a city in the East Riding of Yorkshire. Though classed as a provincial or redbrick university, its expansion in recent decades has seen the addition of a variety of building styles from the traditional main buildings, 1960s teaching blocks to modern stateoftheart additions. The main campus is located in a residential district of North Hull on Cottingham Road. The University has a smaller campus in Scarborough on the North Yorkshire coast. It is a partner in the proposed University Centre of Grimsby Institute of Further and Higher Education in North East Lincolnshire. The main campus is home to the Hull York Medical School, a joint initiative with the University of York. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 108 Publication Date: 2010/11/26 Language: English Dimensions: 6.00 x 9.02 x 0.26 inches

Yarsi University $97.19 High Quality Content by WIKIPEDIA articles Universitas YARSI is private Islamic university located in Cempaka Putih, Central Jakarta. Universitas YARSI campus is located in the center of Jakarta. Universitas YARSI was established by the Islamic Hospital Foundation of Indonesia since 15 April 1967 with the first name of the Perguruan Tinggi Kedokteran YARSI Jakarta. Its status changed to YARSI Medical School of Jakarta along with the regulations of Law no. 22 1961. 1968 is the first year of establishment with a YARSI on Letjen Suprapto Street, Cempaka Putih, Central Jakarta. Laying the first stone building YARSI made by the mother almarhumah Hj. Tien Soeharto. With the achievement YARSI as medical school, the founders decided to create a new faculty. Development plan in accordance with the YARSI University of Jakarta (now the YARSI University) in 19881989 to 19981999, three faculties established, Faculty of Economics, Faculty of Law, Faculty of Industry Technology (now the Faculty of Information Technology). Author: Surhone, Lambert M./ Timpledon, Miriam T./ Marseken, Susan F. Binding Type: Paperback Number of Pages: 172 Publication Date: 2010/07/06 Language: English Dimensions: 5.98 x 9.01 x 0.39 inches

Qingdao University $68.51 High Quality Content by WIKIPEDIA articles Qingdao University located in Qingdao, China was founded in 1901 and is the second national university established in the country, created soon after Jingshi University (the Metropolitan University). It was reorganized in 1993 by combining the former Qingdao University with Shandong Textile Engineering Institute, Qingdao Medical College, and Qingdao Teachers College. Qingdao University consists of 26 schools/colleges and a graduate school. Courses are offered in 11 main academic disciplines: philosophy, economics, law, literature, history, natural sciences, engineering, management, medicine, education, and military. There are 104 undergraduate degree programs, 209 masters degree programs, 127 doctoral degree programs, and 15 postdoctorate mobile stations. In addition, there are 7 professional masters degree programs in law, business management, engineering, clinical medicine, public health, dentistry and public administration respectively. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 100 Publication Date: 2010/08/24 Language: English Dimensions: 6.00 x 9.02 x 0.24 inches

University of Rochester Medical Center $71.7 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The University of Rochester Medical Center (URMC), located in Rochester, New York, is one of the main campuses of the University of Rochester and comprises the universitys primary medical education, research and patient care facilities.URMC is one of the largest facilities for medical treatment and research in Upstate New York and includes a regional Perinatal Center, Trauma Center, Burn Center and the James P. Wilmot Cancer Center, an Epilepsy Center, Liver Transplant Center and Cardiac Transplant Center and also includes a major AIDS Treatment Center and an NIHdesignated AIDS Vaccine Evaluation Unit. A large portion of the universitys biomedical research is conducted in the Arthur Kornberg Medical Research Building and the Aab Institute of Biomedical Sciences.URMC occupies a 4,000,000squarefoot (370,000 m2) complex located between Elmwood Avenue, Mount Hope Avenue, Genesee Valley Park, and Lattimore Road. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 96 Publication Date: 2010/12/21 Language: English Dimensions: 6.00 x 9.02 x 0.23 inches

Rajshahi Medical College $73.28 High Quality Content by WIKIPEDIA articles Rajshahi Medical College, located in Rajshahi, Bangladesh, is a statesponsored medical school. It is affliliated with the Rajshahi University. It was established in 1958, the second such institution in erstwhile East Pakistan after Dhaka Medical College. It has a large hospital that is the central provider for advanced health care in the northern part of Bangladesh. Rajshahi Medical College admits 175 students every year for its M.B.B.S. program. Its dental unit admits a further 50 students. Students are admitted in these programs after high school and get a degree after 5 years of study and 1 year internship in the Government owned public hospital. It has two boys hostel named shahid muktijoddha kazi nur un nobi hostel and shahid shah moinul ahsan pinku hostel.It has three girls hostel named polin hostel,falguni hostel and ayesha siddiqua hostel.Besides there are also two hostels for intern doctors.one for males and another for females.The name of the male intern doctors hostel is shahid jamil akhtar roton hostel. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 88 Publication Date: 2010/09/30 Language: English Dimensions: 5.98 x 9.01 x 0.21 inches

University of Texas School of Law $82.85 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The University of Texas School of Law is an ABAcertified American law school located on the University of Texas at Austin campus. The law school has been in operation since the founding of the University in 1883. It was one of only two schools at the University when it was founded; the other was the liberal arts school. The school offers both Juris Doctor and Master of Laws degrees. The law school is consistently ranked among the top twenty law schools in the nation and has a reputation for turning out graduates who become highprofile lawyers and public servants. The school is ranked #15 in the nation by U.S. News World Report. Author: Surhone, Lambert M./ Timpledon, Miriam T./ Marseken, Susan F. Binding Type: Paperback Number of Pages: 126 Publication Date: 2010/08/04 Language: English Dimensions: 6.00 x 9.02 x 0.30 inches

University High School, Melbourne $71.7 High Quality Content by WIKIPEDIA articles High Quality Content by WIKIPEDIA articles The University High School, (UHS or Uni High) is a public, coeducational high school, located in Parkville, a suburb of Melbourne, Victoria, Australia.Established at Carlton in 1910, the school currently caters for approximately 1,400 students and staff.Not to be confused with the private boarding school of the same name established by Thomas Palmer (18581927) in 1894 in the disused Teacher Training College, situated on the corner of Swanston and Grattan Streets, Carlton, in 1910, the University Practising School was opened in a former primary school on the corner of Lygon and Lyton Streets, Carlton. In 1913, it changed its name to The University High School after the closure of the private school. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 80 Publication Date: 2010/12/05 Language: English Dimensions: 6.00 x 9.02 x 0.19 inches