Academic literature on the topic 'Degree Name: Doctor of Science'
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Journal articles on the topic "Degree Name: Doctor of Science"
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Cooper, Katelyn M., Logan E. Gin, and Sara E. Brownell. "Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission." Advances in Physiology Education 43, no. 2 (June 1, 2019): 221–32. http://dx.doi.org/10.1152/advan.00028.2019.
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Increasingly, institutions of higher education are adopting fully online degree programs to provide students with cost-effective, accessible postsecondary education. A concern these degrees raise is: Will students be prepared for the next step of their career paths after completing their Bachelor’s degree online? Biology undergraduates often begin their degrees wanting to become medical doctors, but no studies have explored whether students in a fully online biology degree program are being prepared to be admitted to medical school. In this study, we surveyed Introductory Biology students at one institution who were pursuing Bachelor of Science degrees in Biological Sciences, either in an online or an in-person program. The most prevalent career goal for both in-person students (65.2%) and online students (39.7%) was a medical doctor. Online students were more confident in their intentions to become doctors than their in-person peers. However, online students knew fewer criteria that medical schools consider when admitting students than in-person students [in-person: mean = 3.7 (SD 1.6); online: mean =2.7 (SD 1.7)] and were less likely to plan to become involved in premedical activities, such as undergraduate research. Finally, compared with in-person students, fewer online students were able to name at least one science student (in-person: 76.7%; online: 9.7%), academic advisor (in-person: 21.3%; online: 6.5%), and faculty member (in-person: 33.7%; online: 6.5%) with whom they could talk about pursuing a career in medicine. This work highlights knowledge gaps between students enrolled in a fully online biology degree and an in-person biology degree that are important for developers of online biology degree programs to understand and rectify to better prepare online biology students for admission to medical school.
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Nizhnik, Nadezhda. "Police law theory – a subject of research of modern scientists." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2019, no. 4 (December 25, 2019): 231–40. http://dx.doi.org/10.35750/2071-8284-2019-4-231-240.
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At a meeting of Council D 203.019.01 on the defense of dissertations for the degree of candidate of sciences, for the degree of doctor of sciences created on the basis of the Federal State Budgetary Educational Institution of Higher Education “Moscow University of the Ministry of the Interior of the Russian Federation named after V. Ya. Kikot” on October 10 in 2019, the dissertation was defended for the degree of candidate of legal sciences Nikiforova Slavyana Alekseevna on the topic: “State-legal views of E.N. Berendts”, specialty 12.00.01 – Theory and History of Law and State; the history of the teachings of law and the state. The Dissertation Council, chaired by the Deputy Chairman of the Dissertation Council D 203.019.01, Doctor of Law, Professor V.P. Malakhov, unanimously decided that the dissertation of S.A. Nikiforova is a scientific and qualification work, which is essential for the science of theory and the history of law and the state and meets the requirements established by the Regulation on awarding scien-tific degrees, as well as on awarding S.A. Nikiforova the degree of candidate of legal sciences in special 12.00.01.
The article is a review of the dissertation of the official opponent, in which the structure and content of the dissertation of N. S. Nikiforova are analyzed.
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Korabelnikov, Daniil. "F. Haass: doctor, scientist, public health administrator, humanist, incorrigible philanthropist and Moscow Holy doctor." Russian Medical and Social Journal 1, no. 1 (July 1, 2019): 8–21. http://dx.doi.org/10.35571/rmsj.2019.1.001.
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The biography of Fyodor Petrovich (Ivanovich) Haaz (Friedrich Joseph Laurentius Haass) (1780 - 1853) - Moscow doctor (1806 - 1853), a German origin, scientist, public health administrator, an outstanding humanist doctor of the first half of the 19th century, a philanthropist, known as the "Holy doctor", is showed in the article.
Court Advisor (1811), College Counselor (1826), Knight of the Order of St. Vladimir of the fourth degree (1811), Order of St. Anna of the 2nd degree (181?) of The Russian Impire. A doctor in the army during the Patriotic War of 1812 (from January 1814), head physician of the Moscow Pavlovsk Hospital (1807-1812, 1814-1825), Head of the Moscow Medical Office (1825-1826), one of the founders of the Moscow Eye Hospital (1826), a member of the Moscow Prison Committee and the head doctor of Moscow prisons (1826-1853), the head doctor of the Moscow Catherine Hospital (1840-1844), the founder and head doctor of the Moscow Police (later - Alexander) hospital, popularly called the "Haaz" (1844- 1853).
One of the founders of Russian balneology and balneology, who made a great contribution to the development of climatology and meteorology, pioneer in the resorts in the North Caucasus (1809-1810).
The creator of lightweight individual shackles, he achieved their introduction at the exile stages to replace the riveting to a common rod for 6-12 convicted.
The development of deontology in the 19th century, a science that studies the ethical standards and principles of a doctor’s behavior, as well as certain responsibilities towards the patient, is inextricably linked to the name of Dr. F.P. Haaz [F. Haass]. The life and work of this outstanding humanist physician is a wonderful example of high morality in the fulfillment of his professional duties and genuine nobility in serving the sick and suffering people.
The motto of Dr. Haass’ life and professional work was borrowed from the Apostle Paul: “Hurry to do good” (in Galatians (6: 9-10) and in the second letter to The Thessalonians (3:13)).
At present, the process of beatification has begun - the canonical process of classifying F. Haass as a blessed Catholic church.
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Iordanishvili, Andrey K. "Vladimir Mikhailovich Uvarov, distinguished Russian dentist and maxillofacial surgeon, professor and colonel of medical service." Russian Journal of Dentistry 26, no. 2 (September 4, 2022): 171–76. http://dx.doi.org/10.17816/1728-2802-2022-26-2-171-176.
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On the memory page among the Russian dentists and maxillofacial surgeons, it is impossible not to remember the outstanding figure in the worlds military medicine and practical health care, doctor of medical sciences, professor, and colonel of the medical service Vladimir Mikhailovich Uvarov. The study aimed to present scientific, clinical, pedagogical, and social activity of the outstanding dentist and maxillofacial surgeon, doctor of medicine, professor, and colonel of the medical service Vladimir Mikhailovich Uvarov, including his merits in military medicine. On the basis of the analysis of the Russian literature as well as the life, professional activity, and scientific works of Prof. V.M. Uvarov, doctor of medical sciences and colonel of medical service, we present his role in the formation and development of dentistry, maxillofacial surgery, and military medicine in Russia. There is no section of stomatology that V.M. Uvarov would not have paid attention to. He successfully defended 28 dissertations for the degree of candidate of science under his supervision. He is the author of more than 150 scientific works, including six monographs, a textbook, chapters in manuals, and textbooks. He was the author of the chapter on anesthesia and local anesthesia, written for the first textbook in the country Surgical Dentistry (1938). He was an honorable member of the all-union and all-Russian scientific society of dentists of the country; was a great pedagogue; generously shared his scientific, medical, and pedagogical experience with students, cadets, listeners, and lecturers; and carried out great therapeutic and consultative work. His name is among the outstanding maxillofacial surgeons of the country. He proposed the use of an extra-oral apparatus for the fixation of mandibular fractures and other innovations in the field of maxillofacial surgery and dentistry. At present, the students and followers of Vladimir Mikhailovich Uvarov keep him in their memory as a prominent organizer of military and civil health care, a clinician, a scientist, a teacher, and a model of man and humanity. He is remembered and loved.
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Beliaev, D. D. "«A RED PHILOLOGIST REPORTED THAT HE SOLVED THE RIDDLE OF CENTRAL AMERICAN HIEROGLYPHICS»: DECIPHERMENT OF MAYA HIEROGLYPHIC WRITING BY YURI KNOROZOV IN THE CONTEXT OF SOVIET PUBLIC SCIENCE DIPLOMACY OF THE 1950s." Вестник Пермского университета. История, no. 4(59) (2022): 72–80. http://dx.doi.org/10.17072/2219-3111-2022-4-72-80.
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The paper focuses on how the decipherment of Maya writing by Yuri Knorozov was promoted in the context of Soviet science diplomacy in the 1950s, and the reaction to this discovery in the foreign public sphere. The process of informing about Knorozov’s breakthrough in the study of Maya hieroglyphs began in the summer of 1952 in “Literaturnaya gazeta”, even before the official publication of his article. In response, “The New York Times” published two comments in which the name of the young Russian scholar was mentioned for the first time. Particular interest was expressed in Mexico, where all major newspapers reacted to the news from USSR. This motivated the Soviet embassy to publish an abbreviated Spanish translation of Knorozov’s article in their bulletin in 1953. This publication, in turn, contributed to the spread of information both among a wider audience and among the academic community. After the defense of Knorozov’s dissertation, when he was awarded the degree of Doctor of Sciences (Habilitation), a new promotion campaign started. His report on the decipherment with an English translation was distributed to the participants of the 10th Congress of Historical Sciences in Rome (1955), and later he presented his discoveries at the 32nd International Congress of Americanists in Copenhagen, which caused a wide international responce. Publications in the Soviet public journals such as “Sovietsky Soyuz” (Soviet Union) and “Novoe Vremy a” (The New Times) played a special role. They paid less attention to the ideological confrontation and highlighted the achievements of Soviet historical science. By the end of the 1950s, the decipherment of Maya hieroglyphs became one of the main elements of the positive image of Soviet science.
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Шинкарук, В. Д. "IN MEMORY OF THE EXCELLENT SCIENTIST-BIOLOGIST, PROFESSOR STEPAN STEPANOVYCH KOSTYSHYN." Bulletin of Uman National University of Horticulture 1 (August 2022): 140–42. http://dx.doi.org/10.31395/2310-0478-2022-1-140-142.
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On April 12, 2022, at the age of 91, the heart of the world-famous biologist, doctor of biological sciences, professor, honored worker of science and technology of Ukraine, academician of the Academy of Sciences of Ukraine, full member of the Academy of Engineering and Environmental Sciences of Ukraine, honorary doctor Saskatchewan University of Canada. Honorary Doctor of the University of Suceava "Stefan cel Mare" (Romania), Honorary Citizen of Chernivtsi and Lock Haven (USA), ex-rector of Chernivtsi Yuriy Fedkovych National University Stepan Stepanovych Kostyshyn. Stepan Stepanovych was born on February 7, 1932 in the village of Zvynyach, Chortkiv district, Ternopil region. The development of ecology and physiology of plants both in Ukraine and abroad is closely connected with his name. The main part of Stepan Stepanovych Kostyshyn's biography is connected with Chernivtsi National University. In 1955 he graduated from the Faculty of Biology of Chernivtsi State University (CSU). From 1961 to 1964 he studied in graduate school at the Department of Plant Physiology, in 1965 he defended his dissertation and worked as a lecturer at the Faculty of Biology. From 1972 to 1987 Stepan Stepanovych Kostyshyn worked as Vice-Rector for Research. In 1985 S.S. Kostyshyn defended his doctoral dissertation, and a year later received the academic title of professor. From 1987 to 2001, Stepan Stepanovych Kostyshyn was the rector of the CSU, and then of the Chernivtsi Yuriy Fedkovych National University. For more than 30 years he headed the departments - first biochemistry, and since 2002 - ecology and biomonitoring. Under his leadership, 19 PhD and 3 doctoral dissertations were defended, more than 300 scientific articles, 3 monographs, a number of textbooks stamped by the Ministry of Education and Science were published, 6 patents and certificates for inventions were obtained. S.S. Kostyshyn was one of the founders of the All-Union “Plant Genome” School. Stepan Kostyshyn was awarded the Order of the Badge of Honor, the Order of Merit of the III (1997) and II (2000) degrees for his significant personal contribution to the training of highly qualified specialists, long-term fruitful research, pedagogical and organizational activities.
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Andreev, Alexander Alekseevich, and Anton Petrovich Ostroushko. "VOYNO-YASENETSKY Valentin Feliksovich (1877-1961). To the 140th of the birthday." Vestnik of Experimental and Clinical Surgery 10, no. 2 (September 23, 2017): 174. http://dx.doi.org/10.18499/2070-478x-2017-10-2-174.
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Voyno-Yasenetsky Valentin Feliksovich (Archbishop Luka) Archbishop of Crimea and Simferopol, Russian and Soviet surgeon, the author of works in anesthesiology, doctor of medical Sciences (1916), Professor (1917); doctor of theology (1959), winner of the Stalin prize, first degree (1946).
F. Voino-Yasenetsky was born 27 APR 1877. After graduating from high school and Kiev art school, studied painting in Munich. In 1898 he became a student of the medical faculty of Kiev University, after which he worked as a surgeon in Chita, the town of Ardatov in Simbirsk province S. Verkhniy Lyubazh, Kursk region, town of Fatezh, Moscow. In 1915 he published in Saint Petersburg the book "Regional anesthesia", and in 1916 he defended it as his thesis and received the degree of doctor of medicine. Until 1917 the doctor in some of the provincial hospitals of Russia, and later the chief doctor of Tashkent city hospital, Professor of Central Asian state University. In 1921 he was ordained to the diaconate, a week a priest in 1923 he was tonsured a monk and consecrated a Bishop with the name Luca, a week later arrested. In 1926 V. F. Voyno-Yasenetsky returned to Tashkent, but in 1930 he was arrested again and transported to Arkhangelsk. In 1934 he published a monograph "Sketches of purulent surgery". In 1937 he was arrested for the third time. Since 1940, works as a surgeon in the link in Bolshaya Murta, 110 kilometers from Krasnoyarsk. 1941 – consultant to all hospitals in the Krasnoyarsk territory and the chief surgeon of the hospital. In 1942 was elevated to the rank of Archbishop and appointed to the chair of Krasnoyarsk. In 1944, published the monograph "On the course of chronic empyema and hundreth" and "Late resections of infected gunshot wounds of the joints." In 1944, Archbishop Luke was headed by the Department of Tambov. In 1945, awarded the Patriarch Alexy I right to wear the diamond cross, wrote the book "Spirit, soul and body." In 1946 he headed the Crimean Department in Simferopol. In 1946 he was awarded the Stalin prize. In 1955, was blind. Died V. F. Voyno-Yasenetsky June 11, 1961, Archbishop of Crimea and Simferopol.
Author of 55 scientific papers on surgery and anatomy, ten volumes of sermons. His most famous book "Sketches of purulent surgery". Awarded Pointscore (1916), the diamond cross from the Patriarch of all Russia (1944), medal "For valiant labor in the great Patriotic war" (1945), Stalin prize first degree (1944).
Archbishop Luka monuments in Krasnoyarsk, Tambov, and Simferopol, is an honorary citizen of Pereslavl-Zalessky (posthumously). In 1995, St Luke canonized as locally venerated saints of the Crimean diocese, in 2000, the definition of the Council of bishops of the Russian Orthodox Church glorified as a Confessor (Saint) in the Assembly of new martyrs and Confessors of Russia. His relics are installed for worship at Holy Trinity Cathedral in Simferopol.
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Sharma, Rohit, and PK Prajapati. "Historical insights on ‘Quacks’ in Ayurveda." Journal of Ayurvedic and Herbal Medicine 2, no. 6 (December 25, 2016): 200–201. http://dx.doi.org/10.31254/jahm.2016.2601.
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India has a great legacy of ancient knowledge of healthcare - ‘Ayurveda’ since the time immemorial. But unfortunately this science has been defamed and exploited by the medical mafia: the ‘quacks’ (unqualified Ayurveda practitioners including faith healers), who at many times are illiterate but they flourish and pretend to be Doctors or ‘Vaidyas’ (physicians) and misguide the people by prefixing ‘Dr.’ or ‘Vaidya’ before their names and suffixing the degrees like BAMS or MD at their clinic/dispenseries’ sign board. They are found everywhere in India, running their clinics in big cities/villages/small towns and even many times at roads by the name ‘Khandaani dawakhaana’, and large number of unaware or desperate people fall prey to them. Upsurge in renewed interest, appreciation and acceptability of Ayurveda around the world can act as a great hunting ground for all such crooks, who may be savvy in using technology and self-promotion, but have questionable credentials. Poet Galib thus describes the unenviable plight of sufferers whose ailment worsened after unauthenticated medication from a half-trained doctor: ‘‘...Marz Badhta Gaya, Jyon Jyon Dava Ki!’’ Present article attempts to limelight the disapproval or condemnation of such quacks as per ancient Ayurveda literature.
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Сhyrva, Hanna. "THEORETICAL AND METHODOLOGICAL PRINCIPLES OF TRAINING OF SCIENTIFIC AND TEACHING STAFF IN MANAGEMENT FOR RESEARCH AND INNOVATION ACTIVITIES." Social work and social education, no. 2(9) (November 21, 2022): 328–35. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267381.
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The article describes the theoretical and methodological principles of training PhDs in management for research and innovation activities.Doctor of philosophy is an educational and at the same time the first scientific degree, which is obtained at the third (educational and scientific) level of higher education; corresponds to the eighth qualification level of the National Framework of Qualifications, focused on the person's acquisition of integral, general and professional competencies.The author analyzed Ukrainian and foreign (international) documents that confirm the importance of research and innovation training of scientific and pedagogical personnel, doctors of philosophy:− Salzburg principles (Salzburg I, 2005, Salzburg II 2010): the goal of doctoral education is to cultivate a research mindset, cultivate flexibility of thought, creativity and intellectual autonomy with the help of an original, specific research project; − National qualifications framework: correspondence of the third (educational and scientific) and scientific levels of higher education to the 8th level, which provides for mastery of conceptual and methodological knowledge in the field, formation of skills in conducting thorough scientific research with due academic integrity, striving for continuous self-development and self-improvement;− The procedure for the training of higher education applicants for the degree of Doctor of Philosophy and Doctor of Science in higher education institutions (scientific institutions) (2016, with changes): the need for the formation of such research competencies as oral and written presentation of the results of one's own scientific research, management of scientific projects and / or making proposals for financing scientific research, registration of intellectual property rights.An analysis of the Higher Education Standard (third (educational and scientific) level, field of knowledge 07 Management and Administration, specialty 073 Management) and the educational and scientific program «Management», which has been implemented at Uman State Pedagogical University named after Pavlo Tychyna since 2016, was analyzed.It has been established that the system of training doctors of philosophy for research and innovation activity requires constant improvement of theoretical and methodological principles in the context of national standardization of the specified process while preserving the autonomous right of higher education institutions and scientific institutions to the uniqueness of educational and scientific programs.Prospects for further research in this direction consist in a combination of theoretical, quantitative and qualitative analysis of the dynamics of the development of the components of the system of training doctors of philosophy in general and research and innovation activities in particular.
Dissertations / Theses on the topic "Degree Name: Doctor of Science"
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Tomlinson, Alan. "Application for the degree of Doctor of Science." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678953.
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Freer, Robert. "Application for the degree of Doctor of Science." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678955.
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Efron, Nathan. "Application for the degree of Doctor of Science." Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679471.
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Drasdo, N. "Submission for the degree of Doctor of Science." Thesis, Aston University, 1991. http://publications.aston.ac.uk/21698/.
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Allman, David John. "A submission for the degree of doctor of science." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678952.
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Harding, Graham F. A. "Thesis submitted for the degree of Doctor of Science." Thesis, Aston University, 1989. http://publications.aston.ac.uk/21708/.
Full textBooks on the topic "Degree Name: Doctor of Science"
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Freer, Robert. Application for the degree of Doctor of Science. Manchester: UMIST, 1998.
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Lewis, D. A. [Papers submitted for the degree of Doctor of Science]. Birmingham: Aston University, 1985.
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Preedy, Victor R. Submission for the degree of Doctor of Science at Aston University. Birmingham: Aston University, 1993.
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Kuthubutheen, Ahmed Jalaludin. Submission for the degree of Doctor of Science at Aston University. Birmingham: Aston University, 1991.
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Drasdo, Neville. Submission for the degree of Doctor of Science at Aston University. Birmingham: Aston University, 1991.
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Harding, G. F. A. Submission for the degree of Doctor of Science of Aston University. Birmingham: Aston University, 1989.
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Dennis, J. K. Submission for the degree of Doctor of Science at Aston University. Birmingham: Aston University, 1991.
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Preedy, Victor R. Submission for the degree of Doctor of Science at Aston University. Birmingham: Aston University, 1993.
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Sullivan, John Lawrence. Submission for the degree of Doctor of Science at Aston University. Birmingham: Aston University. Department of Electronic Engineering and Applied Physics, 1992.
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Mumford, C. J. Submission for the degree of Doctor of Science at Aston University. Birmingham: Aston University, 1986.
Find full textBook chapters on the topic "Degree Name: Doctor of Science"
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Solomon, Paul J., and James S. Hensel. "Does the Degree Designation of a Doctor Make a Difference in the Consumer Selection Process: An Empirical Study." In Proceedings of the 1990 Academy of Marketing Science (AMS) Annual Conference, 526–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13254-9_106.
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Aronson, Amy. "Discovering Crystal." In Crystal Eastman, 41–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199948734.003.0003.
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Crystal Eastman entered Vassar’s class of 1903, rooming with Lucy Burns, later the chief lobbyist of the National Woman’s Party. She then attended Columbia University, studying with John Bates Clark and Franklin Henry Giddings and earning a master’s degree in sociology in 1904. After a year teaching high school, she entered New York University Law School in the fall of 1905, finishing her doctor of law in 1907, second in her class. Beginning in her law school years, Eastman lived in Greenwich Village, first supporting herself by working as athletics director at the Greenwich House Settlement. In this downtown bohemia, she met Progressive and “New Woman” leaders including Lillian Wald, Florence Kelley, Mary Simkhovitch, Madeleine Doty, and Ida Rauh. She also enticed her brother Max to follow her to Greenwich Village, launching his career as a suffrage lecturer and into the editorship of The Masses, the work that would make his name.
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Morillas, José Luis Herrera. "University Library Support to Learning-Research." In Cases on Developing Effective Research Plans for Communications and Information Science, 20–44. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4523-5.ch002.
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The objective of the work collected in this chapter is to compile and describe support resources for the preparation of the end-of-degree project (EDP) prepared by Spanish university libraries. For this, the websites of 47 public university libraries were analyzed. As a work tool that facilitates the collection and analysis of information, an Excel template was created with six columns: location, access address (URL), type of access, name/format, type of content, content structure. The content of this template also help to understand the characteristics and scope of each resource.
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Dasgupta, Subrata. "An Explosion of Subparadigms." In It Began with Babbage. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199309412.003.0019.
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In 1962, purdue University in West Lafayette, Indiana, in the United States opened a department of computer science with the mandate to offer master’s and doctoral degrees in computer science. Two years later, the University of Manchester in England and the University of Toronto in Canada also established departments of computer science. These were the first universities in America, Britain, and Canada, respectively, to recognize a new academic reality formally—that there was a distinct discipline with a domain that was the computer and the phenomenon of automatic computation. There after, by the late 1960s—much as universities had sprung up all over Europe during the 12th and 13th centuries after the founding of the University of Bologna (circa 1150) and the University of Paris (circa 1200)—independent departments of computer science sprouted across the academic maps on North America, Britain, and Europe. Not all the departments used computer science in their names; some preferred computing, some computing science, some computation. In Europe non-English terms such as informatique and informatik were used. But what was recognized was that the time had come to wean the phenomenon of computing away from mathematics and electrical engineering, the two most common academic “parents” of the field; and also from computer centers, which were in the business of offering computing services to university communities. A scientific identity of its very own was thus established. Practitioners of the field could call themselves computer scientists. This identity was shaped around a paradigm. As we have seen, the epicenter of this paradigm was the concept of the stored-program computer as theorized originally in von Neumann’s EDVAC report of 1945 and realized physically in 1949 by the EDSAC and the Manchester Mark I machines (see Chapter 8 ). We have also seen the directions in which this paradigm radiated out in the next decade. Most prominent among the refinements were the emergence of the historically and utterly original, Janus-faced, liminal artifacts called computer programs, and the languages—themselves abstract artifacts—invented to describe and communicate programs to both computers and other human beings.
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Headrick, Daniel R. "Organizing Information : The Language Of Science." In When Information Came of Age. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195135978.003.0004.
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In June 1735, The Twenty-Eight-Year-Old Carl Von Linné, Known To US as Linnaeus (1707–1778), arrived in the Netherlands to obtain a doctorate. He headed for Harderwijk, a little university town known for its instant degrees. After a few formalities, he presented his thesis, which he had brought with him from Sweden. Six days after arriving, he was awarded a doctor of medicine degree. Though Linnaeus was undoubtedly eager to get his degree, the real purpose of his trip was to meet other botanists. Before arriving, he had already lectured at the University of Uppsala in Sweden and had traveled to Lapland—then as remote and exotic as Siberia or North America—to seek plants unknown to botanists. He chose Holland because it was the home of the great naturalist Hermann Boerhaave(1668-1738), superintendent of the botanical garden at Leiden. With colonies in Brazil, the Caribbean, South Africa, and the East Indies, Holland was the European center for botanical studies. Linnaeus did not arrive empty-handed; he carried a short manuscript entitled Systema naturae (The system of nature), containing his ideas on the reformation of botany. Boerhaave was so impressed that he urged Linnaeus to join an expedition to southern Africa and the Americas, promising him a professorship at Leiden on his return. Linnaeus declined the offer but accepted another that was even better. George Clifford, a wealthy merchant, had filled his estate with the most extensive collection of plants in Holland and even a zoo. He invited young Linnaeus to become his personal physician and superintendent of his garden, with a large salary, a huge budget, and luxurious living accommodations. In the three years he spent in Holland, Linnaeus not only reorganized Clifford’s garden but also published fourteen works in quick succession. The first were Fundamenta botanica and Bibliotheca botanica, dealing with the history of botany up to that time. Systema naturae, also published in 1735, divided nature into three kingdoms—animal, vegetable, and mineral—and presented a method of classifying the plant kingdom by class, order, genus, and species.
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Cope, Lewis. "Understanding and Using Statistics." In A Field Guide for Science Writers. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195174991.003.0007.
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A doctor reports a “promising” new treatment. Is the claim believable, or is it based on biased or other questionable data? An environmentalist says a waste dump causes cancer, but an industrialist indignantly denies this. Who's right? Meanwhile, experts keep changing their minds about what we should eat to help us stay healthy. Other experts still debate what did in the dinosaurs. Which scientific studies should you believe? This chapter deals with the use (and sometimes misuse) of statistics. But don't let this S-word panic you. Being a good science writer doesn't require heavy-lifting math. It does require some healthy skepticism, and the ability to ask good questions about various things that can affect research studies and other claims. To separate the probable truth from the probable trash, you need to get answers to these questions: 1. Has a study been done, or is a claim being made on the basis of only limited observations? If a study was done, how was it designed and conducted? 2. What are the numbers? Was the study large enough (did it have enough patients or experiments or whatever) to reach believable conclusions? Are the results statistically significant? That phrase simply means that, based on scientific standards, the statistical results are unlikely to be due to chance alone. 3. Are there other possible explanations for the study's conclusions? 4. Could any form of bias have affected the study's conclusions, unintentional or otherwise? 5. Have the findings been checked by other experts? And how do the findings fit with other research knowledge and beliefs? To find the answers to these questions, we must understand five principles of scientific analysis: Experts keep changing their minds not only about what we should eat to stay healthy but also about what we should do when we get sick. A growing number of drugs and other treatments have been discredited after new research has raised questions about their effectiveness or safety. Even the shape of the universe (more precisely, how astronomers think it's shaped) has changed from one study to another. To some, these and other flip-flops give science a bad name. But this is just part of the normal scientific process, working as it's supposed to work.
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Allchin, Douglas. "Ahead of the Curve." In Sacred Bovines. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490362.003.0006.
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Graphs function plainly to summarize data. They hardly seem momentous. They are not like a famous discovery, whose significance is often marked by an eponymous name: Mendel’s laws, the Watson and Crick model of DNA, Darwinian theory. Who would name a mere graph? They seem mundane fragments of science, hardly worth celebrating. A notable exception, however, is the Keeling Curve (Figure 2.1). This simple graph depicts the steady rise in the concentration of carbon dioxide (CO2) in the Earth’s atmosphere over the last half century. It helps document how humans have transformed the atmosphere and, with it, the Earth’s temperature. The Keeling Curve is a linchpin in the evidence that humans have changed the planet’s climate. The Keeling Curve starts in 1958 and continues uninterrupted for over five decades. The scale of the data is extraordinary, an ideal rarely achieved in science. The hard data from real-time measurements show the steady accumulation of CO2 from burning fossil fuels. The results, presented in a simple yet striking visual format, serve to warn an energy-hungry culture of its environmental hubris. Although just a graph, it is monumental in scope and significance. The Keeling Curve, viewed in retrospect, raises an interesting question about how science works. How do such important long-term data sets emerge? Often we assume that scientific investigations find just what they intend to find. That is an implicit lesson of the tidy scientific method, as widely presented (see essay 5). But should we trust this sacred bovine? Could anyone have predicted this curve or its importance in advance? How did these important data originate? What happened before the graph was fully created? What happened, literally, ahead of the Curve? The Keeling Curve is named after its creator, Charles David Keeling. In the 1950s, as a handsome young man frequently enjoying the great outdoors (Figure 2.2), he hardly fit the stereotypical image of a scientist clad in a white coat, isolated in a lab. Indeed, with a fresh degree in chemistry, he turned down many job opportunities because he wanted to be closer to nature on the West Coast.
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Beris, Antony N., and Brian J. Edwards. "Incompressible Viscoelastic Fluids." In Thermodynamics of Flowing Systems: with Internal Microstructure. Oxford University Press, 1994. http://dx.doi.org/10.1093/oso/9780195076943.003.0013.
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In Part I, we discussed in detail the foundations of the bracket description of dynamical behavior, demonstrating how the generalized bracket is linked to the theories of both Hamiltonian mechanics and irreversible thermodynamics. Now it is time to discuss the various applications towards seemingly complex systems which are the main focus of this book. Specifically, we want to look at a variety of microstructured media of immediate concern in science and industry, and to illustrate the advantages of using the generalized bracket formalism over traditional techniques when developing system-particular models. As we shall also see, there are certain advantages to be gained even when we are simply expressing existing models in Hamiltonian form. The first subject that we wish to address is that of viscoelastic fluid dynamics. As the name implies, viscoelasticity characterizes the materials that possess properties intermediate to those of an elastic solid and a viscous fluid. The most characteristic property is that of limited (“fading”) memory: viscoelastic materials partially resume their previous deformation state upon removal of the externally applied forces; the smaller the duration of the application of the forces, the better the recovery. Materials of this type contain a certain degree of internal microstructure (e.g., polymeric solutions and melts, advanced composites, liquid crystals, etc.), and are very important in the processing industry where one wishes to combine the “processability” of the medium's fluidity with the “structural quality” of the internal architecture to obtain high strength/ low-weight final products. We can distinguish two types of viscoelasticity: viscoelastic solids and viscoelastic fluids characterized by the ability or lack of ability respectively, to support shear stresses at finite deformations. In the following we shall focus on the analysis of viscoelastic fluids although the approach followed applies and/or can be extended in a straightforward fashion to viscoelastic solids as well. For a description of solid viscoelasticity, the interested reader may consult one of the many excellent monographs in the area [Eringen, 1962, chs. 8, 10; Ferry, 1980; Sobotka, 1984; see also Tschoegl, 1989].
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Dudal, R. "Soils of Southeast Asia." In The Physical Geography of Southeast Asia. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780199248025.003.0016.
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Towards the end of the nineteenth century, with the advent of soil science, soils of the humid tropics were recognized as a separate entity called ‘tropical forest lateritic soils’. The term ‘lateritic’ was derived from laterite (Latin later, brick), a term coined by Buchanan (1807) to describe an iron-rich clay from south India which, when hardened upon exposure, was used as building material. Originally it was thought that laterite represented soil formations throughout the humid tropics, hence the generalization of the name to all red soils in the region. The great diversity of the tropical soils was realized only around the 1930s along with the limited areal occupation of laterite in the tropics. It was actually in Southeast Asia that Vageler (1930) and Mohr (1944) wrote the first two books on tropical soils, based essentially on their study of soils in Indonesia. The two volumes of Mohr’s book were published in Dutch in 1934–8. The English translation appeared in 1944. They attempted to classify soils of the tropics according to thickness, degree of weathering, parent material, and fertility. The understanding of the morphology, genesis, and distribution of soils in Southeast Asia evolved with the establishment and development of soil surveys in different countries of the region from the 1950s. A first overview was prepared by Dudal and Moormann (1964), using the 1938 and 1960 soil classification systems of the United States Department of Agriculture (USDA) (Baldwin, Kellogg, and Thorp 1938; Soil Survey Staff 1960). A revised version was in place by 1974 (Dudal, Moormann, and Riquier 1974). Preparation of a soil map of the world at a scale of 1:5 million started in 1961 at the initiative of the Food and Agricultural Organization of the United Nations (FAO), UNESCO, and the International Society of Soil Science (ISSS). In 1974 a unified soil classification was prepared and published (FAO 1974). A volume was specifically devoted to Southeast Asia (FAO 1979). The present chapter is based on this publication, and reference should be made to it and the accompanying map (1:5 million) for detailed information about the soils of the region.
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Bonner, Thomas Neville. "Between Clinic and Laboratory: Students and Teaching at Midcentury." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0012.
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Despite the gathering momentum for a single standard of medical education, the portals of access to medicine remained remarkably open at the middle of the nineteenth century. From this time forward, governments and professional associations—in the name of science and clinical knowledge and the protection of the public’s health—steadily limited further entrance to medicine to those with extensive preparatory education and the capacity to bear the financial and other burdens of ever longer periods of study. But in 1850, alternative (and cheaper) paths to medicine, such as training in a practical school or learning medicine with a preceptor, were still available in the transatlantic nations. Not only were the écoles secondaires (or écoles préparatoires) and the medical-surgical academies still widely open to those on the European continent without a university-preparatory education, but British and American training schools for general practitioners, offering schooling well below the university level, were also widely available to students and growing at a rapid pace. “The establishment of provincial medical schools,” for those of modest means, declared Joseph Jordan of Manchester in 1854, was an event “of national importance. . . . Indeed there has not been so great a movement [in Britain] since the College of Surgeons was established.” A decade before, probably unknown to Jordan, a New York professor, Martyn Paine, had voiced similar views about America’s rural colleges when he told students that “no institutions [are] more important than the country medical schools, since these are adapted to the means of a large class of students . . . [of] humble attainments.” In both Britain and America, according to Paine’s New York contemporary John Revere, the bulk of practitioners “are generally taken from the humbler conditions in society, and have few opportunities of intellectual improvement.” The social differences between those who followed the university and the practical routes to medicine were nearly as sharp as they had been a halfcentury before. Even when a medical degree was awarded after what was essentially a nonuniversity education, as it was in the United States, Paine distinguished between graduates of country schools, “where lectures and board are low,” and “the aristocrats of our profession, made so through the difference of a few dollars.”
Conference papers on the topic "Degree Name: Doctor of Science"
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Zheng, Yan-Zhe. "Partial Fulfillment of the Requirement for the Degree Doctor of Philosophy in Business Administration." In 2015 International Conference on Management Science and Management Innovation (MSMI 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msmi-15.2015.22.
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Kohun, Frederick, and Azad Ali. "A Doctorate Degree Program in Information Systems of a Kind." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2860.
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This paper discusses the design characteristics of a doctoral program in information systems at a university located in Western Pennsylvania. The program design includes unique characteristics that are intended to minimize the attrition rate among the students enrolled. The paper begins by discussing baseline statistics and reasons for attrition rates in doctoral programs. The focus thereafter is an overview of computer related doctoral programs that offer doctoral degrees in information systems. It concludes with a detailed description of the specific design attributes of the Doctor of Science program in Information Systems and Communications at Robert Morris University (RMU).
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Soret, Ignacio, Carmen De Pablos, and Jose Luis Montes. "Efficient Consumer Response (ECR) Practices as Responsible for the Creation of Knowledge and Sustainable Competitive Advantages in the Grocery Industry." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3269.
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This paper presents a model to measure and to explain knowledge and sustainable competitive advantages generation within the Efficient Consumer Response (ECR) framework. Some specific goals are: a) identification, selection and validation of intellectual capital and of sustainable competitive advantages, b) study of what we name associate concepts: facilitators, implantation drivers and critical success factors, c) develop a validation of a methodology for the measurement model and of the indicators adaptation degree, meeting the demand of related companies and consultants. Results show that individual improvement, work conditions, management style, learning improvement, education, management by objectives and work environment influence directly the human capital increase. Data mining techniques, generation of manuals of procedures and processes, and continuous improvement can be evidenced for a structural capital increase. Increase of relational capital is in direct relationship with the creation and improving of standard procedures for clients, their satisfaction, management by categories, and loyalty programs. To conclude, the implementation of ECR practices generates and increases the intellectual capital, or knowledge, in the organizations by positively promoting the generation of sustainable competitive advantages.
Reports on the topic "Degree Name: Doctor of Science"
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.
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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.