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Doctor of Pharmacy (Pharm. D.) SCOPE & PLACEMENTS
Doctor of Pharmacy (Pharm. D.) (6 Years Post Graduation with Prefix Doctor before your name) Importance, Scope and Placements in India & Abroad About Course Pharm.D. course is introduced by Govt. of India and Pharmacy Council of India, New Delhi in 2008 It was introduced with a vision for improvement of clinical pharmacy services in our country. It is the only pharmacy service which is in direct contact with patient health care system. The Pharm.D. program is a pre-Ph.D., post-graduate professional doctorate. After obtaining Pharm.D. degree, the candidate can put Dr. (Doctor) before his/her name. Duration: 06 years, divided in two phases: Phase-I (05 Years Study) and Phase-II (01 Year Internship/ Residency) Examination pattern: Annual Eligibility: Pass in 10+2 Science (Medical/ Non-Medical) or D.Pharmacy, eligible to get admission in first year of this course. In countries like USA, Australia, Canada etc., this course has central and pivotal role in the health care system. The course aims to prepare eligible candidates students in the management of patient medication therapy and improving patient outcomes. SCOPE & PLACEMENTS Pharm.D. candidates may work in the following fields: Scientist for Clinical Trials: A new drug undergoes various clinical trials on humans under the expertise of pharmacologists. Pharmacovigilance Scientist/Officer: Various companies like Quantum, Herron etc. recruit pharmacologists for the vigilance of various drugs used in the public domain for their new adverse drug effects or new indications etc. Clinical Research Organizations like Parexel, Herron etc. Research fellow in various research projects of government and private agencies. -
Postgraduate Education in Europe Harmonising with a Dissonance?
Sakari Ahola & Osmo Kivinen Postgraduate Education in Europe Harmonising with a dissonance? This presentation deals with the emerging European postgraduate policies and their larger EU-dimensions which have motivated the establishing of a co-operative network (PG-NET) of eight European countries. The focus is on the harmonisation of the European higher education scene, especially from the Finnish point of view. The ongoing Bologna process can be seen as an expression of the will to create a common higher education market in Europe in order to promote the free mobility of students and the labour force. In this respect the speculation taken furthest is that already in the near future the effort to maintain the distinction between universities and polytechnics will be given up. In this way Europe will probably follow in the footsteps of the US, and gradually move towards a three-phase model of higher education with abroad access and initial three-year programmes leading to the bachelor’s degree that provides advanced training but that are not closely linked with the world of academic research. In the next phase a smaller part will advance through selective procedures to the master’s level on which studies are also more closely connected with scientific work. Only at the post-master’s level leading to a doctorate will the humboldtian ideal of the integrated nexus of teaching, research and learning be attained. It is argued in the paper that this kind of a two (or three) tier structure would be suitable especially from the perspective of the European Graduate School model and beneficial also to the functioning of the Finnish higher education system with its special problem points. -
Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter. -
Professionals and Academics Degrees in Pharmacy: “Understanding the Designation of Each
International Journal of Pharmacy Teaching & Practices 2012, Vol.3, Issue 3, 281-282. Professionals and academics Degrees in Pharmacy: “Understanding the designation of each degree and knowing which degree to pursue for the right perspective future work.” Guy Armel Bounda School of Pharmacy,China Pharmaceutical University college or university that is usually awarded in Letter to Editor recognition of the recipient having either satisfactory completed a prescribed course of study.[9] The most Please cite this paper as: Guy Armel Bounda. Professionals and common academic degrees awarded today are academics Degrees in Pharmacy: “Understanding the designation of Bachelor’s, Master’s and Doctoral degrees. The each degree and knowing which degree to pursue for the right modern pharmacy profession has shifted perspective future work.” IJPTP, 2012,3(3),281-282 . considerably away from a product focus and towards Corresponding Author: a patient focus. To cope with these changes, and to meet the demand of the modern pharmacy Guy Armel Bounda profession, the pharmacy curriculum, especially in Clinical Pharmacy, the developed world, has evolved significantly. [6] School of Pharmacy China Pharmaceutical University In the western countries and in several 24# Tong Jia Xiang, Nanjing 210009 countries where their education system is based on P.R.China The United Kingdom or on The United States Email: [email protected] Educational system, BPharm (Bachelor of Letter Comment Pharmacy), MPharm (Master of Pharmacy) and PharmD (Doctor of Pharmacy) are the -
Development and Current Status of Clinical Pharmacy Education in China
American Journal of Pharmaceutical Education 2014; 78 (8) Article 157. REVIEW Development and Current Status of Clinical Pharmacy Education in China Ming Hu, PhD,a Gary Yee, PharmD,b Naitong Zhou, MS,a Nan Yang, PhD,a Xuehua Jiang, PhD,a and Donald Klepser, PhDb a West School of Pharmacy, Sichuan University, Chengdu, Sichuan Province, China b College of Pharmacy, University of Nebraska Medical Center, Omaha, Nebraska Submitted October 24, 2013; accepted February 19, 2014; published October 15, 2014. Objective. To describe the current status and developing trend of clinical pharmacy education in China. Methods. Descriptive analysis of data and information about the clinical pharmacy specialty, pharmacy colleges, and curriculum from literature, college websites, and statistics from the Ministry of Health (MOH) and Ministry of Education (MOE) websites was conducted. Results. Clinical pharmacy programs were established in China in 1989 but developed more fully after 2006. In 2012, there were 30 pharmacy colleges with clinical pharmacy undergraduate programs, which included a bachelor’s degree in clinical pharmacy and a clinical pharmacy concentration within the BS programs of pharmacy or medicine. More than 40 colleges within the university system offer 4 types of master’s degree programs in clinical pharmacy. Five universities offer a PhD program in clinical phar- macy. Three postgraduate programs exist, which train hospital pharmacists and clinical pharmacists: the 312 year Hospital Pharmacist Standardized Training Program at Peking hospitals; the 1-year Clinical Pharmacist Training Program sponsored by the MOH; and the 2-year Clinical Pharmacist Residency Program provided by West China Hospital at Sichuan University. Conclusion. A growing clinical pharmacy education system has been established and has become an important subfield in Chinese pharmacy education. -
Pharmacy Education in Australia with a Special Focus on Clinical Pharmacy Education
JAASP http://www.aaspjournal.org Journal of Asian Association of Schools of Pharmacy 2019; 8: 1–6 © 2019 The Asian Association of Schools of Pharmacy Review Pharmacy education in Australia with a special focus on clinical pharmacy education Shu Chuen Li* Discipline of Pharmacy & Experimental Pharmacology, School of Biomedical Sciences & Pharmacy, University of Newcastle, Callaghan, Australia Received February 7, 2019 ABSTRACT Revised March 15, 2019 Accepted March 25, 2019 In Australia, there are currently two types of pharmacy programs, a four-year Bachelor of Pharmacy program and a two-year graduate entry Master of Pharmacy Program, offered by * Corresponding author 18 Pharmacy schools. Completion of either degree together with other requirements is the Discipline of Pharmacy & Experimental current basis for registration to practice as a pharmacist. Pharmacology, School of Biomedical The quality of pharmacy education and training in Australia is regulated and monitored by Sciences & Pharmacy, University of Newcastle, Callaghan, NSW 2308, Australia several governmental and professional organizations to ensure its standard. E-mail: [email protected] Postgraduate pharmacy training is also available from several universities in Australia to equip practicing pharmacists with advanced knowledge and skill in clinical pharmacy. Overall, pharmacy education and training in Australia is of high quality and producing practicing pharmacists to fulfil the current need of the local healthcare system. However, the heightened expectation for pharmacist to contribute further in health care delivery will put pressure on pharmacy schools to be more proactive in updating their curricula to meet this need. Key words: pharmacy, education, clinical pharmacy, post graduate training, Australia pharmacy. Students could enter the course at any date and 1. -
G20 Academic Regulation (Appendix) 2017/18
G20 ACADEMIC REGULATION (APPENDIX) 2017/18 G20 The College has the authority to confer and revoke awards under the Charter and Statutes of King’s College London. All awards have regard to the provisions of the QAA UK Quality Code for Higher Education. Conferment and Revocation G20.1 Academic Board has the authority to award and revoke any degree, diploma, certificate or other award granted by the College in accordance with the Charter and Statutes of King’s College London. Conferment G20.2 The Assessment Boards, acting on the recommendations of their constituent Assessment Sub Boards, the Research Degrees Examination Board and the College Assessment and Standards Committee are the sole bodies having delegated authority to recommend the conferment of the awards for which they are responsible. G20.3 The only occasion when a decision relating to results ratified by the Assessment Board can be modified, is under the provisions of the academic appeals process. Revocations G20.4 Award type, award title or classification can be revoked and reissued, or an award can be revoked in its entirety. G20.5 A revocation may be applied: a) when there is satisfactory proof that there was an administrative error in the award made; b) when, subsequent to award, an Assessment Board takes into account information which was unavailable at the time its original decision was made; or c) following a recommendation by the Misconduct Committee or by an Inquiry Panel established to investigate allegations of research misconduct. Awards G20.6 The awards have regard to the provisions of the QAA’s UK Quality code for higher education and meet the following requirements specified for King’s College London degrees, diplomas and certificates: Undergraduate Certificates (level 4) G20.7 An Undergraduate Certificate is the equivalent of one year’s study of an undergraduate degree at level 4. -
Self Evaluation Report and Description Tartu School of Pharmacy 2008
University of Tartu Faculty of Medicine Department of Pharmacy SELF-EVALUATION REPORT for the accreditation of curricula : 80419 (8896212) Pharmacy (Bachelor and Master`s integrated studies) 2707 (8505202) Pharmacy (Doctoral studies) 80361 (8896212) Pharmacy (Doctoral studies) Approved by: Head of the Working Group Prof. Peep Veski …………………………….. Signature Date Dean of the Faculty of Medicine Prof. Toomas Asser ……………………………… Signature Date Vice Rector for Prof. Birute Klaas ……………………………… Academic Affairs Signature Date Tartu 2008 1 TABLE OF CONTENT DESCRIPTION OF THE PROCESS OF COMPILING THE SELF-EVALUATION REPORT 1 1. INTRODUCTION 1.1. THE MISSION OF THE UNIVERSITY OF TARTU 2 1.2. BRIEF HISTORY OF THE UNIVERSITY OF TARTU 2 1.3. THE ESTONIAN SYSTEM OF HIGHER EDUCATION 2 1.4 THE STRUCTURE OF THE UNIVERSITY OF TARTU 3 1.5. PRINCIPLES AND ORGANISATION OF QUALITY ASSURANCE AT THE UNIVERSITY 4 1.6. ORGANIZATION AND MANAGEMENT OF THE FACULTY OF MEDICINE 5 1.7. ORGANIZATION AND MANAGEMENT OF THE DEPARTMENT OF PHARMACY 7 2. PHARMACY EDUCATION IN ESTONIA 8 3. THE OBJECTIVES OF THE DEPARTMENT OF PHARMACY 8 4. DESCRIPTION OF THE CURRICULA 9 4.1. HISTORY OF TEACHING OF PHARMACY AT THE UNIVERSITY OF TARTU 9 4.2. CHARACTERISATION OF CURRICULUM: PHARMACY MASTER CURRICULUM 9 4.3. OPENING, MANAGING AND CHANGING OF THE CURRICULUM 11 4.4. CHARACTERISATION OF CURRICULUM: DOCTORAL STUDIES 12 4.5. THE CURRICULUM: STRONG SIDES 12 4.6. THE CURRICULUM: WEAK SIDES 13 4.7. ACTION PLAN 13 4.8. TRAINING PROCESS 13 4.9. TRAINING METHODS 14 4.10. TRAINING PROCESS: STRONG SIDES 16 4.11. -
Department of Pharmacy & Pharmacology
Department of Pharmacy & Pharmacology Pre-entry Guide 2019-20 for Master of Pharmacy (MPharm) and Master of Pharmacy (MPharm) with integrated pre-registration year Name: …………………………………………. Dear Student, Congratulations on passing your exams and achieving the necessary qualifications to enter the Department of Pharmacy & Pharmacology at the University of Bath! You can be confident that you are embarking on a degree programme which is widely respected in the UK and further afield, and which will give you a strongly positive start to your chosen career in pharmacy. It is my responsibility as Director of Teaching, and MPharm Director of Studies, to ensure that our Department and its academic staff provide you with every opportunity to achieve your potential. We do this primarily by designing integrated MPharm programmes, in which core pharmaceutical sciences, pharmacology and biomedical sciences are taught in a way that emphasises their importance to clinical pharmacy practice. Our MPharm programmes undergo regular review and updates, both to keep their content in line with recent scientific and clinical research, and to take advantage of technological developments so that at least some of that accumulated information can be made available in an easily digestible form to you. A brief outline of the first year of your MPharm programme is provided in this booklet, together with some instructions on what we would like you to do before arriving in Bath to commence your studies. However, the most important point that I wish to emphasise is that, at University, your success (or otherwise!) is much more in your hands than it is in ours. -
THESIS by MAGISTER PROGRAM of ENGLISH EDUCATION TEACHER
perpustakaan.uns.ac.id digilib.uns.ac.id THESIS THE EFFECTIVENESS OF DISCUSSION METHOD IN TEACHING SPEAKING SKILL VIEWED FROM THE STUDENTS’ INTELLIGENCE QUOTIENT (An Experimental Research on the Tenth Grade of SMA Negeri 7 Purworejo in the Academic Year of 2012/2013) By BAMBANG HIRUSETYADI (S 891108024) Submitted as a Partial Fulfillment of the Requirements for the Graduate Degree of English Education MAGISTER PROGRAM OF ENGLISH EDUCATION TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA commit2014 to user perpustakaan.uns.ac.id digilib.uns.ac.id APPROVAL THESIS THE EFFECTIVENESS OF DISCUSSION METHOD IN TEACHING SPEAKING SKILL VIEWED FROM THE STUDENTS’ INTELLIGENCE QUOTIENT (An Experimental Research on the Tenth Grade of SMA Negeri 7 Purworejo in the Academic Year of 2012/2013) By Bambang Hirusetyadi (S 891108024) This thesis has been approved by the Consultants and Head of Magister Program of English Education of Teacher Training and Education Faculty of Sebelas Maret University Surakarta In December 2013 Consultant I Consultant II Dr. Ngadiso, M. Pd Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. NIP 196212311988031009 NIP 19600918 198702 2001 Approved by Head of English Education Department of Teacher Training and Education Faculty of Sebelas Maret University Dr. Abdul Asib, M.Pd NIP 19520307commit to 19user8003 1 005 ii perpustakaan.uns.ac.id digilib.uns.ac.id commit to user perpustakaan.uns.ac.id digilib.uns.ac.id PRONOUNCEMENT This is to certify that I myself write this thesis entitled “The Effectiveness of Discussion Method in Teaching Speaking Skill Viewed from The Students’ Intelligence Quotient” (An Experimental Research on the Tenth Grade of SMA Negeri 7 Purworejo in the Academic Year of 2012/2013). -
Curriculum Vitae 4 Pages
Curriculum Vitae (short version, 4 pages) 1. FULL NAME Vincenzo Cerullo (ResearchID: B-9075-2015; ORCID: 0000-0003-4901-3796) 2. OTHER INFORMATION Citizenship: Italian Office address: Biocenter 2, Viikinkaari 5E, 00790 Helsinki, Finland Home Address: Uimarinpolku 10C 15, 00330 Helsinki, Finland Marital Status: Married, two children (Victor, 6 and Nicole, 2) 3. EDUCATION AND DEGREE AWARDED 23/10/1998 Master of Pharmacy and Pharmaceutical Chemistry (5 years), score 110/110 cum laude University of Naples “Federico II”. Title of the Thesis: Crellastatin A: A Cytotoxic Bis-Steroid Sulfate from the Vanuatu Marine Sponge Crella sp. Supervisors: Professors Luigi Minale and Mariavaleria D’Auria 3 Jun 1999 Board of Pharmacy 17 Jun 2004 Doctor in Biotechnology, University of L’Aquila and University of Naples “Federico II”. Title of the thesis: Development of Helper-dependent Adenoviral Vectors for gene therapy of Atherosclerosis. Supervisors: Professor Lucio Pastore and Professor Fabrizio Pane. 13 May 2011 Docent (equivalent to adjunct professor or senior lecturer) of Experimental Virology, University of Helsinki. 4. OTHER EDUCATION AND TRAINING, QUALIFICATIONS AND SKILLS - Pedagogy education at University of Helsinki (35ECTs) teaching in higher Education - Clinical trials development and clinical research – ASGCT 5. LINGUISTIC SKILLS Italian: mother tongue English: fluent Spanish: good Finnish: entry (second level Helsingin Aikuisopisto, training still on-going) Swedish: good (wife and son Swedish-speaking) 6. CURRENT POSITION 16/09/2012 Tenure-track -
The Inclusion of a Business Management Module Within the Master of Pharmacy Degree: a Route to Asset Enrichment? Pharmacy Practice 2013 Apr- Jun;11(2):109-117
Davies MJ, Fleming H, Jones R, Menzie K, Smallwood C, Surendar S. The inclusion of a business management module within the master of pharmacy degree: a route to asset enrichment? Pharmacy Practice 2013 Apr- Jun;11(2):109-117. Original Research The inclusion of a business management module within the master of pharmacy degree: a route to asset enrichment? Michael J. DAVIES, Hannah FLEMING, Richard JONES, Kate MENZIE, Christine SMALLWOOD, Sebastian SURENDAR. Received (first version): 31-Jan-2013 Accepted: 22-May-2013 ABSTRACT* include business owners / lecturers and teaching Background: Over the past decade the profession practitioners covering topics including management, of pharmacy has steadily evolved. The New leadership, interpersonal skills and regulation. We Pharmacy Contract exposed pharmacists to a suggest the inclusion of a business module with the fundamental change in traditional pharmacy MPharm degree would be of great value in business models. preparing individuals for practice within a modern Objective: This study will consider whether day healthcare setting. community pharmacists, pharmacy undergraduates and academic staff within the United Kingdom Keywords: Education, Pharmacy; Students, believe it would be beneficial to incorporate a Pharmacy; Professional Competence; Pharmacy business management module within the Master of Administration; United Kingdom Pharmacy (MPharm) undergraduate degree along with potential mechanisms of delivery. INCLUSIÓN DE UN MÓDULO DE GESTIÓN Methods: Further to ethical approval, the DE EMPRESA EN EL GRADO DE MASTER questionnaire was distributed to UK registered EN FARMACIA: UN CAMINO HACIA LA pharmacists (n=600), MPharm undergraduates MEJORA? (n=441) and academic staff at Liverpool John Moores University (n=44). The questions were formatted as multiple choice questions, Likert scales RESUMEN or the open answer type.