DOCSLIB.ORG

Certification Handbook 2021

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Certification Handbook 2021 NATIONAL CERTIFICATION COMMISSION FOR ACUPUNCTURE AND ORIENTAL MEDICINE Certification Handbook National Standards of Competence in Acupuncture and Oriental Medicine 2021 2001 K Street NW, 3rd Floor North Washington, DC 20006 (888) 381-1140 www.nccaom.org ® NCCAOM Certification Handbook Contents NCCAOM Diversity Equity and Inclusion Statement .......................................................... 4 ® About the NCCAOM ..................................................................................................... 5 ® Benefits of NCCAOM Certification .................................................................................. 6 Code of Ethics ............................................................................................................... 7 NCCAOM Grounds for Professional Discipline .................................................................. 8 What’s New in 2021? ..................................................................................................... 9 NCCAOM Certification Programs .................................................................................. 11 Eligibility to Sit for Examinations vs. NCCAOM Certification Requirements ....................... 11 Steps to NCCAOM Certification .................................................................................... 13 ® Guide to NCCAOM Certification .................................................................................. 14 Certification Routes ...................................................................................................... 15 Route One: Formal Education: United States Applicants .................................................. 16 Route Two: Formal Education: International Applicants .................................................. 17 Route Three: Apprenticeship ........................................................................................ 19 Route Four: Combination of Formal Education and Apprenticeship ................................. 24 Route Five: Converting to an NCCAOM Oriental Medicine Certification ............................ 25 Route Eight: NCCAOM Certification for California Licensed Acupuncturists ...................... 25 Clean Needle Technique Requirement .......................................................................... 25 NCCAOM Request for Information and Appeal Process ................................................... 26 NCCAOM Application for Certification ........................................................................... 27 How to Create Your NCCAOM Account ......................................................................... 27 Online Application ...................................................................................................... 28 Tracking Your Certification Application.......................................................................... 28 Document Guidelines .................................................................................................. 29 Accommodations under the Americans with Disabilities Act (ADA) .................................. 30 Agent Designation Form .............................................................................................. 32 Veterans Reimbursement ............................................................................................. 32 Name Change ............................................................................................................. 32 Changing an NCCAOM Certification Program ................................................................ 33 NCCAOM Certification and Examination Fee Schedule.................................................... 34 ® © 2021 by the NCCAOM . All rights reserved. 2 Back to top NCCAOM® Certification Handbook - June 2021 NCCAOM Examinations ................................................................................................ 35 NCCAOM Examination Preparation and Resources ......................................................... 35 NCCAOM Examination Format ..................................................................................... 36 NCCAOM Examination Policies ..................................................................................... 37 Scheduling an NCCAOM Examination ........................................................................... 41 Examination Day – Be Prepared! .................................................................................... 42 Inclement Weather, Power Failure or Emergency............................................................ 42 Examination Results Notification ................................................................................... 44 Retaking an Examination .............................................................................................. 45 NCCAOM Certified, Active Diplomate Status! ................................................................. 45 NCCAOM Diplomate Benefits ....................................................................................... 46 Maintaining NCCAOM Certification .............................................................................. 47 NCCAOM Certification vs. State Licensure ..................................................................... 47 Examination Results and Certification Verification to State Acupuncture Board ................. 47 ® © 2021 by the NCCAOM . All rights reserved. 3 Back to top NCCAOM® Certification Handbook - June 2021 NCCAOM® Mission To assure the safety and well-being of the public and to advance the professional practice of acupuncture and Oriental medicine by establishing and promoting national, evidence-based standards of competence and credentialing. NCCAOM® Vision Acupuncture and Oriental medicine provided by NCCAOM credentialed practitioners will be integral to healthcare and accessible to all members of the public. NCCAOM Diversity Equity and Inclusion Statement The NCCAOM actively promotes diversity, equity, and inclusion. We strive to embed these principles in all we do, creating an environment where all can thrive. We believe that... Diversity is the representation of many different demographic backgrounds, identities (both innate and selected), and the collective strengths of their experiences, beliefs, values, skills, and perspectives. An Equitable environment recognizes and eliminates barriers to full participation at individual and systemic levels, challenges intentional and unintentional forms of bias, harassment, and discrimination. Inclusion is the act of establishing philosophies, policies, practices, and procedures so that organizations and individuals contributing to the association's success have fair, equal, and unbiased access to opportunities, information, and resources. We commit to fostering a culture where every member of the NCCAOM community feels valued, supported, and inspired to achieve individual and common goals and who are comfortable contributing their unique wisdom, perspectives, and experiences. Non-Discrimination Policy The NCCAOM does not discriminate based on race, color, age, gender, sexual orientation, political or religious beliefs, handicap, marital status, national origin, or ancestry. ® © 2021 by the NCCAOM . All rights reserved. 4 Back to top NCCAOM® Certification Handbook - June 2021 ® About the NCCAOM Founded in 1982 as a non-profit certification organization, the National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM®) is widely accepted as the most influential leader in the field of certification for acupuncture and Oriental medicine. There are currently over 19,500 active NCCAOM Diplomates (NCCAOM certificate holders) practicing with a current NCCAOM certification. The NCCAOM is responsible for the development and administration of the Acupuncture, Chinese Herbology, and Oriental Medicine Certification Programs. The NCCAOM evaluates and attests to the competency of its National Board-Certified AcupuncturistsTM through rigorous eligibility standards and demonstration and assessment of the core knowledge, skills and abilities expected for an entry level practitioner of acupuncture and Oriental medicine. The NCCAOM Acupuncture, Chinese Herbology and Oriental Medicine certification programs are accredited by the National Commission for Certifying Agencies (NCCA) and carry the NCCA seal. For the NCCAOM certification programs in Acupuncture, Chinese Herbology, and Oriental Medicine to remain accredited by the NCCA, the NCCAOM must adhere to strict national accreditation standards for administration of the certification programs and examination development. All Diplomate level certification examinations must meet content validity standards set forth by NCCA. As a requirement of accreditation for the NCCAOM certification programs, the NCCAOM must submit annual reports to the NCCA, and the certification programs must undergo a full NCCA reaccreditation every five years (last completed in 2017). Additional information is available at the Institute for Credentialing Excellence’s website at www.credentialingexcellence.org. All practitioners certified by the NCCAOM are committed to responsible and ethical practice, to the growth of the profession within the broad spectrum of American healthcare, and to their own professional growth. All Diplomates, applicants and candidates for certification are bound by the NCCAOM® Code of Ethics and the NCCAOM® Grounds for Professional Discipline. © 2021 by the NCCAOM®. All rights reserved. 5 Back to top NCCAOM® Certification
Load more

Recommended publications
  • UNDERSTANDING MATHEMATICS to UNDERSTAND PLATO -THEAETEUS (147D-148B Salomon Ofman
    UNDERSTANDING MATHEMATICS TO UNDERSTAND PLATO -THEAETEUS (147d-148b Salomon Ofman To cite this version: Salomon Ofman. UNDERSTANDING MATHEMATICS TO UNDERSTAND PLATO -THEAETEUS (147d-148b. Lato Sensu, revue de la Société de philosophie des sciences, Société de philosophie des sciences, 2014, 1 (1). hal-01305361 HAL Id: hal-01305361 https://hal.archives-ouvertes.fr/hal-01305361 Submitted on 20 Apr 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNDERSTANDING MATHEMATICS TO UNDERSTAND PLATO - THEAETEUS (147d-148b) COMPRENDRE LES MATHÉMATIQUES POUR COMPRENDRE PLATON - THÉÉTÈTE (147d-148b) Salomon OFMAN Institut mathématique de Jussieu-PRG Histoire des Sciences mathématiques 4 Place Jussieu 75005 Paris [email protected] Abstract. This paper is an updated translation of an article published in French in the Journal Lato Sensu (I, 2014, p. 70-80). We study here the so- called ‘Mathematical part’ of Plato’s Theaetetus. Its subject concerns the incommensurability of certain magnitudes, in modern terms the question of the rationality or irrationality of the square roots of integers. As the most ancient text on the subject, and on Greek mathematics and mathematicians as well, its historical importance is enormous.
    [Show full text]
  • Mapping the Meaning of Knowledge in Design Research Kristina Niedderer University of Hertfordshire
    V.2:2 April 2007 www.designresearchsociety.org Design Research Society ISSN 1752-8445 Mapping the Meaning of Knowledge in Design Research Kristina Niedderer University of Hertfordshire Knowledge plays a vital role in our life This question has arisen for design in Table of Contents: in that it reflects how we understand the UK, as well as more generally for the world around us and thus deter- creative and practice-led disciplines Articles: 1 Mapping the Meaning of Knowledge mines how we act upon it. In this sense, (CPDs), because research regulations in Design Research knowledge is of particular importance and requirements in the UK remain Kristina Niedderer for designers because they act to shape silent about what knowledge and our world. Conventionally, knowledge understanding mean in the context of 3 Call for Papers: Design Research creation has been assumed by (design) their specifications while implicitly pri- Quarterly research. However developments of oritising propositional knowledge over Case Studies in Research: Knowledge using practice within research have knowledge that cannot be expressed in and Inquiry pointed to knowledge creation within that form (Niedderer 2007). and through practice. This has raised This has led to a number of prob- Listings: the question of the meaning, role and lems concerning the role and format 14 Current Research in Design: format of knowledge in both research of knowledge in research and practice ToCs from Leading Design Journals and practice, and about the compatibil- in the UK. For example, because of the ity between knowledge of research and language-based mode of proposition- 21 Upcoming Events Worldwide practice.
    [Show full text]
  • Marko Malink (NYU)
    Demonstration by reductio ad impossibile in Posterior Analytics 1.26 Marko Malink (New York University) Contents 1. Aristotle’s thesis in Posterior Analytics 1. 26 ................................................................................. 1 2. Direct negative demonstration vs. demonstration by reductio ................................................. 14 3. Aristotle’s argument from priority in nature .............................................................................. 25 4. Priority in nature for a-propositions ............................................................................................ 38 5. Priority in nature for e-, i-, and o-propositions .......................................................................... 55 6. Accounting for Aristotle’s thesis in Posterior Analytics 1. 26 ................................................... 65 7. Parts and wholes ............................................................................................................................. 77 References ............................................................................................................................................ 89 1. Aristotle’s thesis in Posterior Analytics 1. 26 At the beginning of the Analytics, Aristotle states that the subject of the treatise is demonstration (ἀπόδειξις). A demonstration, for Aristotle, is a kind of deductive argument. It is a deduction through which, when we possess it, we have scientific knowledge (ἐπιστήμη). While the Prior Analytics deals with deduction in
    [Show full text]
  • Phenomenal Concepts and the Problem of Acquaintance
    Paul Livingston Phenomenal Concepts and the Problem of Acquaintance Abstract: Some contemporary discussion about the explanation of consciousness substantially recapitulates a decisive debate about ref- erence, knowledge, and justification from an earlier stage of the ana- lytic tradition. In particular, I argue that proponents of a recently popular strategy for accounting for an explanatory gap between phys- ical and phenomenal facts — the so-called ‘phenomenal concept strategy’ — face a problem that was originally fiercely debated by Schlick, Carnap, and Neurath. The question that is common to both the older and the contemporary discussion is that of how the presence or presentation of phenomenal experiences can play a role in justify- ing beliefs or judgments about them. This problem is, moreover, the same as what was classically discussed as the problem of acquain- tance. Interestingly, both physicalist and non-physicalist proponents of the phenomenal concept strategy today face this problem. I con- sider briefly some recent attempts to solve it and conclude that, although it is prima facie very plausible that acquaintance exists, we have, as yet, no good account of it. My aim in this paper is to demonstrate that proponents of a recently popular physicalist strategy for explaining consciousness — what has been called the phenomenal concept strategy — share with certain anti-physicalist phenomenal realists a common problem, which was also a problem for Schlick, Carnap, and Neurath in the days of the Vienna Circle. Though it has implications for ontology and metaphys- ics, this problem is essentially one about justification: how can judg- ments, claims, or beliefs about phenomenal experience be justified, at Correspondence: Email: [email protected] Journal of Consciousness Studies, 20, No.
    [Show full text]
  • Types of Science Fair Projects: the Good and the Bad Demonstrations, Experiments, Engineering Projects, and Computer Science Projects Science Fair Projects
    Types of Science Fair Projects: The Good and the Bad Demonstrations, experiments, engineering projects, and computer science projects Science Fair Projects Experiments Math projects Engineering Computer Science Demonstrations What is a demonstration? • Demonstration projects are not permitted. • A demonstration shows how something works. • An experiment involves an independent and dependent variable. Demo → Experiment • The difference between a demonstration and an experiment is the manipulation of variables. • To change a demonstration to an experiment, modify the project to include an independent and a dependent variable. • Examples: Volcano, Motor Science Fair Projects Experiments Math projects Engineering Computer Science The Process is the Key • Science, engineering, and mathematics each have their own process for coming to new knowledge. • No matter what kind of project you are doing you must follow the process appropriate to your discipline. Image from http://sciencebuddies.org/science-fair-projects/project_scientific_method.shtml Computer Programming Math Projects Engineering Scientific Mathematical Process Method Reasoning/Proof Define a need State your question Define what is known Do background research Do background research Research & define all terminology Establish design criteria Formulate your hypothesis, Make a conjecture/assumption identify variables based on what you know Prepare preliminary designs Design experiment, establish Perform calculations procedure Build & test prototype Test your hypothesis by doing Look for counter examples an experiment Test & redesign as necessary Analyze your results and draw Recalculate and write up steps conclusions to the conclusion Present results Present results Present Results Scientific Method & Engineering Process Comparison used with permission from Science Buddies. Computer Science Projects • Computer science projects are a special type of engineering projects and therefore follow the engineering design process.
    [Show full text]
  • Space-Based Space Surveillance Operational and Demonstration Missions
    SPACE-BASED SPACE SURVEILLANCE OPERATIONAL AND DEMONSTRATION MISSIONS Diego Escorial Olmos(1), Fernando E. Alemán Roda(2), Kevin Middleton(3), Joris.Naudet(4) (1)GMV, Isaac Newton 11, Tres Cantos 28760, Madrid, Spain, Email: [email protected] (2)GMV, Isaac Newton 11, Tres Cantos 28760, Madrid, Spain, Email: [email protected] (3) RAL Space, STFC Rutherford Appleton Laboratory, Harwell, Oxford Didcot, Oxon, OX11 0QX, United Kingdom, Email: [email protected] (4)QinetiQ Space, Hogenakkerhoekstraat 9, 9150 Kruibeke, Belgium, Email: [email protected] ABSTRACT objects. In order to include a detected object in the catalogue, the accuracy envelope shall be better than GMV is currently leading, under ESA contract, an 2.5km. These requirements shall be achieved by the assessment study to define a demonstration mission for SBSS operational system in conjunction with the space-based space surveillance. The project team ground based segment of the SST (Space Surveillance includes QinetiQ Space as responsible for the platform and Tracking) system that would be also available in the and RAL Space for the payload activities. future. During the first phase of the study a high-level In terms of reactiveness, the system shall be able to definition of a future operational mission has been fulfil a tracking request for any GEO “catalogued” or carried out including the definition of user requirements “pre-catalogued” object before 48 hours after the for a future Space Based Space Surveillance (SBSS) request is issued. This requires that the space segment service. shall be able to be re-planned or re-programmed in less During the second phase of the study a precursor than 24 hours to accommodate the active tracking mission to demonstrate the SBSS operational needs has request.
    [Show full text]
  • ARISTOTLE's FOUNDATIONALISM Breno Andrade Zuppolini Aristotle
    ARISTOTLE’S FOUNDATIONALISM Breno Andrade Zuppolini UNICAMP Resumo: Para Aristóteles, conhecimento demonstrativo é o resultado do que ele denomina 'aprendizado intelectual', processo em que o conhecimento da conclusão depende de um conhecimento prévio das premissas. Dado que demonstrações são, em última instância, baseadas em princípios indemonstráveis (cujo conhecimento é denominado 'νοῦς'), Aristóteles é frequentemente retratado como promovendo uma doutrina fundacionista. Sem contestar a nomenclatura, tentarei mostrar que o 'fundacionismo' de Aristóteles não deve ser entendido como uma teoria racionalista da justificação epistêmica, como se os primeiros princípios da ciência pudessem ser conhecidos enquanto tais independentemente de suas conexões explanatórias com proposições demonstráveis. Argumentarei que conhecer os primeiros princípios enquanto tais envolve conhecê-los como explicações de outras proposições científicas. Explicarei, então, de que modo conhecimento noético e conhecimento demonstrativo são, em certo sentido, estados cognitivos interdependentes – ainda que o conceito de νοῦς se mantenha distinto de (e, nas palavras de Aristóteles, mais 'preciso' do que) conhecimento demonstrativo. Palavras-chave: Aristóteles; fundacionismo; ciência; demonstração. Abstract: For Aristotle, demonstrative knowledge is the result of what he calls ‘intellectual learning’, a process in which the knowledge of a conclusion depends on previous knowledge of the premises. Since demonstrations are ultimately based on indemonstrable principles (the knowledge of which is called ‘νοῦς’), Aristotle is often described as advancing a foundationalist doctrine. Without disputing the nomenclature, I shall attempt to show that Aristotle’s ‘foundationalism’ should not be taken as a rationalist theory of epistemic justification, as if the first principles of science could be known as such independently of their explanatory connections to demonstrable propositions.
    [Show full text]
  • The Effectiveness of Teachers' Use of Demonstrations for Enhancing Students' Understanding of and Attitudes to Learning the Oxidation-Reduction Concept
    OPEN ACCESS EURASIA Journal of Mathematics Science and Technology Education ISSN: 1305-8223 (online) 1305-8215 (print) 2017 13(3):555-570 DOI 10.12973/eurasia.2017.00632a The Effectiveness of Teachers' Use of Demonstrations for Enhancing Students' Understanding of and Attitudes to Learning the Oxidation-Reduction Concept Ahmad Basheer The Academic Arab College for Education in Israel - Haifa Muhamad Hugerat The Academic Arab College for Education in Israel - Haifa Naji Kortam The Academic Arab College for Education in Israel - Haifa Avi Hofstein The Academic Arab College for Education in Israel – Haifa & Weizmann Institute of science, Israel Received 02 February 2016 ▪ Revised 14 July 2016 ▪ Accepted 26 July 2016 ABSTRACT In this study we explored whether the use of teachers' demonstrations significantly improves students’ understanding of redox reactions compared with control group counterparts who were not exposed to the demonstrations. The sample consisted of 131 Israeli 8th graders in middle schools (junior high school). Students' attitudes and achievements as well as their understanding of redox and electrolysis were assessed by administering a questionnaire that investigated their attitudes (perceptions) towards a demonstration in chemistry. The findings showed that the experimental group's achievements and understanding of the subject were statistically significantly better than those of their control group counterparts. Keywords: chemistry demonstrations, redox reactions, electrolysis, achievement, attitudes, electrochemical row, chemistry education INTRODUCTION Rationale for the Study The concept of oxidation-reduction is one of the key concepts taught and learned in chemistry in the middle school (junior high schools) in most countries around the world (GCE Ordinary Level). Butts and Smith (1987), for example, reported that high-school students found the concepts of electrolysis relatively difficult to understand.
    [Show full text]
  • The University of Chicago Aristotle on the Necessity
    THE UNIVERSITY OF CHICAGO ARISTOTLE ON THE NECESSITY OF WHAT WE KNOW A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE HUMANITIES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF PHILOSOPHY BY JOSHUA MENDELSOHN CHICAGO, ILLINOIS JUNE 2019 TABLE OF CONTENTS ACKNOWLEDGMENTS . iv ABSTRACT . v 1 INTRODUCTION . 1 1.1 Aristotle on what we know ........................... 1 1.2 Previous approaches ............................... 7 1.3 Some first steps toward an answer ....................... 25 1.4 Chapter breakdown ................................ 34 2 ARISTOTLE’S DURABILITY ARGUMENTS . 36 2.1 Knowledge in the Categories ........................... 36 2.1.1 Knowledge as a relative: Categories 7 . 36 2.1.2 Knowledge as a state: Categories 8 ................... 51 2.1.3 The tension between the two principles . 59 2.2 When what is changeable goes out of view: Nicomachean Ethics VI.3 . 66 2.2.1 The sense of “necessity” ......................... 74 2.2.2 A Platonic precursor: Theaetetus 163c–164b . 75 2.3 Durability and demonstration: Posterior Analytics I.6 . 79 2.4 Knowledge of sensible particulars: Metaphysics Ζ.15 . 86 2.5 Taking stock ................................... 88 3 THE OBJECT OF KNOWLEDGE . 90 3.1 The introduction of the Forms ......................... 93 3.2 The irrelevance of the Forms .......................... 96 3.3 Essentiality and necessity: Posterior Analytics I.4 . 102 3.3.1 “Of all” and “per se” . 103 3.3.2 Per se predications and necessity . 108 3.3.3 “Universal” ................................112 3.3.4 Demonstrative necessities concerning individuals . 115 3.4 Per se necessity in natural science . 120 3.4.1 Per se necessity in biology: Parts of Animals II.3 .
    [Show full text]
  • Learning from Demonstration
    Learning From Demonstration Stefan Schaal sschaal @cc .gatech.edu; http://www.cc.gatech.edulfac/Stefan.Schaal College of Computing, Georgia Tech, 801 Atlantic Drive, Atlanta, GA 30332-0280 ATR Human Information Processing, 2-2 Hikaridai, Seiko-cho, Soraku-gun, 619-02 Kyoto Abstract By now it is widely accepted that learning a task from scratch, i.e., without any prior knowledge, is a daunting undertaking. Humans, however, rarely at­ tempt to learn from scratch. They extract initial biases as well as strategies how to approach a learning problem from instructions and/or demonstrations of other humans. For learning control, this paper investigates how learning from demonstration can be applied in the context of reinforcement learning. We consider priming the Q-function, the value function, the policy, and the model of the task dynamics as possible areas where demonstrations can speed up learning. In general nonlinear learning problems, only model-based rein­ forcement learning shows significant speed-up after a demonstration, while in the special case of linear quadratic regulator (LQR) problems, all methods profit from the demonstration. In an implementation of pole balancing on a complex anthropomorphic robot arm, we demonstrate that, when facing the complexities of real signal processing, model-based reinforcement learning offers the most robustness for LQR problems. Using the suggested methods, the robot learns pole balancing in just a single trial after a 30 second long demonstration of the human instructor. 1. INTRODUCTION Inductive supervised learning methods have reached a high level of sophistication. Given a data set and some prior information about its nature, a host of algorithms exist that can extract structure from this data by minimizing an error criterion.
    [Show full text]
  • ED158767.Pdf
    DOCUMENT RESUME ED 158 767 IR 006 398 AUTHOR Slattow, G., Ed. TITLE ,1 Demonstration of the PLATO IV Computer-Based Education System. Final Report: January 1, 1972-June 30, 1976. INSTITUTION Illinois Univ., Urbana. Computer-Based Education Lab. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE Mar 77 k, CONTRACT NSF-C-723 NOTE 4tep. AVAILARLEFROM Computer-based Education Research Laboratory, University Of. Illinois, Urbana, Illinois ($7.70) EDRS PRICE. MF-$0.83 HC-$22.09 Plus Postage. DESCRIPTORS College-Programs; *Computer Assisted Instruction; *Curriculum Development; Elementary School Mathematics; Formative Evaluatidn; Higher Education; *Instrpttional Design; Interinstitutional CoopeRation; Man Machine Systems; Networks; On/rine System's; Publications; Reading Instruction; *Systems Development; Tables (Data) IDENTIFIERS *PLATO. IV ABSTRACT This report for the period January 1,:1972 to June 30, 1976 describes a program conducted to reach the following major objectives: (1) to develop, test, and operate -a large geographically dispersed PLATO IV network; q2) to implement an educational prograda involving educational liaison, teacher/author training, curriculum -planning, an& materials development; (3) to carry out a two-year field, test and demonstration; and (4) to develop plans and strategies and assisi in a systematic evaluation of the educational effectiveness of the 'PLATO IV system. Chaptef t gives a brief account 'of PLATO history, a summary of the program, and n discussion,of,the results and. their impliCations, Chapter 2 describes the methods by which the PLATO Service Organization provides authoatraining, -liaison,' documentation, and other services to.a larTe User community. Chapter 3 provides evaluation of system reliability, performance, 'use, .and-educational effectiveness, and presents a detailed case study in elementary mathematics.
    [Show full text]
  • Charles Bell, François Magendie and the Bell-Magendie Law Anatomy, Surgery, Neurology, Physiology & Anatomical Illustration in the Early 19Th Century
    CATALOGUE 43 John & Charles Bell, François Magendie and the Bell-Magendie Law Anatomy, Surgery, Neurology, Physiology & Anatomical Illustration in the Early 19th Century historyofscience.com Jeremy Norman & Co., Inc. P.O. Box 867 Novato, CA 94948 Voice: (415) 892-3181 Fax: (415) 276-2317 Email: [email protected] Copyright ©2012 by Historyofscience.com / Jeremy Norman & Co., Inc. Image from the National Portrait Gallery, London John Bell (1763-1820) John Bell, the elder brother of Charles Bell, was an eminent Scottish surgeon and anatomist. He initially studied anatomy at Edinburgh under Alexander Monro secundus, but after realizing that Monro’s teachings did not address the anatomical problems encountered by surgeons Bell decided in 1790 to found his own anatomy school, where he emphasized the importance of anatomy to surgical practice. He is thus regarded as the founder of surgical anatomy. He was also one of the founders of vascular surgery, famous for having been the first to ligate the gluteal artery (see below under his Principles of Surgery), and for tying the common carotid and internal iliac. A compassionate man, Bell did not hesitate to speak out against the unnecessary pain and suffering inflicted by incompetent surgeons in Scotland. This gained him many enemies and may have contributed to the unfortunate controversy with James Gregory, professor of medicine at Edinburgh, which led to Bell being barred from the Royal Hospital of Edinburgh in 1800. Bell gave up teaching at this point but continued to practice surgery; over the next twenty years he became recognized as the leading surgical operator and consultant in Scotland.
    [Show full text]