Health Sciences Sciences De La Santé 2021-2022
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SSHRC Forum July 11-12
SSHRC “MOBILIZING KNOWLEDGE FOR ELDER EMPOWERMENT” FORUM TRANSFERRING LESSONS ON COORDINATION OF SOCIAL SERVICES FOR OLDER PEOPLE JULY 11-12, 2019 8:30 AM - 5:00 PM McGill University Institute of Health Sciences Education Lady Meredith House, Ground floor 1110, Pine Avenue West Montreal, QC H3A 1A3 https://elderempowerment.weebly.com SSHRC MOBILIZING KNOWLEDGE FOR ELDER EMPOWERMENT FORUM 2019 PRE-CONFERENCE Wednesday, July 10, 5pm - 7pm WELCOME DRINKS (M-KEE FORUM) Le Mezz Bar, Le Cantlie Hotel Mezzanine level (one floor up) 1110 Sherbrooke Street West Montreal, QC H3A 1G9 DAY 1 Thursday, July 11, 8:30am - 5:00pm WELCOME 8:30 - 8:45 am Arrival, Coffee INTRODUCTION 8:45am: The notion of social health Dr. Peter Nugus 8:50am: Social health as networks Ms. Maud Mazaniello-Chézol 8:55am: Perspectives on health Ms. Valérie Thomas 9:05am: Health and social care in Canada Dr. Émilie Dionne 9:10am: The Québec policy context: present and future The Hon. Carlos Leitão, MP 1 SSHRC MOBILIZING KNOWLEDGE FOR ELDER EMPOWERMENT FORUM 2019 DAY 1 (cont.) Thursday, July 11, 8:30am - 5:00pm WHAT ARE THE CHALLENGES IN DELIVERING OR ADVOCATING FOR SOCIAL HEALTH? Facilitator: Dr. Yvonne Steinert 9:20am - 10:35am Mr. Danis Prud’homme Ms. Laura Tamblyn-Watts Ms. Sheri McLeod Ms. Seeta Ramdass and Ms. Amy Ma Ms. Moira MacDonald 10:35am - 10:45am: Coffee break 10:45am - 11:45am: Discussion 2 SSHRC MOBILIZING KNOWLEDGE FOR ELDER EMPOWERMENT FORUM 2019 DAY 1 (cont.) Thursday, July 11, 8:30am - 5:00pm WHAT ARE THE CORE CONCEPTS, INITIATIVES AND OUTCOMES FOR SOCIAL HEALTH? Facilitator: Dr. -
Canadian Education, Eh?
2019 ANNUAL CONFERENCE CANADIAN EDUCATION, EH? #HECA2019RI TODAY’S PRESENTERS Teo Salgado Independent Educational Consultant VerveSmith, Ltd. Dan Seneker Director, Enrolment Management Bishop’s University Valerie Herteis International Recruitment Specialist University of Waterloo Natasha Bijelich Assistant Director, International Student Recruitment University of Toronto #HECA2019RI 6 time zones covering 4.5 hours 35.8 million Canadians 75% live within 161 km of US border 4 distinct seasons #HECA2019RI Source: www.HolidayWeather.com #HECA2019RI Why study in Canada? Internationally recognized for quality education in THE World University Rankings, 2018-2019 in top 200 of Academic Ranking of World Universities Safe and diverse cities/campuses Weak Canadian dollar | #HECA2019RI Work experience Off-campus: 20 hours per week, 40 hours per week during holidays; participate in co-op and internships Post-graduation permit Gain up to 3 years Canadian work experience Express Entry Additional points for studying in Canada and for a job offer #HECA2019RI 97 Universities Canada members 180 public colleges & institutes #HECA2019RI Universities Mission: teaching, research and public service Programs: undergraduate, graduate, professional Second-entry: Medicine, Nursing, Law, Pharmacy 3 Categories Medical/Doctoral | Comprehensive | Primarily Undergraduate #HECA2019RI BISHOP’S UNIVERSITY MISSION In 1843, the founders of Bishop’s University declared their goal “to offer the country a sound and liberal education.” To this day, our university remains focused -
Frank Dawson Adams Fonds (MS-2-1)
Dalhousie University Archives Finding Aid - Frank Dawson Adams fonds (MS-2-1) Generated by the Archives Catalogue and Online Collections on January 23, 2017 Dalhousie University Archives 6225 University Avenue, 5th Floor, Killam Memorial Library Halifax Nova Scotia Canada B3H 4R2 Telephone: 902-494-3615 Email: [email protected] http://dal.ca/archives http://findingaids.library.dal.ca/frank-dawson-adams-fonds Frank Dawson Adams fonds Table of contents Summary information ...................................................................................................................................... 3 Administrative history / Biographical sketch .................................................................................................. 3 Scope and content ........................................................................................................................................... 4 Notes ................................................................................................................................................................ 4 Access points ................................................................................................................................................... 4 Collection holdings .......................................................................................................................................... 5 Frank Dawson Adams photographs ([188-?]-[1920?]) ................................................................................ 5 Personal papers of -
Acronyms and Commonly Used Terms
Acronyms and Commonly Used Terms ABE Adult Basic Education ABESAP Adult Basic Education Student Assistance Program (M)AEST Ministry of Advanced Education, Skills and Training AIC (Student) Academic Integrity Committee APA Association of Professional Administrators APPC Academic Planning and Priorities Committee BCCAT British Columbia Council on Admissions and Transfer BCCIE British Columbia Centre for International Education BCCOL BC Centre for Open Learning BCOS Budget Committee of Senate BOG Board of Governors CABRO Crown Agencies and Board Resourcing Office CAC Campus Activity Centre CAUBO Canadian Association of University Business Officers CAUT Canadian Association of University Teachers CCAC Canadian Council on Animal Care CFI Canadian Foundation for Innovation CFS Canadian Federation of Students CIDA Canadian International Development Agency CIHR Canadian Institute of Health Research CRC Canada Research Chair CSSHE Canadian Society for the Study of Higher Education CUBA Canadian University Boards’ Association CUPE Canadian Union of Public Employees ECUA+D Emily Carr University of Art and Design EPC Educational Programs Committee ESAC Environmental Sustainability Advisory Committee Instructional Development & Support Committee (Now IDSC Teaching and Learning Committee) KPU Kwantlen Polytechnic University MOU Memorandum of Understanding NSERC Natural Sciences and Engineering Research Council OL Open Learning OM Old Main Building PLAR Prior Learning Assessment and Recognition PSEC Public Sector Employers’ Council Promotion, Tenure -
Health Sciences Programs, Courses and University Regulations 2015-2016
Health Sciences Programs, Courses and University Regulations 2015-2016 This PDF excerpt of Programs, Courses and University Regulations is an archived snapshot of the web content on the date that appears in the footer of the PDF. Archival copies are available at www.mcgill.ca/study. This publication provides guidance to prospects, applicants, students, faculty and staff. 1 . McGill University reserves the right to make changes to the information contained in this online publication - including correcting errors, altering fees, schedules of admission, and credit requirements, and revising or cancelling particular courses or programs - without prior notice. 2 . In the interpretation of academic regulations, the Senate is the ®nal authority. 3 . Students are responsible for informing themselves of the University©s procedures, policies and regulations, and the speci®c requirements associated with the degree, diploma, or certi®cate sought. 4 . All students registered at McGill University are considered to have agreed to act in accordance with the University procedures, policies and regulations. 5 . Although advice is readily available on request, the responsibility of selecting the appropriate courses for graduation must ultimately rest with the student. 6 . Not all courses are offered every year and changes can be made after publication. Always check the Minerva Class Schedule link at https://horizon.mcgill.ca/pban1/bwckschd.p_disp_dyn_sched for the most up-to-date information on whether a course is offered. 7 . The academic publication year begins at the start of the Fall semester and extends through to the end of the Winter semester of any given year. Students who begin study at any point within this period are governed by the regulations in the publication which came into effect at the start of the Fall semester. -
Gradual Opening Strategy for Campus Facilities
GRADUAL OPENING STRATEGY FOR CAMPUS FACILITIES: Working together to keep everyone healthy and safe TABLE OF CONTENTS GRADUAL OPENING STRATEGY FOR CAMPUS FACILITIES: WORKING TOGETHER TO KEEP EVERYONE HEALTHY AND SAFE – AUGUST 13, 2020 ......................................................... 1 INTRODUCTION ................................................................................................................. 1 A. CONTEXT ............................................................................................................ 2 B. PRINCIPLES/GUIDELINES INFORMING THE GRADUAL OPENING STRATEGY ............ 3 C. AUTHORIZED ONE-TIME AND SPECIAL PURPOSE RECURRING ACCESS UNDER THE GRADUAL OPENING STRATEGY FOR STUDENTS AND FACULTY/STAFF IN THE CURRENT CONTEXT ............................................................................................... 4 1.STUDENTS .......................................................................................................... 4 2.FACULTY AND STAFF .......................................................................................... 5 3.THE GRADUAL ACCESS REQUEST FORM ............................................................. 7 4.THE PROTOCOLS OR RULES GUIDING USE OF SPECIFIC SPACES ......................... 7 5.WHAT ARE OUR ENHANCED SAFETY MEASURES? ............................................ 10 6.POSITIVE COVID-19 CASE RESPONSE PLAN ..................................................... 10 D. CONTINUATION OF WORKING FROM HOME AND CONSIDERATION OF A GRADUAL RETURN TO THE WORKPLACE -
Canadian Universities and Our Digital Future: A
Canadian Universities and our Digital Future A workshop by Universities Canada Nov 30 – Dec 1, 2015 Vancouver Technology Canadian Universities and our Digital Future / 1 What are the main drivers of Canadian universities’ adoption of digital technologies? 52% of institutions ranked the top driver as improved effectiveness in student outcomes, student retention, alumni relations, and services to faculty and staff. - Universities Canada, Digital Technologies Survey, fall 2015 Introduction Around the world, new digital technologies (including the Canadian University Council are transforming organizations. Digital of Chief Information Officers, Compute innovations present boundless opportunities, Canada and CANARIE). helping organizations improve their effec- tiveness, efficiency, creativity and service Speakers and panelists discussed digital delivery. Higher education is profoundly disruptors that could affect Canadian univer- affected by these transformations and sities and raised a number of questions for Canada’s universities are actively exploring senior leaders to consider: the powerful possibilities of our shared digital future. • How can we advance universities’ missions and Canada’s position as a leader in the Leaders from 25 Canadian universities partici- digital economy? pated in a Universities Canada workshop in Vancouver on November 30 and December 1, • Can technologies help provide greater 2015 to discuss the trends, opportunities and access to quality education and research at challenges in leveraging digital technologies a -
Adamsite-(Y), a New Sodium–Yttrium Carbonate Mineral
1457 The Canadian Mineralogist Vol. 38, pp. 1457-1466 (2000) ADAMSITE-(Y), A NEW SODIUM–YTTRIUM CARBONATE MINERAL SPECIES FROM MONT SAINT-HILAIRE, QUEBEC JOEL D. GRICE§ and ROBERT A. GAULT Research Division, Canadian Museum of Nature, P.O. Box 3443, Station D, Ottawa, Ontario K1P 6P4, Canada ANDREW C. ROBERTS Geological Survey of Canada, 601 Booth Street, Ottawa, Ontario K1A 0E8, Canada MARK A. COOPER Department of Geological Sciences, University of Manitoba, Winnipeg, Manitoba R3T 2N2, Canada ABSTRACT Adamsite-(Y), ideally NaY(CO3)2•6H2O, is a newly identified mineral from the Poudrette quarry, Mont Saint-Hilaire, Quebec. It occurs as groups of colorless to white and pale pink, rarely pale purple, flat, acicular to fibrous crystals. These crystals are up to 2.5 cm in length and form spherical radiating aggregates. Associated minerals include aegirine, albite, analcime, ancylite-(Ce), calcite, catapleiite, dawsonite, donnayite-(Y), elpidite, epididymite, eudialyte, eudidymite, fluorite, franconite, gaidonnayite, galena, genthelvite, gmelinite, gonnardite, horváthite-(Y), kupletskite, leifite, microcline, molybdenite, narsarsukite, natrolite, nenadkevichite, petersenite-(Ce), polylithionite, pyrochlore, quartz, rhodochrosite, rutile, sabinaite, sérandite, siderite, sphalerite, thomasclarkite-(Y), zircon and an unidentified Na–REE carbonate (UK 91). The transparent to translucent mineral has a vitreous to pearly luster and a white streak. It is soft (Mohs hardness 3) and brittle with perfect {001} and good {100} and {010} cleav- ␣  ␥ ° ° ages. Adamsite-(Y) is biaxial positive, = V 1.480(4), = 1.498(2), = 1.571(4), 2Vmeas. = 53(3) , 2Vcalc. = 55 and is nonpleochroic. Optical orientation: X = [001], Y = b, Z a = 14° (in  obtuse). It is triclinic, space group P1,¯ with unit-cell parameters refined from powder data: a 6.262(2), b 13.047(6), c 13.220(5) Å, ␣ 91.17(4),  103.70(4), ␥ 89.99(4)°, V 1049.1(5) Å3 and Z = 4. -
The Concordia Dilemma Introduction in 2015 Concordia University Of
Private1 or Public? The Concordia Dilemma Introduction In 2015 Concordia University of Edmonton separated from its Lutheran progenitor, shifting from being a private, faith based, not for profit, university to a private, secular, not for profit, university. The institution's leaders are now asking the next logical question; "Should Concordia ask the Alberta Government to shift the institution from the private (independent) to the public category? There are two separate issues to consider. The first is whether the government is willing to accept Concordia as a new public university, and under what terms. The second question is whether this would be a positive move for the future of the institution. Neither are trivial questions. Despite the fact that most of the older (pre 1960) Canadian universities had their origins as faith sponsored, private institutions, no Canadian institution in contemporary history has made the shift from private to an independent public university. For example, Brandon University became secular in 1938 and, along with Winnipeg, received a public charter in 1967. Consequently, for both the Alberta Government and Concordia there are no contemporary precedents from which to draw either process or impact observations. The current analysis addresses the second question: "What are the implications for Concordia University of Edmonton if the institution moves from the private to the public category in Alberta?" The issues of government disposition can be left to a subsequent consideration of strategy, and is only considered in this analysis in the context of the terms under which Concordia would become public. But, in general, the current analysis will focus on Concordia, not on the Government. -
Guided CAMPUS T UR
Self -Guided CAMPUS T UR WELCOME CENTRE, McGILL UNIVERSITY Campus Tour Route 1. Roddick Gates 21. Arts Bldg 2. Otto Maass Chemistry Bldg 22. Moyse Hall Self-Guided Campus Tour 3. Burnside Hall 23. Leacock Bldg 4. Statue of James McGill 24. Brown Student Services Bldg This brochure is designed to assist you as you explore 5. Macdonald-Stewart Library Bldg 25 Student Union Bldg 6. Frank Dawson Adams Bldg 26. McGill Bookstore McGill University’s downtown campus.The tour takes 7. Yellow security pole 27. Bronfman Bldg 8. Macdonald-Harrington Bldg 28. McLennan Library approximately one hour and highlights some of the key 9. Macdonald Engineering Bldg 29. Redpath Library 10. McConnell Engineering Bldg 30. Redpath Hall sites on campus. 11. Milton Gates 31. Redpath Museum 12. Wilson Hall 32. Strathcona Music Bldg The Welcome Centre provides guided tours (by appointment) 13. Birks Bldg 33. New Music Bldg 14. Rutherford Physics Bldg 34. New Residence Bldg during weekdays. Please note that opening hours on 15. Wong Bldg 35. Residences and Student Housing 16. Trottier Bldg weekdays for most campus buildings are from 9:00 a.m. to 17. Strathcona Anatomy Bldg 5:00 p.m. and for residences from 9:00 a.m. to 3:00 p.m. 18 James Administration Bldg 19. Dawson Hall 20. Saturday & Sunday: McGill buildings and residences are Founder’s Tomb 35 17 closed on the weekend.The Athletics complex is accessible 34 on weekends to members only. 16 Enjoy the tour! 15 14 Welcome to McGill University! Located in the heart of downtown Montreal, McGill’s downtown campus extends over 80 acres. -
Lady Meredith House – Mcgill
Project Brief: Lady Meredith House – McGill A Restoration fit for a Lady. In 1894, Sir Vincent Meredith and his wife, Lady Meredith, commissioned architect Edward Maxwell to build them a house on land gifted to them by Lady Meredith’s father, located in the Golden Square mile area of Montreal. The Queen Anne style home, with towers, stepped windows and high chimneys, became known as Ardvarna and remained their residence until 1941 when Lady Meredith gave the house and land to the Royal Victoria Hospital for use as a nurses residence. Years later, McGill University acquired the house and remains the owner to this day. Following an attempted arson, the house was completely renovated in 1990 by architects Gersovitz, Becker, and Moss. PROJECT HIGHLIGHTS: Name: Lady Meredith House Location: 1110 Avenue de Pins Project Type: Historical Renovation Building Type: Queen Anne Home Year: 1990 Product Series: Marvin Clad Product Types: Single Hungs, Casements, Awnings, Roundtops, Bays Builder: Marien Oldham Ltd. Based on past experience with similar historic renovations, along with their reputation of delivering quality and craftsmanship, Marvin was chosen by the architects to be a key player in this project. Marvin provided 162 units total to the renovation including Clad Single Hungs, Casements, Awnings, Roundtops, and Bays combining Energy Efficiency with Architectural Accuracy. Today, the Lady Meredith House at McGill is a National Historic Site of Canada and still fully functional. ©2018 Marvin Windows and Doors. All rights reserved. ®Registered trademark of Marvin Windows and Doors. Learn more at MarvinCanada.com. -
James Furman Kemp 1859-1926
NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA BIOGRAPHICAL MEMOIRS VOLUME XVI- -FIRST MEMOIR BIOGRAPHICAL MEMOIR OF JAMES FURMAN KEMP 1859-1926 BY FRANK DAWSON ADAMS PRESENTED TO THE ACADEMY AT THE ANNUAL MEETING, 193.1 JAMES FURMAN KEMP August 14, 1859—November 17, 1926 BY FRANK DAWSON ADAMS lames Furman Kemp was born in the City of New York on August 14, 1851), and passed away at Great Neck, Long Island, i\. Y., on November 17, 1926, in the sixty-seventh year of his age. I le was stricken down suddenly and without any previous warning as he was about to enter the train leaving Great Neck, where he resided, for New York, to meet his morning classes at Columbia University. Only thirty-six hours previously he had been the speaker at a largely attended meeting of the New York Section of the American Institute of Mining and Metallurgical Engineers, where he described certain mines in Spain and Portu- gal which he had visited during the preceding summer when attending the 14th International Geological Congress which met at Madrid in 1926, to which he had been appointed an official delegate by the President of the United States, and at which he also represented several important scientific societies. His great grandfather, Joseph Alexander Kemp, came to America from Perth in Scotland in 1/97, anc' settled in Albany, where he married Elizabeth Jillson. Eater this great grand- father left Albany and took up his residence at Newburgh-on- Hudson. Professor Kemp's father, James Alexander Kemp, was born in the City of New York in the year 1831 and became a partner in a firm of wholesale grocers in that city.