DOCSLIB.ORG

Science, 1998/99 Mcgill Undergraduate Programs Calendar

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Science, 1998/99 Mcgill Undergraduate Programs Calendar FACULTY OF SCIENCE INCLUDING SCHOOL OF COMPUTER SCIENCE Table of Contents 1. The Faculty 1. The Faculty, page 333 2. Faculty Degree Requirements, page 334 1.1 Location 2.1 Minimum Credit Requirement, page 334 2.2 Residency, page 334 Dawson Hall 2.3 Cumulative Grade Point Average (CGPA), page 334 853 Sherbrooke Street West 2.4 Time Limit for the Completion of the Degree, page 334 Montreal, QC H3A 2T6 2.5 Program Requirements, page 334 Canada 2.6 Course Requirements, page 335 3. Advising, page 336 Telephone: (514) 398-4210 Web: http://www.mcgill.ca/science 4. Registration, page 336 4.1 Program Registration, page 336 The Student Affairs Office and the Office of the Associate Dean of 4.2 Course Registration, page 336 the Faculty of Science are located in Dawson Hall, Room 115. 4.3 Registration for Graduation, page 337 5. Grading and Credit, page 337 The Student Affairs Office serves students in both the Faculty of 5.1 Incomplete Grades, page 337 Science and the Faculty of Arts. 6. Examinations, page 337 7. Supplemental Assessments, page 337 1.2 Faculty Administrative Officers 7.1 Supplemental Examinations, page 337 7.2 Additional Work, page 337 ALAN G. SHAVER, B.Sc.(Car.), Ph.D.(M.I.T.) Dean 7.3 Reassessments and Rereads, page 338 8. Academic Standing, page 338 T.B.A. Associate Dean 8.1 Satisfactory Standing, page 338 8.2 Probationary Standing, page 338 JOSIE D'AMICO Assistant to the Dean 8.3 Unsatisfactory Standing, page 338 SHARON BEZEAU, B.A.(Tor.), M.A.(C'dia) Recorder 8.4 Incomplete Standing, page 338 9. Awards and Honourary Designations, page 338 DONALD SEDGWICK, B.Sc., M.Sc.(McG.) Senior Adviser 9.1 Honours And First Class Honours, page 338 9.2 Distinction or Great Distinction, page 338 9.3 Dean’s Honour List, page 338 1.3 Programs and Teaching in Science 9.4 Medals and Prizes, page 339 10.Program Codes, page 339 The Faculty of Science is committed to providing outstanding teaching and research facilities. The Faculty draws on its involve- 11. Academic Programs and Courses, page 340 ment in cutting-edge research to ensure teaching excellence at the 11.1 Anatomy and Cell Biology (504), page 340 undergraduate level. Professors who are spearheading projects 11.2 Atmospheric and Oceanic Sciences (195), page 341 that are changing people’s understanding of the world teach regu- 11.3 Biochemistry (507), page 344 larly at the undergraduate level. Also, research-based independ- 11.4 Biology (177), page 347 ent studies courses offer students the opportunity to contribute to 11.5 Biotechnology (202), page 354 their professors’ work, rather than just learn about it. 11.6 Chemistry (180), page 355 11.7 Cognitive Science, page 360 In an effort to supplement classroom learning with real life ex- 11.8 Computer Science (308), page 361 perience, the Faculty of Science has increased opportunities for 11.9 Dietetics and Human Nutrition (382), page 364 undergraduate students to participate in fieldwork. This is on top of 11.10 Earth and Planetary Sciences (186), page 364 the many undergraduate students the Faculty hires for Work- 11.11 Environmental Studies, page 367 Study projects and other research programs. McGill Science stu- 11.12 Experimental Medicine (516), page 368 dents have an opportunity to get involved in the structuring of their 11.13 Geography (183), page 368 own education. A recent Science Undergraduate Society initiative 11.14 Immunology Interdepartmental Honours Program, launched Operation Open Access, a project that gives Science page 372 students universal access to email, the internet, and the latest in 11.15 Management Minor Program, page 373 science software through computer ‘infopoints’ located in areas of 11.16 Mathematics and Statistics (189), page 373 the campus frequented by Science students. 11.17 Microbiology and Immunology (528), page 382 11.18 Music, page 384 The Faculty of Science offers programs leading to the degree of 11.19 Neurology and Neurosurgery (531), page 386 Bachelor of Science (B.Sc.). Admission is selective; fulfilment of 11.20 Neuroscience, page 387 the minimum requirements does not guarantee acceptance. 11.21 Nursing (576), page 388 Admission criteria are described in the General University Informa- 11.22 Pathology (546), page 388 tion section. 11.23 Pharmacology and Therapeutics (549), page 388 There are also two Diploma programs offered in Science.The 11.24 Physics (198), page 389 Diploma in the Environment, a 30-credit program available to hold- 11.25 Physiology (552), page 394 ers of a B.Sc. or B.A., is described in the McGill School of Environ- 11.26 Psychiatry (555), page 398 ment section. The Diploma in Meteorology is a one-year program 11.27 Psychology (204), page 399 available to holders of a degree in Mathematics, Engineering, 11.28 Science for Teachers, page 406 Physics and other appropriate disciplines who wish to qualify for a 12.Academic Staff, page 408 professional career in Meteorology, see Atmospheric and Oceanic Sciences. 1998/99 Undergraduate Programs – McGill University 333 Admissions and Registrar’s Home Page Undergraduate Calendar - First Page Next Page FACULTY OF SCIENCE for valid academic reasons, such as a change of program (approv- 2. Faculty Degree Requirements al of the department is required) and part-time status. Students in the Freshman Program become subject to these Each student in the Faculty of Science must be aware of the regulations one year after their initial registration. Faculty Regulations as stated in this Calendar. While depart- mental and faculty advisers and staff are always available to give advice and guidance, the ultimate responsibility for completeness 2.5 Program Requirements and correctness of course selection and registration, for compli- 2.5.1 Freshman Program and Basic Science ance with and completion of program and degree requirements, Requirements and for the observance of regulations and deadlines rests with the student. It is the student's responsibility to seek guidance if in any Students who need 97-120 credits (four years) to complete their doubt; misunderstanding or misapprehension will not be accepted degree requirements must register in the Science Freshman Pro- as cause for dispensation from any regulation, deadline, program gram, which is designed to provide the basic science foundation or degree requirement. for a student's subsequent three-year Faculty, Major, or Honours To be eligible for a B.Sc. degree, students must fulfil all faculty program. The basic science requirements are as follows: two se- and program requirements as indicated below: mesters of calculus, general chemistry and general physics, and Minimum Credit Requirement (section 2.1) one semester of biology. Residency (section 2.2) Students who have completed Advanced Placement exams, CGPA (section 2.3) Advanced Levels, the International Baccalaureate, the French Time Limit for the Completion of the Degree (section 2.4) Baccalaureate, or McGill placement examinations may receive ex- Program Requirements (section 2.5) emption and/or credit for all or part of the basic science require- Course Requirements (section 2.6) ments. Similarly students who have completed courses at other universities or colleges may receive exemptions and/or credits. For a more detailed description of the Science Freshman Pro- 2.1 Minimum Credit Requirement gram, students should consult the Arts and Science Freshman Each student's minimum credit requirement for the degree is de- Student Handbook available from the Student Affairs Office, termined at the time of acceptance and is specified in the letter of Dawson Hall, Room 110. admission. Normally, Quebec students who have completed the Diplôme d’études collégiales (DEC) or equivalent diploma are ad- 2.5.2 Faculty, Major, and Honours Programs mitted to a three-year program requiring the completion of 90 cred- Science students who need 96 or fewer credits to complete their its. Students from outside Quebec are normally admitted to a four- degree requirements (other than those registered in the Freshman year program requiring the completion of 120 credits, but ad- Program) are required to have an approved degree program, and vanced standing of up to 30 credits may be granted to students to select their courses in each term with a view to timely comple- who obtain satisfactory results in International Baccalaureate, tion of their degree and program requirements. Students must reg- French Baccalaureate, and Advanced Placement tests. ister in one of the following departmental programs leading to the Students who are readmitted after interrupting their studies for degree of Bachelor of Science: a period of five consecutive years or more may be required to com- A Faculty program is an approved coherent selection of courses plete a minimum of 60 credits and satisfy the requirements of a giving students a useful concentration in a recognised area. Stu- program. In this case, a new CGPA will be calculated. The Associ- dents in a Faculty program may choose a pattern of study, which ate Dean in consultation with the appropriate department may ap- can range from one yielding a broad education to one specialising prove a lower minimum for students who had completed 60 credits in particular areas. or more before interrupting their studies. Major programs are more specialised than Faculty programs Students who are readmitted after a period of absence are sub- and are usually centred on a specific discipline or department. For ject to the program and degree requirements in effect at the time prospective teachers, the Faculty also offers Major programs in of readmission. The Associate Dean in consultation with the de- two subjects that can constitute the Science component of the partment may approve exemption from any new requirements. Concurrent B.Sc./B.Ed. Program. For more information about this program, please consult the Science for Teachers section.
Load more

Recommended publications
  • The Brain That Changes Itself
    The Brain That Changes Itself Stories of Personal Triumph from the Frontiers of Brain Science NORMAN DOIDGE, M.D. For Eugene L. Goldberg, M.D., because you said you might like to read it Contents 1 A Woman Perpetually Falling . Rescued by the Man Who Discovered the Plasticity of Our Senses 2 Building Herself a Better Brain A Woman Labeled "Retarded" Discovers How to Heal Herself 3 Redesigning the Brain A Scientist Changes Brains to Sharpen Perception and Memory, Increase Speed of Thought, and Heal Learning Problems 4 Acquiring Tastes and Loves What Neuroplasticity Teaches Us About Sexual Attraction and Love 5 Midnight Resurrections Stroke Victims Learn to Move and Speak Again 6 Brain Lock Unlocked Using Plasticity to Stop Worries, OPsessions, Compulsions, and Bad Habits 7 Pain The Dark Side of Plasticity 8 Imagination How Thinking Makes It So 9 Turning Our Ghosts into Ancestors Psychoanalysis as a Neuroplastic Therapy 10 Rejuvenation The Discovery of the Neuronal Stem Cell and Lessons for Preserving Our Brains 11 More than the Sum of Her Parts A Woman Shows Us How Radically Plastic the Brain Can Be Appendix 1 The Culturally Modified Brain Appendix 2 Plasticity and the Idea of Progress Note to the Reader All the names of people who have undergone neuroplastic transformations are real, except in the few places indicated, and in the cases of children and their families. The Notes and References section at the end of the book includes comments on both the chapters and the appendices. Preface This book is about the revolutionary discovery that the human brain can change itself, as told through the stories of the scientists, doctors, and patients who have together brought about these astonishing transformations.
    [Show full text]
  • Canadian Pain Society Conference April 13 – April 16, 2011, Niagara Falls, Ontario
    Canadian Pain Society Conference April 13 – April 16, 2011, Niagara Falls, Ontario impact psychological risk factors for adverse pain outcomes. The workshop WEDNESDAY APRIL 13, 2011 will highlight how these techniques might be applied to diverse pain con- ditions such as chronic pelvic pain, and chronic back and neck pain. OPENING – NO SESSIONS Learning Objectives: 1. To understand the need for and the basic principles of risk-factor targeted THURSDAY APRIL 14, 2011 interventions for chronic pain. 2. To differentiate pertinent psychosocial predictors for disease states such as CP/ KEYNOTE SPEAKER – 9:15 AM CPPS as well as injuries due to work-related or accident associated initiators, and be familiar with clinical application and assessment suggestions. 1 3. To recognize the benefit and pitfalls of standardized interventions as well as NAVIGATING THE CHALLENGES OF EFFECTIVELY several common clinical roadblocks along with suggestions for management. MANAGING PAIN IN INFANTS AND CHILDREN – BACKGROUND: Research suggests that approximately one-third of MARY ELLEN JEANS INAUGURAL LECTURE North Americans experience chronic pain. Chronic pain can arise as a func- tion of physical insults, such as sprains or strains, inflammation from some Chair: Mary Ellen Jeans, CM, RN, PhD, President, ME Jeans and disease process, or repetitive motion injuries. Chronic pain also carries a Associates, Ottawa, Ontario significant psychological or emotional component that is not addressed by Speaker and Recipient of the Inaugural Lecture; Bonnie Stevens, RN conventional medical treatment. Chronic pain is first and foremost an indi- PhD, Professor, Lawrence S Bloomberg, Faculty of Nursing; Faculty vidual / subjective experience where pain that is tolerated or managed by one of Medicine Director, University of Toronto Centre for the Study of person may be crippling for another.
    [Show full text]
  • Key Contributors to Psychology
    Key Contributors to Psychology Full name of Key Unit in Myers’ What has he/she contributed to psychology? Contributor Psychology for (alpha by last name) AP®, 2nd edition Alfred Adler Personality • neo-Freudian (Unit X) • stressed importance of striving for superiority and power • believed social factors not sexual factors are more important in child development • birth order, inferiority and superiority complex, compensation Mary Ainsworth Development • designed “strange” situation experiment to study infant attachment in which children were left Unit (IX) alone in a playroom • secure attachment children played comfortably when mom was present, were distressed when mom left and would seek contact when mom returned • insecure attachment children were less likely to explore their surroundings, became upset when mom left and showed indifference when mom returned Gordon Allport Personality • traits therapist (Unit X) • defined personality in terms of fundamental characteristic patterns • three levels of traits • cardinal - dominant traits of a person’s behavior • central - dispositions found in most people • secondary - traits arising in specific situations Aristotle (384-322 b.c.e.) Psychology’s History • disagreed with Socrates and Plato, said knowledge is not preexisting, instead it grows from the and Approaches experiences stored in our memories (Unit I) • knowledge comes in from the external world through the senses • believed the mind was in the heart Solomon Asch Social Psychology • studied conformity and how group pressure distorted
    [Show full text]
  • Vancouver Institute: an Experiment in Public Education
    1 2 The Vancouver Institute: An Experiment in Public Education edited by Peter N. Nemetz JBA Press University of British Columbia Vancouver, B.C. Canada V6T 1Z2 1998 3 To my parents, Bel Newman Nemetz, B.A., L.L.D., 1915-1991 (Pro- gram Chairman, The Vancouver Institute, 1973-1990) and Nathan T. Nemetz, C.C., O.B.C., Q.C., B.A., L.L.D., 1913-1997 (President, The Vancouver Institute, 1960-61), lifelong adherents to Albert Einstein’s Credo: “The striving after knowledge for its own sake, the love of justice verging on fanaticism, and the quest for personal in- dependence ...”. 4 TABLE OF CONTENTS INTRODUCTION: 9 Peter N. Nemetz The Vancouver Institute: An Experiment in Public Education 1. Professor Carol Shields, O.C., Writer, Winnipeg 36 MAKING WORDS / FINDING STORIES 2. Professor Stanley Coren, Department of Psychology, UBC 54 DOGS AND PEOPLE: THE HISTORY AND PSYCHOLOGY OF A RELATIONSHIP 3. Professor Wayson Choy, Author and Novelist, Toronto 92 THE IMPORTANCE OF STORY: THE HUNGER FOR PERSONAL NARRATIVE 4. Professor Heribert Adam, Department of Sociology and 108 Anthropology, Simon Fraser University CONTRADICTIONS OF LIBERATION: TRUTH, JUSTICE AND RECONCILIATION IN SOUTH AFRICA 5. Professor Harry Arthurs, O.C., Faculty of Law, Osgoode 132 Hall, York University GLOBALIZATION AND ITS DISCONTENTS 6. Professor David Kennedy, Department of History, 154 Stanford University IMMIGRATION: WHAT THE U.S. CAN LEARN FROM CANADA 7. Professor Larry Cuban, School of Education, Stanford 172 University WHAT ARE GOOD SCHOOLS, AND WHY ARE THEY SO HARD TO GET? 5 8. Mr. William Thorsell, Editor-in-Chief, The Globe and 192 Mail GOOD NEWS, BAD NEWS: POWER IN CANADIAN MEDIA AND POLITICS 9.
    [Show full text]
  • Uot History Freidland.Pdf
    Notes for The University of Toronto A History Martin L. Friedland UNIVERSITY OF TORONTO PRESS Toronto Buffalo London © University of Toronto Press Incorporated 2002 Toronto Buffalo London Printed in Canada ISBN 0-8020-8526-1 National Library of Canada Cataloguing in Publication Data Friedland, M.L. (Martin Lawrence), 1932– Notes for The University of Toronto : a history ISBN 0-8020-8526-1 1. University of Toronto – History – Bibliography. I. Title. LE3.T52F75 2002 Suppl. 378.7139’541 C2002-900419-5 University of Toronto Press acknowledges the financial assistance to its publishing program of the Canada Council for the Arts and the Ontario Arts Council. This book has been published with the help of a grant from the Humanities and Social Sciences Federation of Canada, using funds provided by the Social Sciences and Humanities Research Council of Canada. University of Toronto Press acknowledges the finacial support for its publishing activities of the Government of Canada, through the Book Publishing Industry Development Program (BPIDP). Contents CHAPTER 1 – 1826 – A CHARTER FOR KING’S COLLEGE ..... ............................................. 7 CHAPTER 2 – 1842 – LAYING THE CORNERSTONE ..... ..................................................... 13 CHAPTER 3 – 1849 – THE CREATION OF THE UNIVERSITY OF TORONTO AND TRINITY COLLEGE ............................................................................................... 19 CHAPTER 4 – 1850 – STARTING OVER ..... ..........................................................................
    [Show full text]
  • Bref Historique De La Faculté De Médecine De L'université Mcgill
    HISTOIRE DE MÉDECINE ET DES SCIENCES LA médecine/sciences 1997; 13: 568-74 ---�� det4 Bref historique � de la Faculté de Médecine et de4 de l'Université McGill s� 'histoire de la médecine à Mont­ cliniques. L'Hôpital général de Mont­ L réal est intimement liée à l'his­ réal (figure 4) accueillait les étudiants, toire de l'Université McGill. Au une attitude assez novatrice à l'époque début du XJXe siècle, l'Hôtel-Dieu de en Amérique du Nord. Montréal, créé dès 1644, deux ans Dès le début, on attacha beaucoup après la fondation de la ville, ne pou­ d'importance à la recherche. En vait accueillir que trente patients [1] 1848, on expérimenta l'administra­ et ne suffisait pas à recevoir tous les tion de l'éther et l'année suivante on malades qui se présentaient à lui. Par l'utilisa en clinique à l'Hôpital géné­ ailleurs, aucun hôpital ne desservait la ral de Montréal. Depuis lors, cet hô­ population anglophone. En 1801, le pital soutient des activités de re­ Figure 1. Burnside Place, la propriété parlement de Québec institua, en ré­ cherche. En 1855, Sir William de campagne de James McGi/1, dessi­ ponse aux pressions de la communau­ Dawson, géologue de renom, devint, née par W.D. Lambe en 1842. La mai­ té anglophone de Montréal, la Royal son, située près d'un ruisseau (burn en à l'âge de 35 ans, recteur de l'Univer­ Institution for the Advancernent of Lear­ anglais) se trouvait au sud de Roddick sité McGill (figure 5). Durant son rec­ ning, une institution protestante des­ Gates, l'entrée principale actuelle de torat qui dura jusqu'en 1893, il tinée à promouvoir l'éducation l'Université (Archives photographiques transforma une petite institution victo­ secondaire et supérieure dans la pro­ Notman, Musée McCord, Montréal).
    [Show full text]
  • (B.Sc.) - Freshman Program (30 Credits) , Page 34
    Faculty of Science, including School of Computer Science Programs, Courses and University Regulations 2011-2012 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 final authority. 3 . Students are responsible for informing themselves of the University's procedures, policies and regulations, and the specific requirements associated with the degree, diploma, or certificate 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://banweb.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.
    [Show full text]
  • Pain” in the Modern Neurosciences: a Historical Account of the Visualization Technologies Used in the Development of an “Algesiogenic Pathology”, 1850 to 2000
    Brain Sci. 2015, 5, 521-545; doi:10.3390/brainsci5040521 OPEN ACCESS brain sciences ISSN 2076-3425 www.mdpi.com/journal/brainsci/ Review Objectifying “Pain” in the Modern Neurosciences: A Historical Account of the Visualization Technologies Used in the Development of an “Algesiogenic Pathology”, 1850 to 2000 Frank W. Stahnisch Department of Community Health Sciences & Department of History, The University of Calgary, 3280 Hospital Drive NW, Calgary T2N 4Z6, AB, Canada; E-Mail: [email protected]; Tel.: +1-403-210-6290. Academic Editor: Patrick W. Stroman Received: 31 August 2015 / Accepted: 9 November 2015 / Published: 17 November 2015 Abstract: Particularly with the fundamental works of the Leipzig school of experimental psychophysiology (between the 1850s and 1880s), the modern neurosciences witnessed an increasing interest in attempts to objectify “pain” as a bodily signal and physiological value. This development has led to refined psychological test repertoires and new clinical measurement techniques, which became progressively paired with imaging approaches and sophisticated theories about neuropathological pain etiology. With the advent of electroencephalography since the middle of the 20th century, and through the use of brain stimulation technologies and modern neuroimaging, the chosen scientific route towards an ever more refined “objectification” of pain phenomena took firm root in Western medicine. This article provides a broad overview of landmark events and key imaging technologies, which represent the long developmental path of a field that could be called “algesiogenic pathology.” Keywords: pain; history of medicine; Leipzig; Montreal; New York; nineteenth century; precursors to functional neuroimaging of pain; twentieth century “The past of a present-day science is not the same thing as that science in the past.” (Georges Canguilhem) [1] 1.
    [Show full text]
  • News Release
    NEWS RELEASE: June 14, 2005 Health care leaders create Canada’s first national health advisory body The Canadian Academy of Health Sciences will give Government and the public comprehensive expertise and advice on health issues EDMONTON - When the President of the United States wants advice on a public health issue, he calls the United States’ National Academies. When the Prime Minister of Great Britain wants to seek similar counsel, he usually turns to the Royal Society of Britain. But when the Prime Minister of Canada wants similar advice, who does he call? Well, that’s not always entirely clear, given the more narrowly defined mandates of many Canadian organizations. Now, however, owing to a recent initiative by a group of leading health care leaders and researchers, the Prime Minister will be able to call the Canadian Academy of Health Sciences (CAHS), recently created to: • Develop informed, strategic assessments on urgent health issues; • Inform public policy on these issues; • Enhance Canada’s readiness to deal with global health issues; and, • Provide a recognized and authoritative Canadian health science voice internationally. According to one of the Academy’s key organizers, the establishment of the Academy is long over due—and all the more pressing given the potential global health threats to Canadians, most recently exemplified by the SARS threat. “Ask Canadians what they care about most, and they answer unequivocally: ‘health,’” explains University of Alberta Professor of Medicine Paul Armstrong, CAHS’s first president. “It makes sense, therefore, that Canada should have an organization that government—and Canadians—can turn to for sound, impartial advice and research on pressing health issues.” The organization will also have an international role to play, representing Canada’s interests abroad and working closely with other nations’ parallel agencies.
    [Show full text]
  • Printable List of Laureates
    Laureates of the Canadian Medical Hall of Fame A E Maude Abbott MD* (1994) Connie J. Eaves PhD (2019) Albert Aguayo MD(2011) John Evans MD* (2000) Oswald Avery MD (2004) F B Ray Farquharson MD* (1998) Elizabeth Bagshaw MD* (2007) Hon. Sylvia Fedoruk MA* (2009) Sir Frederick Banting MD* (1994) William Feindel MD PhD* (2003) Henry Barnett MD* (1995) B. Brett Finlay PhD (2018) Murray Barr MD* (1998) C. Miller Fisher MD* (1998) Charles Beer PhD* (1997) James FitzGerald MD PhD* (2004) Bernard Belleau PhD* (2000) Claude Fortier MD* (1998) Philip B. Berger MD (2018) Terry Fox* (2012) Michel G. Bergeron MD (2017) Armand Frappier MD* (2012) Alan Bernstein PhD (2015) Clarke Fraser MD PhD* (2012) Charles H. Best MD PhD* (1994) Henry Friesen MD (2001) Norman Bethune MD* (1998) John Bienenstock MD (2011) G Wilfred G. Bigelow MD* (1997) William Gallie MD* (2001) Michael Bliss PhD* (2016) Jacques Genest MD* (1994) Roberta Bondar MD PhD (1998) Gustave Gingras MD* (1998) John Bradley MD* (2001) Phil Gold MD PhD (2010) Henri Breault MD* (1997) Richard G. Goldbloom MD (2017) G. Malcolm Brown PhD* (2000) Jean Gray MD (2020) John Symonds Lyon Browne MD PhD* (1994) Wilfred Grenfell MD* (1997) Alan Burton PhD* (2010) Gordon Guyatt MD (2016) C H G. Brock Chisholm MD (2019) Vladimir Hachinski MD (2018) Harvey Max Chochnov, MD PhD (2020) Antoine Hakim MD PhD (2013) Bruce Chown MD* (1995) Justice Emmett Hall* (2017) Michel Chrétien MD (2017) Judith G. Hall MD (2015) William A. Cochrane MD* (2010) Michael R. Hayden MD PhD (2017) May Cohen MD (2016) Donald O.
    [Show full text]
  • Prospectus for a Major Assessment: the Return on Investments in Health Research
    Prospectus for a Major Assessment: The Return on Investments in Health Research: Defining the Best Metrics Prepared by the Canadian Academy of Health Sciences May 2007 WO The Return on Investments in Canadian Health Research – The Situation Investments in health research have increased significantly across Canada over the past decade. Naturally, and justifiably, with these greater investments come increased expectations. In addition, the widening diversity of stakeholders engaged in and/or supporting health research has led to a broader range of anticipated outcomes. These expectations include: 1] better health; 2] greater life expectancy; 3] translation of research findings into improvements in quality of life; 4] informed public policy on health related issues across the full spectrum of government and private sector activity; 5] new commercial opportunities within and beyond Canadian borders; 6] increased attraction of the next generation to pursue careers in health research and the health sector; 7] a better ‘state of readiness” for the unexpected threats to health that inevitably develop in the contemporary world. In parallel with these expectations, a confluence of factors has placed intense focus on understanding what return our society receives for the investments made in health research. Some of these include: • lack of public understanding of the value of research and its applicability to current issues in health care at a time of unsurpassed concern about accessible, affordable, high quality health care in a publicly funded
    [Show full text]
  • Montreal Neurological Institute Montreal Neurological Hospital
    40th Annual Report MONTREAL NEUROLOGICAL INSTITUTE MONTREAL NEUROLOGICAL HOSPITAL and the DEPARTMENT of NEUROLOGY and NEUROSURGERY of McGill University 1974-75 40th Annual Report MONTREAL NEUROLOGICAL INSTITUTE MONTREAL NEUROLOGICAL HOSPITAL and the DEPARTMENT of NEUROLOGY and NEUROSURGERY of McGill University 1974-75 Contents Page Editorial Note 5 Directors' Photo 6 Report of the Director 7 Board of the Corporation 13 Board of Directors 14 Neurosciences Advisory Council 15 Clinical and Laboratory Staff 16 Consulting and Adjunct Staff 18 Administrative Staff 20 Supervisory Officers 20 Nursing Staff 20 The Women's Auxiliary of the Royal Victoria Hospital 21 Department of Volunteers of the Royal Victoria Hospital 21 Clergy 21 Resident Staff 22 Post Basic Clinical Program Class 23 Teaching Staff 24 Executive Committee of the Montreal Neurological Institute 25 Executive Staff of the Montreal Neurological Institute 25 Medical and Scientific Staff Photo 26 Nursing Staff Photo 27 Neurology 28 Neurosurgery 30 Graduate Studies and Research 32 Administration 36 Financial Report 38 Nursing Department 39 Social Service 41 Clinical Laboratories &: Departments 43 Neuro-Anaesthesia 46 Neuro-Radiology 48 Neurochemistry 49 Electroencephalography and Clinical Neurophysiology 52 Electromyography Laboratory 55 Experimental Neurophysiology 55 Neuropathology 58 Neuro-Isotope Laboratories 60 The William Cone Laboratory for Neurosurgical Research 60 Neurological Research 62 Neuroanatomy 66 Neuro-Ophthalmology "' Neurophotography "' Tumour Registry ^" Library "" Montreal Neurological Society 69 Fellows' Society 'ö The Montreal Neurological Women's Society 71 Clinical Training Opportunities 72 Courses of Instruction 74 Publications 76 Hospital Financial Statements 85 Institute Expenditure Summary 88 Endowments and Grants 88 Donations 89 Statistics 93 EDITORIAL NOTE This Annual Report has always consisted of reviews provided by members of our staff in charge of certain areas of activity.
    [Show full text]