The Rise of the General Practitioner in the Nineteenth Century
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Before the Board of Optometry Department of Consumer Affairs State of California
BEFORE THE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS STATE OF CALIFORNIA In the Matter of the Amended Accusation Case No. 1002502512 Against: OAH No. 2017070083 Gary Bruce Myers 1012 Main St Ste 105 Ramona, CA 92065 Optometrist License No. 7998 Respondent DECISION The attached Proposed Decision is hereby adopted by the California State Board of Optometry, Department of Consumer Affairs, as its Decision in this matter. This Decision shall become effective December 22, 2017 . It is so ORDERED November 22, 2017 . _________________________________ Cyd Brandvein, President California State Board of Optometry 1 XAVIER BECERRA Attorney General of California 2 ANTOINETTE B. CINCOTTA Supervising Deputy Attorney General 3 NICOLE R. TRAMA Deputy Attorney General 4 State Bar No. 263607 600 West Broadway, Suite 1800 5 San Diego, CA 92101 P.O. Box 85266 6 San Diego, CA 92186-5266 Telephone: (619) 738-9441 7 Facsimile: (619) 645-2061 Attorneys for Complainant 8 BEFORE THE 9 CALIFORNIA STATE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS 10 STATE OF CALIFORNIA 11 In the Matter of the Accusation Against: Case No. 1002502512 12 GARY BRUCE MYERS 13 398 D Street Ramona, CA 92065 A C C U S A T I O N 14 Optometrist License No. OPT 7998 15 Respondent. 16 17 Complainant alleges: 18 PARTIES 19 1. Jessica Sieferman (Complainant) brings this Accusation solely in her official capacity 20 as the Executive Officer of the California State Board of Optometry (Board), Department of 21 Consumer Affairs. 22 2. On or about February 3, 1984, the Board issued Optometrist License Number OPT 23 7998 to Gary Bruce Myers (Respondent). -
General Practice Or Primary Health Care? J~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.M
- * ..t *;-gW -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~..._wP..;!-t . .ik. General practice or primary health care? J~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.M.........;~~~~~~~~~~~~~~~~~~~~~~~~.........j: .-: . J. M. ,uam-.u.,. 'sr. PRIMARY health care in the UK is undergoing a period of extensive review. The 1980s have seen the publication of the green' and white papers,2 the CbeitR. *- icor - -m- --- Cumberlege review of community nursing3 and the Griffiths report on community care.4 Over the same period, the scope of primary medical care has widened, and with the setting up of independent family practitioner committees in 1985, a management framework for family practitioner services is now being created. These recent reports have reflected, rather than resolved, three major tensions in .............. primary care: between individual and population-based approaches, between employed staff and independent contractors and between broad and narrow I ~~~~~i5oms~~~~~~~~~~~~~~mcw~~~~~W-Ff.mw -W definitions of primary health care. These tensions are maintained by the way primary care services are currently provided - by family practitioner committees, district health authorities, local authorities and voluntary organizations, each with different JL i:'.;JicaPjl ways of working. .Dit.X.1 Pemra Gra . ....i Recent policy documents have done little to promote a strategic policy for primary care as a whole.5 In the green' and white ...s papers,2 primary care was reduced to the .~~~~~~ ~~~~~~~~~~~~~~~ activities of those providing family practitioner and community nursing services, with the emphasis on the former, while the Cumberlege report3 made community nursing the mainstay of primary care. Little attempt has been made to balance the .. '': :'!i.! .-".!.. Ei!.!!;-S!5.!Fl! !l'Ili.:. I~~~~.~....! -i .....J ...j.;:l........;i.. -
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. -
Index of Educational Terms 2Nd Edition Now with Farsi
INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback. -
Curriculum for Licentiate Degree in Engineering 2020- 2022
1 Curriculum for Licentiate Degree in Engineering 2020- 2022 March 16, 2020 2 Contents In accordance with the Aalto University General Regulations on Teaching and Studying, the curriculum is a confirmed overall description of the learning outcomes of a licentiate programme, the goals and contents of its study modules and the courses offered as well as the organisation of teaching within a given period of time as indicated in the Aalto University General Regulations on Teaching and Studying (Section 2). When the curriculum is being designed, at least the following details must be specified for each course: name, scope in credits, timing, learning outcomes, implementation method, language of instruction, assessment methods, grading scale, prerequisites (if any), the unit responsible for and the teacher-in-charge of the course. Contents ................................................................................................................................................. 2 1. Basic information about the degree ............................................................................................. 3 1.1. Name of the degree ................................................................................................................ 3 1.2. Language of the degree .......................................................................................................... 3 1.3. Research fields ........................................................................................................................ 3 1.4. Scope of -
Master's/Licentiate Thesis Handbook
Master's and Licentiate Thesis Handbook 2020-2021 Edition Table of Contents INTRODUCTION ................................................................................................................................................................................. 3 WRITING YOUR THESIS ...................................................................................................................................................................... 3 STYLE ....................................................................................................................................................................................................... 3 THE WRITING CENTER ................................................................................................................................................................................. 4 CATHOLIC UNIVERSITY ACADEMIC AND RESEARCH COMPUTING RESOURCES ...................................................................................................... 4 USING AN INDEPENDENT TYPIST AND COPY EDITOR ............................................................................................................................................ 4 THE COPYRIGHT ......................................................................................................................................................................................... 5 ECCLESIASTICAL IMPRIMATUR ....................................................................................................................................................................... -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
The General Practitioner and the Problems of Battered Women
of medical ethics, 1979, 5, I17-123 journal J Med Ethics: first published as 10.1136/jme.5.3.117 on 1 September 1979. Downloaded from The general practitioner and the problems of battered women Jan Pahl Research Fellow, University ofKent Author's abstract occur in the 'average' practice, and a summary of This paper discusses the responsibility ofgeneral these estimates was presented by the Royal College practitioners who are consulted by women who have of General Practitioners.2 It was suggested that in been physically injured by the men with whom they an average population of 2,500 there would be live. The paper draws on a study of 50 women likely to be about I50 households living on supple- who were interviewed at a refuge for battered mentary benefit, 6o one-parent families, 25 women, and considers the help which they alcoholics, and 3-4 divorces in any one year. Such received, or did not receive, from their general estimates, of course, take no account of variations practitioners. Such women are likely to face from place to place, nor over time: the I970S have many difficulties: it is perhaps the essence of seen a great increase in the numbers of households their problem that, because it is potentially the living on supplementary benefit, and in the numbers concern of so many people, it can so easily of divorces and, consequently, of one parent families.3 Jefferys estimated that 36 - 4 per cent of all become the concern of nobody-except of the those consulting their general practitioners did so woman herself. -
The Naturalist Tradition in General Practice
The Naturalist Tradition in General Practice I, r, McWhinney, MD London, Ontario For me there have been two great satisfactions of medical practice. One has been the depth of human experience which, as physicians, we are privileged to have. The other has been the satisfaction of observing patients with illnesses of all kinds, in their own habitat, and over long periods of time. This is the kind of satisfaction experienced by all naturalists. I would claim that observation of prognosis and to rational therapeutics. The clinician, then, has much in the natural history of disease is the Suppose, for example, people with common with the naturalist. “Natu basic science of medicine. Nowadays schizophrenia were found to have a ralists,” wrote John Ryle,1 “hold cer we use the term “basic science” for biochemical abnormality. This dis tain attributes in common, notably the what Abraham Flexner called the la covery would have no significance desire to establish the truth of things boratory sciences. There is no harm in without the clinical description of a by observing and recording, by classifi this as long as we do not mean that the category called schizophrenia, and a cation and analysis.” Like the natural laboratory sciences are more funda knowledge of its natural course and ist, the clinician makes careful observa mental and more scientific than the outcome. tions of his/her patients, classifies their science of clinical observation. Chemis Medicine, like other branches of illnesses into categories, then follows try and physics can explain ill health biology, is predominantly an observa them to their conclusion. -
Licentiate in Sacred Theology
LICENTIATE IN SACRED THEOLOGY 2 Licentiate in Sacred Theology These guidelines are intended to assist students in understanding the features of the Licentiate in Sacred Theology (STL) program at the Boston College School of Theology and Ministry (STM). As a guide to the policies and expectations for the STL, this information will be helpful to prospective applicants, as well as to matriculated students making progress toward completing the degree. Regarding interpretation of these policies, the Associate Dean for Academic Affairs and the STL Program Director are the proper arbiters. 1. What is the STL? The STL is an advanced ecclesiastical degree that the STM offers by virtue of its status as an ecclesiastical faculty; it does so in accordance with the provisions of Sapientia Christiana. The STL is a “second cycle” degree: it follows the first level Bachelor of Sacred Theology degree (STB), the B.D., or the M.Div and is a prerequisite for the “third cycle”, the Doctor of Sacred Theology. The STL enables students to deepen their theological background in order to equip themselves for service in official capacities within dioceses and religious communities. The degree prepares students to teach theology in major seminaries, diocesan schools, and other institutions of higher learning. Through the thesis component, the degree also helps students to expand their skills in the methods of theological research and writing; these skills are crucial for doctoral work. 2. What is the focus of this degree? The Licentiate focuses on the traditional theological disciplines as represented under the following areas: 1) Biblical Studies; 2) Systematic, Historical, and Liturgical Theology; 3) Moral Theology; and 4) Church History. -
A Sociological Approach to the * History of Medicine*
A SOCIOLOGICAL APPROACH TO THE * HISTORY OF MEDICINE* by THOMAS McKEOWN WHAT HISTORY can teach is a much-discussed question and historians themselves are divided about the answer; what medical history can teach is a question which is not often asked and yet there can be little doubt about the answer. The direction of medical effort, both in service and research, is seriously prejudiced because of lack of the perspective which historical investigation could and should provide. The provision of this perspective, I suggest, should be the main aim of the social historian and I have taken my title from Sigerist's essay on 'The Social History of Medicine' written in 1940. He wrote: 'I would like to draw your attention to a field of studies in the history of medicine that has been greatly neglected in the past. If you open a textbook, any textbook of medical history, and try to find what health conditions were in rural France in the eighteenth century, or what disease meant to the family of an artisan at the same period, you will as a rule not find any information. We know much about the great medical discoveries but very little on whether they were applied or to whom they were applied.' Sigerist ended his essay with these words: 'I think that the sociological approach to the history of medicine not only gives us a better understanding ofthe past but can also help us in planning the future.' On this interpretation, if social history is history with the politics left out, the social history of medicine is medical history with the public interest put in. -
The European Definition of General Practice / Family Medicine
THE EUROPEAN DEFINITION OF GENERAL PRACTICE / FAMILY MEDICINE WONCA EUROPE 2011 Edition 1 THE EUROPEAN DEFINITIONS of The Key Features of the Discipline of General Practice The Role of the General Practitioner and A description of the Core Competencies of the General Practitioner / Family Physician. Prepared for WONCA EUROPE (The European Society of General Practice/ Family Medicine), 2002. Dr Justin Allen Director of Postgraduate General Practice Education Centre for Postgraduate Medical Education, University of Leicester, United Kingdom President of EURACT Professor Bernard Gay President, CNGE, Paris, France University of Bordeaux, France Professor Harry Crebolder Maastricht University The Netherlands Professor Jan Heyrman Catholic University of Leuven, Belgium Professor Igor Svab, University of Ljubljana, Slovenia Dr Paul Ram Maastricht University The Netherlands Edited by: Dr Philip Evans President WONCA Europe This statement was published with the support and co-operation of the WHO Europe Office ,Barcelona ,Spain. Revised in 2005 by a working party of EURACT Council led by Dr Justin Allen, on behalf of WONCA European Council. Revised in 2011 by a Commission of the WONCA European Council led by Dr. Ernesto Mola and Dr. Tina Eriksson 2 THE WONCA TREE – AS PRODUCED BY THE SWISS COLLEGE OF PRIMARY CARE (Revised 2011) 3 CONTENTS 1. Introductions Page 3 2. The New Definitions and Competencies Statements Page 5 3. Explanatory notes – rationale and academic review new definitions Page 7 4. Explanatory notes , rationale and academic review - core competencies Page 20 5. Appendices Page 25 Appendix 1 – Leeuwenhorst, WONCA and Olesen definitions Appendix 2 – Acknowledgements Appendix 3 -- English Language definitions Using this document This document contains statements of the characteristics of the discipline and the core competences, and then sections with short explanatory notes.