The History and Current Status of Optometric
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PEILING CHEN EDUCATION Doctorate of Optometry May 2018
PEILING CHEN EDUCATION Doctorate of Optometry May 2018 Salus University, Pennsylvania College of Optometry, Elkins Park, PA Bachelors of Science in Biology May 2013 College of Chemical and Life Sciences, University of Maryland, College Park, MD EMPLOYMENT Assistant Faculty of Ophthalmology January 2019- present Wilmer Eye Institute, Johns Hopkins Medicine ◾ Provide comprehensive eye services specializing in the diagnosis and management of ocular diseases, conditions and post-operative surgical care in areas such as: dry eye, ocular allergy, macular degeneration, retinal pathologies, diabetic retinopathy, hypertensive retinopathy, glaucoma, LASIK care, and cataracts; as well as, eye examinations and contact lens fittings Optometrist August 2018- December 2018 National Vision, Inc. ◾ Provide comprehensive eye exams, contact lense fittings and assistance in the referral and management of glaucoma, diabetes and cataract patients ◾ Treat minor ocular service conditions like blepharitis, ocular allergy and dry eye Optical Principles and Ophthalmic Application Teaching Assistant August 2015-May 2016 Pennsylvania College of Optometry, Elkins Park, PA ◾ Assisted first year optometry students at the Pennsylvania College of Optometry with challenging course topics ◾ Mentored underclassmen on how to succeed in the course based on prior experience Vision Therapist September 2011-2014 Appelbaum Eye Care Associates, Bethesda, MD ◾ Provided assistance on vision therapy exercises to patients with binocular vision and ocular motor dysfunctions ◾ Performed -
US Citizenship
U.S. Citizenship Non-Precedent Decision of the and Immigration Administrative Appeals Office Services MATTER OF G-A-S-, INC. DATE: SEPT. 20, 2017 APPEAL OF NEBRASKA SERVICE CENTER DECISION PETITION: FORM I-140, IMMIGRANT PETITION FOR ALIEN WORKER The Petitioner, a production management services company, seeks to employ the Beneficiary as a senior quality assurance (QA) engineer. It requests classification of the Beneficiary as a member of the professions holding an advanced degree under the second preference immigrant classification. See Immigration and Nationality Act (the Act) section 203(b)(2), 8 U.S.C. § 1153(b)(2). This employment-based immigrant classification allows a U.S. employer to sponsor a professional with an advanced degree for lawful permanent resident status. The Director of the Nebraska Service Center denied the petition, concluding that the record did not establish that the Beneficiary holds a full U.S. baccalaureate or foreign equivalent degree, and that the Beneficiary does not have the five years of post -baccalaureate experience required for the offered job. On appeal, the Petitioner submits additional evidence and asserts that the Beneficiary's postgraduate diploma represents attainment of a level of education comparable to a bachelor's degree in the United States, and that the Beneficiary obtained the required five years of post-baccalaureate experience following completion of his diploma requirements. Upon de novo review, we will dismiss the appeal. I. PROCEDURAL HISTORY As required by statute, the petition is accompanied by an ETA Form 9089, Application for Permanent Employment Certification (labor certification), approved by the U.S. Department of Labor (DOL). -
PATHWAYS to Phd and Other Doctoral Degrees
You are eligible for admission to a Doctoral Degree if you have one of the following qualifications with at least 40CP (or equivalent) research component, having achieved specific Thesis and GPA requirements: • Bachelor Honours Degree (AQF Level 8) • Masters Degree, Coursework, Research, Extended (AQF Level 9). • Graduate Diploma of Research Studies – each Academic Group at Griffith has discipline specific qualifications If you do not have one of the qualifications listed above which includes the required minimum research component, based on your highest qualification achieved you will be eligible for admission to a Doctoral degree by undertaking further study as follows, provided you achieve specific Thesis and GPA requirements: Having successfully completed one of the following awards: • Bachelor Degree (AQF Level 7) • Graduate Certificate / Graduate Diploma (AQF Level 8) that does not contain at least 40CP research component • Masters Degree (Coursework - AQF Level 9) that does not contain at least 40CP research component Bachelor Honours Complete one of the following awards to be eligible for admission to a Doctoral Degree: (AQF 8) (1 Year) • Bachelor Honours degree (1 year, 80CP) with Class I or IIA • Postgraduate coursework or research program with at least 40CP or equivalent research component. Click here for a complete list of approved programs at Griffith University which provide this pathway to PhD. PATHWAYS to PhD and other Doctoral Degrees Bachelor Honours (AQF 8) (4+Years) with Class I or IIA Bachelor Honours Masters Research -
Postgraduate Diploma in Asian Art PROSPECTUS 2021/22
SOAS University of London Postgraduate Diploma in Asian Art PROSPECTUS 2021/22 In Association with POSTGRADUATE DIPLOMA IN ASIAN ART 2 The Postgraduate Diploma in Asian art at SOAS University of London offers a programme renowned for its excellence. The course provides object-based study through lectures and contributions from a wide range of leading scholars, curators, and art market professionals. We have a formal association with the British Museum and the Victoria and Albert Museum (V&A), which means we offer exceptional access to the collections and curatorial expertise of both institutions. The Postgraduate Diploma will appeal to all those with a serious interest in Asian art, regardless of your personal, professional or academic background. It is also a proven pathway to further postgraduate study in Asian art and careers in museums, the art world and academia. In 2021/22 all our full-time modules will be fully available online, so you can study with us from anywhere in the world. Those able to travel to London will be able to join selected sessions in person, where circumstances allow. We also plan to host a series of co-curricular events, including in-person visits to the V&A and British Museum, subject to current safety measures. The online modules have been a game changer for me! I would have never “been able to physically go to London because of my work and studies. Also, the format allowed for such a diverse group of students as well as lecturers to come together, which was really enjoyable. Coming together in this virtual space allowed us students to sharpen our senses with regards to seeing the tiniest details that may have escaped our attention if in situ. -
Faculty of Engineering
POSTGRADUATE REGULATIONS & SYLLABUSES 2020/2021 THE FACULTY OF ENGINEERING TABLE OF CONTENTS HOW TO USE THIS HANDBOOK ................................................................................................................................................ 3 LEGAL NOTICE – PROGRAMME & COURSES ............................................................................................................................. 4 DISCLAIMER – PRIZES & AWARDS ............................................................................................................................................ 4 ACADEMIC CALENDAR 2020/2021 ........................................................................................................................................... 5 VISION STATEMENT ................................................................................................................................................................. 0 MISSION STATEMENT .............................................................................................................................................................. 0 MESSAGE FROM THE DEAN ..................................................................................................................................................... 0 A HISTORICAL NOTE ................................................................................................................................................................ 1 STAFF LISTING ........................................................................................................................................................................ -
FACULTY of EDUCATION Postgraduat Handbook CONTENTS
sity el ourne FACULTY OF EDUCATION Postgraduat Handbook CONTENTS Page Page Welcome to the University of MelbourneSection 1 Postgraduate Certificate and Diploma Section 3 The Melbourne Experience 1.2 Courses Important Dates 2002 1.2 Graduate Certificate in Early Childhood Studies 3.2 Services and facilities 1.4 Graduate Certificate of Training and Development 3.2 Scholarships for international students 1.5 Postgraduate Certificate in Educational Studies Scholarships for Australian Students 1.7 (TESOL)/(Modern Languages Education) 3.3 The International Centre 1.7 Postgraduate Certificate in Mathematics and Mathematics Education 3.4 Fees 1.8 Living and Working in Australia 1.8 Postgraduate Certificate in Professional Studies in Education 3.5 English language requirements 1.9 Postgraduate Certificate in Science Education Accommodation 1.11 (Physics) 3.8 Types of Courses Offered 1.11 Postgraduate Certificate in Science (Teaching) 3.9 Applying for Courses (international students) 1.12 Postgraduate Certificate of Education and Training 3.9 Postgraduate Diploma in Assessment and The Faculty of Education: General Information Section 2 Evaluation 3.11 A Message from the Dean 2.1 Postgraduate Diploma in Computer Education 3.12 A Message from the Associate Dean Postgraduate Diploma in Educational (Research and Graduate Studies) 2.2 Administration 3.13 Faculty of Education Postgraduate Courses 2.2 Postgraduate Diploma in Educational Studies 3.15 Where to go for Advice and Course Information 2.3 Postgraduate Diploma in Mathematics and Information Guides -
Russia Country Statistics Population: 142,257,519 (July 2017 Est.) Ethnic Groups: Russian 78%, Tatar 4%, Other 18%
Russia Country Statistics Population: 142,257,519 (July 2017 est.) Ethnic Groups: Russian 78%, Tatar 4%, Other 18% Religions: Russian Orthodox 15-20%, Muslim 10-15%, Other 70-60% Languages: Russian (official) 86%, Tatar 4%, Other 10% Area: 17,098,242 sq km (approximately 1.8 times the size of the US) Government Type: Semi-Presidential Federation National Capital: Moscow Currency: Russian Rubles (RUB) Educational System Grading Scale – All Levels Secondary Reported Grade Translation US Certificate of Basic General Education Grades 1-9 Equiv Аттестат об основном общем образовании 5 Отлично Excellent A Attestat ob osnovnom obschem obrazovanii Otlichno Certificate of (Complete) General Secondary Education Grades 10-11 4 Хорошо Good B Аттестат о среднем (полном) общем образовании Khorosho Attestat o srednem (polnom) obschem obrazovanii 3 Удовлетворительно Satisfactory C Udovletvoritel’no Postsecondary 2 Неудовлетвори- Unsatisfactory F Russia is a member of the European Higher Education Area and is part of the Bologna Process as of 2003. тельно Bachelor’s Diploma 4 years Neudovletvoritel’no Диплом бакалавра 1 Неудовлетвори- Unsatisfactory F Diplom Bakalavra тельно Specialist’s Diploma 5-6 years Neudovletvoritel’no Диплом специалиста] – Зачет Pass P Diplom Spetsialista Zachet Master’s Diploma 2 years Диплом магистра Diplom Magistra Diploma of Candidate of Sciences 3 or more years Диплом кандидата наук Diplom Kandidata Nauk IU Placement Recommendations Freshman • Certificate of (Complete) General Secondary Education Transfer • 1-3 years undergraduate study • Specialist’s Degree program when a graduation certificate was not obtained Graduate • Bachelor’s Diploma • Specialist’s Diploma when a graduation certificate was obtained Required Academic Records Undergraduate Applications • Lower Secondary School Transcript o For Grade 9 • Upper Secondary Transcript • Certificate of (Complete) General Secondary Education Graduate Applications For transcripts, alternatively we can accept the Diploma Supplement if accompanied by the degree certificate. -
Modernizing the Scope of Practice of Optometry Will Improve Access to Needed Eye and Vision Health Care for All Maryland Citizens
P.O. Box 350, Stevenson, MD 21153 ! T: (410) 486-9662 ! F: (443) 378-8845 ! www.marylandoptometry.org Modernizing the scope of practice of optometry will improve access to needed eye and vision health care for all Maryland citizens. It will ensure patients receive the best quality of care available, improve overall patient health outcomes and lower health care costs for both patients and insurers alike. SUMMARY OF SCOPE EXPANSION OBJECTIVES By removing outdated prohibitions in current statute, the bill seeks to better serve optometric patients by allowing Maryland optometrists to: • Prescribe all FDA Approved Therapeutic and Diagnostic Agents (e.g., oral and topical drugs, vitamins, and other therapies) • Independently Treat Glaucoma (development of patient treatment plan & delivery of pre/post operative care) • Perform In-office Diagnostic Testing (e.g., genetic testing via cheek swab and blood glucose testing for diabetes) • Order Diagnostic Tests (e.g., blood work, MRI, x-ray, sonogram, other lab work related to diseases of the eye and ocular system) • Remove Foreign Bodies “STATE OF THE STATE” SCOPE OF PRACTICE FACTS • Doctors of optometry order diagnostic tests in 45 states • Doctors of optometry prescribe controlled substances in 44 • Doctors of optometry to use oral drugs to treat Glaucoma in 42 states • Doctors of optometry prescribe anti-fungal oral medications in 41 states EDUCATION & TRAINING Optometrists receive a minimum of eight 8 years of education and training to obtain the required undergraduate and doctorate degrees necessary to practice optometry. All optometrists are required to pass a three part comprehensive national exam administered by the National Board of Examiners in Optometry prior to receiving their doctorate degree. -
Optometry Career Guide
Optometry A Career Guide Acknowledgments This career guide was written and compiled by the Association of Schools and Colleges of Optometry (ASCO). The guide was written to provide a “core document” that could represent the most current, consistent, and reliable information on optometry as a career for use by prospective students, prehealth advisors, and optometrists who want to share infor- mation about their profession with others. The material is intended for use by ASCO and its member schools and colleges in any format that will make information about optometry accessible and available to those who express interest in the profession. Director, Student and Residency Affairs Association of Schools and Colleges of Optometry 6110 Executive Boulevard, Suite 420 Rockville, MD 20852 optometriceducation.org Updated August 2020 Table of Contents I. DEFINITION OF THE PROFESSION ...................................................................1 II. OUTLOOK FOR THE PROFESSION ..................................................................2 Population Changes and the Optometry Profession ...........................................2 Social and Legal Changes Affecting Optometry ..................................................3 Professional Satisfaction .............................................................................................4 III. NEW FRONTIERS IN EYE CARE ........................................................................5 Lasers .............................................................................................................................5 -
Vision Guardians Becoming a Trustee of Vision Aid Overseas Can Open up New Opportunities for Skill-Sharing Abroad and Changing People’S Lives in the Developing World
Voluntary work overseas Vision guardians Becoming a trustee of Vision Aid Overseas can open up new opportunities for skill-sharing abroad and changing people’s lives in the developing world. Optician talks to David Parkins about how his skills have made a difference ell us a bit more about Vision Aid a big job on its hands; it is estimated wearer myself and never once have I TOverseas (VAO) that 670 million people (10 per cent thought of myself as having a disability. VAO is an inspirational organisation of the world’s population) are disabled In Sierra Leone, children did not that aims to transform access to eye care simply because they do not have progress at school and parents were to people in developing countries. It glasses. But VAO is contributing to the prevented from working because they consists of a (relatively) small number international effort to make a difference didn’t have glasses. I am constantly of people making a huge difference and to people’s lives and is determined to do amazed at the difference we can make UK optical professionals using their a lot more. as a profession in these countries. skills to change lives in our partner countries Burkina Faso, Ethiopia, ho volunteers with VAO? hat is VAO looking for in a trustee? Ghana, India, Malawi, Sierra Leone, WThe organisation has an WFirstly, you will be an ambassador Uganda and Zambia. The charity has extraordinarily diverse membership for the charity and will need to and support network. We work with communicate the work of VAO to students, newly qualified dispensing a large audience of people, so being opticians, optometrists, optical passionate about our work is crucial. -
Optometry (OD)
Optometry (OD) • Doctors of optometry examine, diagnose, treat and manage diseases and disorders of the visual system and eye. They may be the first to recognize systemic diseases in their patients such as diabetes or high blood pressure. • Besides routine eye exams and fitting patients for corrective lenses, optometrists treat many other eye problems including glaucoma and visual skill problems such as the inability to move, fixate and focus the eye. • Although the majority of optometrists practice primary care optometry, some specialize in particular populations or treatments including pediatrics, low vision rehabilitation, sports vision, learning disabilities, and head trauma. • Optometrists also encourage preventive measures such as monitoring children’s vision, evaluating school vision, and promoting nutrition and hygiene education. • Optometrists collaborate with ophthalmologists, physicians (MDs or DOs) who perform eye surgery, as well as diagnose and treat eye diseases and injuries. Education & Licensure • Generally schools require at least two or more years of undergraduate work (90 credit hours). The preference, however, is for students with a bachelor’s degree. • Optometry school is a four year program. The first two years are largely classroom-based and the third and fourth year are spent mostly in clinical settings. After successful completion of the 4 years, students graduate with an O.D. (Doctor of Optometry). • A licensure exam is required. Preparation • Optometry programs look for well-rounded students who are strong in science and have good communication skills. Programs consider GPA as well as the score on the aptitude test, the Optometry Admissions Test (OAT). • They also look for empathy, leadership skills, extracurricular and community activities, and observation experiences in optometric facilities. -
Clinical Researchers – Biographies
Clinical Researchers – Biographies Benjamin Backus, PhD Dr. Benjamin Backus is currently a Research Staff Member at SUNY College of Optometry specializing in visual neuroscience. He has served as a Principal Investigator on many studies and mentored a number of Masters, PhD and post doctorate students. He has been Chair of the Graduate Program Committee at the Graduate Center for Vision Research since 2008. Dr. Backus received his PhD from UC Berkeley and continued his post‐doctoral research at Stanford University. He recently co‐developed an NIH funded clinical trial titled Light Deprivation Utilized to Mitigate Amblyopia (LUMA), which tested the effects of binocular visual deprivation as a pre‐ treatment to enhance perceptual learning during treatment of adults with amblyopia. Alexandra Benavente‐Perez, MCOptom, MS, PhD Dr. Alexandra Benavente‐Perez is currently an Associate Clinical Professor at SUNY College of Optometry as well as a Research Staff Member where serves as a Principal investigator on clinical trials and has mentored over a dozen undergraduate, OD and Master students. She specializes in visually guided eye growth and myopia development/control. Dr. Benavente‐Perez received her Doctor of Optometry from the University of Valladolid in Spain, Masters in Investigative Ophthalmology & Vision Sciences from UMIST in Manchester, UK and her PhD in Vision Sciences from Aston University in Birmingham, UK. She completed her post‐doctoral research training at City University in London and at SUNY College of Optometry. She is a Fellow of the American Academy of Optometry and a member of the Association for Research in Vision and Ophthalmology (ARVO). Kenneth Ciuffreda, OD, PhD Dr.