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morelike-bi-light · 3 years

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witch!angela au drabble

(written to fit into the Victoria and Bree Cullen au)

here’s how it goes. you’re a quiet kid. polite. bookish. mature for your age. when you introduce yourself with a nod and a “nice to meet you,” adults smile like you’re a performer in a play and notify your parents of what a little grown up you are. your glasses are too big for you. they slide down your nose. when class breaks, nobody wants to play games with you. well, you don’t really like games anyways. you like books, you tell yourself, you like learning, you like things that other kids don’t. you’re hardly a kid at all.

you spend your recesses in the library, or huddled in a corner of the field with books in your lap. you read nonfiction, because you’re hungry, because you yearn to know more, because you’re starved for something new. you read fantasy books, because they’re given to you on holidays, and you couldn’t bear to let it sit in your room with no one to read it. and you grow to like them too. they’re a different kind of nourishing. these kids are like you. smart kids. mature kids. kids that don’t play games at recess.

it doesn’t matter to them. these kids have magic.

magic probably isn’t real. they haven’t totally proven it either way.

the instructional books written about it are thinner, flimsier, and make your parents grimace. they have silly blue and purple graphics on the front, speckled with galaxies that don’t actually exist, people sitting cross-legged, glowing white numbers that are never mentioned in the books themselves, or digital art of white women with shoulder-length brown hair and flowers in their hands in a style that reminds you of ads at the doctor’s office. they’re filled with anecdotes about trips to the navajo desert. you stop reading these books.

magic isn’t real. but it’s interesting. and the idea had to come from somewhere. you stop reading the instructional books - your parents are visibly relieved - and you start reading histories. you learn about druids, about the oracle at delphi, about the origins of tarot and how astrology became astronomy and you skim through the visions of nostradamus. you read about the witch hunts. they hung them, burned them, drowned them, and god, people sucked. historians mourn for these poor midwives and medicine women who were killed for the crime of keeping to themselves and knowing too much.

but when you read about the made-up, fantastical things that people thought these women did, one specific detail crops up and sinks its teeth in your brain: the book. the witches wrote their names in the devil’s book.

you don’t just read about history, growing up. you read about math and the stars, too. you read about science, medicine, the history of both - they used to call real plants and herbs things like eye of newt, then macbeth goes up at the globe and suddenly it was a warning sign for women to list the ingredients in jars on their shelves. you apply what you learn. you make yourself salves and lotions. homemade candles and silly, sentimental good luck charms for your mom. that rune means torch, it stands for truth and knowledge. this one means gift.

you couldn’t say where it comes from, if someone put it there or if it put itself there. maybe it was always been there. maybe you’d only just noticed, like when you suddenly hear the washing machine after the buzzer goes off. you want to think you left it there yourself, and you just didn’t remember doing it.

it doesn’t make a difference. the book is on your night stand. you haven’t read a word of it, but your place is saved with a red ribbon of a bookmark. you don’t open it right away, but you don’t get rid of it either. the book, on its part, is very patient with you. it sits by your alarm clock quietly. politely. content to wait. you don’t even look at it, an uninvited guest you can’t bring yourself to throw out in the cold.

a new family moves to town. no one knows much about them. they’re weird, and don’t get out much. it doesn’t bother you like it bothers some.

still, the book sits. you’re in high school. you’re not a kid anymore. you make friends, and mistakes, and you’re busy with assigned reading.

a new girl joins your class, the sheriff’s daughter. she’s quiet, too. you sit together sometimes, in a circle with your teenage friends around the lunch tables. she likes shakespeare. she almost gets hit by a car. she starts dating one of dr. cullen’s kids. she runs away to arizona and her partner brings her back with a broken arm. the other kids wonder if she had a mental breakdown, or is having one. they go to prom together. when you look up, a red-haired girl you’ve never seen before is watching them. they leave early, and she with them.

you go home. you don’t look at the book. a few days pass, and you do research, at the library and online, and you learn a little more about albinism, but nothing that explains how a red-haired girl could have red eyes. her eyes remind you of the cullens. how none of them are related, but they all have the same eyes. not red, something jessica calls hazel-gold-honey, but what has always looked to you like yellow. like a cat. or something else you’d find in the woods.

one thing leads to another. of course you open it.

you start at the first page. you don’t know what you were expecting - instructions, maybe? a prologue? an arcane curse? but it’s just a big, blank page with a name, and a little sprinkle of red. the next page is just the same, only a different name and a few less speckles of red. you start flipping through.

you thought it would be the names that caught your eye, and it’s interesting, the penmanship, the languages, the variation in formality - some of the names were preceded by titles, followed by epithets or dates, but one signature consisted of nothing but a small, black, lowercase ‘v’. but what really strikes you is the red. usually it’s a couple drops, but just as often it’s more, a puddle, a handprint, a sentence or drawing, an entire page soaked so thoroughly the page is stiff and wrinkled and warped.

you reach the bookmarked page. it’s blank. the page preceding you had been signed in glittery green gel pen, - ‘Kristen, de Lyon, 1993′ - and was sprinkled with a line of delicate dots from one corner to the next. you imagine a french girl sitting at a desk in her bedroom, slicing her hand with a kitchen knife. your parents are in the kitchen, though. you grab a pencil, then toss it aside and scrounge up a blue sharpie. you go downstairs, rummage around in a cabinet, pull out a mini sewing kit your parents had once used for emergency costume repair on halloween, and run back.

you sign ‘Angela Weber’ then steel yourself to prick your finger with a needle. just a few drops. there’s no goats, no strange men, no shadows or cackling laughter. you don’t feel any different. but then the blood sinks into the page and moves. you flip through the book again. pages and pages of red text overlaying names... centuries of secrets at your fingertips.

you never meant to learn so much, you weren’t looking for magic or monsters, but it doesn’t feel like a deal with the devil. it just feels like turning to the next page, the red leaves smudges on your fingers but the letters don’t smear, so what does it matter?

eventually, the monsters will find you on their own but for now, you’re content to wait, keeping to yourself and knowing too much.

So I know this is not what people probably signed up for but I got an ask from @hottwilighttake that bit me with the drabble bug, and witch!angela is a part of the VBC au, so I thought I’d tag you just in case! If you’d prefer to be taken off the list, lmk, but otherwise thanks for your interest I love you all very much

TAGLIST: @alaska-blu @cmgmurphy @michaelalovesseaside @loudlyglorioustragedy @habblez-the-babblez @fiercehunter411 @snailcullen @shittytwilightaus @a-checkered-mate @imawednesdaygirl @twilight-mademegay @twibidriveby@the-bilight-saga @trashanddrivel @bog-vampire @maryaliceswan @bellaedwardcullenswan @gaybeauswan @maryalicebrandon @orange-twilight @vampireguarddogs @thechangingcolourswithinthewoods @kerrym1516 @bitchrosalie @bellatops @alicemcullen @once-and-future-thot @rosalies-hale @everydayimwhining @marshmellowfromhell @emmettmccartycullen @bisexualstonerbella @softbutchbella @marishasray @redeyerenaissance @cullen-trash @emivipers @superlamesaucebro @bellasdogpainting @persephonequeenofthedead @whomthefyck @recovered-emo @the-most-pathetic-edge-marquis @vanishshepard @scarecrowmax

#twilight #twilight saga #twilight renaissance #angela weber #witch!angela #bilight's bs #bilight's aus #bilight's headcanons #bilight's asks #bilight writes

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petting-mutts-and-sticking-butts · 5 years

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How Veterinary School is the real world equivalent of Hogwarts.

For many veterinary students this profession has been a dream from when they were in kindergarten, much like a young witch or wizard hoping that they get their very own acceptance letter to Hogwarts when they turn 11. Most of them are fairly confident that they are getting it, because they are purebloods (or in muggle terms a legacy student). While others, like myself, are hoping that there magical ability (academic accomplishment and extracurricular activities) were enough to earn them a spot. No matter the background every young witch or wizard is ecstatic when they finally get that letter.

Once accepted, there is a whirlwind of things that need to be accomplished prior to getting on the Hogwart’s express. First you have to go to Diagon Alley (Amazon) to purchase their many school supplies: books, robes (spirit gear/ scrubs), wands (dissection kit), and trunks (backpacks). Getting off the train and arriving to Hogwarts (Veterinary school) you are greeted by the larger than life groundskeeper, Hagrid, who shuttles you across the Black lake to the castle. The whole time all the first years students are getting acquainted and more excited to actually enter the school.

At our college we have a whole week of orientation, you are greeted by the larger than life dean of student’s and many other higher ups in the college. You are given a tour of the hospital by some of the upper classmen. During this orientation process, much like Hogwarts, our school has houses that you are sorted into. These houses compete throughout the year in various activities to build up the students morale and build bonds that will last a life time.

There are so many classes that you go through in veterinary school that honestly have a Hogwarts counterpart:

Potions= Pharmacology

Care of Magical Creatures= Medicine Courses

Charms= Emergency Medicine/ Pain management

Astronomy= Radiology

Defence Against the Dark Arts= Bacteriology/ Mycology/ Parasitology/ Virology

History of Magic= History of Veterinary Medicine

Herbology= Toxicology

Devination= Clinical Pathology and Veterinary Neuroscience

Transfiguration=Surgery

And with each of those courses comes the many professors and the personalities they bring with them.

The Professor Snape: A professor/ clinician that instills fear in every student they come across. They may have a few students that they tolerate more than others but for the most part they hate students. They would really prefer tinkering by themselves and work on different research projects but because this is a teaching hospital they are forced to interact with people. But in their own words “I am tenured so what are they going to do?”

The Professor Kettleburn: A professor/ clinician that loves all animals, no matter how dangerous they are or how often said animal has tried to kill them. They have some of the coolest war stories around but they also have the associated battle scars. You wish you were as brave as they were but you also question their sanity.

The Professor Binns: A professor/ clinician that drones on and on and doesn’t even notice that half of the class is not paying attention, while the other half of the class has fallen asleep. Sometimes they even bore themselves while they are lecturing on the subject.

The Professor Flitwick: A professor/ clinician that is very eccentric and likable. They always seem to be in a happy mood and will do anything in their power to brighten your day. Often times they are exceptional in their specialty making them a force to be reckoned with.

The Professor McGonagall: The professor/ clinician that seems very serious when you first meet them but as the years go on you realize that they are one of the students biggest supporters. They are hard on you when they need to be, but they are understanding and helpful when it is most needed. They are astounding in their field and are respected by all that know them.

The Professor Sprout: The professor/ clinician that is very earthy and was likely your toxicology professor. They don’t really deal with animals a whole lot but they deal with the plants that could kill said animals. They are the leader of the misfits but they are very likable people.

The Professor Trelawney: A professor/ clinician that seems to live on their own planet. Most of the time you think they are making things up as they are going but every once in a blue moon they get something right. And the things they do get right are world changing so that’s why they are still around.

The Professor Lupin: A professor that was only with your class for a short period of time. They always look disheveled and like they had a hard night. They are very nice and often very good at working with students but misunderstood by most of the faculty.

The Professor Dumbledore: A professor/ clinician that leads a complex life, but also has a taste for some of the simpler things. They are brilliant, eccentric, loving, and strict. You go through school thinking you have them pegged and then you get to clinics and realize that this person is far deeper than you ever imagined.

The Hagrid: A technician or hospital staff member that would do anything to help the students. They often give tips and tricks that the clinician probably wish they wouldn’t divulge but they really don’t care because they like the students more than the clinicians anyway. They love all the animals as if they were their own, and often times they pour their heart and soul into the treatment of those animals. Treat these people nicely, they will be your best friends during the clinical year.

The last comparison to be made is between the main characters of the story (including the villains) and all of your classmates.

Harry: The chosen one. They seem to have all the clinicians and professors on their side. They can do no wrong and very few people truly dislike them. While from the outside looking in it appears that everything in their life is so easy, often times that is quiet the opposite. Rarely do they actually know what they are doing, they just get lucky and have a lot of help.

Ron: The funny best friend to the chosen one. They may be just as smart or be the reason that the chosen one accomplished as much as the did, but because they are the sidekick they don’t get nearly as much credit as they deserve. But they are okay with that, because they are good people.

Hermione: The brainy student that you hear everyday in class. When a teacher asks a question, they raise their hand first. They are overachievers, so much so that you wonder how they have time for it all (time-turners must be real right?) They have tidbits of knowledge tucked away and they are ready to apply at the drop of a hat. The more you get to know them, the more likable they are but damn were you annoyed before that (this is me...).

The Weasley Twins: The jokesters. The professors know that they are pranksters, and sometimes they help pull off grand schemes. Other professors hate them because “this is a professional program so you need to act like grown-ups.” They may even drop out in there clinical year because this really wasn’t for them in the first place.

Luna: That one classmate that always seems to have their head in the clouds, and when they actually talk you never really know what might come out of their mouths. They are brilliant in their own right but they are extremely eccentric and have some beliefs that are not widely accepted by the veterinary community.

Neville: The student that you constantly find yourself asking how they got here in the first place, since they are all but a squib anyways. They always seem to be struggling and never really seem to have a full grasp of what is going on. But then you see them in the clinics, and watch them finally gain some traction and see their education come full circle. It’s like something finally clicked and they found their element.

Ginny: The students from the classes beneath you that are associated with your class for one reason or another. They may be a roommate, a girlfriend/ boyfriend, a classmate that failed a class, or your first year buddy. Either way you see them so much that sometimes you forget they are not part of your graduating class.

Peeves: They speak mainly in riddles, and they are constantly trying to start some kind of drama. They get along pretty well with the Weasley twin’s because they are all up to no good. They will not rest until mischief is managed. And they show up when they are least wanted, because all they do is make your life harder.

Moaning Myrtle: That one student that you always see crying in the hallways. You wonder what in the world makes their life so hard that they are always on the verge of tears, but who knows maybe that’s just how they handle stress. Everyone is afraid to be left alone with this person because you never know when the waterworks might be coming.

Malfoy: The one classmate that everyone loves to hate. Not only did they chose to act like a total ass-hat within the first year of school, but they continued to make decisions that put them at odds with most of the class. They may have wanted to be a good person, but their inherently bad heart lead them to make all the wrong choices.

Crabb and Goyle: They are associated with the aforementioned villainous classmate, so everyone still hates them. When in all reality they probably are not that bad but they are associated with the wrong people and have forever been grouped with that hatred.

Filch: This is the student that absolutely hates anything fun, despises the Weasley twins, and HATES PEEVES! They walk around with a scowl on their face, their scary sidekick in toe, ready to turn in anyone that even thinks about breaking a rule. Sometimes you wonder how they got past the interview process to begin with, but maybe they just scared the interviewers so much that they had to let them in.

Voldemort: This is the NAVLE in my mind. You can’t reach your full potential if you don’t defeat that damn test. Every year you are in school the weight of that test grows heavier and heavier. You know the final battle is going to test everything you have learned throughout your years of school and training. You know that it is going to be an epic battle of wits and you are going to leave that testing center feeling a lot worse for the ware but it can be done. IT MUST BE DONE FOR YOU TO LIVE YOUR LIFE LIKE THE PROPHECY PREDICTED!

Dolores Umbridge: This person isn’t necessarily a classmate, but it could be. They are despised beyond all others. They are hated more than the NAVLE, maybe not feared as much, but definitely hated more. They have inserted themselves into your veterinary school experience and every minute with them made it worse.

Bellatrix Lestrange: This person is sadistic and enjoys torturing people just because they like to watch them fall apart. They are intelligent but mentally unbalanced and easily lose focus but they are devoted to making the life of their victims worse through the teachings of Voldemort. Often twists reality to suit their view and purpose. Everyone is below them in status, at least that’s how they see things. Evil incarnated.

Lucius Malfoy: This person often considers themselves better than those around them because of where they come from. Often acting as though other classmates are beneath them because those classmates took a different route to get here. At times they may even attempt to sabotage their classmates because of their belief that they are superior. This person often hides in the shadows, making it hard to detect their true feelings but if you watch their repeated actions their beliefs become very clear.

Sirius Black: A person that you originally thought was evil due to rumors that had gone around the class. Then you take the time to get to know them and hey become family. People wonder why you like them, but you tell them that this person is good people.

Molly Weasley: This person is a mother figure in your school. It may be a classmate, a faculty member, or supporting staff. They often bring baked goods to class and try to make sure that everyone is happy and taken care of. They check-in often and are always there for you when you are down in the dumps.

Arthur Weasley: This person is a father figure to all. Often fascinated with things that have nothing to do with veterinary medicine. The job that they have often contradicts those outside interests but they don’t mind. They are goofy and light hearted most of the time but will kick ass and take names if need be.

Madeye Moody: This person knows everything, so much so that you are pretty sure they can see in all directions. They look crazy and dangerous but in all reality they are very smart and somebody you want on your team. At times they seem paranoid until their suspicions come to fruition.

Dobby: This is your family and friends that always seem to be there when you need them most. They put up with being treated like garbage because you are their family. Because let’s be honest, these people take the brunt of your piss poor mood when you are stressed. They are the closest too you so they see the absolute worst of you, but yet they still love you. So give Dobby something nicer than a used sock... Say thank you for the years that they put up with you.

Hedwig: Don’t forget about the veterinary student’s pets. They are the real heroes to this story. Not only do they keep us sane but they put up with our constant poking and prodding. They also get voluntold to be the dummy for sooooo many wetlabs. All the while they greet you at the door with a wagging tail or a rub of the leg and would sacrifice their life for your at the drop of a hat.

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bereft-of-frogs · 5 years

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The fic I’d like to see from you is a fic I can’t believe I haven’t seen yet and think you’d be the best fit for. “Dark World” where Loki gets still very stabbed but not quite as stabbed, so he’s super injured but isn’t dying, but they can’t go back to Asgard and Malekith has the aether and there’s a dust storm rolling it. Very whumped Loki with Thor and Jane he just saved and also the world is maybe ending and if it doesn’t he probably has to go back to jail. (Wait, can this be both memes?)

It can certainly be both. When I posted them both I was like ‘oh these are completely different, these will totally be AUs I won’t write, this is just for fun.’

Look at us now. Even the Harry Potter AU I’m like...dang I could write this though.

(Also reiterating: if anyone wants to write anything based on these headcanon AUs, please feel free, and please tag me in it so I can read them. : D )

So, okay, Loki getting stabbed but not dying.

CW for the description of injuries

First off, I am probably going to write the one from last night - at least a small snippet - where Frigga is captured instead of killed so when Loki is wounded she’s there to take care of them. But a more canon-compliant AU, where Frigga is still dead and it’s just the three of them alone. (Also warning, I’ve seen Dark World...maybe twice? So I might be wrong on some canon stuff, I’m going off of what I see in gifsets and what I read on the wiki and in other people’s fics...):

- Loki’s injuries: so I’ve seen it going around that the reason for the black veins/ grey skin is some kind of poison on the blade, so if there’s no poison on the blade he probably doesn’t die right away. But he’s bleeding a lot, and he’s got a collapsed lung. He’s having a lot of trouble breathing, he’s in an insane amount of pain, and is convinced he’s dying. Cue the desperate apologies and deathbed confessions. At least until he’s too out of breath to talk.

- I like to headcanon that both Thor and Jane have some form of first aid training. Thor is more of field medic and Jane is more Wilderness First Aid (if you’re living in small-town New Mexico and studying astronomy, I’d imagine there’s some hiking to be done to find good stargazing spots and WFA are always good skills to have if you’re hiking in remote locations.) Between the two of them they at least can get Loki stable enough to be moved, but his condition is rapidly deteriorating. They don’t have any equipment, but at least manage to control the bleeding a bit and get him to the shelter of the cave.

- so Thor is feeling...pretty shitty about all of this. Wracked with guilt over being the one who took Loki out of his cell, where he was at least safe, being the one that Loki was hurt trying to save. Loki wakes up a bit and is like ‘it’s okay, did you really think I was going back to jail?’ and they have this horribly sad conversation about death being just another kind of freedom while Thor begs him not to let go.

- while this sob-fest is going on, Jane stumbles across an opening in the back of the cave - one that leads back to Earth. So Thor bundles Loki up again and they make it back to Earth and find Selvig who is like ‘nope nope nope, Loki’s back, don’t like this’ but they’re like ‘cool, Loki is also dying, so it’s fine.’ Selvig’s house at least has some supplies, so they’re able to at least stop more air from entering the chest cavity. (There’s this special type of dressing called an ‘occlusive dressing’ that’s coated in a wax that creates a seal over the wound so no more air can get in. Fun fact.) He’s still not doing so hot and probably needs surgery but there’s nothing to be done, they’ve still got to defeat Malekith. So they kind of bundle him in Selvig’s bed and hope he survives while they go off to end the fight.

- they do and Thor returns to find Loki thankfully still alive but unconscious and fading fast. Thor’s accepted he’s not going back to Asgard since that will find them both in a cell, or worse, but he needs help so instead he turns to SHIELD - but oops SHIELD is actually HYDRA and while they save Loki’s life they trick them and imprison them in the base in Sokovia and voilà more whump as they’re interrogated and experimented on (and who are these other two locked up in this dingy basement?) while Jane desperately looks for them and finds no trace and Sif comes down to look for them and finds no trace...

- but then Asgard does finally find them and basically threatens war on Earth if they are not returned because Odin goes into Protective Dad mode when he sees what’s being done to them and HYDRA all falls apart and Winter Soldier/Age of Ultron shake out a little differently.

(that got a bit away from me there at the end)

(basically the third act of The Dark World is where I start to lose memories of the plot. Somehow they get back to Earth? Somehow Malekith is defeated? How does this fit in with Winter Soldier? I don’t know. I’ll figure it out later.)

(Yes I ended up on PubMed this morning don’t @ me)

(If I write this you know for sure I’ll be reading a bunch of thoracic impalement trauma articles in prep because I’m just that extra)

(The problem with this is I kept being like ‘well for this injury I would do this’ and keep remembering they don’t have a fully stocked ambulance of things they would need to treat this.)

(Yup, fun fact about me, this is how I made money while I was in undergrad and thought I was going to med school, I got my EMT license at 18 and worked on an ambulance during the summers, and was a clinical research assistant in an emergency department.)

(I went into academics instead which obviously is working out...just super...)

(I’m kidding, I really like my death studies/history of medicine degree, I would just also like it if I had a job.)

Thanks for asking!

I have...so many AU ideas now. so many. I am out of control. It’s bananas over here.

#i don't know why i keep ending up on 'captured and experimented on' but here we are #purveyor of AUs #ask meme #chest injury cw #Anonymous

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ahz-associates · 2 years

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University of Leicester

OVERVIEW

The University of Leicester offers research-inspired education in science, humanities, law, medicine, the arts and industry, fuelled by world-class research. The university has more than 150 different degrees across 30 subjects.

Leicester is now one of the UK’s top 25 universities and is ranked 170th worldwide. The University of Leicester was voted ‘University of the Year’ by the Times in 2008. The university has a Silver rating in the Teaching Excellence Framework (TEF).

The university currently has about 20,000 students enrolled, of which 1,500 from more than 80 different countries are international, making Leicester a diverse and welcoming university located in the most multicultural city in the United Kingdom.

HISTORY

The University of Leicester, established in 1921, is among the top universities in the UK. Various undergraduate and postgraduate programs are offered by the university. The University of Leicester is a centre for advanced learning with a world-class infrastructure and highly experienced faculty members. The university has state-of-the-art laboratories, libraries, art studios, computer centres, and other facilities that enable best-in-class learning systems.

Leicester is well renowned for the strength of its research, with the remains of Richard III recently discovered by its Archaeology Department, bringing it into the international spotlight. The Department of Physics and Astronomy is home to the largest university-based space research facility in Europe, and the School of Museum Studies remains one of the country’s top research schools, with the highest research ranking in the UK in Museum Studies.

Courses are taught are academics who can transform the world through creative and life-changing research. Research in Leicester breaks new ground and has an international influence, covering several different fields of real-life applications. Students are introduced to the most up-to-date information and teaching guided by this research as well as encouraged to add their own perspectives.

In addition, Leicester degrees have employability modules built in, along with business placements and study opportunities abroad. These are intended to encourage students to apply academic knowledge to scenarios in the workplace. To this end, to provide students with internships and work opportunities, the university has partnered with various corporate bodies.

Situated in the heart of England, Leicester, with a population of more than 300,000, is a commercial and cosmopolitan area. Surrounded by beautiful countryside, Leicester is only one hour by train from London, and many other major cities and points of interest are within easy reach, including Stratford-upon-Avon, William Shakespeare’s birthplace, and both Oxford and Cambridge.

Breakdown of fee structure

Fees for International students range from £17,450 to £21,515

Scholarships

The University of Leicester has a number of scholarships available to international students at both undergraduate and postgraduate levels. Fee discounts, full tuition fee waivers and up to £ 4,000 grants are available across different subjects. For mature students and asylum seekers, there are dedicated scholarships, plus music scholarships and sports scholarships for talented students.

Student statistics

Undergraduate – 72%

Postgraduate – 28%

Full-time students – 89%

Part-time students – 11%

UK students – 76%

EU students – 4%

International students – 20%

Female – 54%

Male – 46%

Total student population – 10,000 – 25,000

Student Life

In the heart of the UK, Leicester is a student-friendly and affordable city. It also has a great sporting reputation with world class festivals, excellent stores, cafés, pubs, clubs and theatres. Beyond the city, there’s beautiful countryside.

The nightlife in the city has bars and clubs that fit all tastes. Famous artists and local up-and-coming bands play at live music venues. Every February, with hundreds of shows and events across Leicester, the UK’s longest-running comedy festival takes over the region. The largest Diwali festivities outside India and the second largest Caribbean carnival in the UK include festivals from many cultures.

More than 250 societies covering arts, sports, traditions, national cultures, politics, activism, hobbies and student media are offered by the Leicester Students’ Union. £ 21 million has been spent on restoring and refurbishing the construction and services of the Students’ Union.

The Students’ Union is home to the UK’s only live music venue on the O2 Academy campus, hosting existing and new bands, plus club events and student nights.

Living Accommodation

University od Leicester guarantees accommodation for all students applying for a room before the deadline of 1st September each year. Students will be loving in either The Village or The City. The Village has distinctive halls with impressive features such as wood panelling and hidden gardens, plus converted Edwardian villas. The area is surrounded by green space, including the university’s botanical garden, in a leafy suburb 3 miles from campus.

The City is self-catered, purpose-built blocks within a 10-minute walk of campus, city centre and train station. There is 24-hour help in both locations, student residential advisors and a packed social calendar open to all students.

Rooms, as well as studio apartments and shared rooms, are available for catering and self-catering. Many students in the second and third years still chose to live in halls, but most live in the city and around it. The accommodation office will assist students who want to live in private rented accommodation outside the halls.

SELF-CATERED Accommodation costs: £87- £179 per week

Transport

On the University of Leicester’s compact campus, all teaching buildings are within a few minutes’ walk of each other. The campus is within walking distance of Leicester train station, while supermarkets, a cinema complex, local stores, bars and restaurants are all nearby.

The campus and the Village accommodation are linked by a shuttle bus service and cycling lanes. The Student Union operates a security bus until 2.00 am. Just 65 minutes away is London St Pancras. There is easy access to airports in the East Midlands and Birmingham, plus direct connections to Heathrow, Gatwick, Stansted and Luton by rail and coach.

Student support

The University’s Student Support Services offers advice and guidance on finance, housing, insurance and personal problems. They also have access to a variety of programs and resources, including confidential counselling and support, to allow for positive student well-being.

Further assistance is provided by the Students’ Union, including a peer mentoring scheme to support students through the university’s opening weeks and months. Students can download a free SafeZone app at any time to call for first aid, protection or security assistance.

A variety of support and welfare programs are also available at the university, such as the Student Counseling Service, which provides a wide range of free and confidential services, including individual counselling, group sessions and workshops. The Wellbeing Program provides assistance and confidential advice. One-to-one and group counselling sessions are provided by the program.

#studyinuk educationalconsultant

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liceouniversity01 · 3 years

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The Choice between Arts and Sciences

An unresolved dispute among scholars in the academic world is on arts and science, whether one is better and has contributed more to society. The decision is crucial for students who are still determining their paths in college, as their motivation to pursue their studies relies on the choice they will make. This choice is relevant for those clueless about the differences between arts and sciences but for those who already have a particular affinity with either of the two fields of study. The choice will determine if they continue with their interests once they realize what lies beyond.

To help you make an informed decision, let us look deep into the study of both arts and science.

The Study of Art The study of arts is beyond the appreciation of mere paintings and sculptures. It captures several aspects of society such as media, cultural heritage, activities, and the like. Moreover, it requires a comprehensive level of creativity and critical thinking combined with skills related to self-expression and organization. Also, there are numerous types of art: visual, literary, performance, textiles and fashion, culinary, storytelling, and more.

The Benefits of Studying Arts ● It promotes and develops self-expression. ● It helps prepare for future occupations that require competent communication, logical reasoning, and analytic skills. ● Many employers prefer art degrees and humanities graduates since they can work independently and critically. ● It helps develop mastery of skills in data gathering and writing. ● It provides a wide range of job opportunities.

The Study of Sciences Science, on the other hand, involves observations and experimentation. In science, individuals work with the physical realm and related phenomena following fundamental laws. Science requires scholars to follow deliberately designed-systematic procedures to gain new knowledge. It includes the study of mathematics, biology, physics, chemistry, logic, astronomy, physical sciences, and other fact-based investigative studies.

The Benefits of Studying Sciences ● It develops essential skills that provide better employment opportunities. ● It provides opportunities for pursuing specialized professions such as medicine and engineering. ● It contributes to society through groundbreaking discoveries and innovation. ● It equips graduates with the cognitive foundation to pass competitive examinations, including civil service exams, MBA entrance exams, banking, and others. ● It opens opportunities for freely choosing an area of scientific expertise such as human life, the universe, chemical process and how they are utilized.

How to Choose the Right Study Group In choosing the right program for your undergraduate studies, it is essential to consider your interests and the prospective future after you finish the degree. Another great way of choosing a suitable arts and sciences course is to research programs you might be interested in. For instance, if you take a look at the arts and sciences courses offered by Liceo de Cagayan University through the school website, you can find the necessary details about the programs that the university is offering. These details include program objectives, outcomes, and subjects that you will study and pass for the duration of your degree. If you are ready to start today, visit http://liceo.edu.ph/ and experience quality education committed to the total human formation, tested by time, and trusted by many for 66 years and counting.

#Arts And Science Courses

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taswhapstuff · 6 years

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Muhammad V.S Genghis Khan (Tony Nguyen G11)

Although it is tough to consider the most influential person between two of the greatest leaders in history which are Muhammad the prophet (PBUH) and Genghis Khan (Temujin Khan), but I would choose prophet Muhammad for the following four impressive influences: personality’s influence, influence on trades plus expansion by creating Islam religion, influence on the Abbasid.

(Picture of Muhammad or PUBH - Peace be upon him)

1. Personality ‘s influence on many people especially his followers

Muhammad the prophet had created a huge influences to people that made them follow him which are Quraysh generals and most of the majority in Mecca in the beginning of the 7th century due to his characteristic or personality. He had a great character of about seven particular virtues including his kindness to all creature, truthfulness and promise fulfilling, responsibility as a leader, cooperative, charitable, modesty, and merciful. Muhammad was best known for his truthfulness and promise fulfilling which he taught this virtue to all of his follower and in fact, his enemy also recognized him as the truthful and honest person. He was also a good leader which he chose to teach people back from what he had listened from Allah rather than dictate people. For example, before fighting with the non-believers, Ghazwa-e-Khandaq, in March 627, he participated in digging trenches outside Medina which he had lifted the heaviest stone by himself. Muhammad was also a charitable, merciful man that he didn’t refuse to give anything he had to someone if this person asked him and never took revenge for personal matters. Because of these great personality of goodness and morality, he had changed the lives of the illiterate Arabs and had been able to convince great generals from his Quraysh opponent to follow him such as Khalid ibn al-Walid and influenced his popular powerful army, the Mameluke. His character also played a vital role in spreading Islam as he treated alike regardless of their statuses.

(Picture of Khalid ibn al-Walid)

2. Influence through trades and expansion of territory by creating Islam

The greatest Muhammad’s achievement in influencing people is creating a great and strong foundation for the Islam religion. The most important achievement that he had accomplished was united the whole Arab states and this created a foundation for Islam to develop. The influence of the Islam as known as Muhammad impact influenced trade routes, other societies and other people which accompanied the growth of the Islamic state’s territory in the Sub-Sahara Africa, South Asia, Western Europe.

(Picture of Islamic expansion)

First of all, you need to understand the all of the situation of the Islamic states during the 7th century. The Arab empire in the past was bunch of different separate nomadic tribes which their religion followed polytheism (worshiping many gods). Remember, although tribes or regions may share the same pantheon of gods, they tend to place primary importance on different individual gods. Consequently, the belief in many gods lends itself very readily to conflicting loyalties and competition in politics. And also, the people under the rule of the nomadic tribes tended to be unsatisfied which there were many slaves. Because of that, if there was one thing that can unite the whole Islamic states during this time, it would be one monotheism religion which is Islam therefore Islam easily influenced so much Muslims and therefore prophet Muhammad had the great impact on the world society since his message constituted a radical protest against the corruption of the Mecca elite by demanding justice.

Secondly, Islam of the prophet Muhammad influenced the Sub-Sahara Africa area by showing its own advantages to people that made them converted to Islam and effected strongly to the Sub-Sahara trade routes especially slaves. The beginning of trans-Saharan trade, made possible by the domestication of the camel, profoundly influenced the world of sub-Saharan Africa. Gold, salt and slaves began to make their way across the desert. When Islam came into this area, it didn’t separate religious authority from political authority which kings who converted had more power and authority therefore, Islam was really appealing to leader of the Sub-Sahara Africa and it did not greatly affect the lower classes or traditional gender roles. Furthermore, as Islam was introduced to the people of the Sub-Sahara Africa, the number of slave trades increased. Most of the enslavement under the non-Islam believers were really tough for the Muslims’ slaves so this could be considered a step toward their conversion. Also, Islam influenced slaves by using its own advantages that persons born to slave parents were not automatically slaves which encouraged large amount of slave converted to Islam. Another fact is that the influenced of Islam made the possession of slaves more important in the barometer of personal wealth. As many as ten million African slaves were shipped north as part of the trans-Saharan slave trade between 750 and 1500 C.E. In summary, the coming of Islam to Sub-Saharan Africa facilitated the rise of political empires, encouraged conversion to this religion, influenced trade plus wealth, and increased the traffic in slavery.

Thirdly, although Muhammad died in 632 but his influence went on as his Islam religion spread across the South Asia specifically India under the reign of Uthman, the third caliph, which created a huge impact to the people there. Most of the influence changed the perspective of many low rank that led to he conversion to Islam. The lower castes were more inclined to convert because Islam’s stress on equality was more attractive to them. Converts also came from the Buddhists, another group with nothing to gain from the Hindu caste system. Conversion came primarily from people will little to no influence in society.

Muhammad’s Islam was also a source of influence to the Western Europe when the Muslim conquest expanded to Spain that ended in 732 at the Battle of Tours. Despite the impermanence of the Muslims in Western Europe, it would have several significant effects on European civilization. The Muslims came into contact with ancient Greek thought which they did borrow it. In science, medicine and geography no civilization had attained the level of learning the Muslim scholars had. The scientific writings of Aristotle were copied, taught, and preserved by Muslim scholars and eventually transmitted to Medieval European universities. The Greek thought of the Arabs thus exercised a strong influence upon the Christians of Europe in the Middle Ages.

3. Influence the Abbasid by creating its foundation

Muhammad also created a influential foundation for his own descendants such as the Abbasid caliphate which was preceded by Umayyad caliphate. The religion Islam created by the prophet was also created impacts on this descendant period which was the period when the history took another turn towards advancement or we called the Islamic golden age. Education was spread through opening of institutions, world’s first hospital was established in the city of Baghdad and many more. In the time of ‘khilafat-e-Abbasiya’ Baghdad was like Harvard and Oxford at that time, people from different parts of the world use to send their kids to Baghdad. The infrastructure was laid and in Baghdad alone and there were 60 hospitals. Science, technology, and other fields of knowledge developed rapidly during the golden age of Islam from the 8th to 13th century and beyond. Early Abbasid caliphs embarked on major campaigns seeking scientific and philosophical works from eastern and western worlds which they translated most of the works from Greece into their language by Islam scholars and expanded these works into more achievements. Because of that, Muhammad the prophet had shaped most of the Muslims’ thinking in knowledge fields such as math, science, astronomy and literature especially the Abbasid caliphates which they created a large empire that represented the Islamic golden age in the heart of Baghdad.

(Picture of the Abbasid dynasty)

4. The fatal weakness of Genghis Khan:

Genghis Khan did influence people but he just controlled them by using force which his influence would become a short term impact on the people that he had invaded. He could impact their lives but their minds were the one that he didn’t care to control and he did create a rule which people have the freedom of religious and culture. This meant that he did not total influence his conquered people and as his empire fell down, his impact was no longer exist. However, Muhammad’s influence was more powerful than Genghis Khan’s influence. Muhammad himself did influence not only physically on one society but he also made impacts on its mental inside. To be more specific, on one side, Muhammad expanded his Islamic states by conquering other empires such as Byzantium empire and Sassanid empire which the rule of Muhammad affected the lives of many people that had been conquered. On the other side, Muhammad also created Islam which then influenced the thoughts inside of these conquered people. Because of this, Muhammad impacted people by not just using forces but their will to join his side therefore Muhammad got his strong supports and his Islamic states expansion was easier.

(Picture of Genghis Khan)

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bluewatsons · 5 years

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Leo Eisenberg, The social construction of mental illness, 18 Psychological Med 1 (1988)

To what extent are mental disorders things-in-themselves; that is, entities determined by their intrinsic nature? How far are those disorders shaped by the very concepts physicians employ to define and classify them?

To some, such questioning will seem madness itself, a recursive doubt about the validity of clinical observation, one that can only undermine the pragmatics of practice. To others, recognizing how far the data of observation are determined by what patient and doctor believe to be true is fundamental to understanding the mutability of the clinical phenomena we encounter.

In taking the position that mental disorders are socially constructed, I have deliberately set out to challenge the conventional wisdom that medicine is simply an empirical discipline registering objectively what is 'out there' in nature. By so doing, I do not in the least imply that diseases would not exist as phenomena in the world if men did not recognize them. Indeed, it is precisely their existence that provides the necessity for trying to make sense of them if we are to diminish human suffering. However, the concepts we invent to account for disease come to shape not only the observations we make and the remedies we prescribe, but the very manifestations of disease itself. Concepts of pathophysiology are 'constrained fictions'-'constrained' in that they must at least approximately match events in the world -'fictions' in that their ability to make sense of those events, or even to predict them, does not establish that they correspond to the connecting principles of nature.

My argument will consist of four theses. First, that all scientific concepts are inventions of the imagination. Second, that the human sciences are beset by a paradox: what is believed to be true about behaviour affects the very behaviour which it purports to explain. Third, that the trajectory of illness is influenced by the beliefs patients and doctors hold about course and prognosis. Finally, that physicians, no less than their patients, are constrained by socially constructed roles.

"The Connecting Principles of Nature”

The notion that scientific concepts are inventions of the imagination was advanced by the economist and philosopher Adam Smith (1980) in a treatise on the History of Astronomy, first published in 1790. Smith contended that: Philosophy is the science of the connecting principles of nature. Nature...seems to abound with events which appear solitary and incoherent with all that go before them; which therefore disturb the easy movement of the imagination; which make its ideas succeed each other... by irregular starts and sallies; and which thus tend... to introduce... confusions and distractions...

Philosophy, by representing the invisible chains which bind together all these disjointed objects, endeavours to introduce order into this chaos of jarring and discordant appearances, to allay this tumult of the imagination, and to restore it, when it surveys the great revolutions of the universe, to that tone of tranquillity and composure, which is both most agreeable in itself, and most suitable to its nature...

Let us examine, therefore, all the different systems of nature, which...have successively been adopted by the learned and ingenious; and...[inquire] how far each of them was fitted to soothe the imagination, and to render the theatre of nature a more coherent, and therefore a more magnificent spectacle, than otherwise it would have appeared to be' (pp. 45-46).

In examining the 'different systems of nature...adopted by the learned and ingenious', Smith reviewed the succession of astronomical theories from the Greeks to Newton. Although each new account of the 'invisible chains' provided a more coherent explanation of the apparent motions of the heavens than its predecessor and for a time seemed to lay bare the actual celestial mechanism, it was in turn succeeded by a novel act of the imagination which belied the ' truth' men thought they had grasped. Smith concluded his treatise on astronomy with these worlds:

“the system of Sir Isaac Newton [is one] whose parts are all more strictly connected together, than those of any other philosophical hypothesis. Allow his principle, the universality of gravity, and that it decreases as the squares of the distance increase, and all the appearances, which he joins together by it, necessarily follow... His system now prevails over all opposition...Even we, while we have been endeavouring to represent all philosophical systems as mere inventions of the imagination...have insensibly been drawn in, to make use of language expressing the connecting principles of this one, as //they were the real chains which nature makes use of to bind together her several operations” (pp. 104-105, italics added).

Smith's caveat against misreading ' the inventions of [Newton's] imagination' as ' the real chains' of nature, a warning he himself found hard to keep in mind, has been amply justified by the radical transformations theoretical physics has undergone in our time. Yet Albert Einstein (1934), in an essay on the method of theoretical physics, found it necessary to write:

“To the discoverer...the constructions of his imagination appear so necessary and so natural that he is apt to treat them not as the creations of his own thought but as given realities.”

Neither Adam Smith nor Albert Einstein questioned the reality of material bodies and their motions in a universe altogether indifferent to human existence. If they emphasized that scientific efforts to 'introduce order into [the] chaos of jarring and discordant appearances' are uniquely human acts of creation, they never implied that the positions or motions of heavenly bodies are influenced by what we choose to believe. Indeed, when observation matches prediction, the coincidence is taken as evidence for the validity of theory. Thus the Royal Society of Astronomy laid careful plans to study the total solar eclipse of 1919 which provided a rare opportunity to test a proposition derived from the general theory of relativity. The astronomical observations yielded data compatible with the interpretation that rays of light from distant stars had been deflected by the sun's gravitational field, just as had been predicted. In responding to those findings, the President of the Royal Society, Sir J. J. Thomson, heralded Einstein's theory as ' one of the greatest achievements in the history of human thought' (Frank, 1947). There was no reason then, nor is there any reason now, for supposing that the physical properties of sun, stars or light had been altered by the theories of field and force constructed to account for them.

Prediction in Social Science

If the cosmos remains sublimely indifferent to the beliefs held by physicists, such is not the case for the relation between social theory and the human behaviour it purports to explain. In the terse aphorism of the sociologist, W. I. Thomas: 'If men define situations as real, they are real in their consequences.'

Social and behavioural scientists suffer from the reciprocal of Cassandra's curse. You will recall that the daughter of Priam, the last king of Troy, was granted the gift of prophecy by the god Apollo on condition of fulfilling his desires. When she obstinately refused him her favours, he took revenge by adding the proviso that no one would believe Cassandra's prophecies. The problem for social scientists is quite the opposite: because we may be believed, and often are, our theories become part of the 'connecting principles' we seek to discover.

The manpower economist, A. M. Carrter (1971), predicted a surplus of scientists and engineers by extrapolating from the numbers in training and by anticipating trends in the job market. He proved to be wrong, not because his arithmetic was wrong, it wasn't, but because students and their faculty advisers believed what he, and others, wrote. The consequence of that belief was that fewer students entered graduate training and the expected surplus became a deficit. If he had been a prophet without honour, history would have proved him right!

The physician, like the social scientist, is honoured, believed - but misled by success rather than failure! As an intern, I 'saw' patients with chronic brucellosis, a disease diagnosed on the basis of weakness, fatigue, migratory aches and pains and low grade fever; a history compatible with exposure to Brucella; and a positive agglutinin titre. It was considered rather a coup to have made the diagnosis; the patient tended to be grateful, despite the absence of effective treatment, having previously been dismissed as a hypochondriac or a malingerer. Yet, thirty years later, it is reasonably clear that chronic brucellosis is a spurious disease construct which legitimizes and thereby perpetuates chronic illness behaviour.

Comparisons of fully recovered patients with those complaining of persistent symptoms after bacteriologically confirmed acute brucellosis reveals no difference on physical examination or laboratory tests (Cluff et al. 1959). However, on mental status examination, the symptomatic patients display signs of depression. Are the symptoms somatized depression or are patients depressed for having a chronic bacterial disease?

To discriminate between the two possibilities, Imboden and his colleages (Imboden et al. 1961) assessed 480 male civil service workers by the Minnesota Multiphasic Personality Index shortly before an expected epidemic of influenza. During the 'flu season, the rate of infection (as determined by serological surveillance of all subjects) was no greater in persons identified as 'psychologically vulnerable' by their test scores, but they made clinic visits five times more often. Almost all the patients who exhibited prolonged convalescence from 'flu were in the vulnerable group. The chronic aftermath of acute infection represents a pattern of persistent illness behaviour precipitated by a disease episode in psychologically vulnerable individuals. Once sanctioned by a physician, the symptoms are more likely to persist; the persistence of the symptoms is mistaken for confirmation of the diagnosis.

Chronic brucellosis no longer has much cachet as a diagnosis, but candidates for the succession are very much in evidence. Currently, considerable attention is being devoted to 'chronic mononucleosis', also known as 'chronic active Epstein-Barr virus (EBV) infection'. The syndrome is characterized by chronic fatigue, fever, myalgia, pharyngitis, headache, depression and cognitive change (Buchwald et al. 1987; Holmes et al. 1987). Antibody titres against EB virus are somewhat higher in patients with these symptoms than they are in the general population, but exposure to EBV is so ubiquitous that there are no cut-off levels which reliably distinguish patients from controls. Whatever the cause of this symptom pattern, EBV infection is an unlikely bet. If some cases indeed prove to be due to an as yet to be discovered virus, many more, in my estimation, represent the somatization of personal distress, legitimized by a newly fashionable diagnosis.

The Social Construction of Prognosis

Beliefs about mental disorders are real in their consequences for the behaviour of patients, psychiatrists and society. Recall the extraordinary clinical manifestations in the patients Charcot diagnosed as suffering from hysteria. Repeatedly put on display to international audiences assembled in the amphitheatre of the Salpetriere Hospital, they would reliably enact a spectacular range of pathological phenomena from dysaesthesias through pseudo-epileptic fits to opisthotonos (Veith, 1965). The patient brought to see Professor Charcot knew she was being examined by a formidable personage. Once Charcot had diagnosed Mile X or Mme Y as a hysteric, he would unwittingly choreograph her performance. What he expected, she enacted; what she enacted confirmed his conviction. A century later, the diagnosis of hysteria is made much less often, the performance is far less flamboyant, and the term 'hysteria' itself has been deleted from DSM-III nomenclature, having been replaced by 'conversion disorder'.

If the case of hysteria provides an example of a disorder whose definition sculpted its features, perhaps it will be dismissed as sui generis; what is true for hysteria need not apply to the major mental disorders. How far can similar claims be made about schizophrenia? Here, the evidence is more ambiguous but none the less suggestive. Let us begin with the findings of the WHO International Pilot Study of Schizophrenia (World Health Organization, 1973).

In nine countries chosen for the contrast between their cultures, patients were diagnosed as schizophrenic on the basis of standardized interviews and agreed-upon criteria at each of the participating centres. At follow-up five years later (World Health Organization, 1979), there were striking differences from one country to another in the clinical outcome of the patients, all of whom ostensibly suffered from the same disorder. Patients in the developing countries (Nigeria, India, Colombia) exhibited a considerably more favourable course than did patients in the industrialized world (US, USSR, UK and Denmark), an entirely unexpected result in view of the readier availability of 'modern' treatment in the latter. However, the interpretation of the observed differences in outcome is uncertain because the patients were not necessarily representative of the population of schizophrenics in each country. Variations in outcome by site might have been due to unascertained differences in sampling frames.

In consequence, Norman Sartorius and his colleagues at WHO undertook a second study (Sartorius et al. 1986), this time centred on the clinical determinants of outcome. Investigators at 12 research centres in 10 countries monitored all first contacts by patients aged from 15 to 54 years who sought help for symptoms of psychotic illness. The screening process yielded a sample of almost 1400 persons meeting broad inclusion criteria for schizophrenia and related non-affective disorders as defined by the International Classification of Disease. At two-year follow-up, a significantly higher percentage of the patients in developing countries exhibited a 'mild' course than did patients in developed countries (56% v. 39%); the converse was true for patients with a 'severe' course (24 % v. 40 %). Although, as expected, patients with acute onset had a more favourable outcome than those with gradual onset in all settings, the better prognosis in developing countries was not accounted for by type of onset; both acute and gradual-onset patients did better in developing countries.

Although the authors chose to emphasize that 'patients with the diagnosis of schizophrenia in the different populations and cultures share many features at the level of symptomatology' (p. 926), the differences are no less significant than the similarities. Within the category of schizophrenia, the use of individual ICD subtypes from one centre to another varied from 0 to 65%. 'Acute' was employed almost twice as often as 'paranoid' and 'catatonic' as 'hebephrenic' in developing countries; the reverse was true in developed countries. At the level of symptoms recorded by the Present State Examination (PSE), patients in developing countries exhibited a lower frequency of depressive symptoms, delusional mood and thought insertion and a higher frequency of auditory and visual hallucinations. Thus the clinical presentation of disorders conforming to a broad concept of schizophrenia displayed country-by-country variations that are moulded by the cultural envelope. For our topic, what is noteworthy is the robustness of the original finding of better outcome in developing countries; in the replication, it holds up after controlling for mode of onset. How can we account for this surprising difference?

It is tempting to suppose that the toleration for impaired behaviour is greater in developing societies because of less stringent vocational demands (i.e. sharehold farming and cottage crafts versus agro-business and industrial production lines). This, however, grossly underestimates the complex role demands stemming from caste, kinship, religious, sex and age stratification in such societies. It is our ethnocentrism and the persistence of a colonial mentality that leads to the characterization of such societies as ' simpler' or ' less stressful' than our own.

Her own studies of patients and healers in Sri Lanka have led Nancy Waxier (1979) to emphasize two aspects of the culture of peasant societies: first, local beliefs about the cause and course of mental illness and, second, the response of the patient's kinship to deviant behaviour. In Sri Lankan villages, insanity is ascribed to causes external to the individual, usually supernatural; the illness is regarded as a threat to the family as well as to the patient. To oversimplify the argument, if a disorder is 'explained' by spirit possession, then it is not intrinsic to the patient; once appropriate ritual exorcizes the demons, the patient is restored to his or her former self. This is in contrast to the Western view of schizophrenia as a chronic biological disorder and of the recovered patient as being 'in remission' rather than 'cured'. Thus, belief creates the expectation of complete restoration to the status quo in the one culture and of persisting impairment in the other. Note that this hypothesis attempts to explain the maintenance of chronicity rather than the genesis of disorder.

Her second point stresses differences in family response and mode of treatment in the two worlds. Whereas the individual, at least until recently, has been the unit of treatment in the West, the family is the unit in the traditional world. The appearance of illness in the patient demands a response from family and kinship group to an event which threatens its integrity. Healer and family join in solidifying kinship obligations and in redefining group boundaries. With social tensions diminished, it is contended, there is no further 'need' for the deviant behaviour, and social expectations press the patient towards normality.

Admittedly, this is an oversimplification. All mental illness does not resolve in developing societies. The very concept of a unitary peasant culture is an abstraction from the reality of pluralistic health belief systems in rural societies no longer isolated from Western ideology (Eisenberg & Kleinman, 1981). Clausen's studies of schizophrenic patients in the US make it clear that labelling occurs late in the course of an evolving thought disorder and has less impact on re- integration in the community than does the persistence of deviant behaviour (Clausen, 1981). Yet the rediscovery of the moral treatment of the insane in the UK (Wing & Brown, 1970) and the US (Gruenberg, 1967) provides abundant evidence that many of the symptoms displayed by patients hospitalized in large, impersonal and faceless institutions result from the institutional environment rather than from the disorders present at admission. Furthermore, we have come to recognize that family influences have a powerful effect on the course of illness.

Brown and his colleagues were the first to demonstrate (Brown et al. 1962, 1972) that the likelihood of relapse in schizophrenic patients discharged from hospital is significantly greater among patients returning to a family characterized by high 'expressed emotion' (EE), an index based principally on the frequency of critical comments during a structured interview with a key family informant. The power of the family environment is indicated by the observation that the number of hours per week in actual face-to-face contact with high EE relatives is decisive; if contact is less than 35 hours a week, the likelihood of relapse is half as great. When intervention with families succeeds in lowering EE, the relapse rate of patients declines in parallel (Leff et al. 1985). Randomized controlled trials in the US have confirmed that family treatment based on these principles augments the power of neuroleptics to enable chronic schizophrenics to maintain themselves in the community (Falloon et al. 1982, 1985). A link between these studies in the West and findings in developing societies is suggested by a recent report on Mexican American families in Los Angeles (Karno et al. 1987). Once again, high family EE predicted relapse in remitted schizophrenics; at the same time, the investigators found that overall levels of EE were lower in Hispanic than in Anglo households. Just what aspects of family interaction captured by the high EE label make a difference to outcome is not clear; caution is warranted before our generation of psychiatrists victimizes families (Kanter et al. 1987) by adding guilt to misfortune, as our predecessors did by condemning mothers as 'schizophrenogenic'.

The effect of the social environment on manifestations and course does not make schizophrenia a 'myth', notwithstanding the contrary opinion of Thomas Szasz. Refusing to acknowledge its existence or changing its name will not make it go away. The way we formulate the diagnosis and the way society responds to patients with the disorder do have consequences for course and outcome. That is the message in the data. To speak of' the natural history' of schizophrenia - or any other disease, for that matter - is to employ a misleading phrase which implies the unfolding of intrinsic biological determinants. What the course of disease reveals is its social history; that is, the features which characterize it at a given time, in a given community. Course and outcome, for both patient and family, are determined by the meaning which the culture ascribes to the disease, by the treatments to which the patient has access, and by the pathology of the disease process, itself an outcome of the interaction between the noxious agent(s) and host resistance. Disease, Virchow pointed out, is life under altered circumstances. Our task is to ascertain and reverse those circumstances.

The Social Role of Medicine

Thus far, the emphasis has been on the ways in which theories advanced by professionals, once they have diffused into popular culture or have been conveyed directly to the patient by the authority of the physician, shape symptoms, course and outcome in illness. The professional: lay boundary is, however, permeable in both directions; the cultural beliefs and values professionals share with other members of the community determine what doctors do and what they think they do. Physicians, like traditional healers, fulfil assigned social roles cloaked by the rationale of professional ideology.

Stone (1979) argues persuasively that the illness label, as applied by physicians, has become an ever more widely used administrative device for rationing the benefits provided by public programmes. In effect, physicians are employed as gatekeepers. Illness-tested benefits include direct monetary transfer programmes (disability, workmen's compensation, etc.), custodial care institutions (today's equivalent of last century's almshouses) and exemptions from military service. In fashioning the US Social Security Disability programme, the Advisory Council recommended that 'compensable disabilities be restricted to those which can be objectively determined by medical examination or test' (Stone, 1979, p. 513). By this means, benefits were to be limited to the deserving, and the rest of us would be kept at work. Confidence in assessing disability by 'objecive determination' cannot be sustained in the face of a vast literature on disagreement between doctors and the extent to which doctors' judgements are influenced by who employs them (i.e. management or labour). Whatever is decreed by legislation, medical estimates of physical impairment account for much less of the variance in work disability than do the nature of the job itself and the social organization of the workplace (Yellin et al. 1980).

During recent decades, there has been a disproportionate growth in the US in disability benefit payments, in comparison with payments based on economic need or age. Stone argues that reliance on the disability system serves latent political control functions. Applications for disability insurance increase during periods of high unemployment; medical certification may serve to reduce political tension. Efforts to ratchet down on eligibility standards have become a battleground between conservatives and liberals in the current era of budget deficits. In the military draft during the Vietnam war, medical exemption provided a mechanism by which middle- and upper-class youths were able to avoid service; the armed forces became disproportionately lower-class and Black. Whatever the criteria by which they decided that their patients were unfit for duty, physicians, many of them psychiatrists, served the extra-medical interests of one class of society, sometimes wittingly, sometimes not.

If the physician is often unaware of his role as the gatekeeper for social benefits, control over physician behaviour by the insistent demands of the community is glaringly evident in the cascade of events which followed a sensational crime in New York City.

On 7 July 1986, Juan Gonzalez, a homeless 43-year-old Cuban refugee, slew two passengers and wounded 9 others with an ornamental sword on a Staten Island ferry boat (McFadden 1986). The tragedy became a source of public outrage when newspapers reported that Gonzalez had been seen on 3 July in the psychiatric emergency room of the Presbyterian Hospital, the teaching hospital of Columbia University. He had been brought to the emergency room by the police for threatening people as he shouted 'Jesus wants me to kill'. Front-page news stories that week questioned the clinical judgement of the psychiatric residents who had discharged him to out-patient care on 5 July (after failing to find a bed for him at their own or seven other psychiatric hospitals). The accounts suggested that financial considerations may have been the motor behind the decision to discharge an impecunious patient. The New York State Commission on Quality of Care for the Mentally Disabled investigated the incident and concluded that the care of the patient 'did not meet professional standards', and that there had been 'inadequate supervision' of the residents (Sullivan, 1986 a).

Whatever the truth of these accusations (they are disputed by the hospital), what is not in question is the sequence of events which followed the publicity accorded to the murders. Before the end of July (Sullivan, 1986 ft), the number of patients seen each week in psychiatric emergency rooms in New York City had increased from 1100 to 1500; the number who were admitted to municipal hospitals led to such overcrowding that patients were being transferred by bus and van to back-up state mental hospitals. By mid-August (Sullivan, 1986c), psychiatric patients 'no longer considered dangerous or troublesome' were being held in unused medical or surgical beds. By mid- November (Sullivan, 1986*/), the state had called on private psychiatric hospitals to expand their facilities for involuntary admission of emergency patients and even agreed to underwrite renovation costs. The crisis did not remit until early spring, when municipal hospital psychiatric services settled back into their ante-bellum status, barely managing the tide of human misery washed up on their shores (Cancro, R., personal communication).

What had happened? Was the Gonzalez episode a sentinel event in a municipal epidemic of homicidal psychoses? Hardly! What had changed were the administrative decisions made about the very same troubled and troublesome persons who had been on the city streets in the weeks and months before panic erupted. In response to a public perception of dangerous lunatics prowling the streets and endangering innocent citizens, the police brought a much higher proportion of verbally belligerent persons to emergency rooms, no longer willing to gamble that they would not act on their threats; psychiatrists, equally fearful of a Type-II error, put more of the persons brought to the emergency rooms behind locked doors.

The psychiatric resident who had discharged Gonzalez had been pilloried in the press; his supervision had been termed inadequate; his hospital stood accused of malfeasance. From that day on, residents on emergency duty no longer permitted potentially violent patients to leave without an evaluation by a senior physician, a change itself producing longer queues in the emergency rooms. The staff psychiatrist, like the trainee mindful of the public outcry, opted to be on the 'safe side' by hospitalizing the very patients who the day before would have been referred for out-patient care. What had occurred was not an epidemic of homicidal psychosis but an epidemic of panic among the gatekeepers.

Amidst the crisis of overcrowding, a New York Times editorial (Editorial, 1986) criticized the rush to hospitalization as 'the practice of defensive medicine' and pointed to de-institutionalization as the real culprit. Until the huge imbalance in the distribution of resources between hospital and community systems was remedied, the editorial concluded, ' the state's mental health officials can only choose which to abuse, patients' rights or public safety'. There were two small problems. First, New York state authorities announced in the very same month their plan to ' reduce by a third' the number of patients in mental hospitals over the coming decade. The Deputy Commissioner refused to call the programme de-institutionalization lest it 'be painted with an old brush'. He stated coyly: 'We prefer to call it a reconfiguration of services' (Sullivan, 1986e). Secondly, the Times editorial implied that patients presented a danger to public safety, a danger, furthermore, that could be averted by proper diagnosis and treatment.

The fact is that predicting dangerousness is more magic than science (Monahan, 1981; Steadman, 1983). In a recent study, whose findings they report as more encouraging than most, Sepejak et al. (1983) examined the relationship between clinical predictions of dangerousness, and actual behaviour over the next two years, in some 400 persons brought to the Metropolitan Toronto Forensic Service. Psychiatric predictions proved to be correct 60% of the time. The result is unimpressive, despite its 'statistical significance'; their own data indicate that a history of violent offences by itself predicts correctly 57 % of the time and a history of previous incarceration 56 % of the time!

Ill-equipped as we are for predicting violence, society has assigned the task to us in lieu of other likely candidates. We have been thrust into a game with high stakes and asymmetric consequences. A 'miss' by the psychiatrist puts him at risk for public condemnation, possible loss of job and perhaps even a suit from the victim of the violence, whereas a false ' hit' is unfortunate only for the patient unnecessarily hospitalized. It takes no Nostradamus to predict what a prudent doctor will do to minimize losses under such circumstances.

True, there have been no other such episodes in the 10 months that followed the ferry-boat killings. But neither were there any in the 10 months before it. Killings by psychotic persons are statistically uncommon and constitute a small minority of urban murders. The city was no safer for the draconian action of locking away hundreds of persons who posed more of a threat to themselves than to others, but psychiatrists working in municipal emergency rooms were at less risk for punishable error.

The slayings on the ferry-boat, the panic provoked by the media, the defensive responses of the hospital system, and the misfortune visited upon patients bring into crude relief a medical gatekeeper function ordinarily out of public sight and professional mind. The fact is that the definition and management of illness is a fundamental social control mechanism in all societies (Unschuld, 1986). In this respect we do not differ from pre-literate peoples, like the Ndembu of rural Zambia. Their culture regarded all misfortunes, including sickness, as punishments meted out by ancestral spirits for violations of basic group norms. Healers were called upon to unmask the causes of conflict within and between tribes. Although healing rituals were expected to lead to the patient's recovery, their key purpose was preventive: protecting the community against continuing misfortune. The anthropologist Victor Turner has described the role of Ndembu healing in terms which illuminate the ritual functions assigned to physicians in 'modern' society:

“The sickness of the patient is mainly a sign that ' something is rotten' in the corporate body. The patient will not get better until all the tensions and aggressions in the group's interrelations have been brought to light and exposed to ritual treatment” (Turner, 1967).

“The diviner is a man who redresses breaches in the social order, enunciates moral law, detects those who secretly and malevolently transgress it, and prescribes remedial action” (Turner, 1975).

Conclusion

To recognize that scientific theories are inventions of the imagination is to enhance rather than to diminish their grandeur. It is, however, their very success in introducing order into the chaos of appearance that makes it easy to mistake them for reality itself. For the clinician as scientist, the problem is compounded: the more he is believed, the more his prophecies become self-fulfilling. Accounts of disease, through the expectations they arouse, impact on the course of disease. If professional ideology influences society, it also profoundly reflects the values of the society in which it is embedded.

There is no escaping the paradox except to recognize it as such. The more we keep in mind that individuals no less intelligent than ourselves, in other times and at other places, have come to very different but equally coherent descriptions of the world of things and of people, the more we can correct for the effect of where we stand on what we see. What distinguishes one description of the universe from another is not any final correspondence with the real chains of nature but its efficacy for human purposes. The clinician who understands that he is a participant in, as well as an observer of, the drama of health and sickness will be better able to fashion new remedies for old problems.

This is far from the stance of cultural relativism. To acknowledge that' magical' explanations of disease are no less internally coherent than ' scientific' ones in no way denies the far greater power of the latter for prevention and cure. It does emphasize that theories of behaviour are not simply statements about the connections between 'facts', they are statements which change 'facts' and have profound moral implications for the role of human agency in the cause, persistence and cure of mental disorders.

References

Brown, G. W., Monck, E. M., Carstairs, G. M. & Wing, J. K. (1962). Influence of family life on the course of schizophrenic illness. British Journal of Preventive and Social Medicine 16, 55-68.

Brown, G. W., Birley, J. L. T. & Wing, J. K. (1972). Influence of family life on the course of schizophrenic disorders: a replication. British Journal of Psychiatry 121, 241-258.

Buchwald, D., Sullivan, J. L. & Komaroff, A. L. (1987). Frequency of 'chronic active Epstein-Barr virus infection' in a general medical practice. Journal of the American Association 257, 2303-2307.

Carrter, A. M. (1971). Scientific manpower for 1970-1985. Science 172, 132-140.

Clausen, J. (1981). Stigma and mental disorder: phenomena and terminology. Psychiatry 44, 287-296.

Cluff, L. E., Trever, R. W., Imboden, J. B. & Canter, A. (1959). Brucellosis. II. Medical aspects of delayed convalescence. Archives of Internal Medicine 103, 398-405.

Editorial: Delusions about mental health. (1986). New York Times, 1 August.

Einstein, A. (1934). On the method of theoretical physics. Philosophy of Science 1, 162.

Eisenberg, L. & Kleinman, A. (eds.) (1981). The Relevance of Social Science for Medicine, pp. 8-11. Reidel: Boston.

Falloon, I. R. H., Boyd, J. L., McGill, C. W., Lazani, J., Moss, H. B. & Gilderman, A. M. (1982). Family management in the prevention of exacerbations of schizophrenia: a controlled study. New England Journal of Medicine 306, 1437-1440.

Falloon, I. R. H., Boyd, J. L. & McGill, C. W. (1985). Family management in the prevention of morbidity of schizophrenia: clinical outcome of a two-year longitudinal study. Archives of General Psychiatry 42, 887 896.

Frank, P. (1947). Einstein, His Life and Times, pp. 140-142. Knopf: New York.

Gruenberg, E. M. (1967). The social breakdown syndrome: some origins. American Journal of Psychiatry 123, 1481-1489.

Holmes, G. P., Kaplan, J. E., Stewart, J. A., Hunt, B., Pinsky, P. & Schonberger, L. (1987). A cluster of patients with a chronic mononucleosis-like syndrome is Epstein-Barr virus the cause? Journal of the American Medical Association 25, 2297-2302.

Imboden, J., Canter, A. & Cluff, L. E. (1961). Convalescence from influenza. Archives of Internal Medicine 108, 393-399.

Kanter, J., Lamb, H. R. & Loeper, C. (1987). Expressed emotion in families: a critical review. Hospital and Community Psychiatry 38, 374-380.

Karno, M., Jenkins, J., de la Selva, A., Santana, F., Telles, C , Lopez, S. & Mintz, J. (1987). Expressed emotion and schizophrenic outcome among Mexican-American families. Journal of Nervous and Mental Disease 175, 143-151.

Leff, J. P., Kuipers, L. & Berkowitz, R. (1985). A controlled trial of intervention in the families of schizophrenic patients: a two-year follow-up. British Journal of Psychiatry 146, 594-600.

McFadden, R. D. (1986). Man with a sword kills two on Staten Island ferry. New York Times, 8 July.

Monahan, J. (1981). The Clinical Prediction of Violent Behavior. DHHS No. (ADM)81-92I: Washington, D.C.

Sartorius, N., Jablensky, A., Korten, A., Ernberg, G., Anker, M., Cooper, J E. & Day, R. (1986). Early manifestations and first-contact incidence of schizophrenia in different cultures. Psychological Medicine 16, 909-928.

Sepejak, D., Menzies, R. J., Webster, C D . & Jensen, F (1983).

Clinical predictions of dangerousness. two-year follow-up of 408 pre-trial forensic cases Bulletin of the American Academy of Psychiatry and Law 11, 171-181.

Smith, A. (1980) In Essays on Philosophical Subjects (ed. W. P. D. Wightman and J. C. Bryce), pp. 45-46; 104-105. Clarendon Press: Oxford.

Steadman, H. J (1983). Predicting dangerousness among the mentally ill: art, magic and science. International Journal of Law and Psychiatry 6, 381-393.

Stone, D. A. (1979). Diagnosis and the dole: the function of illness in American distributive politics. Journal of Health Politics, Policy and Law 4, 507-521.

Sullivan, R. (1986a). State panel criticizes emergency psychiatric care New York Times, 3 August.

Sullivan, R. (19866). Psychiatric treatment surging since ferry killings. New York Times, 25 July.

Sullivan, R. (1986c). City is planning a shift of psychiatric patients. New York Times, 14 August.

Sullivan, R. (1986 d). State asking hospitals to add psychiatric beds. New York Times, 14 November.

Sullivan, R. (1986e). State seeks cut in psychiatric patients. New York Times, 17 August.

Turner, V. (1967). The Forest of Symbols, p. 392. Cornell University Press: Ithaca.

Turner, V. (1975) Revelation and Divination in Ndembu Ritual, pp. 241-242. Cornell University Press Ithaca

Unschuld, P. (1986). The conceptual determination of individual and collective experiences of illness. In Concepts of Health, Illness and Disease (ed. C. Currer and M. Stacey), pp 51-70. Berg: New Y ork.

Veith, I. (1965). Hysteria- the History of a Disease, pp. 228-246. The University of Chicago Press- Chicago

Waxier, N. E. (1979). Is outcome for schizophrenia belter in nonindustrial societies? The case of Sri Lanka. Journal of Nervous and Mental Disease 167, 144-158.

Wing, J. K & Brown, G. W. (1970). Institutionalism and Schizophrenia. Cambridge University Press: Cambridge.

World Health Organization (1973). Report of the International Pilot Study of Schizophrenia. WHO: Geneva.

World Health Organization (1979). Schizophrenia: an International Follow-up Study. John Wiley New York

Yellin, E , Nevitt, M. & Epstein, W (1980). Toward an epidemiology of work disability. Milbank Memorial Fund Quarterly/Health and Society 58, 386-415.

#critique #science #medicine and society #psychiatry #mental illness #deviance #behavior

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angrycollectordaze-me-blog · 6 years

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University of Minnesota

下面为大家整理一篇优秀的assignment代写范文- University of Minnesota，供大家参考学习，这篇论文讨论了美国的明尼苏达大学。美国的明尼苏达大学始建于1851年，是美国最具综合性的高等学府之一，排名美国公立大学前三名。该校主要拥有5所分校、370个专业、6万多名在校生及众多国内外知名教授、学者的高等教学和研究机构。这些分校中，有的侧重研究，有的侧重本科教育，学生人数不一样，提供的课程也有所不同。明尼苏达大学的教学管理有比较全面和严格的制度、评价体系，但也赋予教师和学生较大的自由度。

Founded in 1851, the university of Minnesota is one of the most comprehensive institutions of higher learning in the United States, ranking among the top three public universities in the United States. The university has five branches, 370 majors, more than 60,000 students and many well-known professors and scholars at home and abroad. Some of these campuses focus on research, while others focus on undergraduate education. The number of students varies and the courses are offered. Shuangcheng campus has about 50,000 students. This article combines the experience in shuangcheng branch school to analyze the teaching management of the school.

The organizational structure of teaching management can be roughly divided into three layers: the first layer is the vice President in charge of teaching and academic affairs; The second layer is the colleges and related functional departments, such as libraries; On the third floor are the departments of the college.

Such as twin cities campus including biological science institute, school of continuing education, dental medicine, design institute, education and human development institute, food, agriculture and natural resources, college of liberal arts, carlson school of business administration, medical college of science and technology, college of nursing, institute of technology, Hubert, Fred - hangzhou institute of public affairs, law school, adult education college and veterinary college, etc.

Each college include several series, such as institute of technology and majored in mechanical and aeronautical engineering, astronomy department, department of biomedical engineering, chemical engineering and material science, chemistry, department of civil engineering, computer science and engineering, department of electrical and computer engineering, geology and earth physics, mathematics, department of mechanical engineering, department of physics.

The college has a dean, a deputy dean in charge of academic affairs, research and planning, and student affairs, and administrative staff in charge of enrollment, finance, communications, and human resources. Each department has a dean and related administrative staff.

Teaching management includes student management and teacher management. Student management includes student registration, course guidance and professional planning; the management of teachers includes the management of curriculum setting, curriculum evaluation and teaching level.

University of Minnesota has abundant teaching resources, such as library, computer laboratory, etc. In general, each professor has his own office. The university and some departments have set up computer LABS. The university has a number of libraries according to the subject category, which are generally located adjacent to the department. For example, the main collection of Walter library is science books, near the institute of technology.

The school has established an academic consulting system for tutors. Each student can go to the department to consult on course selection, major planning, career options, and future development to determine a four-year undergraduate program. A registration system is used by students to select courses for each semester, and corresponding fees are paid. The teaching resources and laboratories of many courses are only available to registered students.

Credit and grade point rating system credit is the main standard to measure students' graduation or further study. The university of Minnesota has two evaluation systems: a-b-c-d-f and s-n. The latter is mainly used for self-evaluation. S stands for meeting the course requirements, which is equivalent to C, and N is not meeting the course requirements. The former is used at the result that maintains a student, credit, degree asks, change major asks, study graduate student to ask to wait. The specific meaning is shown in table 1.

In order to ensure that each student has enough time to study, each student is required to take no more than 20 credits of courses in each semester. In order to guarantee the completion of credits in 4 years, the minimum courses should be no less than 15 credits per semester. The credit of general course is 2 ~ 4 credit, so the course that needs to take every semesters commonly is probably 5 ~ 7. According to the requirements of the 4-year undergraduate training program, the freshman students are divided into 1 ~ 30 students, the sophomore students are divided into 31 ~ 60 students, the junior students are divided into 61 ~ 90 students, the senior students are divided into 91 or more students, and the graduation credits are generally 120 or more credits.

Freshmen can choose not to major in a certain period of time, but generally students who have completed 60 credits must choose a major in order to enter the learning stage of professional courses. Students can change major during study, but must achieve the requirement of the credit that changes major and achievement.

Graduation requirements: the general total credit requirements are 120 credits, professional course credit requirements according to different majors and different.

Bachelor's degree: at least 75% of the courses in a student's major should be at least D. The department reserves the right not to grant a degree to a student with a D. Different departments require different grades. For example, some departments require a grade of C or above for all courses, that is, a grade point average of 2.0 or above.

Each major has its own curriculum system, including basic courses, core courses and elective courses. Due to the implementation of the course registration system, students are required to take the corresponding basic courses when choosing a course. The level of the course can be determined by the course code.

In general, a certain number of registered students are required to start the course, but it also depends on the nature of the course and the requirements of the department. For example, some departments require at least 15 students to register for courses with a grade of 1000 ~ 5000, and at least 5 students to register for courses with a grade of 5000 or above, or they will consider canceling or combining classes. Students will be notified 5 days before the first class if there is a cancellation. But some courses are so important that they are offered on a case-by-case basis, even if the number of students is small.

New course setting: when a new course needs to be set up, the teacher should give a detailed teaching outline, apply to the department and school, and many professors will evaluate whether it can be set up or not.

Schools provide rich resources for teachers to learn, to improve the level of teaching, teaching is also evaluated. Each course should be evaluated at least once a year. Evaluation is divided into the first half of the semester and the entire semester course evaluation. The former aims to help teachers improve their teaching quality, while the latter can serve as a reference for teachers' promotion and salary. There are a variety of forms, including c-sr, d-sr, f1-sr and f2-sr. The content includes evaluation items and student information stipulated by the school evaluation policy. The contents of the basic form include the overall evaluation project, the background of the students and the students' response to the teachers.

The evaluation includes the overall teaching ability of the instructor, the professional knowledge of the instructor in this field, the respect and care of the instructor to the students, whether the classroom facilities are conducive to the students to see, listen, concentrate and participate in teaching activities, and how much knowledge the students can learn from this course.

Items of student background include major, credit score of last semester, whether the course is a professional course, compulsory/elective course, grade, age, gender, racial background, course teaching method.

Teachers whether offers a structured learning environment, teachers' emphasis the width and depth on course content, course instruction and outline whether accurately describes the term learning activities, whether teachers inspire students to think deeply about the course content and guidance materials, and whether teacher to the student's performance in the learning process has very high expectations, whether teachers in various teaching and learning strategies were used in the course, teacher to student's performance provided timely and useful feedback, whether classroom learning can help students learning, students whether for almost all of the lessons this term, if you want to this course taught by other teachers.

The class C table is the basic format that covers the above. Category D table also adds some evaluation items, which are mainly used for curriculum process improvement. Evaluation contents of 7 levels are included, including: clarity of teachers in teaching or discussing courses, harmony between teachers and students, degree of teachers' inspiration for students' thinking, overall quality of books or lecture notes, etc. The evaluation contents of the two levels are as follows: whether the class is effectively controlled, whether the course content is selected in accordance with the course length, whether the examination cheating is judged, whether the grading criteria are clearly explained, whether multimedia or other technologies are effectively utilized, and whether the students are punctual.

The evaluation results shall be summarized and collected by specialized statistical institutions, and students' opinions and related evaluation results shall be informed to teachers to promote their teaching level.

The teaching management of university of Minnesota has a comprehensive and strict system and evaluation system, but it also gives teachers and students more freedom. Pay attention to the guidance of students' major and schoolwork; To allow students to determine the professional direction according to their personal interests in a wide range; From the system to protect students' learning time, limit the number of courses; Teachers are evaluated in many ways and treated differently according to the nature of the curriculum. The teacher has certain freedom in the lecture content and the manner, does not make the rigid stipulation. In a word, the purpose of teaching management is to enable students to find their own career direction, master the necessary professional knowledge and ability, and promote teachers to improve their teaching level.

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jansegers · 7 years

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Simple English Word List

SIMPLE1540 : a simple English wikipedia word list based on the XML export of all articles related to the nine major groups: Everyday life, Geography, History, Knowledge, Language, Literature, People, Religion, and Science and retaining all word forms appearing 7 times or more in this corpus. 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China, March and May made this list because china, march and may are on it and I didn't want to decide in favor of the common noun or the proper noun; all other proper nouns have been omitted (even the ten other months that met the criterium of appearing more then 6 times). #SimpleWikipedia #SimpleEnglish #wordlist #English #words #level1540 #Inli #nimi #selo1540

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Many people are afraid of insects, probably because they’re creepy, disgusting, freaky, and scary. But despite their weird appearances, many insects possess incredible abilities that will put other animals, and even us humans, to shame. Despite their miniscule sizes and simple brains, these lowly creatures hold the key to solving some of mankind’s greatest problems. Just like…

#1 Cockroaches Cockroaches are perhaps the most disliked creatures in the whole world. Despite that, they’re also the most powerful. Just the mere presence of a single cockroach can make the strongest, most powerful men jump, run, and scream like a girl. What most people don’t know is that cockroaches have significant value to the medical world. A number of researchers nowadays are studying cockroaches for their potential in curing some of man’s most dreaded diseases. Scientists have discovered that the brains of cockroaches contain “nine antibiotic molecules … that protect them from voracious, lethal bacteria”. So, what does this have to do with modern day medicine? Well, the antibacterial molecules found in the brains of cockroaches are more powerful than the antibiotics we use today. In fact, the antibacterial properties of these disgusting insects are far more effective than some of our modern medicine that they make “prescription drugs look like sugar pills”. Laboratory tests show that the antibacterial molecules found in cockroaches can easily cure MRSA—a bacterial infection more deadly than AIDS—and E. coli. Aside from their amazing healing power, cockroaches also have the incredible ability to survive nuclear explosions. When Hiroshima and Nagasaki were annihilated by atomic bombs, the only sole survivors were cockroaches. However, it’s important to note that this amazing ability has its limitations. When exposed to 100,000 radon units, cockroaches will die.

#2 Bees Bees are one of the most intelligent insects in the animal world. Not only do they have their own sophisticated means of communication, they also have extraordinary navigation skills despite the fact that their eyesight is limited. It’s common knowledge that honey bees can communicate with each other. They perform a series of movements called a “waggle dance” to tell each other where food is located or which spot is best for building a new colony. However, what many people don’t know is that the dance is extremely advanced. Honey bees know that the Earth is round, and they take this fact into consideration when they’re learning the location of a certain food source. Aside from that, they can also calculate angles very easily just by reading their waggle dances. For example, if a bee dances from a 12 to 6 o’clock direction, that means food or home is located directly away from the sun. In contrast, a 6 to 12 o’clock movement signifies that bees are to “fly straight forward towards the sun”. A 7 to 1 o’clock movement means that the bees are to fly “to the right of the sun”. Aside from communicating with each other, honey bees also navigate their surroundings through other means like remembering visual landmarks, taking the sun’s position into consideration, and using the Earth’s electromagnetic field.

#3 Locusts Locusts are one of the most efficient pilots in the insect world. These winged creatures, which many people consider to be menaces, can fly great distances without using too much energy. For many years now, scientists have been studying them, and they found out that even though these insects don’t produce great amounts of thrust and lift, they’re capable of sustaining a steady flight rate. Their ability to maintain a steady flight rate doesn’t change even if the winds and temperature become unfavorable. This amazing ability enables them to travel vast distances without wasting much energy. What’s more amazing is that locusts have the capacity to twist their wings during flights. By doing so, they can preserve and even control the quantity of lift they generate. This, in turn, helps in keeping their flight at a consistent rate. This additional feature enables them to fly up to 80 kilometers in one day without requiring a rest.

#4 Fireflies Fireflies‘ amazing ability to produce their own light is a wonder in the animal kingdom, and a source of inspiration and joy for many of us. As a child, you’ve probably experienced that magical feeling that comes upon seeing the twilight flickering of these amazing creatures for the first time. One thing that we, as humans, can learn from fireflies is how to use energy efficiently. Fireflies were designed by Nature to use energy without wasting much of it through heat. The light bulbs we have in our homes only use 10% of their total energy in producing light. The remaining 90% becomes wasted heat energy. On the other hand, the amazing bodies of fireflies were designed to use 100% of the energy to produce light. If fireflies were like light bulbs, in that they use only 10% to make light and the remaining 90% is released as heat energy, they would almost certainly burn to death. Moreover, just like bees, fireflies can talk with each other too. Fireflies use their ability to produce light to signal each other that they are available for mating. Male fireflies give off distinct flash patterns (each species has their own unique patterns) that signal the female fireflies that they are “single”. On the other hand, if the female fireflies are interested in mating, they too would reply by flickering.

#5 Fleas Fleas are harmful not only to your pets, but also to you and your family. Despite that, they have something in them that deserves human admiration: these insects are capable of jumping 150 times their own height! Now, this might not sound really amazing if you view it in insect terms, but if you look at it in a human perspective, then you’ll find that the fleas plaguing your pets are indeed incredible creatures. Consider this. A certain person, let’s call him Bill, is 5’9” tall. If he were a flea, then he would be able to jump 862.5 feet into the air, which would be defying gravity to the highest extent. Just imagine how different our world would be if we possessed this amazing flea ability. There would be fewer cars, less pollution, less expenses, etc. So, the next time you crush a flea, think of what it can do.

#6 Dung Beetles There are two reasons why dung beetles are included in this list: poop and astronomy. This might surprise you, but these two seemingly-unrelated subjects have been connected by these incredible creatures. Dung beetles live a very disgusting lifestyle. They collect animal wastes, roll it up into a ball, and use it for several purposes. They can use the ball as their homes, lay their eggs on it, or if they’re hungry, snack on it. Now, what’s amazing is that dung beetles have the incredible ability to roll their “dung balls” in a straight line even at night! Intrigued by this fascinating ability, Marie Dacke, a biologist from Lund University in Sweden, conducted an experiment. She placed the dung beetles in a planetarium, and watched as the insects were able to successfully roll their dung ball in a straight line by using the “entire starry sky”. To make the experiment more interesting, Dacke decided to show only the Milky Way Galaxy. Surprisingly, the dung beetles were still capable of rolling their precious dung balls in a straight line. The conclusion: dung beetles are great recyclers and incredible astronomers.

#7 Dragonflies We humans have the amazing ability of selective attention. Right now, you’re using this power to eliminate various distractions and focus on reading and understanding this list. For many years, scientists have believed that only primates possess this amazing ability. However, a new research shows that a specific winged creature in the insect world is also capable of selective attention—dragonflies. Dragonflies have very small brains and yet, when hunting for food, they rely on selective attention. If a dragonfly sees a swarm of tiny insects, it’s going to lock its attention on one prey alone. Through selective attention, it eliminates other potential prey within the swarm and focuses solely on its target. Dragonflies are very accurate when it comes to catching their prey. Their success rate is very high – 97 percent!

#8 Ants Ants have the amazing ability of always finding their way back home even if they’ve wandered far away in search for food. Scientists have long known that ants employ various visual cues to remind them of where their colony is. However, in some places, like deserts, where there are no distinct landmarks, how do ants manage to find their way back home? This is the same question that Dr. Markus Knaden, Dr. Kathrin Steck, and Prof. Bill Hanson of the Max-Planck Institute for Chemical Ecology in Germany tried to answer with a very simple experiment. For their experiment, the scientists used Tunisian desert ants. They placed four different odors around the entrance of the ants’ nest, and made sure that the entrance was barely visible. After letting the ants associate the odors with their nest, they were then removed and then placed in a different location, one with no nest and no entrance. Only the four odors used previously in the first location were present. Surprisingly, the ants went to the area where the odors were located (the same spot where the nest entrance should have been)! This experiment proved that ants can smell in stereo, which means that they can sense two different odors at the same time from two unique directions. Moreover, it also proved that in places, like deserts, ants don’t rely on visual cues. They create an “odor map” of their environment by relying on their “stereo sense of smell”. As long as the odor is there, they will always find their way back home.

#9 Voodoo Wasps Voodoo wasps are called such because of their “magical” ability to turn their prey or enemies into “zombies”. This might sound like something you’d see in a sci-fi flick, but scientists have proven that voodoo wasps are indeed capable of inducing other insects into a zombie-like state. What’s more eerie is that, once the insects become zombies, voodoo wasps can control them. Voodoo wasps lay their eggs inside the bodies of young geometrid caterpillars. The larvae inside the caterpillars survive by feeding on the bodily fluids of their host. Once the larvae achieve full development, they find their way out of the caterpillar’s body by eating its skin. Then, they create a cocoon and attach themselves into a leaf or a branch. Here comes the slightly terrifying, yet equally fascinating part. The host the caterpillar doesn’t leave the cocoon — instead of doing its usual business, the caterpillar acts as the cocoon’s bodyguard, protecting it from various predators. Researchers conducted an experiment which showed that infected caterpillars do become the “zombie bodyguards” of voodoo wasps by introducing stinkbugs. Caterpillars which were not infected didn’t do anything to stop the stinkbug from going near the cocoon. On the other hand, infected caterpillars protected the cocoon by knocking the bug off the branch. Scientists don’t know why the infected caterpillars protect the cocoon. However, they did find out that this incredible ability of voodoo wasps is crucial for their survival.

#10 Bombardier Beetle When it comes to defensive strategies in the insect world, nothing beats the Bombardier beetle. This creature has the incredible ability to fire a hot mixture of chemical solution strong enough to injure its enemies. The toxic solution sprayed by the beetle can reach an impressive temperature of 212 degrees Fahrenheit, or 100 degrees Celsius. But what’s even more fascinating is the intricate design of the Bombardier beetle’s body. You see, the two chemicals, hydrogen peroxide and hydroquinone, which this insect uses to injure its enemies are dangerous and fatal. If not stored and combined properly, these chemicals would cause the Bombardier beetle to explode! Were it not for their well-designed bodies, Bombardier beetles would have never existed. At the end of this insect’s abdomen are two glands. These two glands separate the hydrogen peroxide from the hydroquinone. If the Bombardier beetle feels threatened, its sphincter muscles will squeeze the right amount of chemicals into a certain body part where they are mixed together with other toxic substances. The result is a hot mixture of toxic chemicals capable of hurting the Bombardier beetle’s enemies.

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