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Eye doctor in Chapel Hill, NC (Durham area) specializing in eye diseases such as cataract, glaucoma, macular degeneration, dry eyes, amblyopia, strabismus and in routine eye exams in Chapel Hill, NC
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HN-COOP756 Cooper Classics
Anna Decorative Square Sunburst Mirror - 29.5W x 29.5HItem # HN-COOP756
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- Pressed metal over wood frame
- Silver finish
- Beveled edge on mirror
- Square / sunburst shape
- Dimensions: 29.5W x 29.5H in.
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Cooper Classics
Anna Decorative Square Sunburst Mirror - 29.5W x 29.5H
About Cooper ClassicsCooper Classics was founded over 50 years ago and is currently operated by the third generation of the Cooper family. Their production and warehousing facilities are located in the Blue Ridge Mountains of Virginia, where they produce uniquely styled mirrors and accessory furniture. Because of their extensive background in wood product manufacturing, they excel in the design and production of solid wood mirror frames and furniture. Cooper's commitment to their customers is to


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African American history
The acquisition of the papers of W.E.B. Du Bois in 1972 established SCUA as a center for research in African American history. In subsequent years, UMass has supported publication of three volumes of Du Bois' correspondence and SCUA has digitized the papers and made them freely available on the internet while serving as a resource for many dozens of scholarly articles and books. SCUA continues in its efforts to build around the Du Bois collection, adding other important printed and manuscript materials both in African American history and in the history of efforts to promote social change.
Every February, SCUA and the Du Bois Department of Afro-Americans Studies at UMass Amherst commemorate Du Bois's birthday by co-sponsoring a public colloquium on Du Bois and his legacy. Our lecturers have included distinguished scholars such as Herbert and Bethina Aptheker, Randolph Bromery, Clayborne Carson, Arnold Rampersad, and David Levering Lewis.
Significant collections (view all)
- Africa American Institute. Records, 1953-2014
- Antislavery Pamphlet Collection
- Several hundred pamphlets relating to political antislavery in the United States, with an emphasis opn New England.
- See our Antislavery pamphlets digital archive
- Aronson, James. Collection, 1946-1983
- Editor of the National Guardian
- Banks, Katherine Bell. Papers, 1926-1960.
- Letters from W.E.B. Du Bois to Banks, a family friend
- Bond, Horace Mann. Papers, 1830-1979
- Educator, President of Lincoln University
- Brown, John. Papers (microfilm), 1826-1942 (bulk: 1856-1859)
- Du Bois, W. E. B. Papers, 1868-1963
- See also Du Bois Central for additional resources on Du Bois, including photographs, digital collections, and more.
See also the film documenting the Du Bois Homesite dedication ceremonies in Great Barrington, Mass., 1969.
- See also Du Bois Central for additional resources on Du Bois, including photographs, digital collections, and more.
- Heath, Gordon. Papers, 1940-1991
- Expatriate writer, actor, director, and musician
- Hudson Family. Papers, 1780-1955
- Family papers of the antislavery activist Erasmus D. Hudson
- International Oil Working Group. Records, 1981-1986
- Lewis, David Levering. Papers, ca.1955-2012
- Massachusetts. Special Commission on Unequal Education Opportunities. Records, 1974-1978
- Obrebski, Joseph and Tamara. Papers, 1923-1974
- Anthropological field work in Jamaica, 1947-1948
- Urban League of Springfield (Mass.). Records, 1970s
- Trent, Lloyd A. Family Papers, 1850-1996
Mission and history
A home for discovery and intensive research, SCUA cares for a record of the pasts we share with generations to come. As part of a community dedicated to the values of diversity, social equity, and positive social change, SCUA acts through its collections, programs, and exhibitions to preserve the memory of human endeavor and experience, with an emphasis on New England . As a collaborator in fulfilling the university's role as a center for the production of knowledge, SCUA uses the highest standards and practices and best technologies available to provide free and unfettered access to its holdings.
Department history
In 1931, nearly half a century after Librarian Henry Hill Goodell first authorized the permanent retention of the official records of Massachusetts Agricultural College, the Library established a College History Collection. As the official record of the activities of the university's administrators and faculty and a reflection of the life of its students, this collection grew steadily, until in 1953, the Library dedicated a room named in honor of Dean William L. Machmer to serve as the first true home of the University Archives.
Goodell's initiative to assemble the College archives coincided roughly with the Library's first efforts to build a collection of rare books to support its educational mission. Although the College had no separate library until 1885, its administrators nevertheless accepted several significant gifts of books, beginning with the 1868 donation of twenty scarce volumes on bee culture from the apiculturist and state Adjutant General Henry K. Oliver. By the time the library published its first catalog in 1875, rare books formed a small, but notable part of the collections, focused on the primary academic interests of the early college: agriculture, horticulture and botany, and the natural sciences. Among the Library's earliest acquisitions were the first London edition of William Bartram's Travels Through North and South Carolina (1792), François Augier de Marigny's The History of the Arabians (London, 1758), and early bee manuals by John Keys, The Practical Bee-Master (London, 1780) and The Antient Bee-Master's Farewell (London, 1796) — both courtesy of Oliver. All remain part of the collections today.
From these beginnings, the collections of rare books and manuscripts have evolved in concert with the evolution of the university and its academic programs. With the acquisition of the records of the Valley Peace Center and the papers of ethnographer Jozef Obrebski in 1973, the Library began to acquire collections of personal papers and organizational records of historical significance, and the arrival of the papers on W.E.B. Du Bois in that same year marked a turning point. The rare book and manuscript collections were combined administratively with the University Archives in the early 1990s to form the current Department of Special Collections and University Archives.
SCUA's initial foray online came with a simple page on the library's website in 1997, but by 2007, evolved into the UMarmot project, one of the earliest efforts to use freely-available software to create a comprehensive online archival catalog. SCUA launched its online digital repository, Credo in 2011, thanks to generous support from the Verizon Foundation, the National Endowment for the Humanities, and the National Historic Publications and Records Commission. The papers of W.E.B. Du Bois led SCUA's way into the digital realm, followed by the papers of Horace Mann Bond, and then dozens of of other collections.
Oral history
Sesquicentennial oral history project
Marking the one hundred and fiftieth anniversary of the University of Massachusetts, the Department of Special Collections and University Archives (SCUA) is conducting an oral history project to capture the many voices and diverse experiences that make up our campus community. The anniversary presents an opportunity to reflect on the real achievements — and real challenges — of public higher education over the past century and a half, and a chance to consider where we would like to be in the future.
Over the course of eighteen months, the staff of SCUA and our associates will conduct one hundred and fifty interviews with an array of administrators, faculty, students, alumni, and university employees, as well as selected members of the local community. As they are completed, the interviews will be made available to the public through this website and Credo, SCUA's digital repository.
If you are interested in participating in the project, please contact the SCUA staff.
Regional history
As one of the main repositories documenting the history of western Massachusetts and New England, the Department of Special Collections and University Archives collects primary materials relating to the political, cultural, economic, and intellectual life of our region, and the lives and experiences of its residents.
Concentrated in the nineteenth and twentieth centuries, the collections in SCUA touch on many aspects of the history of the region with developing depth in immigration, labor, work, and industry, social change and movements for social change, and literature and the arts. Among the more valuable collections for the political history of the region is the papers of Silvio O. Conte, Republican congressman from the First District of Massachusetts from 1959-1991. A member of the House Appropriations Committee (and its ranking minority member from 1979-1991), Conte is particularly remembered for his work in Health and Human Services, education, and the environment. SCUA also holds collections for state representatives John Haigis and Maurice Donahue, as well as other figures involved in political life in the Commonwealth.
Although the Department holds materials relating to individual communities in western Massachusetts, the history of the Quabbin watershed is a particular focal point. SCUA collects books printed in the Quabbin region and more generally, in rural New England prior to 1900, as well as manuscript, printed, and photographic collections relating to Quabbin towns.
Significant collections
- Business and industry
- In addition to collections relating to organized labor and the labor movement, SCUA attempts to document the experience of work and the business community to provide a rounded understanding of work life in New England. For a more complete listing, see our guide for Labor, Work, and Industry.
- Civic organizations and charities
- Collections ranging from the records of charitable organizations that provide social services to groups that foster civic engagement and social justice, benevolent and ethnic self-help societies, to organizations that support social and professional communities.
- Family history
- SCUA has a strong interest in "family collections," typically collections that include correspondence, photograph albums, family and farm accounts, and other materials that reveal the every day lives of New Englanders. Researchers on family life and genealogy should note that many collections indexed under other subjects contain personal and family information of some importance. Our printed materials collections include many local and county histories, genealogies, and other resources which may be useful for understanding family life.
- Immigration, demography, and ethnicity
- SCUA is particularly rich in collections documenting the Polish immigrant community in Massachusetts, but our holdings include fine material on Southeast Asian immigrants and African Americans.
- Medical history
- Collections include daybooks and medical accounts of physicians, primarily from the nineteenth century, personal papers of physicians, and some materials on public health policy.
- Military history
- Although SCUA has scattered holdings relating to earlier wars, the department houses interesting materials relating to World War II and the War in Vietnam, with the latter concentrated on the antiwar movement.
- Political life and culture
- The distinctive political culture of Massachusetts and formal and informal political activity in the Commonwealth. Although the collections extend back into the nineteenth century, our focus is primarily on the post-World War II period.
- Printing in rural Massachusetts
- SCUA collects books, broadsides, and other materials printed in rural New England prior to 1900. The collections include a growing collection for the printers in the Quabbin region, Solomon and John Howes, but also includes works printed in small towns throughout Berkshire, Hampshire, Hamden, and Franklin Counties.
- Quabbin Regional collections
- Collections relating to all aspects of life and the legacy of the four towns inundated by the Quabbin Reservoir: Dana, Greenwich, Enfield, and Prescott, as well as surrounding communities such as New Salem, Petersham, and Wendell. In our rare books holdings, we have a number of works printed in Enfield or Greenwich, mostly by Solomon and John Howe.
- Religious life
- Our efforts to document the spiritual lives and religious commitments of New Englanders has resulted in a number of manuscript and archival collections. Our social change holdings include a number of collections on spiritually-motivated social reform, and our rare book holdings include hundreds of published sermons and other printed materials relating to religious life in the region.
- New England regional history
Barton, George W.
George W. Barton Papers, 1889-1984 (Bulk: 1914-1920).
Call no.: RG 050 B37
George W. Barton was born in Sudbury, Massachusetts in 1896. After attending Concord High School in Concord, Barton began his studies in horticulture and agriculture at Massachusetts Agricultural College in Amherst. The collection includes diaries, scrapbooks, photographs, newspaper clippings, programs, announcements, and his herbarium, and relates primarily to his career at the Massachusetts Agricultural College where he studied horticulture and agriculture from 1914-1918.
- Botany--Study and teaching
- Horticulture--Study and teaching
- Massachusetts Agricultural College--Students
- Barton, George W
Types of material
- Diaries
- Herbaria
- Photographs
- Scrapbooks
Brooks, William Penn, 1851-
William Penn Brooks Papers, 1863-1939.
Call no.: RG 003/1 B76
Two years after graduating from Massachusetts Agricultural College in 1875, William Penn Brooks accepted an invitation from the Japanese government — and his mentor, William Smith Clark — to help establish the Sapporo Agricultural School. Spending over a decade in Hokkaido, Brooks helped to introduce western scientific agricultural practices and the outlines of a program in agricultural education, and he built a solid foundation for the School. After his return to the states in 1888, he earned a doctorate at the University of Halle, Germany, and then accepted a position at his alma mater, becoming a leading figure at the Massachusetts Experiment Station until his retirement in 1921.
Brooks' papers consist of correspondence, photographs, newspaper clippings, an account book, and translations which provide rich detail on Brooks' life in Japan, the development of Sapporo Agricultural College (now Hokkaido University), and practical agricultural education in the post-Civil War years.
- Agricultural colleges--Japan--History
- Clark, William Smith, 1826-1886
- Hokkaido (Japan)--History
- Hokkaid¯o Daigaku
- Japan--Description and travel--19th century
- Japan--History--1868-
- Massachusetts Agricultural College--History
- Massachusetts State Agricultural Experiment Station
- Sapporo N¯ogakk¯o--History
- Sapporo-shi (Japan)--History
- Brooks, William Penn, 1851-
Types of material
- Letters (Correspondence)
Clark, John G., d. 1972
John G. Clark Papers, 1960-1969.
Call no.: MS 499
With a life long interest in politics, John G. Clark of Easthampton, Massachusetts worked on a number of campaigns before running for office himself. He ran for state senator in 1958, but lost in the Democratic primary. Two years later he ran again, this time for state representative of the 3rd Hampshire District, and won. Clark served in the State House of Representative for eight years until he was appointed clerk of the district court in Northampton and chose not to run for reelection.
While this collection is small, it is packed with campaign materials, letters, position statements, speeches, and press releases that together offer a good sense of the political climate in Massachusetts during the 1960s, especially issues of local concern for Hampshire County. Four letters from a young neighbor written while serving in Vietnam provide a personal account of the war.
- Massachusetts--History
- Massachusetts--Politics and government--1951-
- Vietnam War, 1961-1975
- Clark, John G., d. 1972
Collection policy
"… there must come vast social change in the United States; a change not violent, but by the will of the people certain and inexorable; carried out 'with malice toward none but charity for all'; with meticulous justice to the rich and complete sympathy for the poor, the sick and the ignorant; with freedom and democracy for America, and on earth Peace, Good Will toward men."
W.E.B. Du Bois, Chicago, June 29, 1951
In pursuit of our mission, the Department of Special Collections and University Archives collects materials of enduring historical and cultural value relating to four major thematic areas: the history and experience of social change in America; the histories and cultures of New England with an emphasis on Massachusetts; innovation and entrepreneurship; and the broad community associated with the University of Massachusetts Amherst. Our collections are highly integrated and span all formats, including personal papers and organizational records, books and periodicals, maps, photographs, audio and video recordings, and digital materials of all kinds.
While not comprehensive, the following includes a brief synopsis of some of the primary focal points for SCUA's collections:
Echoing the philosophy of W.E.B. Du Bois, SCUA collects original materials that document the histories and experiences of social change in America and the organizational, intellectual, and individual ties that unite disparate struggles for social justice, human dignity, and equality. Our decision to adopt social change as a collecting focus emerged from considering one of Du Bois's great insights: that the most fundamental issues in social justice are so deeply interconnected that no movement — and no solution to social ills — can succeed in isolation. Rather than focus on individual movements, we therefore focus on the connections between and among movements and the flow of people, organizations, and ideas, all in the hope of better representing the true histories of social engagement in America and laying the foundation for a deeper understanding of the experience of social change.
A related feature of SCUA's approach to collecting is our commitment to documenting "whole lives and whole communities." Rather than focus just on a person's "significant" actions or ideas, our goal is to represent the person's entire life in all its complexity: the person's background, the events themselves, and the aftermath, as well as the range of colleagues and organizations engaged. Our goal is not to highlight simply the great achievements and great people, but to reveal the broad underpinnings of influences, interests, and organizations that shaped them and the communities in which they operated.
Emphasizing the cross-fertilization between social movements and centers of activist energy, SCUA collects materials from individuals and organizations involved in the struggles for peace and non-violence, social and racial justice, economic justice, agricultural reform, environmentalism, sustainability, alternative energy, organized labor, gay rights, disability rights, spiritual activism, antinuclear activism, and intentional communities. Our collections branch out to include anti-fluoridation activism, campaigns for voting rights and clean elections, community and charitable organizations, and the history of revolutionary-era Europe (1789-1848).
- African and African American history and culture: The history of race and ethnicity in America, with particular emphasis on the struggle for racial equality and social justice.
- Agriculture, horticulture, botany: Including agricultural science and practice, horticulture, animal husbandry, natural history, organic farming, sustainable living, and heritage breeds.
- Antinuclear movement: SCUA holds numerous collections documenting grassroots opposition to nuclear power and nuclear weaponry.
- Arts management and arts administration:
In partnership with the UMass Amherst Arts Extension Service, the National Endowment for the Arts, Americans for the Arts, and several other arts agencies, SCUA documents the history of arts administration in America. Collecting the records of state and national arts agencies, we will provide a foundation for research into the evolution of arts policy, strategies for supporting the arts, and the economic and cultural impact of the arts on our communities.
- Cold War Culture: The culture of the Cold War, with an emphasis upon East Germany, Poland, and Yugoslavia. Among other areas, SCUA has a strong interest in the Solidarity movement and in partnership with the DEFA Film Library, in East German cinema and graphic arts.
- Disability: Organizational records and collections of personal papers documenting the history of disability and disability rights in the United States.
- Gay, Lesbian, Bisexual, and Transgender issues: Materials relating to the history and experience of the LGBTQ community and liberation struggles.
- Labor, work, and industry: Organized labor, industrialization, manufacturing, business history, and the experience and culture of labor and working people.
- Peace: Materials relating to the peace and antiwar movements and non-violence, with an emphasis on New England.
SCUA collects materials that document innovative and entrepreneurial activities and particularly social entrepreneurship. Representative collections in SCUA include the papers of Mark H. McCormack (a pioneer in sport and entertainment marketing), Carl C. Harris (inventor and President of Rodney Hunt Co.), and numerous collections that document our region's distinctive history of innovation in manufacturing and technology.
The social, political, cultural, intellectual, literary, and economic life, with an emphasis upon western New England. The department houses thousands of books on New England cookery, with a particular emphasis on charitable and community cookbooks and cookbooks and ephemera published by corporations and the food industry.
- Cookery and culinary history
SCUA has thousands of cookbooks and other materials on New England regional cuisine, including community and charitable cookbooks, commercial cookbooks by New England authors, corporate cookbooks, and culinary ephemera.
- Literature and the arts
Emphasizing poets and writers, playwrights, and the performing arts in New England.
- Politics and political culture
SCUA has rich collections documenting the history and politics of the Commonwealth, including the papers of Congressmen Silvio O. Conte and John Olver, State Senator Stanley Rosenberg, and State Representative John Clark; and the records of the Hampshire Council of Governments and several individual towns.
Serving as the memory of the University of Massachusetts Amherst, the University Archives collects, preserves, and makes available official and non-official records documenting the people, policies, programs, facilities, and activities of the campus community, including its administration, departments and programs, faculty, and staff. The Archives avidly collects materials that reflect the lives and experiences of its students and alumni and that reflect our history as one of the Commonwealth's two land grant institutions.
SCUA has developed depth in a handful of other collecting areas, including:
- American Study of Japan and Asia
American relations with Japan from the Meiji period to the present, and connections with China and other Asian countries.
- Protistology
Records of the scholarly study of the protista (protozoans).
Concordance for the Archives, N
- see Non Academic Computing (NAC) (1996- ) RG-45/40/N6
- see International Brotherhood of Police Officers RG-40/5/P6
- Naiads (Swim Team)
- see Athletic Department RG-18/2
- National Alternative Schools Program
- see Alternative Schools (National Alternative Schools Program) RG-13/3/21/7
- National Environmental Technology for Waste Prevention Institute (NETI) (1994- )
- National Organization for Women (NOW) (1989)
- National Park Service Cooperative Research Unit (The Environmental Institute) (1975-1981)
- National Park Service Cooperative Research Unit Report (The Environmental Institute) (1977-1981)
- Natural History, Massachusetts, Bulletin of
- see Massachusetts Natural History, Bulletin of (1884) RG-25/E4/00
- Natural History Society (1883-1895)
- Natural Resources Center, Holdsworth
- see Holdsworth Natural Resource Center RG-15/3
- Natural Resources, College of Food and
- see College of Food and Natural Resources RG-15
- Natural Sciences and Mathematics, Dean
- Natural Sciences and Mathematics Faculty
- Near Eastern Studies (Program and Committee)
- see also Classics Department RG-25/C5
- Near Eastern Studies Newsletter (1989)
- see New England Board of Higher Education (NEBHE) RG-60/2
- Negatives, Glass Plate
- see Glass Plate Negatives RG-173
- Negro Universities, Exchange Programs With
- see Exchange Programs-Negro Universities (1965) RG-30/8
- see New England Regional Consortium for Computational Studies (NERCCS) RG-29/1
- see National Environmental Technology for Waste Prevention Institute (NETI) (1994- ) RG-25/N3
- Neuroendocine Studies, Center for
- Neuroscience and Behavior Program
- Neuroscience Systems, Center for
- see Systems Neuroscience, Center for RG-25/S10
- New Africa House
- see Black Culture Center (New Africa House) RG-30/26
- see also Buildings (New Africa House) RG-36/101
- New American Movement (Student Social Action Group) (1973)
- New College Committee and Hampshire College
- New England Board of Higher Education (NEBHE)
- New England Classical Newsletter
- New England Council of Land-Grant University Women
- New England Culture, Center for
- see Center for New England Culture (College of Arts and Sciences) RG-11/9
- New England Regional Consortium for Computational Studies (NERCCS)
- New Senate AGENDA
- see AGENDA, The New Senate (1993- ) RG-45/00/A1
- New Student Record (1983, class of 1987)
- New Students Program–Community Development Center
- New Students Program (Summer Counseling)
- see also Counseling Center RG-30/9/1
- New Testament Fellowship (Religious Group) (1983, 1986)
- New World Theater
- see also RG-25/T3.7
- see also Notes For A New World (1987- ) RG-25/T3.7/00
- Newcomer's Club (Women's Group)
- Newman Center
- see also Newman Club RG-45/70/N4
- Newman Center Newsletter (1996- )
- Newman Club (Religious Group) (1963-1989)
- see also Newman Center RG-30/11/1
- News (President's Office)
- News and Notes (Student Publication) (1959)
- News and Views, UMass Alumni
- see UMass Alumni News and Views (1978-1983) RG-50/00/3
- News Bulletin (1937-1941) RG-40/3/P3
- News Bureau
- Note: Name changed to Office of Public Information, 10-6-1983.
- see Office of Public Information (OPI) RG-5/3
- News Letter (Extension Service, Cooperative) (1913-1921)
- News Office
- see Office of Public Information (News Bureau) RG-5/3
- News Project (1968)
- News Service, MAC (Official University Committee) (1926)
- News Summary (Public Affairs) (1993-1994)
- NewsClips (Public Affairs) (1984-1987)
- NewsLetter (School of Management) (1983-1985)
- Newsletter, University
- see University Newsletter (News Bureau) RG-5/00/2
- Newsline (1991)
- Newsline (News Office) (1999- )
- Nominating Committee (Faculty Senate, 1967, 1977)
- see also Nummo News (1974-1990) RG-30/26/N8
- Non-Academic Computing (Student Group) (NAC) (1996)
- Nonformal Education Center
- see Center for International Education (CIE) (School of Education) RG-13/3/19/5
- North American Trade and Economics, Institute for
- North Pleasant Street (Joint Town-University Task Force) (1968- )
- North Village Apartments (Residential Buildings)
- Northeast (Residential Buildings)
- Northeast Area Government
- Northeast Center for Urban and Community Forestry (1996- )
- Northeast Forestry Experiment Station (College of Food and Natural Resources) (1923-1933)
- Northeast Metric Research Center
- Northeast Quadrangle President's Council, Housing sub-committee (1968)
- Northeast Region Environmental Public Health Center
- Northeast Regional Media Center for the Deaf
- see Media Specialists for the Deaf, Center for (School of Education) RG-13/3/21/9
- Northeast Science Enrichment Program
- see Mathematics and Statistics Department–Science Enrichment Program RG-25/M5/3
- Northern Educational Services (Social Action Group) (1975)
- Notebook, University
- see University Notebook RG-5/3/2
- Notes For A New World (1987-1988)
- Notes From Academic Affairs (1981-1983)
- Notes from the Vice Chancellor for Student Affairs (1973-1974,1977-1978)
- see National Organization for Women (1989- ) RG-45/80/N7
- NU (Hillel) (1973, 1975)
- Nummo News (1974-1991)
- see also NOMMO (1990-1994) RG-45/00/N6
- Nursery School
- Nurses Association, Student
- see Student Nurses Association (SNA) (1987- ) RG-45/40/S7.4
- Nursing
- Nursing Alumni Association Newsletter (1989-1993)
- Nursing, School of
- see Nursing RG-17/3
- Nutrient Data Bank, UMass
- see Food Science and Nutrition, Dept. of–Nutrient Data Bank, UMass RG-25/F5/3
- Nutrition and Human Needs, Committee on (1971)
- Nutrition Department
- see Food Science and Nutrition Department RG-25/F5
Dalsimer, Susan
Part of: Famous Long Ago Archive
Susan Dalsimer Papers, 1969-1970.
Call no.: MS 578
Famous Long Ago launched the literary career of Raymond Mungo with a splash, but even before the book had reached the shelves, he turned to his next project. In October 1969, Mungo began planning for a memoir of his life at the Packer Corners commune. Soon entitled Total Loss Farm, the book would become a classic in the literature of the 1960s counterculture. Signing a contract in November with E.P. Dutton, he worked with a young and sympathetic editor, Susan Stern (later Susan Dalsimer).
This small, but rich collection consists of a series of letters between Raymond Mungo and his editor at E.P. Dutton, Susan Stern, regarding his ideas on writing and life. Beginning in October 1969 with editorial commentary on Famous Long Ago and Mungo's additions, the Dalsimer Papers offer insight into the development of Total Loss Farm from concept to printed page.
- Bloom, Marshall, 1944-1969
- Communal living--Massachusetts
- Communal living--Vermont
- Diamond, Stephen
- McLardy, Peter
- Montague Farm Community (Mass.)
- Mungo, Raymond, 1946- . Famous Long Ago
- Mungo, Raymond, 1946- . Total Loss Farm
- Nineteen Sixties
- Packer Corners Community (Vt.)
- Simon, Peter, 1947-
- Dalsimer, Susan
- Mungo, Raymond, 1946-
Types of material
- Photographs


text:
For solving polynomial systems I used RootFinding[Isolate]. But after discussing the question http://www.mapleprimes.com/questions/211774-Roots-Of--Expz--1I decided to compare Isolate and evalf(solve ([...], [...])). It seemed to me that solve some convenient. The only if in the equation there are integers as a real, they should be recorded with a decimal point. (For real solutions of this procedure should be used with (RealDomain).) Examples:
SOLVE_ISOLATE.mw I wonder why then the need Root Finding [Isolate]?
Dear all
I need a help to compute the integral from -1 to 1 of product of derivative of legendre polynomial
> restart;> with(orthopoly);P(n, x); # Designe the legendre polynomial of degree n I would like to compute
int(diff(P(n,x),x)*diff(P(m,x),x),x=-1..1) ;
In this previous formula when I put n=2 and m=3 I can get the result but in general case i cannot,
Many thanks
Calculated a Grobasis basis. Used the 19 of the 29 equations to produce a Sylvester type matrix to get a univarite polynomial. The problem I am having is I can't produce a consistant matrix. I think the problem may lie in how I sort the equations. I have used this method once before and it worked to produce the result then. Run the worksheet and the run it again and most likely a different outcome occurs. I copy and pasted the polynmial list to make this worksheet. The coefficients are very long. Have annotated the worksheet to help explain.
Download Test_Equations_Matrix_Groebner.mw
I have a system of 16 polynomial equations in 15 variables. Independently I know there is at least a one parameter familiy of solutions to this system, so there is reason to think at least two of the equations are redundent. I would like to use Maple to decipher which of the equations are redundent, but I am unsure how to proceed.
So far I have looked at the Groebner package, and it seems like the Reduce and InterReduce commands will be useful. Say I call the set of 16 polynomials X and define a lexicographical order T on the variables. I then ask maple to compute
and receive a list with 7 zeroes and 9 polynomials. What exactly is this telling me? Does this mean that maple has used polynomial division and found that 7 of the equations are redundent?
Thanks for your help!
I have two polynomials f(x,y,z) and g(x,y,z) and ask MAPLE to find conditions on the coefficients of f and g such that the Jacobian determinant in x and y is purely a polynomial in z. MAPLE finds 4 solutions, one of which is g=0, but does not find the solution f=0. I attach the relevant MAPLE worksheet.
how i can select or chose proper polynomials or another functions that attached boundary conditions at points zero and one , weakly or strongly satisfy??polynomial.mw
Download polynomial.mw
I have a polynomial with parameter. I hope to solve the equation that every coefficient of the polynomial is zero.
For example
then I use the function solve(f(t),{a,b}),
I hope to get the solution to a+b+1=0 and a-b-1=0. However the output of Maple is {a = -(b*t-b+t-1)/(t+1), b = b}. How could regard t as a variable?
Thank you very much.
Hey guys,
I want to fit experimental data and I was wondering if there is a special PolynomialFit function for a surface.
My data consist of a X,Y, Matrix of densities and I want to have a function describing the surface of the values. On matlab the following code will do so:
[x, y, z] = prepareSurfaceData(temps, concs, densities);ft = fittype('poly33');fitresult = fit([x, y], z, ft);
Maybe that gives you a better view of what I want.
Best regards
Let us consider the maximum value of the polynomial
on the interval x=-1..1 as a function g of the parameters c and d. General considerations suggest its continuity. However, a plot3d of g does not confirm it. Also the question arises "Is the function g(c,d) bounded from below?". Here is my try with the DirectSearch and NLPSolve:
DirectSearch:-GlobalOptima( (a, b) -> g(a, b), variables = [a, b])
Error, (in Optimization:-NLPSolve) invalid input: PolynomialTools:-CoefficientVector expects its 1st argument, poly, to be of type polynom(anything, x), but received HFloat(HFloat(undefined))*x^4+HFloat(HFloat(undefined))*x^3+HFloat(HFloat(undefined))*x^2+HFloat(HFloat(undefined))*x+HFloat(HFloat(undefined))
Download bound.mw
How can i find the critical points of any cubic polynomial in maple17? I want a general procedure
Assume we have a map f from a polynomial ring R to another polynomial ring S, I know how to compute kernel (a generator for the kernel ideal) of these maps by Singular, but I want to know can I do it with Maple too? Thanks.
An example;
Consider the homomorphism f:k[x,y]-->k[u,v] sending x to v and y to v^2 then using Singular;
ring r1=0,(x,y),lp;
ring r2=0,(u,v),lp;
ideal i=v,v2;
map f=r1,i;
setring r1;
So at above I took k a field of characteristic zero. The kernel is the ideal generated by x^2-y.
from determinant's polynomial?
What is the easiest way to ask roots of a polynomial on a finite field. For example asking roots of x^2+xy+y on GF(8)? I was thinking to run a two for on members of GF(8) and ask to check it but I couldn't do it using Galois package or maybe I couldn't use that package. Thanks for any help.
I have use a ''for cycle'' in order to get a series of points. I would like to save those points in a vector in order to use it for the ''PolynomialFit'' comand. The problem is that the points that I save are sort randomly. How can I take the value of the vector A in the right sequence? in the underline string you can plot the walue of A over t (which is not sorted). I can not use the sort command as I used for t even for A because the points are not increasing.
This is my code:
Atot := 0:
for ii from 0 by 0.01 to 2 do
PtotFkt := ii-> ii^2 :
Ptot := PtotFkt(ii):
Atot := Atot+0.01*Ptot:
A[ii] := Atot: #Save points in a Table
t[ii] := ii: #Save point in a table
end do;
AV := convert(A, list): #conversion from table to listnops(AV); #number of pointstimme := convert(t, list): #conversion from table to listnops(timme); #number of points
with(Statistics); #PolynomialFit
X := Vector(AV, datatype = float);
Y := Vector(sort(timme), datatype = float);
plot(Y, X, style = point, symbol = asterisk, color = blue);
regress := PolynomialFit(10, X, Y, time);
curve1 := plot(regress, time = 0 .. 2);
can we solve analytically a system of non-linear algebraic equation? my system is like:
b1 = a x + b y + c z
b2 = d x2 + e y2 + f z2
b3 = g x3 + h y3 + k z3
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Mighty Fine
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Green Chemistry
Green chemistry — using environmentally-friendly chemicals to clean up contamination.
Terry Collins
*Director, Institute for Green Oxidation Chemistry
*Thomas Lord Professor of Chemistry, Carnegie Mellon University, Pittsburgh, Penn.
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Click here to print the obituary below
Wayne D. Britten
Wayne D. Britten Haslett Wayne D. Britten died Wednesday, January 29, 2014 at the age of 79. He was born May 22, 1934 in St. Johns, MI the son of Don and Margaret (Hoover) Britten. Wayne was a Navy veteran of the
Korean Conflict
and a member of the Gold Wing Touring Association. He retired from the Michigan Department of Transportation where he was a draftsman for bridge design. Surviving are his wife Mary; son, Brian Britten (Teresa Connor) of Mason; daughters, Brenda (Mike) Smith of Fort Mill SC, Bonnie (Roger) Gregory of St. Johns and Sally Jo (Pat) Simon of Saranac; ten grandchildren; four great grandchildren; a sister, Donna Pasch of San Diego, CA; and brother, Richard of Arvada, CO. Funeral services will be held 3:00 pm Monday, February 3, 2014 at Keck-Coleman Funeral Home, St. Johns with Pastor Paul Clark officiating. The family will receive relatives and friends from 1:00 pm until service time, Monday at the funeral home. Memorials may be made to the
Funeral Home
Keck-Coleman Funeral Home
1500 Waterford Pkwy.
St. Johns, MI 48879
(989) 224-4422
Published in Lansing State Journal on Feb. 2, 2014


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text:
Doctor of Medicine (MD or DM), or in Latin: Medicinae Doctor, meaning "Teacher of Medicine", is a terminal degree for physicians and surgeons. In countries that follow the tradition of the United States, it is a first professional graduate degree awarded upon graduation from medical school.[1] In countries that follow the tradition of the United Kingdom, the title of the equivalent medical degree is instead styled as Bachelor of Medicine, Bachelor of Surgery.[2] In those countries, the MD may either be: (1) a research doctorate, akin to the Doctor of Philosophy (PhD); (2) an advanced clinical coursework degree, akin to the Master of Surgery; or (3) an honorary or higher doctorate reserved for medical graduates.
According to Sir John Bagot Glubb, Syed Faride and S. M. Imamuddin, the first medical schools to issue academic degrees and diplomas were the teaching Bimaristan (Hospitals) of the medieval Islamic world. The first of these institutions was opened in Baghdad during the time of Harun al-Rashid. They then appeared in Egypt from 872 and then in Islamic Spain, Persia and the Maghreb thereafter. Physicians and surgeons at these hospital-universities gave lectures on Medicine to medical students and then a medical diploma or degree was issued to students who were qualified to be practicing physicians.
The initial medical schools that granted the MD (Doctor of Medicine) degree were Columbia, Penn, Harvard, Maryland, and McGill.[3] These first few North American medical schools that were established were (for the most part) founded by physicians and surgeons who had been trained in England and Scotland. University medical education in England culminated with the MB qualification, and in Scotland the M.D., until in the mid-19th century the public bodies who regulated medical practice at the time required practitioners in Scotland as well as England to hold the dual Bachelor of Medicine and Bachelor of Surgery degrees (MB BS/MBChB/MB BChir/BM BCh etc.). North American Medical schools switched to the tradition of the Ancient universities of Scotland and began granting the M.D. title rather than the MB beginning in the late 18th century. The Columbia University College of Physicians and Surgeons in New York (which at the time was referred to as King's College of Medicine) was the first American University to grant the M.D. degree instead of the MB.[4]
In the United States, MDs are awarded by medical schools as Professional Doctorate[5] [6] [7] and is accredited by the Liaison Committee on Medical Education (LCME), an independent body sponsored by the Association of American Medical Colleges and the American Medical Association (AMA).[8] [9]
Admission to medical schools in the United States is highly competitive, with about 17,800 out of approximately 47,000 applicants receiving at least one acceptance to any medical school in recent application years. Before entering medical school, many schools require that students must complete a four-year undergraduate degree and take the Medical College Admission Test (MCAT); however, some medical schools require only a certain amount of undergraduate coursework (but not degree completion) before the start of the medical curriculum.[10] Before graduating from a medical school and achieving the Doctor of Medicine degree, most schools require their students to take the United States Medical Licensing Examination (USMLE) Step 1 and both the Clinical Knowledge and Clinical Skills parts of Step 2. The M.D. degree is typically earned in four years. Following the awarding of the M.D., physicians who wish to practice in the United States are required to complete at least one internship year (PGY-1) and pass the USMLE Step 3. In order to receive Board Eligible or Board Accredited status in a specialty of medicine such as general surgery or internal medicine, they undergo additional specialized training in the form of a residency. Those who wish to further specialize in areas such as cardiology or interventional radiology then complete a fellowship. Depending upon the physician's chosen field, residencies and fellowships involve an additional three to eight years of training after obtaining the M.D. This can be lengthened with additional research years, which can last one, two, or more years.
The Doctor of Osteopathic Medicine or D.O. degree is the only other legal and professional equivalent to the M.D. degree in the United States and Canada.[11] The differences between the M.D. and the D.O. degrees lie in the distinctive osteopathic philosophy and osteopathic manipulative treatment (OMT).
In Canada, the M.D. is the basic medical degree required to practice medicine. McGill University Faculty of Medicine is the only medical school in Canada that continues to award the M.D., C.M. degrees (abbreviated MDCM). MDCM is from the Latin "Medicinae Doctorem et Chirurgiae Magistrum" meaning "Doctor of Medicine and Master of Surgery". Upon graduation, students enter into a residency phase of training. Prior to obtaining independent practicing license from a provincial regulatory body, students must complete the Medical Council of Canada Qualifying Examination to obtain the Licentiate of the Medical Council of Canada (LMCC) qualifications.
Even though the MD and DO are first professional degrees and not doctorates of research (i.e., a PhD), many holders of the MD or DO degree conduct clinical and basic scientific research and publish in peer-reviewed journals during training and after graduation; an academic physician whose work emphasizes basic research is called a physician-scientist. Combined medical and research training is offered through programs granting MD-PhD or DO-PhD degrees. The National Institutes of Health (NIH) through its Medical Scientist Training Program funds MD-PhD training programs at many universities. Some MDs and DOs choose a research career and receive funding from the NIH as well as other sources such as the Howard Hughes Medical Institute. A few even go on to become Nobel Laureates.[12] The United States Department of Education and the National Science Foundation do not include the M.D. or other professional doctorates among the degrees that are equivalent to research doctorates.[13] [14]
The entry-level first professional degree in these countries for the practice of medicine is that of Bachelor of Medicine and Bachelor of Surgery (MBBS, MB, MB BCh BAO, BMBS, MBBChir, or MBChB). This degree typically requires between four and six years of study and clinical training, and is equivalent to the North American MD degree. Due to the UK code for higher education, first degrees in medicine comprise an integrated programme of study and professional practice spanning several levels. These degrees may retain, for historical reasons, "Bachelor of Medicine, Bachelor of Surgery" and are abbreviated to MBChB or MBBS.[15]
In the UK, Ireland and many Commonwealth countries, the M.D. is a postgraduate research degree in medicine. At some universities, this takes the form of a first doctorate, analogous to the Ph.D., awarded upon submission of a thesis and a successful viva. The thesis may consist of new research undertaken on a full- or part-time basis, with much less supervision (in the UK) than for a Ph.D., or a portfolio of previously published work.[16]
In order to be eligible to apply for an M.D. degree from a UK or Commonwealth University one must hold either an MBBS, MBChB, or an equivalent US-MD degree and must usually have at least 5-years of postgraduate experience. Therefore, graduates from the MBBS or MBChB degrees do not hold doctorates; however, physicians holding these degrees are referred to as 'Doctor' as they are fully licensed as medical practitioners. In some commonwealth nations these interns are designated as House Officers.
At some other universities (especially older institutions, such as Oxford, Dublin, Cambridge and St Andrews), the MD is a higher doctorate (similar to a DSc) awarded upon submission of a portfolio of published work representing a substantial contribution to medical research.[17] The University of Cambridge is proposing to introduce a new degree of Med.Sc.D. (more akin to the ScD degree) awarded on the basis of a career's contribution to the science or art of medicine, rather than a thesis, for which a candidate may be awarded the M.D. degree.[18]
In the case where the MD is awarded (either as a first or higher doctorate) for previously published research, the candidate is usually required to be either a graduate or a full-time member of staff, of several years' standing of the university in question.[19]
In Denmark, basic medical education and training is available at four universities: The University of Copenhagen, Aarhus University, The University of Southern Denmark and Aalborg University. The duration of basic medical education and training is six years and the course leads to the degree of Candidate of Medicine (rated equally to master's degree). Students are qualified as Medical Doctor (M.D.) after swearing the Hippocratic Oath upon graduation.[20]
Medical school is usually followed by a year of residency called basic clinical training (Danish: Klinisk basisuddannelse or just KBU) which upon completion grants the right to practice medicine without supervision.
See main article: Medical school in France. Medical studies in France are organised as follows:
Right after graduating from High School with a Baccalaureat, any student can register at a university of medicine (there are about 30 of them throughout the country). At the end of first year, an internal ranking examination takes place in each of these universities in order to implement the numerus clausus. First year consists mainly of theoretical classes such as biophysics and biochemistry, anatomy, ethics or histology. Passing first year is commonly considered as challenging and requires hard and continuous work. Each student can only try twice. For example, the Université René Descartes welcomes about 2000 students in first year and only 300 after numerus clausus.
The second and third year are usually mainly quite theoretical although the teachings are often accompanied by placements in the field (e.g. internships as nurses or in the emergency room, depending on the university).
During 4th, 5th and 6th years, medical students get a special status called 'Externe' (In some universities, such as Pierre et Marie Curie, the 'Externe' status is given starting in the 3rd year). They work as interns every morning at the hospital plus a few night shifts a month and study in the afternoon. Each internship lasts between 3 and 4 months and takes place in a different department. Med students get 5 weeks off a year.
At the end of sixth year, they need to pass a national ranking exam, which will determine their specialty. Indeed, the first student gets to choose first, then the second et cetera. Usually students work pretty hard during 5th and 6th years in order to train properly for the national ranking exam. During these years, actual practice at the hospital and some theoretical courses are meant to balance the training.Such externs' average wage stands between 100 and 300 euros a month.
After that ranking exams, students can start as residents in the specialty they have been able to pick. That is the point from which they also start getting paid.
Towards the end of the medical program, French medical students are provided with more responsibilities and are required to defend a thesis; however, unlike a PhD thesis, no original research is actually necessary to write a MD thesis. At the conclusion of the thesis defense, French medical students receive a State Diploma of Doctor of Medicine (MD) or diplôme d'Etat de docteur en médecine. Every new doctor must then proceed to a Diploma of Specialised Studies (Diplôme d'Etudes Spécialisées or DES) to mark their specialty. Some students may also receive a Diploma of Complementary Specialized Studies (Diplôme d'Etudes Spécialisées Complémentaires or DESC).[21]
In Germany, admission to medical schools is currently administered jointly by the German: Stiftung für Hochschulzulassung (SfH), a centralized federal organization, and the universities themselves. The most important criterion for admission is the Numerus clausus, the final GPA scored by the applicant on the Abitur (highest secondary school diploma). However, in light of the recent gain in influence of medical schools in regards to applicant selection, additional criteria are being used to select students for admission. These criteria vary among medical faculties and the final Abitur GPA is always a core indicator and strongly influences admission. Admission remains highly competitive. A very small number of slots per semester are reserved for selected applicants which already hold a university degree (Zweitstudium) and for medical officer candidates (Sanitätsoffizieranwärter).
The first two years of medical school consist of the so-called pre-clinical classes. During this time, the students are instructed in the basic sciences (e.g. physics, chemistry, biology, anatomy, physiology, biochemistry, etc.) and must pass a federal medical exam (German: Erster Abschnitt der ärztlichen Prüfung), administered nationally. Upon completion, the students advance to the clinical stage, where they receive three years of training and education in the clinical subjects (e.g., internal medicine, surgery, obstetrics and gynecology, pediatrics, pharmacology, pathology, etc.). The last year of medical school consists of the so-called "practical year" (German: Praktisches Jahr, PJ). Students are required to spend three four-month clerkships, two of them in a hospital (internal medicine and surgery) as well as one elective, which can be one of the other clinical subjects (e. g. family medicine, anesthesiology, neurology, pediatrics, radiology etc.).
After at least six years of medical school, the students graduate with a final federal medical exam (German: Zweiter Abschnitt der ärztlichen Prüfung). Graduates receive their license to practice medicine and the professional title of physician (German: Arzt). The academic degree Doctor of Medicine (Dr. med.) is technically a research doctorate degree, though it is roughly equivalent to a master's degree in Anglo-Saxon countries.[22] It is awarded if the graduate has, in addition, successfully completed a scientific study and dissertation. Many medical students opt to perform their thesis during their studies at medical school, but are only allowed to finish the dissertation process after their studies.If physicians wish to open up a doctor's practice, they are required to further complete residency in order to fulfill the federal requirements of becoming Facharzt (specialized in a certain field of medicine such as internal medicine, surgery, pediatrics etc.).
There are 36 medical faculties in Germany.
In the Netherlands and Belgium, medical students receive 6 years of university education prior to their graduation.
In the Netherlands, students receive three years of preclinical training, followed by three years of clinical training (co-assistentschappen, or co-schappen for short) in hospitals. At one medical faculty, that of Utrecht University, clinical training already begins in the third year of medical school. After 6 years, students graduate as Basisartsen (comparable to Doctors of Medicine). As a result of the Bologna process, medical students in the Netherlands now receive a bachelor's degree after three years in medical school and a master's degree upon graduation. Prospective students can apply for medical education directly after finishing the highest level of secondary school, vwo; previous undergraduate education is not a precondition for admittance.
The Belgian medical education is much more based on theoretical knowledge than the Dutch system. In the first 3 years, which are very theoretical and lead to a university bachelor degree, general scientific courses are taken such as chemistry, biophysics, physiology, biostatistics, anatomy, virology, etc. To enter the bachelor course in Flanders, prospective students have to pass an exam, as a result of the numerus clausus.
After the bachelor courses, students are allowed to enter the 'master in medicine' courses, which consist of 3 years of theoretical and clinical study. In general, the first 2 master years are very theoretical and teach the students in human pathology, diseases, pharmacology. The third year is a year full of internships in a wide range of specialities in different clinics. The seventh, final year serves as a kind of 'pre-specialization' year in which the students are specifically trained in the specialty they wish to pursue after medical school. This contrasts with the Dutch approach, in which graduates are literally 'basic doctors' (basisartsen) who have yet to decide on a specialty.
In South Korea, there is a Medical Doctor (MD) license.
The medical educations in South Korea (Republic of Korea) are 6 or 4 years in duration, 6-year courses starting right after high schools, and 4-year course starting after 4-year's university education(To start 4-year course, the student needs bachelor's degree). The first 2 years in the 6-year system is composed of basic sciences and liberal art courses.
Medical education in Sweden begins with a five-and-a-half-year undergraduate university program leading to the degree "Master of Science in Medicine" (Swedish: Läkarexamen) . Following this, the National Board of Health and Welfare requires a minimum of 18 months of clinical internship (Swedish: Allmäntjänstgöring) before granting a medical license to be fully qualified as Medical Doctor (MD).[23]
This internship consists of surgery (3–6 months), internal medicine (3–6 months), psychiatry (three months) and family medicine (six months). Upon receiving a license to practice, a physician is able to apply for a post to start specialist training. There are currently 52 recognized medical specialties in Sweden. The specialist training has a duration of minimum five years, which upon completion grants formal qualification as a specialist.
See also: Medical education in Australia. Historically, Australian medical schools have followed the British tradition by conferring the degrees of Bachelor of Medicine and Bachelor of Surgery (MBBS) to its graduates whilst reserving the title of Doctor of Medicine (MD) for their research training degree, analogous to the PhD, or for their honorary doctorates. Although the majority of Australian MBBS degrees have been graduate programs since the 1990s, under the previous Australian Qualifications Framework (AQF) they remained categorised as Level 7 Bachelor's degrees together with other undergraduate programs.
The latest version of the AQF includes the new category of Level 9 Master's (Extended) degrees which permits the use of the term 'Doctor' in the styling of the degree title of relevant professional programs. As a result, various Australian medical schools have replaced their MBBS degrees with the MD to resolve the previous anomalous nomenclature. With the introduction of the Master's level MD, universities have also renamed their previous medical research doctorates. The University of Melbourne was the first to introduce the MD in 2011 as a basic medical degree, and has renamed its research degree to Doctor of Medical Science (DMedSc).[24]
In Malaysia, M.D. are awarded by both private and public universities, mostly are trained as a 5 years course, however with the establishment of Perdana University, it became the first university in Malaysia to provide a 4-year graduate entry course. Example of universities in Malaysia offering M.D. are University Sains Malaysia, National University of Malaysia, University Putra Malaysia, UCSI University, etc..
In Argentina the First Degree of Physician or Physician Diplomate (Título de Médico)[25] is equivalent to the North American M. D. Degree with six years of intensive studies followed by usually three or four years of residency as a major specialty in a particular empiric field, consisting of internships, social services and sporadic research. Only by holding a Medical Title can the postgraduate student apply for the Doctor degree through a Doctorate in Medicine program approved by the National Commission for University Evaluation and Accreditation.[26]
The MBBS (Bachelor of Medicine/Bachelor of Surgery) degree represents the first (graduation) level of training required to be licensed as a physicians, and the MS or MD degree is a higher postgraduate degree, representative of specialty training. The equivalent training in the US or Canada would be completion of a medical (post-graduate) degree. Eligibility for the MS or MD course is restricted to medical graduates holding the MBBS degree. The MBBS course is for five and a half years, and training is obtained in medical disciplines (e.g.: Internal Medicine, Radiology, Pathology, etc.). After three years of study and the successful completion of an examination, which includes both theoretical and practical elements, in a pre-clinical or clinical subject of a non-surgical nature the candidate receives MD degree, whereas in a pre-clinical or clinical subject of a surgical nature, i.e. anatomy, general surgery, orthopaedics and gynaecology, the candidate receives the equivalent degree Master of Surgery (MS).
The research element is not very prominent in India, as this is primarily a clinical qualification resembling the professional doctorates of the USA. In general surgery, orthopaedics and gynaecology and in a pre-clinical subject like anatomy the equivalent degree is Master of Surgery (MS).
A second alternate qualification, termed DNB [Diplomate of National Board], is considered equivalent to the MD and MS degrees. This can be obtained by passing the exam conducted by the National Board of Examinations after completing 3 years of post-MBBS residency training in teaching hospitals recognised by the board. The College of Physicians & Surgeons of Bombay, India (Established 1912) also awards higher postgraduate degrees in clinical and pre-clinical specialties, called FCPS; it involves three years of study and the successful completion of an examination, which includes both theoretical and practical elements, and a research thesis and a viva. The FCPS is representative of specialty clinical training, and equivalent to MD/MS/DNB in India, or PhD or Professional Doctorates in other parts of the world. Till 2007, the Government of India and the Medical Council of India recognised the FCPS qualification - since then, this is being done by State Medical Councils.
After obtaining the first postgraduate degree, that is MD/MS/FCPS/DNB, one can go for further specialisation in medical or surgical fields. This involves a highly competitive entrance examination. Course has three years of additional training and study and then after passing an examination, both theory and practical, the degree awarded is DM (Doctor of Medicine), like DM in Cardiology, Neurology, Nephrology, Gastroenterology, NeuroRadiology, Critical Care, Pulmonology, Hematology, Medical Oncology, Cardioanaesthesia,Clinical Pharmacology and Neuroanaesthesia. For surgical superspecialities the degree awarded is MCh (Magister Chirurgiae), like MCh in Cardiac Thoracic and Vascular Surgery, Neurosurgery, Gastrosurgery, Urology, Plastic Surgery, Pediatric Surgery etc. DM and Mch are Doctorate degrees. A third alternate qualification is DNB (superspecialties), offered by National Board of Examinations, like DNB in Cardiology, Neurology, Cardiac Surgery, Neurosurgery.
The DM and MCh degrees are super-specialties and are very high ranked/prestigious.
Following DM or Mch, one can further go for a third postdoctorate degree that is, postdoctoral fellowship programs of one-year duration in specific subspecialities like Cardiac Electrophysiology, Invasive cardiology, Pediatric cardiology, Epilepsy, stroke, electroencephalography, movement disorders, neuromuscular disorders, cerebrovascular surgery, skull base surgery, pediatric cardiac surgery etc. offered by prestigious government institutes.
In Iran, Medical education begins after high school. No pre-med course or BSc degree is required. The eligibility is determined through the rank applicants obtain in the public university entrance exam being held every year throughout the country. The entry to medical school is competitive and only students with the highest rank are accepted into medical program. The primary medical degree is completed in 7-7.5 years. Medical graduates are awarded a certificate in general medicine, called "Professional Doctorate in Medicine" validated by the "Ministry of health and Medical Education of Iran". All physicians will obtain licence and medical council registration number from the "Medical Council of Iran" before they officially begin to practice. They may subsequently specialize in a specific medical field at medical schools offering the necessary qualifications.
There are five university medical schools in Israel, including the Technion in Haifa, Ben Gurion University in Be'er Sheva, Tel Aviv University, the Hebrew University in Jerusalem and the Medical school of the Bar-Ilan University in Safed. They all follow the European 6-year model except Bar-Ilan University who has a four-year program similar to the US system.[27] However, as of 2009, Tel Aviv University has introduced a four-year program similar to the US system for students with a bachelor's degree in certain biological sciences. The entrance requirements of the various schools of medicine are very strict. Israeli students require a high school Baccalaureate average above 100 and psychometric examination grade over 740. The demand for medical education is strong and growing and there is a lack of doctors in Israel. The Technion Medical School, Ben Gurion University, and Tel Aviv University Sackler Faculty of Medicine[28] offer 4-year MD programs for American students who have American college degrees and have taken the MCAT interested in completing rigorous medical education in Israel before returning to the US or Canada. The degree of Doctor of Medicine (MD) is legally considered to be equivalent to master's degree due to Israeli Educational System .[29]
In Pakistan, the equivalent degree is MBBS (Bachelor of Medicine and Bachelor of Surgery). The MBBS is awarded as the basic medical qualification after completing five years of study. This comprises two years of basic science subjects including anatomy, physiology, and biochemistry, with a particular emphasis on human anatomy. Subsequently, there are three years of clinical internship and courses on medicine surgery and pharmacology. Finally, the student is required to work for one year under a professor, before one is awarded the degree of MBBS with license to practice. So the total duration of the MBBS degree is six years in Pakistan. For specialization, one has to pass the Fellow of College of Physicians & Surgeons Pakistan (FCPS) exam part 1 in the field in of specialization and obtain an internship in the field for three to six years. Next, one can take the FCPS exam part 2, which includes intensive practical exams. Upon successful completion, a fellow of the relevant specialty is awarded. Medical Universities are awarding MD/MS/MDS of four to six years' duration on successful completion of residency program in a university hospital. These are terminal qualifications and similar to the FRCS/MRCP. Tough entry tests are passed successfully before entering into a medical college. Medical colleges and foreign medical qualifications are supervised by the Pakistan Medical and Dental Council (PMDC). Specialized degrees are awarded by the Pakistan College of Physicians and Surgeons.In basic medical sciences such as Anatomy, Physiology, Biochemistry, Pathology etc., the research postgraduate degree awarded by many universities is M.Phil, which has a mandatory prerequisite of a minimum of two years of Demonstratorship in relevant subjects in a recognized Medical College. The M.Phil course is two to four years and is a research postgraduate degree, containing submission and defence of a research thesis in basic sciences similar to the MD program in India. Including two years of a mandatory training period as demonstratorship, the total M.Phil duration in Pakistan for a six-year MBBS degree holder thus becomes 4 to 6 years.Many universities in conjunction with tertiary hospitals offer coursework towards the MD and MS degrees as well.In certain known universities of Pakistan like Dow Medical College [30] is now being offered a complete blend of all the subjects at modular level. Not just anatomy, physiology and biochemistry is being taught; pathology, community med, behavioral sciences, research, pharmacology, orthopedics, clinical faculty, neurology faculty etc. weigh very high in some modules during the first two years of MBBS. Also, the craze of getting an MD is at peak nowadays because of the integrated curriculum. They are having pathophysiological and pharmacological dynasties of medicine at the same ground.
See main article: List of medical schools in the Philippines and Medical education in the Philippines. The Dominicans, under the Spanish Government, established the oldest Medical School in the Philippines in 1871, known as the Faculty of Medicine and Surgery (at that time was one with the University of Santo Tomas Faculty of Pharmacy, also considered the oldest pharmacy school in the Philippines) of the Pontifical and Royal University of Santo Tomas in Intramuros, Manila.
Medical education in the Philippines became widespread under the American administration. The Americans, led by the insular government's Secretary of the Interior, Dean Worcester, built the University of the Philippines College of Medicine and Surgery in 1905. By 1909, nursing instruction was also begun at the Philippine Normal School.
At present there are a number of medical schools in the Philippines, notable examples include the University of the Philippines College of Medicine, Our Lady of Fatima University, Far Eastern University – Nicanor Reyes Medical Foundation, Saint Louis University International School of Medicine, De La Salle Health Sciences Institute, University of Santo Tomas Faculty of Medicine and Surgery, Pamantasan ng Lungsod ng Maynila, UERMMMC College of Medicine, St. Luke's College of Medicine–William H. Quasha Memorial, Cebu Doctors' University, Cebu Institute of Medicine, Mindanao State University College of Medicine, Southwestern University, West Visayas State University in Iloilo City, Davao Medical School Foundation in Davao City, Xavier University – Ateneo de Cagayan, Dr. Jose P. Rizal School of Medicine in Cagayan de Oro, Virgen Milagrosa University Foundation in San Carlos, Pangasinan, and University of Northern Philippines in Vigan.
In 1994, the Zamboanga Medical School Foundation was founded. Currently, it is now known as the Ateneo de Zamboanga University School of Medicine. It is an innovative medical school which patterned its curriculum from the College of Medicine in the University of New Mexico and the University of Calgary in Canada yet, evolving it to be suitable and unique to the Philippine setting. It is the only medical school in the Philippines offering a 5-year program integrating degrees of Doctor of Medicine and Master of Public Health.
On 2007, the Ateneo School of Medicine and Public Health was established. It is the first medical school in the country to offer a double degree program leading to the degrees Doctor of Medicine and Masters in Business Administration.
Any college graduate may apply for medical school given that they satisfy the requirements set by the institutions. There is also a test known as the National Medical Admission Test or NMAT. Scores are given on a percentile basis and a high ranking is a must to enter the top medical schools in the country.
In most institutions, medical education lasts for four years. Basic subjects are taken up in the first and second years, while clinical sciences are studied in the second and third years. In their fourth year, students rotate in the various hospital departments, spending up to two months each in the fields of internal medicine, surgery, obstetrics and gynecology, and pediatrics, and several weeks in the other specialties. After this, students graduate with a Doctorate in Medicine (MD) and apply for postgraduate internship (PGI) in an accredited hospital of their choice. After PGI, the student is eligible to take the Medical Licensure Examination. Passing the examinations confers the right to practice medicine as well as to apply in a Residency Training Program.
Romanian medical schools lasts for 6 years (including clinical practice) and concludes with a final licensing examination (licența), which is based on the dissertation of the student's original research. The degree awarded is that of Doctor-medic (Medical Doctor), abbreviated as "MD", or more commonly "Dr." (although this is not correct, and should be written "dr.").[31]
In Sri Lanka, MBBS degree is the degree to be held for one to be licensed as a physicians by the Sri Lanka Medical Council. MD degree is a higher postgraduate degree and in Sri Lanka awarded by the Postgraduate Institute of Medicine after completion of a postgraduate course and examinations. The MD degree in Sri Lanka is representative of specialty training in clinical, para clinical and preventive medicine (e.g., General Medicine, Cardiology, Nephrology, Oncology, para clinical such as microbiology, haematology and preventive such as Community Medicne .). Entry for the MD course open only for medical graduates holding the MBBS degree (with a duration of five and a half years), and training is obtained in medical disciplines that are non-surgical in nature (e.g., Internal Medicine, Radiology, Pathology, etc.). After three or four years of study and the successful completion of an examination with written as well as cases and viva examinations, the MD degree in the respective field of Study is awarded. In Community medicine and Medical Administration, part I examination consists of a theoretical exam while the degree is cofered after completion of a thesis as n PhD. This thesis has to be completed within a period of five years. After successfully defending the academic thesis, MD degree is conferred to the candidate, The MD degree holder is certified as a Board certified specialist by the respective board of study of the Postgraduate Institute of Medicine after he/she undergoes 2–4 years of local and foreign training depending on the specialty/subspecialty selected.
In Ayurveda, Bachelor of Ayurveda, Medicine and Surgery B.A.M.S in Unani, Bachelor of Unani Medicine and Surgery BUMS in Sidha, Bachelor of Sidha Medicine and Surgery BSMS are the basic qualification for practicing Ayurveda, Unani,&Sidha. The B.A.M.S, B.U.M.S, and B.S.M.S are 6-year degree (including internship) courses accepted by the University Grants Commission (Sri Lanka). M.D (Ayu)(Ayurveda vachaspati) can be done after B.A.M.S, as a speciality, and it takes 3 years (including submission of a thesis) to complete the course. Ayurveda M.D (Ayu) (Ayurveda vachaspati) is a master's degree accepted by University Grants Commission (Sri Lanka), after completion of MPhil can follow PhD level programmes in Sri Lanka.
See also: List of medical schools in Taiwan.
The medical education in the Republic of China (Taiwan) is usually 7 years (6-year learning plus 1-year internship) in duration, starting right after high schools.The first 2 years in the 7-year system is composed of basic sciences and liberal art courses. Doctor-patient classes are emphasized, and most schools require compulsory amounts of volunteer hours.Clinical sciences are compressed into a two-year program in the 3rd and 4th years.The duration of clerkships and internships varies from school to school, but all of them end at the 7th grade.Taiwan's medical education began in 1897 and is over 100 years old now. Students graduate with a Doctor of Medicine (MD) degree. Starting from the year 2013, incoming students will have a 6+2 year curriculum, in which the first 6 years are oriented similarly as before and the last two years are Post Graduate Years; this change aims to increase primary care capabilities of medical school graduates.[32]


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Issue #162 / May 2014
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New initiative will address security and interoperability concerns around container technology.
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Developers can use RHEL as a development platform without a subscription fee.
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Windows users will soon have native access to the Bash shell.
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Improvements to SMTP will provide better guarantee of confidentiality
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Redmond says its classic database tool will run without Windows
Strange New Attack Lets an Intruder Gain Access Through a Mouse Dongle
New intrusion technique affects most non-Bluetooth wireless mice
GDP-ivi: Linux Platform May One Day Drive Your Car
GENIVI Alliance announces the release of the first beta of the GENIVI Demo Platform ivi9.


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Sometimes referred to as "the Dakota of the Village", apartments at 31-33 West 12th Street rarely come up for sale. Located just to the west of Fifth Avenue on one of the prettiest blocks in the Village's Gold Coast, "The Ardea" was built in 1895 and converted to coop in 1977. For those who love Pre-War detail, lovely proportions and an abundance of light, this 3-bedroom, 2-bath home is sure to delight. The living room and library face south overlooking the brownstones across the street, with views of the Freedom Tower in the distance. The large, square eat-in kitchen/dining room has been recently renovated and is also filled with light from the west. The master bedroom has beautiful afternoon sun and an ensuite bathroom with a large north-facing window. The apartment contains a washer/dryer and plenty of storage space. Ceilings are approximately 10' high, adding to the spacious quality throughout the space. Gracious and charming, this is the quintessential Greenwich Village home.
# of Rooms: 7
# of Bedrooms: 3
# of Full Bathrooms: 2
Granite/Stone Countertops
Hardwood Flooring
Hi-Speed Internet Ready
City/Skyline View
Pet Friendly


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Dean Murphy was born on November 6, 1970 in Albury, New South Wales, Australia. He is a producer and director, known for Strange Bedfellows (2004), Charlie & Boots (2009) and Lex and Rory (1994). See full bio »
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DAYTON, Ohio -- GS1, the global bar code standards body based in Brussels, Belgium, has unofficially set Jan. 1, 2008 as a voluntary "sunrise" deadline by which retailers will be expected to employ scanning equipment that can scan reduced space symbology (RSS) bar codes. The RSS code, which has been available for several years but has been slow to be adopted by the retail industry, is a small bar code containing 14 digits. It was designed for products too small for traditional bar code ...
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Camilla Wicks: Five Decades of Treasured Performances - Works of Barber, Bartók, Beethoven, Brahms, Bloch et al. / Camilla Wicks, violin; Robert Levin, piano; San Francisco SO; Hollywood Bowl SO; Stowkowski et al.
6 CD / Music & Arts / 2015-05-12Works: Felix Mendelssohn: Concerto for Violin in D minor; Auf Flügeln des Gesanges (On Wings of Song), song for voice & piano, Op. 34/2; Johannes Brahms: Concerto for Violin in D major, Op. 77; Hungari...
Performers: Barr, Jean; Connelly, Brian [Classical]; Cooker, Michele; Frantz, Roslyn [Piano]; Graber, Miles; Hirsch, Albert [Piano]; Katz, Martin [Piano]; Kurz, Neal; Levin, Robert D. [American Pianist]; Martine...
Conductors: Busch, Fritz; Rasilainen, Ari; Steinberg, William; Stokowski, Leopold; Ehrling, Sixten
Ensemble: ; Danish State Symphony Orchestra; Hollywood Bowl Symphony Orchestra
Upheld by many as a queen amongst her peers, violinist Camilla Wicks led a stellar career in the dozen years following World War II. At...continue...
Tauno Marttinen (1912-2008): Violin Concerto; Piano Concerto; Phantasy for Cello & Orchestra / Phillippe Graffin, violin; Ralph van Raat, piano; Marko Ylönen, cello
1 CD / Cobra / 2014-04-08Works: Tauno Marttinen: Concerto for Violin & orchestra, Op 13; Concerto for Piano no 1, Op. 154, MV 65; Phantasy, for cello & orchestra, Op. 154, MV 84
Performers: Graffin, Philippe; Raat, Ralph van; Ylönen, Marko
Conductors: Rasilainen, Ari; Lintu, Hannu
Ensemble: ; Tampere Philharmonic Orchestra; Turku Philharmonic Orchestra
"I have written music out of my heart, and if you play it out of yours, the performance will be a success!" This is one...continue...
Aulis Sallinen: Complete Symphonies & Concertos
5 CD / CPO / 2011-04-26Works: Aulis Sallinen: A Solemn Overture (King Lear), Op. 75; Symphony no 1, Op. 24; Chorali, for 32 winds, percussion, harp & celesta, Op. 22; Symphony no 7, Op. 71 ("The Dreams of Gandalf"); Symphony no 4...
Performers: Gustafsson, Jan-Erik; Kuusisto, Jaakko; Orraryd, Martin; Tapani, Esa
Conductors: Rasilainen, Ari
Ensemble: ; German State Philharmonic Orchestra Rheinland-Pfalz; Norrkoping Symphony Orchestra
Aulis Sallinen (b. 1935) ranks next to Einojuhani Rautavaara as Finland's most important classical contemporary composer. His music is situated far from any and all...continue...
Halvorsen: Suite Ancienne, Mascarade, etc / Rasilainen, etc
1 CD / NKF / 1996-07-09Works: Johan Halvorsen: Suite Ancienne, Op. 31; Norwegian Dance for violin & orchestra no 5; Norwegian Dance for violin & orchestra no 6; Bjornstjerne Bjornson in memoriam, for orchestra, Op. 30; Mascarade ...
Performers: Aadland, Harald
Conductors: Rasilainen, Ari
Ensemble: Norwegian Radio Orchestra


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Archived Story
Woman dies in house firePublished 11:52am Monday, January 6, 2014
Other homes damaged
PROCTORVILLE — Investigators are looking into what caused a house fire that claimed the life of a Proctorville woman.
The fire, in the 400 block of Front Street, was reported by a neighbor at 2 a.m. Sunday morning.
The neighbor reported his grandson heard what he thought was an explosion.
According to a report from the Lawrence County Sheriff's Office, Beth McDaniel, 47, was found dead in her home a short distance from the door. A dog also did not survive.
Firefighters from the Proctorville, Rome and Chesapeake volunteer fire departments responded to the blaze. According to the sheriff's report, firefighters said the house was fully engulfed with flames and part of the roof had collapsed.
The reported stated the roof had fallen on the front door and the rear door was blocked by a chain link fence, forcing the firefighters to make entry through a wall.
The home of the neighbor who called 911 also suffered fire damage, but the two adults and four children who lived there were not injured.
A vacant home nearby was also damaged.
Bill Nenni, investigator with the Lawrence County Coroner's Officer, as well as an investigator with the Ohio State Fire Marshal, were on scene.


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Much Dithering at the Building Museum and O Street Studios About Artist Spaces
Last week, I wrote a City Lights pick about a panel being hosted by the National Building Museum to discuss artist and DIY spaces in D.C. I pegged it to the closing of Subterranean A, one of the city's best-loved DIY spaces.
In retrospect, this was a mistake.
I've been to panels at the Building Museum before; [...]


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Cul-de-sac street, 12,600 square foot lot, custom built home. Master down with high ceilings and ultra luxurious bathroom. Gourmet island kitchen with top of line stainless steel appliances open to family room. Study suspended between 1st and 2nd floor. 3 car garage. Summer kitchen and fire pit. Media room and separate game-room on 2nd floor. Note how big all room sizes are. Lots of storage and built-ins. Well maintained home ready for a new owner.
# of Bedrooms: 4
# of Full Bathrooms: 3
# of Half Bathrooms: 1
Single Family Home