Historia de vida del Dr. C. Oscar B. Alonso Chil, ejemplo para la educación médica cubana / Life history of Ph.D. Oscar B. Alonso Chil, a role model for cuban medical education

Introducción: El Dr. C. Oscar B. Alonso Chil (1930-2021) formó parte de los médicos que permanecieron en Cuba después del triunfo de la Revolución. Fue fundador de servicios de asistencia en medicina interna y geriatría, y realizó importantes contribuciones a la docencia médica. Objetivo: Exponer la trayectoria de Oscar B. Alonso Chil como médico y docente de la medicina cubana revolucionaria, a través de su historia de vida. Métodos: Se realizó un estudio de tipo descriptivo y de corte cualitativo, donde se utilizó la técnica de la historia de vida, centrada en el aspecto profesional. Para ello se hizo una entrevista semiestructurada al testimoniante como fuente fundamental de información. Se validó el testimonio oral mediante la revisión de la documentación oficial en su expediente docente y la literatura científica existente relacionada con el tema, además de entrevistas a sus alumnos y compañeros de trabajo. Desarrollo: Se constató que fundó servicios; organizó la actividad docente; realizó tutorías, publicaciones y asesorías; y fue miembro de tribunales y consejos científicos. Cada una de sus actividades las desempeñó con gran compromiso e incondicionalidad a su profesión, lo cual le generó mucha satisfacción con la vida. Llegó a ostentar las más altas distinciones por su trabajo: Especialista de Segundo Grado en Medicina Interna, y Profesor Titular, Consultante y de Mérito de la Universidad de Ciencias Médicas de La Habana. Conclusiones: Oscar B. Alonso Chil contribuyó al desarrollo de la medina interna en Cuba en la etapa revolucionaria. Este profesor representa un modelo para los estudiantes de ciencias médicas por su prestigio profesional y científico(AU)

Introduction: Ph.D. Oscar B. Alonso Chil (b. 1930-d. 2021) was one of the physicians who stayed in Cuba after the triumph of the Revolution. He was a founder of the healthcare services for internal medicine and geriatrics, and made important contributions to medical teaching. Objective: To present the professional career of Oscar B. Alonso Chil as a physician and teacher of revolutionary Cuban medicine, through his life history. Methods: A descriptive and qualitative study was carried out, using the life history technique, focused on the professional aspect. For this purpose, a semistructured interview was conducted with the testimony witness as a fundamental source of information. The oral testimony was validated by reviewing the official documentation in his teaching file and the existing scientific literature related to the subject; in addition to interviews with his students and coworkers. Development: It was observed that he founded services, organized the teaching activity, supervised research, made publications and consultancies, and was a member of scientific boards and councils. He performed each of these activities with great commitment and unconditionality to his profession, which gave him great satisfaction with life. He achieved holding the highest distinctions for his work: second-degree specialist in Internal Medicine, as well as Full Professor, Faculty Consultant and Emeritus Professor of the University of Medical Sciences of Havana. Conclusions: Oscar B. Alonso Chil contributed to the development of internal medicine in Cuba during the revolutionary period. This professor represents a role model for students of medical sciences due to his professional and scientific prestige(AU)

[Was Gregor Mendel subjected to chores before becoming a monk in 1843?] / Gregor Mendel fut-il soumis à la corvée avant de devenir moine en 1843 ?

Our knowledge of the young Mendel's life prior to his admission to the monastery comes essentially from the curriculum vitae submitted in 1850. His first biographer Hugo Iltis used this document as a sort of autobiography, although the document contained various voluntary omissions and inaccuracies. We have sought the reasons for these and in so doing have discovered why Mendel's entry into religion had become ineluctable.

TITLE: Gregor Mendel fut-il soumis à la corvée avant de devenir moine en 1843 ? ABSTRACT: Après avoir suivi brillamment deux ans de cours préparatoires à la formation universitaire qui devait le mener au professorat, Gregor Mendel entre subitement dans un monastère augustin en 1843. A-t-il renoncé à son projet professoral pour devenir prêtre ou a-t-il seulement repoussé ce projet ? Afin de déterminer les raisons de son comportement, nous étudions dans cet article ses années de formation secondaire, en complétant et en corrigeant les données d'un curriculum vitae rédigé par lui-même en avril 1850, pour le joindre à une demande d'habilitation à l'enseignement secondaire.

Morton Deutsch (1920-2017).

Presents an obituary for Morton Deutsch, who died March 13, 2017, at 97 years old. Deutsch believed in the power of ideas to rectify serious social problems, and in the role of science to refine our understanding of those ideas. Ranked among the 100 most eminent psychologists of the 20th century, he was a distinguished theorist and pioneer in the study of cooperation, conflict resolution and social justice, as well as a remarkably warm, wise and respectful mentor. Deutsch held numerous leadership positions, including faculty positions at Teachers College, Columbia University and New York University and various presidencies, and accumulated dozens of awards, including eight lifetime achievement awards and the creation of four awards in his name. He also trained as a psychoanalyst and had a private practice for many years. In 1986, he founded the International Center for Cooperation and Conflict Resolution at Columbia, where he continued to work and welcome students well into his 90s. (PsycINFO Database Record

Leadership of the Department of Epidemiology of the Johns Hopkins Bloomberg School of Public Health in Its First Century.

This commentary reviews the contributions of each of the 7 Chairs of the Department of Epidemiology from the Department's inception in 1919 to the advent of the Centennial Celebration of the Johns Hopkins Bloomberg School of Public Health in 2016. The founding Chair, Wade Hampton Frost (1919-1938), was among the handful of foundational thinkers in the discipline of epidemiology. Kenneth Maxcy (1938-1954) and Philip Sartwell (1954-1970) oversaw the Department through the epidemiologic transition from a preponderance of morbidity and mortality due to infectious diseases to a preponderance of noncommunicable diseases. Abraham Lilienfeld (1970-1975) and Leon Gordis (1975-1993) were perhaps best known for their mastery of teaching, influencing generations of both medical and public health students. Jonathan Samet (1994-2008) oversaw a major curriculum revision and expanded the Department significantly, and David Celentano (2008-) is working to rebalance the practice of epidemiology with the etiological foundations of epidemiology. All Chairs were a product of their times, and their research focus and portfolios influenced the direction of the Department. Future generations of Johns Hopkins students will be influenced directly or indirectly by the heritage of these Chairs' actions and those of their faculty.

[In process.] / Kooperation und Konkurrenz: Das schwierige Verhältnis von Kurt Mothes und Hans Stubbe und seine Auswirkungen auf die Entwicklung der Biowissenschaften in der DDR.

Two of the most important life scientists in the GDR were the botanist, plant biochemist and pharmacist Kurt MOTHES (1900-1983) and the geneticist and plant breeder Hans STUBBE (1902-1989). Both started their successful careers during the period of NS dictatorship. MOTHES was a full professor of botany at the University of K6nigsberg from 1935 to 1945. After working at the Kaiser Wilhelm Institute for Plant Breeding Research in Mincheberg and at the Kaiser Wilhelm Institute for Biology in Berlin-Dahlem, STUBBE oversaw the establishment of a Kaiser Wilhelm Institute for Crop Plant Research near Vienna in 1943, which was moved to Stecklenberg in the Harz Mountains in 1945 and later to Gatersleben. While MOTHEs was being held as a Soviet prisoner of war from 1945 to 1949, STUBBE was able to set up his institute in Gatersleben in the eastern part of Germany and held influential positions at Martin Luther University in Halle (Saale) as a professor for genetics and as the founding dean of the Faculty of Agriculture. After his release from war captivity, MOTHES, with STUBBE'S support, was able to continue his research at STUBBE'S institute in Gatersleben as the head of the Department for Chemical Physiology. There MOTHES was offered espe- cially favourable conditions by East German standards which led him to turn down other job offers, like the position of professor of botany at the University of Leipzig which was vacant at the time. In addition, MOTHES was also of- fered teaching opportunities in the Faculty of Natural Sciences at the University of Halle, again thanks to STUBBE'S support. In 1951 STUBBE became a founding member and president of the German Academy of Agricultural Sciences at Berlin, and in 1954 MOTHEs became president of the German Academy of Sciences Leopoldina. Both were also influential members of the German Academy of Sciences at Berlin (later the GDR's Academy of Sciences). This article investigates how their collaboration developed into an ever-increasing competitiveness which came to a head as an embroiled dispute resulting from differences in scientific and scientific policy views. In the process a battle was fought over research resources so that, what was at first an apparently personal quarrel, affected the course of research promotion at an institutional level in the area of life sciences in the GDR. Despite several attempts at mediation, old age finally forced the adversaries to put aside their differences.

School discipline and disruptive classroom behavior: the moderating effects of student perceptions.

This study examines the relationship between school discipline and student classroom behavior. A traditional deterrence framework predicts that more severe discipline will reduce misbehavior. In contrast, normative perspectives suggest that compliance depends upon commitment to rules and authority, including perceptions of fairness and legitimacy. Using school and individual-level data from the National Education Longitudinal Study of 1988 and multilevel regression modeling, the author finds support for the normative perspective. Students who perceive school authority as legitimate and teacher­student relations as positive are rated as less disruptive. While perceptions of fairness also predict lower disruptions, the effects are mediated by positive teacher­student relations. Contrary to the deterrence framework, more school rules and higher perceived strictness predicts more, not less, disruptive behavior. In addition, a significant interaction effect suggests that attending schools with more severe punishments may have the unintended consequence of generating defiance among certain youth.

Academic freedom or political maneuvers: Theodore W. Schultz and the oleomargarine controversy revisited.

The oleomargarine controversy was a case of academic freedom in which nineteen researchers resigned from Iowa State College to protest pressure from the dairy industry to change their research findings. This article explores the ways in which the boundaries between science and politics were more blurred than they seemed at the time or in subsequent historical treatments. The argument begins with a history of the unique composition of agricultural economics research at Iowa State, refocuses the affair from a conflict between the state college and the dairy industry to one among a much larger number of actors, and concludes by demonstrating that one professor, Theodore Schultz, was in the process of transitioning to a new career in prescriptive policy work with private policy associations that ended up being opposed to the practices and policy goals of some of the farm organizations in question.

[Contribution of the faculty of pharmacy of Santiago de Compostela to the development of the Spanish scientific research in the first third of the 20th century (1900-1936)]. / Contribución de la facultad de farmacia de Santiago de Compostela al desarrollo de la investigación científica Española en el primer tercio del siglo XX (1900-1936).

The Faculty of Pharmacy of Santiago de Compostela was founded in 1857, but research activities did not start until the beginning of the 20th century. The new Spanish regulations promoting the experimentation at universities and the stages of professors and recently graduated students outside Spain contributed to generate a remarkable research group in a provincial university. The excessive university centralism at that time in Spain and the characteristics of the headquarters of the faculty -- a 16th century Renaissance palace -- hindered, in general, the research development. However, the scientific spirit of professors and students, and their work were imposed and they achieved an estimable status in pharmacy research in Galicia. The facilities were the staff's highest priority and it raised more than a protest. A remarkable investment in apparatuses and laboratory materials was carried out and researchers started to publish original research papers in local journals, such as the "Revista de farmacia," published by their own University. In the previous years to the Spanish Civil War (1936) the research status in drug development and the background of the staff and students were important, allowing them to join the military laboratory that Franco's army created at the faculty of pharmacy. The research work continued in a small scale and was specially focused on the production of "copy drugs" coping European specific drugs which were scarce at that time. The first third of the 20th century was the germ of the great research prestige that the Faculty of Pharmacy of Santiago de Compostela enjoys at present.

Dosage effects on school readiness: evidence from a randomized classroom-based intervention.

Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consultant class visits have larger effects on children's school readiness than the effects estimated through intention-to-treat (ITT) analyses. Low-dosage levels of treatment are found to have effects that are smaller than those estimated in ITT analyses or to have no statistically significant program effects. Moreover, individual mental health consultation services provided to high-risk children are found to have statistically significant effects on their school readiness. The study discusses the implications of these findings for research and policy.

Cultural encounters in the social sciences and humanities: Western émigré scholars in Turkey.

Turkish modernization relied on the western social sciences and humanities not only as an abstract and distant model, but also in the form of close encounters and interactions with western refugee scholars. This article examines the activities of western intellectuals and experts who visited Turkey in the early republican era (1923-50), especially focusing on a group of èmigrè scholars who were employed in Turkey after the university reform of 1933. While European and North American social scientists were drawn to meticulous comparisons of "east" and "west" in this period, elites in the former component of this comparative dichotomy were seeking creative ways to turn this taxonomy to their advantage. In the Turkish case, the project of adopting modernity contained universalistic aspects intended to function for particular local needs. A body of racial, historical and linguistic theories attempted to create and sustain a nationally homogeneous society while, at the same time, emphasizing the contributions of Turkishness to western and modern history. Republican scholars tried to establish the Turkish origins of western civilization with the help of western social sciences in general and of western èmigrè scholars in particular. In the process of facilitating the local efforts to import western modernity into the specificity of Turkishness, refugee scholars encountered contradictory demands and employed different strategies to respond to these demands.

Unstable networks among women in academe: the legal case of Shyamala Rajender.

Scientific networks are often credited with bringing about institutional change and professional advancement, but less attention has been paid to their instability and occasional failures. In the 1970s optimism among academic women was high as changing US policies on sex discrimination in the workplace, including higher education, seemed to promise equity. Encouraged by colleagues, Shyamala Rajender charged the University of Minnesota with sex discrimination when if failed to consider her for a tenure-track position. The widely cited case of this chemist was not, however, settled easily and involved nearly a decade of university grievance procedures and litigation that grew to a class action lawsuit. As the case gained national attention and internal resistance stiffened, the clusters of women who had been encouraging flickered, faded and sometimes regrouped. A negotiated settlement (consent decree) ended Rajender's case, and it opened the door for hundreds of other to present their grievances regarding gender discrimination. Networks and support groups proved important but also unstable for individuals who sought equity before and during the implementation of the decree. The Rajender case thus exposes the painful, balky and inevitably contentious process of fighting discrimination. It also demonstrates the power and limits of institutions and litigation, as well as the possibilities and disappointments of informal and formal women's networks.

La investigación científica como parte de las políticas de formación docente en la Argentina: la situación en dos jurisdicciones / Scientific research Into teacher training policies In Argentina: the state of two provinces

En este artículo se presentan los primeros análisis realizados en el marco de un proyecto de investigación acreditado por la ANCPyT y que aborda el estudio de los aspectos más novedosos dentro de las transformaciones de la formación docente operados en los últimos diez años: la introducción de actividades de investigación dentro de los institutos superiores de formación docente (ISFD). En tal sentido, en este artículo se describen y cuestionan el espacio y el rol asignado a la investigación científica en las reformas llevadas adelante en el sistema educativo desde los años 90’, sus antecedentes, la concepción de investigación que subyace en la normativa y las transformaciones a que ella ha dado lugar en el nivel nacional. En consecuencia, se ofrecen los primeros resultados del estudio acerca de las políticas implementadas por la provincia de Buenos Aires y por el Gobierno de la Ciudad de Buenos Aires.

[La voluntad pedagógica de Cajal, presidente de la Jae]. / The Pedagogical Will of Cajal, President of Jae Institution.

This article has two aims. On one hand, it tries to point out the role of the Santiago Ramón y Cajal in the establishment and development of the "Junta para Ampiación de Estudios e Investigaciones Cientificas" (JAE). On the other hand, it links the leadership of Cajal in this Institution to his teaching authority of young scientifics. This pedagogical will was showed with various facts along his intellectual path. It is appropriate to underline among them his effort in spreading science, his enthusiasm and engagement in order to change the educational structures of Spanish Society and his 25 year long Presidency of JAE, from 1907 until 1932.