[From the history of domestic dentistry: Moscow Dental School of the Privat-docent of Moscow University, MD Gilyariy Ivanovich Vilga]. / Iz istorii otechestvennoi stomatologii: Moskovskaya zubovrachebnaya shkola privat-dotsenta Moskovskogo universiteta doktora meditsiny Gilyariya Ivanovicha Vil'ga.

Based on archival data, the authors describe the Moscow School of Dentistry with dental courses for doctors, dentists, and dentists of the Moscow University, Privat-docent Dr. Gilyari Ivanovich Vilga, examine the background to its formation, provide unique archival data on the location of the school, as well as its internal organization and equipment. The authors review in detail the program of courses, as well as their duration, cost, and form of student accountability. During its existence (1909-1918), more than two thousand dentists were educated at G.I. Vilg's school, among them Alexander Ivanovich Evdokimov, a future corresponding member of the USSR Academy of Medical Sciences, director of the State Institute of Dentistry (GIZ) and the State Institute of Dentistry and Odontology (GIZO). The authors of the article also focus on analyzing the differences in the approaches to the organization of several dental schools, viz: The First Moscow I.M. Kovarsky School of Dentistry and the Second G.I. Vilga School of Dentistry. In his efforts, I.M. Kovarskij's aspirations to establish the best dental school in Russia were crowned with success: a specially constructed and equipped building meeting the state-of-the-art requirements (the building even boasted an X-ray machine), and the best professors and instructors of the University of Moscow of that time were hired. In contrast, G.I. Vilga rented premises for his school, the equipment was in short supply, and he himself was the only eminent professor. Nevertheless, his fierce desire to unite the entire dental community and organize the best dental care for the entire population of Russia allowed his brainchild to enter the top five schools of the time.

From academic laboratory to the market: Disclosed and undisclosed narratives of commercialization.

This paper examines how the Weizmann Institute of Science has been telling the story of the successful commercialization of a scientific invention, through its corporate communication channels, from the early 1970s to today. The paper aims to shed light on the transformation processes by which intellectual-property-based commercialization activities have become widely institutionalized in universities all over the world, and on the complexities, ambiguities and tensions surrounding this transition. We look at the story of the scientific invention of Copolymer-1 at the Weizmann Institute of Science and its licensing to Teva Pharmaceutical Industries, which subsequently developed the highly successful drug Copaxone for the treatment of multiple sclerosis. We argue that, in its tellings and retellings of the story of Copolymer-1, the Weizmann Institute has created narratives that serve to legitimize the institution of academic patenting in Israel.

How the insightful leadership of James English transformed a traditional dental school into a leading educational institution.

During the 1960s, the dental school at the University of Buffalo underwent a profound change, as a result of its merger with the State University of New York (SUNY), and, very importantly, because of the outstanding leadership provided by Dean James A. English. This article contrasts what the school was like in 1960 before Dean English's arrival, and what it had become in 1970 when his deanship ended. It also recounts the leadership qualities of Dean English and the measures he took to transform the dental school into a leading educational institution. During his tenure, the school experienced profound change, including integration of medicine with dentistry in the curriculum; "internationalization" of dental education and research; organization of the first Oral Biology Department and PhD graduate program in a dental school in the United States; insistence on "knowledge-driven" dental practice--a concept we now term "evidenced-based dentistry"; the establishment of novel approaches to dental education including the "diagonal" curriculum; incorporation of prevention in practice; elective courses for dental students; and comprehensive clinical care. All of these accomplishments were novel for the day and greatly influenced incorporation of similar innovations in many schools around the world.

[In memoriam Vilmos Vajna: to commemorate his 155th birthday]. / Vajna Vilmos feltaláló fogorvos emlékére, születésének 155. évfordulóján.

Vilmos Vajna was born in Transylvania. His medical education was completed at Franz Joseph University of Arts and Sciences in Kolozsvár. He studied dental sciences in Vienna and Pest. After returning to Kolozsvár he obtained his habilitation ("venia legendi") and then lectured dentistry at this university. After finishing his academic carrier he moved to Budapest in 1895. While he practiced dentistry in his private office he made several technical innovations, constructed new instruments, and invented new technologies. He was an active member of the public life of the dental community.

[Commemorating the foundation of the dental clinics. I. The foundation of the stomatology clinic (in Budapest, Hungary)]. / Az egyetemi fogászati klinikák alapításának évfordulóira I. A stomatológiai klinika megalapítása.

The roots of the Hungarian dental education date from the mid-19th century. After several unsuccessful attempts, the University Dental Institution was founded in 1890 under the leadership of József Akovy in provisional premises. To improve the bad infrastructural circumstances, a new building was erected in February 1909 to accommodate the new Clinic of Stomatology.

Public health dentistry pioneer: Alfred Kantorowicz in exile from Nazi rule.

This paper discusses a dimly-lit and largely unknown time in the life of a great pediatric and public health dentistry pioneer. Alfred Kantorowicz survived extermination thanks to the fact that in 1933, Turkey began to reform its higher education using invitees fleeing the Nazis and for whom America was out of reach because of restrictive immigration laws and widespread anti-Semitic hiring policies at its universities. Kantorowicz introduced public health dentistry to Turkey years before it was practiced in the United States.

La universidad médica en Cuba durante la etapa colonial / The medical university in Cuba during the colonial period

RESUMEN Se realizó una investigación sobre la universidad médica en Cuba, incluyendo la enseñanza de la Medicina y la Estomatología, con el objetivo de explicar su evolución histórica durante la etapa colonial. Se enfatizó en las principales figuras que ejercieron en este período, las primeras publicaciones médicas, y las instituciones y centros asistenciales que regían la práctica de la medicina. Se concluye que la universidad médica en Cuba se fundó sobre una base escolástica y tradicionalista. A partir de 1842, la enseñanza de la Medicina se desarrolló con la creación de nuevos planes de estudios, el incremento de profesionales capacitados, la publicación de revistas científicas de alto prestigio, y la aparición de centros docentes de gran calidad (AU).

ABSTRACT A research was carried out on the medical university in Cuba, including the teaching of Medicine and Dentistry, with the aim of explaining its historical evolution during the colonial period. The authors emphasized the main figures who worked during this period, the first medical publications, and the institutions and healthcare centers that implemented the practice of medicine. It is concluded that the medical university in Cuba was founded on a scholastic and traditionalist basis. From 1842, the teaching of Medicine developed with the creation of new curricula, the increase of trained professionals, the publication of high-quality scientific journals, and the emergence of high-quality teaching centers (AU).

History of the Public Health Institute of Semmelweis Medical University, Budapest.

The science of public health of the XVIIIth century named politia medica together with medicina forensis became an independent obligatory subject in 1793 at the Medical Faculty of the Hungarian Royal University of Science. The independent Public Health Institute of the Medical Faculty was established in 1874. The first professor of public health was József Fodor who attained international reputation during his professorship. He organized training for school physicians and health teachers first in Europe and he organized courses for medical officers and for military doctors. He held courses for law-, engineer- and architect-students. He promoted all fields of the public health. His research on the bactericide effect of serum places him among the founders of immunology. Fodor's successors at the Chair of Public Health were Leó Liebermann whose research activities included physico-chemistry, biochemistry, microbiology and social hygiene; Gusztáv Rigler who focused on the epidemiology of communicable diseases, on the health effects of spa treatment and mineral waters. The next famous professor was Gyula Darányi. His scientific field was public health bacteriology and public health chemistry. They were followed by József Melly and László Dabis (Scheff). After the Second World War fundamental changes took place in the life of the university. The Faculty of Medicine was separated from the University of Science on February 1, 1951 and became an independent university under the control of the Ministry of Health. In 1953 the Institute of Public Health was cut into two separate institutes: Institute of Public Health and Institute for the Organization of Health Service. The Institute of Public Health was transformed to Institute of Public Health and Epidemiology in 1973. The Institute for the Organization of Health Service was transformed into Institute of Social Medicine and History of Medicine in 1985 and later into Institute of History of Medicine and Social Medicine in 1991. The Institute of Public Health and Epidemiology and The Institute of History of Medicine and Social Medicine were reunited as Institute of Public Health in 1997. The Institute teaches public health to medical, dental and pharmacy students in Hungarian, in English and in German.