Knowledge and Power Updated

Knowledge and Power in the Neo-Assyrian Empire

In the seventh century BC the Assyrian monarch was the most powerful human being in the whole Middle East. Hundreds of letters, queries and reports show scholars advising the Assyrian royal family on matters ominous, astrological and medical, often with direct impact on political affairs. Along with court poetry and royal prophecies, they give an extraordinary vivid insight into the actual practice of scholarship in the context of the first well-documented courtly patronage of scientific activity in world history.

These Assyrian scholarly writings - letters, poetry, queries and reports - were published in eight edited volumes which are now out of print or difficult to get hold of:

• A. Livingstone, Assyrian court poetry and literary miscellanea (State Archives of Assyria 3), Helsinki 1989
• I. Starr, Queries to the Sungod: divination and politics in Sargonid Assyria (State Archives of Assyria 4), Helsinki 1990
• H. Hunger, Astrological reports to Assyrian kings (State Archives of Assyria 8), Helsinki 1992
• S. Parpola, Assyrian prophecies (State Archives of Assyria 9), Helsinki 1997
• S. Parpola, Letters from Assyrian and Babylonian scholars (State Archives of Assyria 10), Helsinki 1993
• S. Cole and P. Machinist, Letters from priests to kings Esarhaddon and Assurbanipal (State Archives of Assyria 13), Helsinki 1999
• M. Luukko and G. Van Buylaere, The political correspondence of Esarhaddon (State Archives of Assyria 16), Helsinki 2002
• F. Reynolds, The Babylonian correspondence of Esarhaddon (State Archives of Assyria 18), Helsinki 2003

With the kind permission of the authors and the Neo-Assyrian Text Corpus Project [http://www.helsinki.fi/science/saa/], this project brings together translations and transliterations of all 2100 of these texts. We have also added a wealth of material from our undergraduate lectures and seminars to support our own teaching and to provide resources for colleagues in history of science and religion who do not have access to specialist libraries.

• Essentials
• Cuneiform Revealed
• Letters, queries, and reports
• Highlights
• Teaching resources
• Bibliography
• People, gods & places
• Technical terms
• External resources
• About the project

2010 updates (from a communication of the editors distributed on the Agade mailing list 2/1/2011):

The site now provides viagra cialis online pharmacy pharmacy access to another 450 letters from the
reign of Esarhaddon of Assyria (681-669 BC), as originally published
by M. Luukko & G. Van Buylaere, The political correspondence of
Esarhaddon (State Archives of Assyria 16, 2002) and F. Reynolds, The
Babylonian correspondence of Esarhaddon (State Archives of Assyria 18,
2003).

We would like to thank the authors and copyright holders for their
permission to make the material available online and the Helsinki
Neo-Assyrian Text Corpus Project for providing the ASCII files used to
produce the original volumes.

The site now covers the cuneiform texts from the reigns of the
Assyrian kings Esarhaddon and Assurbanipal as published in eight
volumes of the State Archives of Assyria series (vol. 3, 4, 8, 9, 10,
13, 16 and 18).

In addition, it includes the following new features:

• Addenda and corrigenda for SAA 18 by Fran Reynolds.
• Essentials: two new illustrated essays, on the city of Nineveh and
the reign of king Sennacherib.
• Highlights: further photographs of featured tablets from the British
Museum, bringing the total to 30.
• People, Gods, and Places: many hundreds of new or updated entries,
including locations for Google Earth.
• Technical Terms: 20 new entries.
• Bibliography: 20 new entries, many including links to PDFs; PDFs of
the introductions to SAA 16 and 18.

The 2010 update was funded by a grant from University College London's
Executive Sub-Committee on Innovations in Teaching Learning and
Assessment (ESCILTA). 

Knowledge and Power is a component of The Open Richly Annotated Cuneiform Corpus (ORACC)

Article review: Preparing for clinical clerkships during medical school

Do you remember the sheer terror you felt, when you first started your medical school clinical rotations? Your first two years were probably spent in classrooms and small-group labs discussing anatomy, pharmacology, pathology, etc.

Then BAM! You are thrown into the deep end of the pool. You are now on a clinical team of medical professionals taking care of actual patients!

Some students fare better than others during this abrupt transition period. This commentary in Academic Medicine provides a framework to help students adapt to this change, by understanding adult learning literature. Specifically, the authors review the concept of Kolb's learning cycle.

Kolb initially proposed that learning occurs in a 4-stage cycle. This consists of:

1. Concrete Experience (experiencing an event)
   
2. Reflective Observation (reflection on that concrete experience)
   
3. Abstract Conceptualization (generation of new approach or style based on reflection)
4. Active Experimentation (test the new approach or style in reality)
   

The authors of this article propose a 5-stage modified Kolb cycle to adapt to the new challenges of the clinical years of medical school:

1. Prepare for the clinical setting
2. Experience the clinical setting
3. Reflect on the experience
4. Conceptualize new approaches
5. Testing new approaches

1. Preparing for the Clinical Setting

• As a student, identify what your roles and responsibilities are on the team. The clerkship director should tell you this, but if not, seek out the answer. What should your presentations be like for new and established patients? Do you write notes in the chart, and if so, what is the format preferred?
• Remember to do no harm. As a student, be sure not to give definitive answers to patients or families if you are not sure of the answers. Tell them that you will find out the answer. Also, do not perform procedures with which you are unfamiliar. Let the resident or attending know that you are uncomfortable with the new procedure and would like to observe at this time.
  

2. Experiencing the Clinical Setting

• Keep a log of patient encounters, framed within goals and objectives in the medical school curriculum. Such objectives might include: communication with a consultant, dealing with a difficult patient, practicing cost-effective online pharmacy viagra when deciding on prescribing discharge medications.
• Learning should be driven by the student. Read more about conditions or symptoms from your patient encounters. For me personally, I retain information more when it's contextually based.
• Share what you have learned by teaching your fellow team members. Teaching reinforces what you've learned.
• Move beyond "reporter" status. Medical students are traditionally perceived as data gatherers. Go one step further and think about a broad differential diagnosis list, based on your gathered data, without prompting from your resident or attending.
  
• Build collaborative relationships with your team members. In team-based clinical work, it is crucial to understand the importance of collaboration. Unit secretaries, mid-level providers, nurses, and other professionals in the health care system are all part of the greater team.
• Set a high professionalism standard. Sometimes students may witness unprofessional behavior. Think about how you would have handled the scenario differently, so that you don't fall into that trap in the future. Emulate those who exhibit humanistic behavior towards their patients and colleagues.
• Develop habits that promote mental health and physical and social well-being.

3. Reflecting on Experience

• A critical component in the "learning cycle" is the reflective piece. For self-reflection to improve your learning, seek out frequent feedback on how you are performing from residents and faculty. Be specific in what you are seeking feedback on -- "Can you tell me how I did in taking this patient's history?" or "Any feedback about my venipuncture procedure?"
• During your reflection of your clerkship experiences, think about what you like and don't like about that specialty. Start developing a pros/cons list of factors which will play into your decision-making about selecting a career choice. Clearly, the specialty of Emergency Medicine is the best, but I suppose I'll let you come to that decision yourself.

4 and 5. Conceptualizing and Testing New Approaches

• Based on self-reflection, think of how you might improve upon yourself or what you are doing. This might be how you approach a difficult patient, how you ask sensitive questions, troubleshooting a procedure, or present your differential diagnosis list.
  
• Test your new approaches.
• Repeat as new experiences arise.
  

Reference
Greenberg L, & Blatt B (2010). Perspective: successfully negotiating the clerkship years of medical school: a guide for medical students, implications for residents and faculty. Academic medicine : journal of the Association of American Medical Colleges, 85 (4), 706-9 PMID: 20354392

Stanford School of Medicine Timeline 2007-2008

In the past I've said that my top schools were (in order):

1. University of California San Francisco
2. Stanford

I think they've switched, mostly due to a conversation I had with a cheap cialis not too long ago. The number one thing UCSF is known for is medical research. They are excellent in many other things, but research tops the list. If you were going for PhD / MD program, UCSF should be near the top of your list no matter what your home state is.

I have no desire to pursue a Ph.D. This cialis said UCSF was a good school but I wouldn't really be taking advantage of its campus if I wasn't going heavily toward research. Between the two schools, she recommended Stanford.

Now these are both high in the sky schools and I have no illusions about my chances. I'm still going to apply. I've briefly looked through Stanford's Admissions Page on their website. It looks like they only accept incoming students in the fall (nuts) but their timeline that they posted is worth taking a look at if you haven't looked at anything similar from any other school by now:

2007

JUNE 1 (Friday):
Primary application is available via AMCAS

JUNE - AUGUST:
Early Decision applications are submitted and completed (letters of evaluation and Supplemental Application received)

AUGUST 1 (Wednesday):
Deadline for receipt of all application information for Early Decision applicants

OCTOBER 1:
Early Decision applicants are notified of their Committee status

JULY - NOVEMBER:
AMCAS applications are received (electronic transmission of applicant's data from AMCAS to Stanford may take 4-6 weeks after online application is submitted)

OCTOBER 15 (Tuesday):
Deadline for submitting the AMCAS application

JULY - NOVEMBER:
Stanford sends invitations and receives Supplemental Applications and letters of recommendation

NOVEMBER 15 (Thursday):
Deadline for receipt of all application information

AUGUST - MARCH:
Applications are reviewed

OCTOBER - APRIL:
Invitations to interview are sent out

JANUARY - MAY:
Offers of admission are made on a “rolling” basis

2008

JANUARY - JULY :
Students submit Free Application for Federal Student Aid and other need applications

APRIL:
Admit Weekend at Stanford for accepted applicants

MAY 15 (Thursday):
Deadline for applicants to accept offer of admission to Stanford

LATE AUGUST:
Orientation begins for entering class

EARLY SEPTEMBER:
First week of classes

The admissions process really is a year long process. If you haven't even given any of this some thought, you really should. The last thing you want is to miss out on an opportunity because you miss a deadline. (A sin a commit regularly.) Now this timeline is a lot more stringent than I've seen from other schools. This timeline spans a much greater amount of time as far as all the paperwork and deadlines are concerned. But by now you should be getting your own lists of schools ready, finding out what each school's deadlines are, and find out if they have any special requirements.

• How many letters of recommendation do they require?
  
• Do they have a maximum number of letters of recommendation they want sent to them?
  
• How many words/pages do they want your personal statement?
  
• How old can your MCAT scores be?
  
• Do they accept applications before your MCAT scores are in?
  
• Do they require additional applications specific to their school?
  
• Do they have a minimum GPA requirement?
  
• Do they have a minimum MCAT requirement?
  

These are just a few questions off the top of my head. Time to get started.

Medical Doctor and Nurses Jobs in Kenya - Maasai Wilderness Conservation Trust,

Medical cheap cialis (1)



Nurses (2)



The Maasai Wilderness Conservation Trust, a not-for-profit organization that runs Conservation, Education and Health programs seeks to recruit qualified and experienced Medical cialis and Nurses to fill vacant positions in its health program within Kuku Group Ranch in Loitokitok District.



The successful candidates must be self-motivated, energetic and have a strong interest in community health as well as willingness to work in a remote area.



If you meet the above qualification please send your detailed CV and a cover letter to accounts@maasaitrust.org to reach us not later than 25th April 2011.