PHS Program Officials Handbook
Author | : United States. Public Health Service |
Publisher | : |
Total Pages | : 84 |
Release | : 1991 |
Genre | : Federal aid to health facilities |
ISBN | : |
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Author | : United States. Public Health Service |
Publisher | : |
Total Pages | : 84 |
Release | : 1991 |
Genre | : Federal aid to health facilities |
ISBN | : |
Author | : National Institutes of Health (U.S.). Office for Protection from Research Risks |
Publisher | : |
Total Pages | : 40 |
Release | : 1986 |
Genre | : Animal experimentation |
ISBN | : |
Author | : National Heart, Lung, and Blood Institute. Office of Policy and Procedure |
Publisher | : |
Total Pages | : 432 |
Release | : 1991 |
Genre | : Federal aid to medical research |
ISBN | : |
Author | : National Institutes of Health (U.S.). Division of Research Grants. Referral and Review Branch |
Publisher | : |
Total Pages | : 294 |
Release | : 1987 |
Genre | : Federal aid |
ISBN | : |
Author | : United States. Public Health Service. Office of the Surgeon General. Division of Commissioned Personnel |
Publisher | : |
Total Pages | : 116 |
Release | : 1990 |
Genre | : Personnel management |
ISBN | : |
Author | : National Library of Medicine (U.S.) |
Publisher | : |
Total Pages | : 690 |
Release | : 1992 |
Genre | : Medicine |
ISBN | : |
First multi-year cumulation covers six years: 1965-70.
Author | : National Library of Medicine (U.S.) |
Publisher | : |
Total Pages | : 1184 |
Release | : 1992 |
Genre | : Medicine |
ISBN | : |
Author | : George E. Walker |
Publisher | : John Wiley & Sons |
Total Pages | : 258 |
Release | : 2012-06-19 |
Genre | : Education |
ISBN | : 1118428617 |
This groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model and offer an alternative in which students learn while apprenticing with several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate education in every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking.