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This allows growing businesses to move up through the ranks without having to learn a new application and appeases the large number of small companies who are uncomfortable doing their financial work in the cloud. But while some elements of Sage 5. Quantum Accounting look fresh, most of its working parts use the same interface and navigational tools that have existed with little change for years. A Solid Base The products formerly known as Peachtree have matured to the point where there's little more they can add in terms of small business financial processing features. In fact, they hit that wall a few years ago. So the emphasis in upgrades has been on how work is done, rather than what the products can actually do. This means that Sage 5. Quantum Accounting is quite capable of handling the basic work required of a GAAP- compliant, double- entry accounting PC application. Its front end—the part that you as a user see—is designed to be understood by non- accountants. 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Divisions & Programs. Psychiatric training at McGill University (Montreal), Fellow of the Royal College of Physicians and Surgeons of Canada. First Head of the Addiction Psychiatry Program, Department of Psychiatry, University of Toronto. The McGill Pain Center is a special McGill program hosted at the MGH. The JGH is also widely renowned for the care provided at its Institute for Community and Family Psychiatry. The goal of the program is to enable students to gain the skills needed to make original contributions to the. Search the department Search McGill University. Residency Training Program in Geriatric Psychiatry. Application Process: The Department of Psychiatry at the University of Ottawa is proud to offer an accredited Subspecialty Residency Training Program in Geriatric Psychiatry. Transcultural Psychiatry - McGill University - Institute of Family and Community Psychiatry, Jewish General Hospital Funder: Sponsor: Y Research Fellowship: Y Clinical Fellowship: Y Web Address. Thomson House, 18h30 McPIG (McGill Psychiatry Interest Group) is pleased to invite you to a dynamic discussion about how to talk with 'difficult' patients -- with special guests Dr Ronald Fraser and Dr Melanie Bilbul! Palacios- Boix, MD, FRCP (C)Director. Associate Professor, Department of Psychiatry, Mc. Gill University Training and Supervising Psychoanalyst, Canadian Institute of Psychoanalysis. Dr. Palacios- Boix is the Director of the Addictions Unit. He is a medical doctor who trained in Psychiatry at Mc. Gill University and Dalhousie University, specializing in Addictions Psychiatry, Group Psychotherapy and Mood Disorders. He obtained further training at the Canadian Institute of Psychoanalysis. He is currently Associate Professor in the Department of Psychiatry at Mc. Gill University, Training and Supervising Psychoanalyst at the Canadian Institute of Psychoanalysis, and President- elect, Canadian Psychoanalytic Society. Antonis Paraherakis, MSc, MBAClinical Administrative Professional Coordinator. Antonis Paraherakis received his BA in Psychology from Concordia University in 1. MSc in Psychiatry in 1. Mcgill Psychiatry ProgramsMBA from Mc. Gill University in 2. He joined the Addictions Unit as a graduate student in 1. Since then he is involved in clinical assessments, short- term individual counselling, brief interventions, relapse prevention and family/significant other counselling sessions. He also contributed to the development of the Adolescent Substance Abuse Service at the Montreal Children’s Hospital where he worked as a staff therapist from 1. Antonis became the Clinical Administrative Professional Coordinator of the Unit in 2. In addition, Antonis has worked as a clinical research coordinator for various research projects in the Addictions Unit and the Adolescent Substance Abuse Service at the Montreal Children’s Hospital since 1. Some of his research interests include brief interventions, knowledge transfer and assimilation in substance abuse treatment, treatment outcomes. Kathryn Gill, Ph. D Research Director. Associate Professor, Department of Psychiatry, Mc. Gill University. Dr. Kathryn Gill is the Director of Research at the Addictions Unit of the Mc. Gill University Hospital Centre (MUHC), and an Associate Professor and member of the Division of Transcultural Psychiatry at Mc. Gill University. She obtained her Ph. D (1. 99. 0) in psychology, and conducted post- doctoral studies at the Alcohol Research Centre, and the Addiction Research and Treatment Services of the University of Colorado. She divides her time between working at the Addictions Unit treating patients with drug- and alcohol dependence using a combination of group and individual CBT- oriented psychotherapy, teaching at Mc. Gill University and conducting research at the Addictions Unit and the Research Institute of the MUHC. Dr Gill's clinical research program is focused on mental illness, substance dependence and gambling with ongoing projects related to help- seeking and barriers to treatment for urban Aboriginals, gambling practices and addiction among the Cree peoples of James Bay, as well as clinical and biological predictors of treatment outcome at the Addictions Unit. Her basic research program is focused on examining biological and genetic factors that contribute to the development of addiction. INPATIENT SERVICESRonald Fraser, MD, FRCP (C)Head, Inpatient Detoxification Service. Assistant Professor, Department of Psychiatry, Mc. Gill University. Ronald Fraser graduated from Dalhousie Medical School as valedictorian in 1. After his residency training in psychiatry at Mc. Gill University, he completed a fellowship in Addictions Psychiatry in 2. After a period working in rural Nova Scotia, he returned to Mc. Gill in 2. 00. 3 as an assistant professor to head their inpatient detoxification service. In 2. 00. 4, he was mandated to create and direct a long term treatment program for clients with Borderline Personality Disorder at the Mc. Gill University Health Centre. In 2. 00. 8, he accepted a part- time position as assistant professor at Dalhousie University in Halifax, (NS) to help develop an addictions training program. He is currently the Residency Training Director at the MUHC for psychiatry, and has won several awards for both his undergraduate and postgraduate teaching. OUTPATIENT SERVICESDara Charney, MD, FRCP (C)Director, Mc. Gill RUIS Addiction Program. Associate Chair (Education), Department of Psychiatry, Mc. Gill University. Associate Professor, Department of Psychiatry, Mc. Gill University. Dr. Dara Charney graduated Magna Cum Laude from Harvard University in 1. She obtained her MD from Mc. Gill University in 1. Mc. Gill during her Psychiatry Residency and Addiction Psychiatry Fellowship. She joined the Department of Psychiatry in 1. Assistant Professor, and was promoted to Associate Professor in 2. She was the Program Director for Mc. Gill Psychiatry Postgraduate Education from 2. She has held the positions of Director of the Mc. Gill RUIS Addiction Program since 2. Associate Chair (Education) of the Mc. Gill Department of Psychiatry since 2. On a national level, she has served as an examiner for the Royal College Examination Board in Psychiatry, and as the chair of COPE (Coordinators of Postgraduate Education). Charney's clinical and research work is conducted at the Addictions Unit of the MUHC. She has initiated a number of clinical trials and prospective treatment outcome studies with substance use disorder clients, with a particular emphasis on . She has received research funding from the MUHC Research Institute, FRSQ and CIHR, as well as salary awards from both the MUHC Research Institute and FRSQ. Juan C. Psych., CSPQ, FRCP (C)Senior Consultant Addictions Unit. Professor Emeritus, Department of Psychiatry, Mc. Gill University. Juan C. Negrete received his medical degree from the University of Tucuman (Argentina) in 1. Following this, he came to Mc. Gill University where he completed his Psychiatric training between 1. He became a certified specialist in Psychiatry by the Quebec College of Physicians in 1. Fellow of the Royal College of Physicians and Surgeons of Canada in 1. Dr. Negrete became a tenured Professor of Medicine (Psychiatry) in 1. Professor Emeritus in 2. Mc. Gill University. He was also a full Professor of Psychiatry, at the University of Toronto between 1. Head of the Addiction Psychiatry Program, Department of Psychiatry, University of Toronto. Dr Negrete founded the Addictions Unit of the Mc. Gill University Health Centre/Montreal General Hospital in 1. Director of the Unit until 1. He is currently a Senior Consultant at the Addictions Unit. He also founded the Concurrent Disorders Program at the Centre for Addiction and Mental Health (CAMH) in Toronto and became its first medical director between 1. Dr Negrete has also held the following positions and memberships: Former Director Area IX (Canada and International), American Academy of Addiction Psychiatry. Former Chair, Addictions Section, Canadian Psychiatric Association. Former President, Canadian Society of Addiction Medicine. Former Consultant in Mental Health, Alcoholism and other Drug Dependences, Pan American Health Organization and World Health Organization. Member, International Editorial Board: Addiction (London), Jornal Brasileiro de Dependencias Quimicas (Rio de Janeiro), Psiquiatria Publica (Madrid), PSIQUIS (Madrid), ERADICCIONES (Argentina)Member, Soci. She works with patients on both an individual and group basis to meet their rehabilitation needs. In addition, to her clinical work, Melissa also supervises OT students from Mc. Gill University. Professional Association: Ordres des ergoth. She has been working as an occupational therapist at the Mc. Gill University Health Centre Addictions Unit since 2. Presently she works as a primary care therapist and leads several groups including a dual diagnosis group. In addition to her clinical work, she also supervises OT students from Mc. Gill University. Stephanie maintains professional status with both the Ordre des Ergoth. Eric Morris obtained his Ph. D. His research focused on psychotherapy process, in particular, how to measure and define client involvement in therapy. A paper articulating his conceptualization of client involvement was recently published in Psychotherapy Research and he is the developer of the Client Involvement Rating Scale, an observer- rated measure of client participation. Dr. Morris is involved in all aspects of treatment delivery. He conducts intake assessments on new clients, he facilitates treatment groups, and works with clients in individual psychotherapy, primarily from a cognitive- behavioural perspective. In addition to working at Griffith Edwards, Dr. Morris has a private practice (www. Medipsy and the Emotional Health CBT clinic. Kathryn Gill, Ph. D., Psychology, Psychotherapist. Kathryn Gill obtained her Ph. D in Psychology, and completed clinical internships under the supervision of Dr. Amit at Concordia University, and at the Addiction Research and Treatment Services of the University of Colorado Health Sciences Centre in Denver. Currently she works clinically in private practice as well as at the Addictions Unit using a combination of group and individual cognitive behavioural therapy (CBT). She obtained didactic training and case- based clinical supervision in CBT at the Mc. Gill University Health Centre. She works with patients suffering from comorbid anxiety, personality and mood disorders, as well as gambling. In the past few years she has been using Mindfulness- Integrated CBT techniques for the treatment of chronic pain syndromes in individuals recovering from opiate dependence. VOLUNTEERSusan Britton, RN - Psychotherapist - Yoga teacher. Susan Britton worked at The Griffith Edwards as a replacement therapist from 2. She previously had a long nursing career in Palliative Care at the Royal Victoria Hospital. When she had some time to orientate herself to this new work, she realized that there were many overlapping issues (ie. In 2. 00. 3 she decided to become a yoga teacher and after a 2. Day Program. The techniques she uses are warm- ups, postures, relaxation, breathing techniques and meditation. College Athletics - History Of Athletics In U. Colleges And Universities. Intercollegiate athletics in the United States has come to be regarded as higher education's . Analyzing, explaining, and dealing with this disparity between official philosophy and actual practice presents a complex analytic task. To truly understand the present situation requires a reconstruction of college athletics' unique historical evolution. Visitors to an American campus cannot help but be struck by the physical presence of the intercollegiate athletics enterprise. In the twenty- first century, it is not unusual for a major university campus to contain both a football stadium that seats 7. In the year 2. 00. The success and pervasiveness of college sports described was not inevitable, but is the result of particular innovations and episodes over the past 1. The Violent Birth of Intercollegiate Sports. Forbes Welcome page -- Forbes is a global media company, focusing on business, investing, technology, entrepreneurship, leadership, and lifestyle. Prior to 1. 85. 0 intercollegiate sports played a marginal role in collegiate life. If there was a need for physical activity in the student regimen, college presidents and deans thought manual labor in the form of farming or clearing boulders from college lands fit the bill perfectly. Though admittedly both economical and expedient, students, not surprisingly, remained unconvinced that this was the type of physical release that their souls craved. Instead, collegiate student bodies increasingly devised their own elaborate (and often brutal) intramural contests known as . Despite the increase in organization, administrators initially were not eager, generally speaking, to embrace such contests that they viewed as inappropriate distractions from serious scholarly work. Indicative of the administrative outrage at such elaborate contests was the telegram that the president of Cornell sent to officials at the University of Michigan in 1. Cleveland for a football game: . Whether or not Cornell's president won this particular battle, he and college presidents elsewhere lost the war of curbing intercollegiate athletic contests. With or without administrative blessings, college students formed athletic associations that included mechanisms for raising money, charging fees, sponsoring events, and selling tickets. Education Encyclopedia - StateUniversity.com » Education Encyclopedia: Classroom Management - Creating a Learning Environment to Association for Science Education (ASE) » College Athletics - History Of Athletics In U.s.And, by the 1. 89. Though college athletics would quickly be dominated by certain sports and by powerful institutions, the outstanding feature of college athletics in the late nineteenth and early twentieth centuries was its pervasiveness and diversity across American institutions. Although the oldest and largest institutions–Harvard and Yale–quickly gained the most attention in newspaper coverage and provided the largest athletic budgets, numerous other campuses made significant contributions as well. For instance, Springfield College in western Massachusetts, originally known as the International YMCA Training School, was where James Naismith invented basketball in 1. Nearby, Amherst College initiated varsity baseball and incorporated calisthenics and physical fitness into the collegiate curriculum. By 1. 90. 0 the popularity of collegiate sports was reflected by its adoption in even all- girls schools. Wellesley College, for example, acquired renown for having developed a distinctively female approach to such sports as crew, basketball, and physical fitness. Other examples of innovations in American college sports before the turn of the twentieth century include: First intercollegiate crew regatta (Harvard vs. Yale): 1. 85. 2First intercollegiate baseball game (Williams vs. Amherst): 1. 85. 9First intercollegiate football association (Harvard- Yale- Princeton): 1. First intercollegiate track and field association (Intercollegiate Association of Amateur Athletics of America, or IC4. A): 1. 87. 5First intercollegiate tennis match: 1. First intercollegiate ice hockey game (Harvard vs. Brown): 1. 89. 5First intercollegiate gymnastics competition: 1. The Maturing of a Collegiate Way of Life. As American higher education itself was largely nurtured in the Northeast, likewise in sports, this region also led the way in developing the intercollegiate sports that now seem so familiar. Heading into a new century, Yale dominated football and also came to be known as the . By 1. 91. 0 Harvard obtained the national championship in football and asserted itself in numerous other sports. Harvard would also set the pace in terms of spectator facilities with the construction, in 1. Soldiers' Field–considered the finest, largest example of reinforced concrete architecture in the period. Over 10,000 online degree programs from Accredited schools, colleges and universities. Featured online college information about online classes, online courses, online degree programs, online education, online colleges and. Find the best colleges & universities in the United States. Compare schools by rankings, tuition, acceptance rate, reviews, graduation rates and more. Rankings & Ratings. When the editors of America's best known college guides rank your college among the finest, it's something to be proud of. When you offer some of today's 'hottest' rated careers, that's pretty cool too. This regional predilection for architectural and spectator expansion continued when the Yale Bowl opened in 1. Although the eastern seaboard colleges initiated college sports, their models and lessons soon were emulated in regions across the country. In the mid- nineteenth century, faculty representatives from Midwestern universities formed the Western Conference–a formal group popularly known then and now as the Big Ten Conference. Within that conference, the universities of Michigan and Chicago set the pace with spectator appeal and winning teams. The young University of Chicago was especially important as a leader in the structure and control of a high powered varsity sports program. Whereas many presidents had resisted and resented the ascent of intercollegiate athletics, the University of Chicago's administration embraced college sports. Chicago's young, brash president, William Rainey Harper, saw the athletic contests as an opportunity to connect the campus to the greater community and thereby generate goodwill, revenue, and attention for his model institution. The creation of a large stadium combined with a mass marketing effort that succeeded in generating popular appeal and large ticket sales. Harper found the ideal partner to help him carry out his brave new vision of commercialized collegiate athletics in Amos Alonzo Stagg. As coach and athletic director, Stagg, a Yale graduate and storied football hero, oversaw the University of Chicago's athletic department for forty years. The importance of Stagg's tenure in athletics at Chicago lies in the fact that he (with the president and board's support) created a structure that gave substantial autonomy and influence to the athletic department within the normally complex and Byzantine university administrative structure. Though holding faculty status, Stagg's program budget was exempted from conventional bureaucratic procedures. He reported directly to the president and the board of trustees, with no oversight from academic deans or faculty budget committees. In addition, Stagg generated extra income for himself and his program by being allowed to use the university facilities to sponsor promotional events, host state high school track meets, and hold instructional camps. Such a situation made Stagg and his department the envy of other athletic leaders who in turn pushed their own institutions to adopt similar procedures in order to create the winning programs that alumni and donors demanded. New England colleges also played a crucial role in the evolution of administration and control of college sports. Harvard's hiring of Bill Reid as a well- paid, full- time football coach in 1. After Reid's hiring, coaches across the country realized that if they won they too could demand the high salary and substantial benefits enjoyed by Harvard's head coach. During his long tenure at Yale as athletic director, Walter Camp seemingly perfected the financial and political control of an entire athletic program with little accountability to students, faculty, or academic administration. Camp also used his Yale position as the base from which to create an enterprising network of syndicated newspaper columns, annual guides, endorsements, and other lucrative, influential college sports publications. The turn of the century did not mark simply heady days for the burgeoning athletic programs. Many students and some alumni resented that the emerging organizational scheme tended to give inordinate and enduring support to a few selected spectator (and hence revenue- generating) sports–namely, football–with relatively few resources being dedicated to numerous other varsity squads. Additionally, the power and popularity of intercollegiate athletics led directly to conspicuous abuse. Even at this early juncture, a lack of regulation and fair play both on and off the field left college athletics indelibly marked by corruption and a reputation that has plagued . More significantly, as the games . At times, it seemed that the days of Roman crowds chanting for gladiatorial blood were returning. At the turn of the century, the situation had deteriorated to the point that President Theodore Roosevelt summoned university presidents to the White House with an ultimatum that they eliminate brutality from the playing field or risk federal intervention. The violence did decrease, and the development of better protective equipment also aided in safeguarding the athletes, but the problems were far from solved. No standards were set in areas such as eligibility and scholarships, thereby blurring the line of definition for supposedly amateur contests between students. In an attempt to bring order to these increasingly popular competitions, the National Collegiate Athletic Association was formed in the early 1. This could only be considered a Pyrrhic victory, however, for the historic East Coast universities, which had the strongest athletic programs in the country, refused to cooperate and boycotted the organizational meeting with institutions from the Midwest and West. Consequently, intercollegiate athletics lacked any semblance of meaningful nation- wide coordination over the next half century. Athletics Out West. As Frederick Jackson Turner postulated for the entire nation: Though born and raised in the East, Americans and their institutions are ultimately defined and refined in the West. |
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