4,662 research outputs found
Educating the educators: Incorporating bioinformatics into biological science education in Malaysia
Bioinformatics can be defined as a fusion of computational and biological sciences. The urgency to process and analyse the deluge of data created by proteomics and genomics studies has caused bioinformatics to gain prominence and importance. However, its multidisciplinary nature has created a unique demand for specialist trained in both biology and computing. In this review, we described the components that constitute the bioinformatics field and distinctive education criteria that are required to produce individuals with bioinformatics training. This paper will also provide an introduction and overview of bioinformatics in Malaysia. The existing bioinformatics scenario in Malaysia was surveyed to gauge its advancement and to plan for future bioinformatics education strategies. For comparison, we surveyed methods and strategies used in education by other countries so that lessons can be learnt to further improve the implementation of bioinformatics in Malaysia. It is believed that accurate and sufficient steerage from the academia and industry will enable Malaysia to produce quality bioinformaticians in the future
Investing in People
Foundations have long created programs to provide grants to individualsβmost often in the form of fellowships, scholarships, and prizes. Several of these programs have become so prominent that they are now institutions in and of themselves. Consider just a few examples: the Pulitzer Prize, Fulbright Program, and MacArthur "genius" awards. Governments, as well as foundations large and small, fund individual support programs.The Robert Wood Johnson Foundation has generously allowed the authors of this report to examine its portfolio of individual support programs to explore what the authors believe are some of the strategic fundamentals underlying this type of programming that could be applied to future individual support grantmaking. The purpose of this study is to inform those interested in individual support programs about not only some of the strategy considerations underlying this type of grantmaking but what these programs can be expected to achieveβand under what circumstances.
An Exploratory Investigation about Graduate Counseling Studentsβ Perceived Competencies in Integrated Care
Integrated care is a holistic treatment modality that increases collaborative efforts between primary care and mental health providers. Support for integrated care is evident, but the development of counselors for this level of care is limited. This study examined graduate counseling studentsβ (N = 243) perceived competencies about integrated care. Additionally, the study shares findings regarding studentsβ experiences, useful skills, and concerns about their work in integrated care settings. The results from this study suggest that students have encouraging perceived competencies. However, there were indications that specific contextual challenges remain, but exposure to integrated care training will be valuable. Implications for didactic and practical exposure to integrated care in counselor education programs are discussed
Institute of Medicine Advancing Human Health and Wellbeing in Maine and Beyond
Emergence of a transformative and coordinated community of collaborating researchers and educators, who in partnership with health care providers and other stakeholders are dedicated to the advancement of human health and wellbeing in the state of Maine and beyond, through discovery and learning in health and life sciences, from basic and translational research, to clinical practices and healthcare workforce development
Built environment assessment: Multidisciplinary perspectives.
Context:As obesity has become increasingly widespread, scientists seek better ways to assess and modify built and social environments to positively impact health. The applicable methods and concepts draw on multiple disciplines and require collaboration and cross-learning. This paper describes the results of an expert teamΧ³s analysis of how key disciplinary perspectives contribute to environmental context-based assessment related to obesity, identifies gaps, and suggests opportunities to encourage effective advances in this arena. Evidence acquisition:A team of experts representing diverse disciplines convened in 2013 to discuss the contributions of their respective disciplines to assessing built environments relevant to obesity prevention. The disciplines include urban planning, public health nutrition, exercise science, physical activity research, public health and epidemiology, behavioral and social sciences, and economics. Each expert identified key concepts and measures from their discipline, and applications to built environment assessment and action. A selective review of published literature and internet-based information was conducted in 2013 and 2014. Evidence synthesis:The key points that are highlighted in this article were identified in 2014-2015 through discussion, debate and consensus-building among the team of experts. Results focus on the various disciplinesΧ³ perspectives and tools, recommendations, progress and gaps. Conclusions:There has been significant progress in collaboration across key disciplines that contribute to studies of built environments and obesity, but important gaps remain. Using lessons from interprofessional education and team science, along with appreciation of and attention to other disciplinesΧ³ contributions, can promote more effective cross-disciplinary collaboration in obesity prevention
ΠΠΠΠΠ’Π ΠΠΠΠ ΠΠΠ€ΠΠ ΠΠΠ¦ΠΠΠΠ Π‘ΠΠ‘Π’ΠΠΠ Π ΠΠΠΠΠ¦ΠΠΠ Π’Π ΠΠΠΠΠΠΠΠ: ΠΠΠΠΠΠ¬ΠΠΠ ΠΠΠΠΠΠ
Background. In present publication we generalized and analyzed the experience of electronic information systems with databases use in medicine and biology, as well as classified observed versions of modern medical and biological information systems for the use of this knowledge for the construction of new information systems.
Materials and methods. Methods of comparative theoretical analysis were applied for the results searched in databases of Springer, Academic Press as well as Google Scholar, PubMed, Medine. The studies were done to observe, generalize and analyze the examples of highly developed technical information systems with databases elaborated for medicine and biology.
Results. We analyzed briefly the development of ISs idea, examined ISs for medicine, biology from numerous scientific and technical publications (approximately 370). Then we classified such systems, which traditionally refer to both biological and medical sciences. Further we observed different examples of such information systems, as well as systems that have characteristics both medical and biological in order to facilitate the invention of future more advanced their versions.
We have demonstrated that several basic types of ISs with databases for medicine, biology can be subdivided. Classifying, we have ordered them according to the number of publications devoted to each type.
Conclusion. Following conclusions were done: 1. Medical information systems are characterized by the greatest quantity, diversity and proximity to the practice. 2. Electronic information systems in neurophysiology and biology are characterized by the greater proximity to scientific research. 3. The main focus of the developers is focused now on the development of: medical information systems of general purposes, electronic library systems, electronic systems for work with documents, expert systems, and telecommunicate systems appeared in these lists recently, since the beginning of SARS-CoV-2 (2019-nCoV) pandemic. Other types were represented less than above mentioned ones.Π ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ ΠΈ ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½ ΠΎΠΏΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΡΡ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π±Π°Π· Π΄Π°Π½Π½ΡΡ
. ΠΡΠ°ΡΠΊΠΎ ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΈΠ΄Π΅ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Ρ ΠΈΡ
ΠΎΠ±ΡΠ°Π·ΡΡ, ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΠ΅ Π΄Π»Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ ΠΈ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΠΈ, ΠΎΠΏΠΈΡΠ°Π½Π½ΡΠ΅ Π² ΠΌΠ½ΠΎΠ³ΠΎΡΠΈΡΠ»Π΅Π½Π½ΡΡ
Π½Π°ΡΡΠ½ΠΎ-ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΡΡ
(ΠΎΠΊΠΎΠ»ΠΎ 370). ΠΡΠΏΠΎΠ»Π½Π΅Π½Π° ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ ΡΠ°ΠΊΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎ Π±ΡΠ»ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Ρ Π΄Π»Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ ΠΈ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΠΈ. ΠΠ°Π»Π΅Π΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ ΠΏΡΠΈΠΌΠ΅ΡΡ ΡΠ°ΠΊΠΈΡ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΈΡΡΠ΅ΠΌ, ΠΈΠΌΠ΅ΡΡΠΈΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΊΠ°ΠΊ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
, ΡΠ°ΠΊ ΠΈ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
, ΡΡΠΎΠ±Ρ ΠΎΠ±Π»Π΅Π³ΡΠΈΡΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΡ Π±ΡΠ΄ΡΡΠΈΡ
Π±ΠΎΠ»Π΅Π΅ ΡΠΎΠ²Π΅ΡΡΠ΅Π½Π½ΡΡ
ΠΈΡ
Π²Π΅ΡΡΠΈΠΉ.
ΠΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΎ, ΡΡΠΎ ΠΌΠΎΠΆΠ½ΠΎ Π²ΡΠ΄Π΅Π»ΠΈΡΡ Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΎ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠΈΠΏΠΎΠ² ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ Ρ Π±Π°Π·Π°ΠΌΠΈ Π΄Π°Π½Π½ΡΡ
Π΄Π»Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ, Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΠΈ. ΠΡΠΏΠΎΠ»Π½ΡΡ ΠΈΡ
ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ, ΡΠΏΠΎΡΡΠ΄ΠΎΡΠΈΠ²Π°Π»ΠΈ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎΠΌ ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΉ, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΡΡ
ΠΊΠ°ΠΆΠ΄ΠΎΠΌΡ ΡΠΈΠΏΡ.
ΠΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°ΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΄Π΅Π»Π°Π½ΠΎ ΡΡΠ΄ Π²ΡΠ²ΠΎΠ΄ΠΎΠ²: 1. ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΠΈΡΡΠ΅ΠΌΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΡΡ Π½Π°ΠΈΠ±ΠΎΠ»ΡΡΠ΅ΠΉ ΡΠΈΡΠ»Π΅Π½Π½ΠΎΡΡΡΡ, ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ΠΌ ΠΈ ΠΏΡΠΈΠ±Π»ΠΈΠΆΠ΅Π½Π½ΠΎΡΡΡΡ ΠΊ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅. 2. ΠΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΡΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΠΈΡΡΠ΅ΠΌΡ Π² Π½Π΅ΠΉΡΠΎΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈΠΈ, Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΡΡ Π±ΠΎΠ»ΡΡΠ΅ΠΉ ΠΏΡΠΈΠ±Π»ΠΈΠΆΠ΅Π½Π½ΠΎΡΡΡΡ ΠΊ Π½Π°ΡΡΠ½ΡΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΠΌ. 3. ΠΡΠ½ΠΎΠ²Π½ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΡΠΈΠΊΠΎΠ² ΡΠΎΡΡΠ΅Π΄ΠΎΡΠΎΡΠ΅Π½ΠΎ ΡΠ΅ΠΉΡΠ°Ρ Π½Π° ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅: ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ ΠΎΠ±ΡΠ΅Π³ΠΎ Π½Π°Π·Π½Π°ΡΠ΅Π½ΠΈΡ, ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΡΡ
Π±ΠΈΠ±Π»ΠΈΠΎΡΠ΅ΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ, ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ Π΄Π»Ρ ΡΠ°Π±ΠΎΡΡ Ρ Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠ°ΠΌΠΈ, ΡΠΊΡΠΏΠ΅ΡΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ ΠΈ ΡΠ΅Π»Π΅ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ, ΠΏΠΎΡΠ²ΠΈΠ²ΡΠΈΡ
ΡΡ Π² ΡΡΠΈΡ
ΡΠΏΠΈΡΠΊΠ°Ρ
Π² ΠΏΠΎΡΠ»Π΅Π΄Π½Π΅Π΅ Π²ΡΠ΅ΠΌΡ, Ρ Π½Π°ΡΠ°Π»Π° ΠΏΠ°Π½Π΄Π΅ΠΌΠΈΠΈ SARS-CoV-2 (2019-nCoV). ΠΡΡΠ³ΠΈΠ΅ ΡΠΈΠΏΡ Π±ΡΠ»ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΌΠ΅Π½ΡΡΠ΅, ΡΠ΅ΠΌ ΡΠΊΠ°Π·Π°Π½Π½ΡΠ΅.Π£ ΠΏΡΠ±Π»ΡΠΊΠ°ΡΡΡ ΡΠ·Π°Π³Π°Π»ΡΠ½Π΅Π½ΠΎ ΡΠ° ΠΏΡΠΎΠ°Π½Π°Π»ΡΠ·ΠΎΠ²Π°Π½ΠΎ Π΄ΠΎΡΠ²ΡΠ΄ Π·Π°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ Π΅Π»Π΅ΠΊΡΡΠΎΠ½Π½ΠΈΡ
ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ ΡΠ· Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π½ΡΠΌ Π±Π°Π· Π΄Π°Π½ΠΈΡ
. ΠΠΎΡΠΎΡΠΊΠΎ ΠΏΡΠΎΠ°Π½Π°Π»ΡΠ·ΠΎΠ²Π°Π½ΠΎ ΡΠΎΠ·Π²ΠΈΡΠΎΠΊ ΡΠ΄Π΅Ρ ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ ΡΠ° Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½ΠΎ ΡΡ
Π·ΡΠ°Π·ΠΊΠΈ, ΡΠΎΠ·ΡΠΎΠ±Π»Π΅Π½Ρ Π΄Π»Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΠΈ ΡΠ° Π±ΡΠΎΠ»ΠΎΠ³ΡΡ, ΡΠΎ ΠΎΠΏΠΈΡΠ°Π½ΠΎ Ρ ΡΠΈΡΠ»Π΅Π½Π½ΠΈΡ
Π½Π°ΡΠΊΠΎΠ²ΠΎ-ΡΠ΅Ρ
Π½ΡΡΠ½ΠΈΡ
ΠΏΡΠ±Π»ΡΠΊΠ°ΡΡΡΡ
(Π±Π»ΠΈΠ·ΡΠΊΠΎ 370). ΠΠΈΠΊΠΎΠ½Π°Π½Π° ΠΊΠ»Π°ΡΠΈΡΡΠΊΠ°ΡΡΡ ΡΠ°ΠΊΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ, ΡΠΎ ΡΡΠ°Π΄ΠΈΡΡΠΉΠ½ΠΎ Π±ΡΠ»ΠΈ ΡΠΎΠ·ΡΠΎΠ±Π»Π΅Π½Ρ Π΄Π»Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΠΈ ΡΠ° Π±ΡΠΎΠ»ΠΎΠ³ΡΡ. ΠΠ°Π»Ρ ΡΠΎΠ·Π³Π»ΡΠ½ΡΡΠΎ ΡΡΠ·Π½Ρ ΠΏΡΠΈΠΊΠ»Π°Π΄ΠΈ ΡΠ°ΠΊΠΈΡ
ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ, Π° ΡΠ°ΠΊΠΎΠΆ ΡΠΈΡΡΠ΅ΠΌ, ΡΠΎ ΠΌΠ°ΡΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΡΠΊ ΠΌΠ΅Π΄ΠΈΡΠ½ΠΈΡ
, ΡΠ°ΠΊ Ρ Π±ΡΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΈΡ
, ΡΠΎΠ± ΠΏΠΎΠ»Π΅Π³ΡΠΈΡΠΈ ΡΠΎΠ·ΡΠΎΠ±Π»Π΅Π½Π½Ρ ΠΌΠ°ΠΉΠ±ΡΡΠ½ΡΡ
Π΄ΠΎΡΠΊΠΎΠ½Π°Π»ΡΡΠΈΡ
Π²Π΅ΡΡΡΠΉ.
ΠΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΎΠ²Π°Π½ΠΎ, ΡΠΎ ΠΌΠΎΠΆΠ½Π° Π²ΠΈΠ΄ΡΠ»ΠΈΡΠΈ ΠΊΡΠ»ΡΠΊΠ° ΠΎΡΠ½ΠΎΠ²Π½ΠΈΡ
ΡΠΈΠΏΡΠ² ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ ΡΠ· Π±Π°Π·Π°ΠΌΠΈ Π΄Π°Π½ΠΈΡ
Π΄Π»Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΠΈ, Π±ΡΠΎΠ»ΠΎΠ³ΡΡ. ΠΠΈΠΊΠΎΠ½ΡΡΡΠΈ ΡΡ
ΠΊΠ»Π°ΡΠΈΡΡΠΊΠ°ΡΡΡ, Π½Π°ΠΌΠΈ Π²ΠΏΠΎΡΡΠ΄ΠΊΠΎΠ²Π°Π½ΠΎ ΡΠ°ΠΊΡ ΡΠΈΡΡΠ΅ΠΌΠΈ Π²ΡΠ΄ΠΏΠΎΠ²ΡΠ΄Π½ΠΎ Π΄ΠΎ ΠΊΡΠ»ΡΠΊΠΎΡΡΡ ΠΏΡΠ±Π»ΡΠΊΠ°ΡΡΠΉ, ΠΏΡΠΈΡΠ²ΡΡΠ΅Π½ΠΈΡ
ΠΊΠΎΠΆΠ½ΠΎΠΌΡ ΡΠΈΠΏΡ.
ΠΠ° ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°ΠΌΠΈ Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ Π·ΡΠΎΠ±Π»Π΅Π½ΠΎ ΡΡΠ΄ Π²ΠΈΡΠ½ΠΎΠ²ΠΊΡΠ²: 1. ΠΠ΅Π΄ΠΈΡΠ½Ρ ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½Ρ ΡΠΈΡΡΠ΅ΠΌΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΡΡΡ Π½Π°ΠΉΠ±ΡΠ»ΡΡΠΎΡ ΡΠΈΡΠ΅Π»ΡΠ½ΡΡΡΡ, ΡΡΠ·Π½ΠΎΠΌΠ°Π½ΡΡΠ½ΡΡΡΡ ΡΠ° Π½Π°Π±Π»ΠΈΠΆΠ΅Π½ΡΡΡΡ Π΄ΠΎ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ. 2. ΠΠ»Π΅ΠΊΡΡΠΎΠ½Π½Ρ ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½Ρ ΡΠΈΡΡΠ΅ΠΌΠΈ Π² Π½Π΅ΠΉΡΠΎΡΡΠ·ΡΠΎΠ»ΠΎΠ³ΡΡ, Π±ΡΠΎΠ»ΠΎΠ³ΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΡΡΡ Π±ΡΠ»ΡΡΠΎΡ Π½Π°Π±Π»ΠΈΠΆΠ΅Π½ΡΡΡΡ Π΄ΠΎ Π½Π°ΡΠΊΠΎΠ²ΠΈΡ
Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Ρ. 3. ΠΡΠ½ΠΎΠ²Π½Π° ΡΠ²Π°Π³Π° ΡΠΎΠ·ΡΠΎΠ±Π½ΠΈΠΊΡΠ² Π·ΠΎΡΠ΅ΡΠ΅Π΄ΠΆΠ΅Π½Π° Π·Π°ΡΠ°Π· Π½Π° ΡΠΎΠ·ΡΠΎΠ±Π»Π΅Π½Π½Ρ: ΠΌΠ΅Π΄ΠΈΡΠ½ΠΈΡ
ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ Π·Π°Π³Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΈΠ·Π½Π°ΡΠ΅Π½Π½Ρ, Π΅Π»Π΅ΠΊΡΡΠΎΠ½Π½ΠΈΡ
Π±ΡΠ±Π»ΡΠΎΡΠ΅ΡΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ, Π΅Π»Π΅ΠΊΡΡΠΎΠ½Π½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ Π΄Π»Ρ ΡΠΎΠ±ΠΎΡΠΈ Π· Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠ°ΠΌΠΈ, Π΅ΠΊΡΠΏΠ΅ΡΡΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ Ρ ΡΠ΅Π»Π΅ΠΊΠΎΠΌΡΠ½ΡΠΊΠ°ΡΡΠΉΠ½ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌ, ΡΠΎ Π·'ΡΠ²ΠΈΠ»ΠΈΡΡ Π² ΡΠΈΡ
ΡΠΏΠΈΡΠΊΠ°Ρ
ΠΎΡΡΠ°Π½Π½ΡΠΌ ΡΠ°ΡΠΎΠΌ, Π· ΠΏΠΎΡΠ°ΡΠΊΡ ΠΏΠ°Π½Π΄Π΅ΠΌΡΡ SARS-CoV-2 (2019-nCoV). ΠΠ½ΡΡ ΡΠΈΠΏΠΈ Π±ΡΠ»ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΌΠ΅Π½ΡΠ΅, Π½ΡΠΆ Π·Π°Π·Π½Π°ΡΠ΅Π½Ρ
What is Mizzou Advantage?
This booklet provides detailed information about the Mizzou Advantage and the projects awarded grants in rounds 1 and 2 of the program
BUSM Dean's report
Reports from the Office of the Dean, Boston University School of Medicine
Outlook Magazine, Autumn 2018
https://digitalcommons.wustl.edu/outlook/1205/thumbnail.jp
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