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The two books, Final Exam: A Surgeon’s Reflections on Mortality by Pauline Chen, and Better: A Surgeon’s Notes on Performance by Atul Gawande, are remarkably honest and human accounts, both describing professional moments of fear, guilt, embarrassment and humor. The two authors, both Harvard-educated surgeons, admit to cases of personal failure and call on their fellow medics to reflect continuously on how they can improve the way their profession is practiced. Pauline Chen’s project is a discussion of appropriate end-of-life care. She probes into the question of why surgeons can seem unfeeling and slowly teases apart the answer that it is brought about by a doctor’s training. In her view, medical students should learn to trivialize death enough to cope but humanize it enough to help, and their formal education caters disproportionately to the former. Atul Gawande is more interested in behavioral tendencies than emotional ones. His is wider in scope and richer in fascinating detail. A staff writer for the New Yorker as well as a 2006 MacArthur "genius" grant recipient for his research, Dr. Gawande reports on the experience of other doctors as well as recounting his own. He has talked to medical men who have participated in executions and to others who have become prosecuting lawyers in malpractice suits. Dr. Gawande encourages his colleagues to observe their performance in a quantitative way. A simple example of this is that medics; including himself, wash their hands about a third as often as they should. By contrast, doctors at the World Health Organization monitor polio with such diligence that a single case in southern India leads to the rapid mobilization of a massive vaccination program. Army surgeons in Afghanistan and Iraq are, he believes, masters at working out ways to improve their performance. For example, their exhaustive spreadsheets reveal that when surgeons are faced with wounded men off the battlefield, the death count is reduced if, instead of continuing the necessary emergency treatment, they ship the anaesthetized soldiers off to other, perhaps better-equipped facilities, their wounds often still open and packed with gauze. Both authors recall professionals they respect telling them that the best doctors are those who can put themselves in their patients’ shoes. This allows them to approach openly the question of when to give up on aggressive treatment and let the patient’s failing health progress peacefully. Deaths can often be made easier than they would have been if too much medical ambition had been involved. Where these books disappoint, if only slightly, is in the very occasional use of a specialized term when an everyday phrase would have done. A pity, but a small one. In general, both books succeed in being as engaging to the layman as to the practicing or studying doctor. They should be required reading for the latter.

What do the two surgeons say about treatment to those fatally ill()

A.Doctors should work out ambitious plans to save the patient’s life.
B.Doctors should learn to frankly discuss treatment with the patient.
C.Doctors should learn to be concerned and face reality with the patient.
D.Doctors should convince the patient of the futility of medical treatment.

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A.University of Wollongong The University of Wollongong signalled a new mood in higher education when it was established in 1951: flexible, highly-motivated and responsive to students’ needs. Today, its energetic, entrepreneurial style is increasingly popular. The University of Wollongong breaks With tradition, valuing practical and applied skills in the context of a strong theoretical and ethical base; a strategy employers appreciate. The figures speak for themselves. University of Wollongong graduates enter the workforce in the highest starting-salary bracket according to the Graduate Careers Council of Australia. The University of Wollongong was the first to have compulsory student-evaluation of teaching; the first to insist that new staff undertake teaching-skills courses; the first to make Information Technology skills compulsory for students; and among the first with flexible double-degree programs. Students are encouraged to map career-paths from enrolment day. The University of Wollongong has strong industry links, and its world-class research program attracted $6 million in Australian Research Council grants last year. For example, the Institute for Telecommunications Research is a key centre for international firms seeking a foothold in the Asia-Pacific region.
B.The University of Adelaide Established in 1874, the University of Adelaide has a strong research focus. On almost any index chosen, Adelaide is ranked in the top group of Australian universities for research output, teaching and curriculum design, staff-student ratios and positive graduate outcomes. It also ranks very well among other universities in the Asia-Pacific region. Adelaide’s strengths lie in the biological and agricultural sciences, engineering (including information technology and telecommunications), medicine, dentistry, the physical science, environmental science and management, and the social sciences (especially Asian studies, international economics and human geography). The University has produced graduates who are leaders in the professions, government and industry in Australia and around the world. These include Lord Florey, who received the Nobel Prize for his discovery of penicillin, and Dr. Andrew Thomas, Australia’s first astronaut. Adelaide has extensive and growing international linkages in Europe, North America and the Asia-Pacific, involving student and staff exchange, research, teaching and consultancy. Links with international governments, research organizations and industry are also expanding rapidly, as a consequence of the University’s capabilities and expertise on a world scale .
C.Murdoch University Murdoch University offers a university education of the highest quality and has been rewarded by a ranking as the best teaching campus of all Australia’s public universities in an independent national survey of university graduates. The University has won two awards in the Prime Minister’s 1998 Australian Awards for University on teaching (one for the best humanities teacher, one specially-created award for services to students and the community). The University has also won a top, five-star rating for graduate satisfaction from the 1999 Good University Guide for the fourth consecutive year. This is a reputation of continuing excellence sustained over a number of years. It is a reputation established by some of the best-qualified academic staff in Australia; an international reputation for a caring and friendly environment; the high quality of the research undertaken and the University’s flexible, academic structure that allows students to design the degree they need for their future. Murdoch prides itself on being a community-oriented university and as one of Australia’s best teaching universities. It is highly regarded for its flexibility, with the choice of double-majors such as commerce and multi-media available to give students a head-start in their career.
D.Monash University Studying at Monash University opens the door to new worlds. A strong international focus, constant innovation and engagement with the broader community highlight the University’s pioneering approach to scholarship. With the opening of its first off-shore campus in, Malaysia in 1998, Monash has taken a significant step towards becoming a truly global university. Over the next few years, as plans proceed for other off-shore campuses, Monash students will have an increasing choice about where they obtain their Monash degree. With a well-founded reputation for excellence in teaching, research and scholarship, Monash is being increasingly recognized, too, for its innovative approach to flexible learning. The university offers high-quality education and a vibrant, inclusive learning environment to more than 42,000 students across seven campuses. Its strengths include cooperative research projects with the private sector, links with professional bodies in presenting practical study components, rich performing arts programs and distance education courses which afford learning opportunities to an enormous range of people. Above all, Monash seeks to deliver a total education experience that equips its students for the future, providing not just academic qualifications, but instilling in them an awareness of their potential to contribute to society.