Página 2 dos resultados de 13528 itens digitais encontrados em 0.006 segundos

Os desafios da educação permanente: a experiência do curso de Medicina da Universidade Estadual de Londrina; The challenge of faculty development: the experience of the medical school at the State University of Londrina

FARIA, Maria José Sparça Salles de; NUNES, Elisabete de Fátima Polo de Almeida; ANASTASIOU, Lea; SAKAI, Marcia Hiromi; SILVA, Vera Lúcia Menezes da
Fonte: Associação Brasileira de Educação Médica Publicador: Associação Brasileira de Educação Médica
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
36.676204%
Na prática docente, verifica-se que o corpo de professores detém um alto nível de conhecimento técnico-científico, que se contrapõe às deficiências em sua formação didático-pedagógica, o que leva a resistência às mudanças. Este artigo apresenta os desafios enfrentados no processo de implementação de um projeto de educação permanente dos professores que atuam no curso de Medicina da Universidade Estadual de Londrina, com vistas ao desenvolvimento de uma prática pedagógica que leve em conta a realidade humana em toda a sua complexidade e diversidade. Para isso,foi realizado um curso deformação básica para professores-tutores, desenvolvido em três etapas e que possibilitou aos participantes a vivência da ABP. Além disso, foi constituído um grupo de estudos para refletir sobre temas relacionados à prática pedagógica docente, com uma assessoria pedagógica. Este grupo foi denominado Grupo de Estudos Seqüenciais, e o resultado esperado é a formação de multiplicadores. A superação dos desafios do processo de profissionalização do docente médico requer que se avaliem constantemente todas as iniciativas implantadas, pois este processo de acompanhamento auxiliará um aperfeiçoamento contínuo.; Faculty staff of undergraduate medical school has usually a high level of techno-scientific knowledge but deficient didactic and pedagogical competences...

HEALTH PROBLEMS AWARENESS DURING TRAVEL AMONG FACULTY MEMBERS OF A LARGE UNIVERSITY IN LATIN AMERICA. PRELIMINARY REPORT; Preocupação com problemas de saúde durante viagens em professores de uma grande universidade na América Latina. Descrição preliminar

Tome, Ana Cristina Nakamura; Canello, Thais Brandi; Luna, Expedito José de Albuquerque; Andrade Junior, Heitor Franco de
Fonte: São Paulo Publicador: São Paulo
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
36.676204%
Health safety during trips is based on previous counseling, vaccination and prevention of infections, previous diseases or specific problems related to the destination. Our aim was to assess two aspects, incidence of health problems related to travel and the traveler’s awareness of health safety. To this end we phone-interviewed faculty members of a large public University, randomly selected from humanities, engineering and health schools. Out of 520 attempts, we were able to contact 67 (12.9%) and 46 (68.6%) agreed to participate in the study. There was a large male proportion (37/44, 84.1%), mature adults mostly in their forties and fifties (32/44, 72.7%), all of them with higher education, as you would expect of faculty members. Most described themselves as being sedentary or as taking occasional exercise, with only 15.9% (7/44) taking regular exercise. Preexisting diseases were reported by 15 travelers. Most trips lasted usually one week or less. Duration of the travel was related to the destination, with (12h) or longer trips being taken by 68.2% (30/44) of travelers, and the others taking shorter (3h) domestic trips. Most travelling was made by air (41/44) and only 31.8% (14/44) of the trips were motivated by leisure. Field research trips were not reported. Specific health counseling previous to travel was reported only by two (4.5%). Twenty seven of them (61.4%) reported updated immunization...

O docente universitário em Enfermagem e a Síndrome de Burnout: uma questão de educação para a saúde; Nursing university faculty and the Burnout Syndrome: a health education issue

Mulato, Sabrina Corral
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 24/10/2008 Português
Relevância na Pesquisa
36.774805%
Sabendo das complexas cobranças que assolam os docentes universitários, tendo em vista as exigências do cumprimento de tarefas relacionadas ao ensino, pesquisa, extensão/assistência, bem como atividades administrativas, isto acaba levando o professorado ao adoecimento em função de suas excessivas atribuições. Objetivos: 1) Levantar com os docentes de uma faculdade de enfermagem estadual, o significado que eles atribuem à sua profissão, relacionando os elementos facilitadores e dificultadores da sua atuação profissional, considerando a sua visão da enfermagem: tradicional, atual e do futuro; 2) Destacar suas atividades ocupacionais e de lazer realizadas no seu tempo livre, identificando-as como meio de promoção da sua saúde física e mental; 3) Verificar no projeto político-pedagógico da sua escola, como ocorreu a sua inserção, identificando os desafios do currículo novo, averiguando o significado da Síndrome de Burnout e propondo sugestões para leituras sobre essa síndrome, enquanto programa educativo. Metodologia: Realizou-se uma pesquisa qualitativa, mediatizada pela pesquisa-ação. Nesse estudo exploratório, utilizou-se de questionário (dados pessoais e de formação, além da visão dos docentes de enfermagem sobre o tema central). Pesquisamos 13 docentes...

O perfil do corpo docente dos cursos de ciências contábeis das universidades federais brasileiras e as perspectivas para adoção da educação a distância; The profile of Brazilian federal universities accounting faculty members and the prospects for implementing distance education

Silva, Leda Bezerra da
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 25/11/2002 Português
Relevância na Pesquisa
36.717085%
O objetivo final deste trabalho é descrever e analisar o perfil do corpo docente do curso de Ciências Contábeis das universidades federais brasileiras, e conseqüentemente avaliar as perspectivas para adoção da Educação a Distância, uma vez que esta se apresenta como um instrumento de grandes potencialidades e expectativas, capaz de melhorar a formação e qualificação tão criticada dos professores do curso de Contabilidade. A necessidade de compreender o perfil do aluno, nesta pesquisa, o próprio corpo docente do curso de Ciências Contábeis, surge como elemento antecedente que deve ser considerado no momento em que se pretende desenvolver programas de Educação a Distância. Este perfil, bem como as perspectivas para adoção da EAD foram obtidas pela descrição, análise e avaliação de dados primários e secundários. Os resultados da pesquisa indicam que os docentes do curso de Ciências Contábeis têm um perfil favorável a implantação da educação a distância, uma vez que 91% destes estão dispostos a atualizar seus conhecimentos por meio de cursos a distância, 86% acreditam que esses cursos poderão melhorar a sua qualificação, 83% dos que se dispõem a participar de programas de EAD possuem entre uma a duas horas diárias para dedicar-se aos cursos...

Higher education in nursing: the faculty work process in different institutional contexts

Leonello,Valéria Marli; Oliveira,Maria Amélia de Campos
Fonte: Universidade de São Paulo, Escola de Enfermagem Publicador: Universidade de São Paulo, Escola de Enfermagem
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2014 Português
Relevância na Pesquisa
36.774805%
Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.


New(er) Kids on the Block – Voices of Junior FUN Faculty

Dickinson, Shelly D.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/10/2009 Português
Relevância na Pesquisa
36.676204%
How do good teachers get that way? While practice is certainly important, good ideas are essential. The first goal of the “New(er) Kids on the Block” plenary session at the 2008 PKAL/FUN Workshop was to highlight the notable things junior FUN faculty are doing in the classroom and the lab. Happily, both younger and more seasoned faculty colleagues shared a multitude of pedagogical ideas, many of which are briefly described here. The second goal of the session was to provide a place for junior faculty to ask questions of senior faculty. This broader goal was less directly met, possibly because of time constraints, possibly because of the nature of the group setting. In future workshops, arranging a large session for the exchange of ideas and a smaller session for mentoring type activities might be advisable.

Undergraduate Neuroscience Faculty: Results from a Survey of Faculty for Undergraduate Neuroscience Members

Hardwick, Jean C.; Smith, Jeffrey S.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/03/2010 Português
Relevância na Pesquisa
36.828586%
A survey was presented to members of the Faculty for Undergraduate Neuroscience (FUN) to get a better idea of how neuroscience research and education is being delivered at the undergraduate level. A total of 155 individuals completed the survey, with 118 coming from faculty at traditional PUIs (primarily undergraduate institutions) and 37 from faculty at doctoral-granting institutions. The survey covered a number of different areas; including types of neuroscience programs, number of neuroscience faculty at the institution, average course loads, average number of research students, and external support for research. Results from this survey indicate that the structure of neuroscience programs vary among institutions. Course loads for faculty at PUIs averaged four to six courses per year and the total number of undergraduate students supervised in research per faculty member averaged five (± 2.8) students per year. Faculty show high success with external funding, both at PUIs and research universities. Faculty ranked FUN programs devoted to supporting both students and faculty development highly. The results of this survey provide data that can be used to determine future directions and priorities for FUN.

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 Português
Relevância na Pesquisa
36.795933%
Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions

Whittaker, Joseph A.; Montgomery, Beronda L.; Martinez Acosta, Veronica G.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 07/07/2015 Português
Relevância na Pesquisa
36.717085%
The student and faculty make-up of academic institutions does not represent national demographics. Racial and ethnic minorities are disproportionately underrepresented nationally, and particularly at predominantly white institutions (PWIs). Although significant efforts and funding have been committed to increasing points of access or recruitment of under-represented minority (URM) students and faculty at PWIs, these individuals have not been recruited and retained at rates that reflect their national proportions. Underrepresentation of URMs is particularly prevalent in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This reality represents a national crisis given a predicted shortage of workers in STEM disciplines based on current rates of training of all individuals, majority and URM, and the intersection of this limitation with persistent challenges in the recruitment, training, retention and advancement of URMs who will soon represent the largest pool of future trainees. An additional compounding factor is the increasingly disproportionate underrepresentation of minorities at higher professorial and administrative ranks, thus limiting the pool of potential mentors who are correlated with successful shepherding of URM students through STEM training and development. We address issues related to improving recruitment and retention of URM faculty that are applicable across a range of academic institutions. We describe challenges with recruitment and retention of URM faculty and their advancement through promotion in the faculty ranks and into leadership positions. We offer specific recommendations...

Nurse Faculty and Students’ Behavioral Intentions and Perceptions Toward Entrepreneurship in Nursing

Fletcher, Sally Nila Ellis ; McMahon, James
Fonte: Universidade de Rochester Publicador: Universidade de Rochester
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
36.717085%
Thesis (Ph.D.)--University of Rochester. School of Nursing. Health Practice Research, 2010.; A cross-sectional survey design was employed to explore perceptions of entrepreneurship in nursing (EIN), and the determinants of those perceptions among nurse faculty and nursing students, using constructs from the Theory of Planned Behavior (TpB). The TpB is a behavioral theory in which behavioral intentions (BI) mediate the effects of attitudes (ATT), subjective norms (SN), perceived behavioral control (PBC) and self-perceived entrepreneurship knowledge (SPEK) on behavior. The aims of this study were to (a) develop and validate a new instrument—the Perceptions in Entrepreneurship in Nursing (PEN) survey—designed to assess TpB constructs tailored toward nursing entrepreneurship behaviors, (b) develop and test a model predicting entrepreneurship behavioral intentions in nursing, and (c) provide recommendations for curricula pertinent to entrepreneurship education based on the study’s findings. The psychometric properties of the PEN survey were assessed in a pilot study (N=111) prior to conducting the research survey. The regional survey was completed by nurse faculty (n=851) and nursing students (n=488) affiliated with one-hundred and forty (140) CCNE accredited schools of nursing with bachelor degrees or higher from fourteen states in the northeast and south Atlantic regions of the U.S. Confirmatory factor analysis (CFA) of the 14 item PEN instrument demonstrated construct validity of the five (5) factors corresponding to the TpB constructs. Cronbach’s alpha for scale reliability were: overall...

Riffing on a Theme: Faculty Experiences With Service-Learning in a Food Security Research Network in Ontario

Harrison, Barbara
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
36.813596%
While service-learning is often said to be beneficial for all those involved—students, community members, higher education institutions, and faculty members—there are relatively few studies of the attraction to, and effect of, service-learning on faculty members. Existing studies have tended to use a survey design, and to be based in the United States. There is a lack of information on faculty experiences with service-learning in Ontario or Canada. This qualitative case study of faculty experiences with service-learning was framed through an Appreciative Inquiry social constructionist approach. The data were drawn from interviews with 18 faculty members who belong to a Food Security Research Network (FSRN) at a university in northern Ontario, reports submitted by the network, and personal observation of a selection of network-related events. This dissertation study revealed how involvement with service-learning created opportunities for faculty learning and growth. The focus on food security and a commitment to the sustainability of local food production was found to be an ongoing attraction to service-learning and a means to engage in and integrate research and teaching on matters of personal and professional importance to these faculty members. The dissertation concludes with a discussion of the FSRN’s model and the perceived value of a themed...

Collective Bargaining And Faculty Unionization: An Administrative Perspective

Quinn, Colleen M.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
36.749082%
The purpose of this qualitative case study was to gain insight into the perspectives of experienced higher education administrators regarding faculty unionization, the collective bargaining process, and the interpersonal relationships between higher education faculty members and administrators. The primary method of data collection was semi-structured face to face interviews with nine administrators from two community colleges and two universities in the south Florida area. All of the study participants worked with unionized faculty members and had direct experience participating in bargaining negotiations. Upon the completion of each interview, the researcher listened to the taped audio recording of the interview several times and then transcribed all of the information from the audiotape into a Word file. Data collection and analysis for each participant were performed concurrently. Using a modified concept mapping approach, the research questions were written on large yellow sticky notes and placed in the middle of a wall in the researcher’s home with nine descriptive categorical themes written on smaller sticky notes placed around the study questions. The highlighted quotes and key phrases were cut from each transcript and placed under each of the descriptive categories. Over the course of a few months repeatedly reviewing the research questions that guided this study...

The Relationship between Faculty Perceptions and Implementation of Elements of Transactional Distance Theory and Online Web-Based Course Completion Rates

Nwankwo, Victor
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
36.795933%
The purpose of this study was to explore the relationship between faculty perceptions, selected demographics, implementation of elements of transactional distance theory and online web-based course completion rates. This theory posits that the high transactional distance of online courses makes it difficult for students to complete these courses successfully; too often this is associated with low completion rates. Faculty members play an indispensable role in course design, whether online or face-to-face. They also influence course delivery format from design through implementation and ultimately to how students will experience the course. This study used transactional distance theory as the conceptual framework to examine the relationship between teaching and learning strategies used by faculty members to help students complete online courses. Faculty members’ sex, number of years teaching online at the college, and their online course completion rates were considered. A researcher-developed survey was used to collect data from 348 faculty members who teach online at two prominent colleges in the southeastern part of United States. An exploratory factor analysis resulted in six factors related to transactional distance theory. The factors accounted for slightly over 65% of the variance of transactional distance scores as measured by the survey instrument. Results provided support for Moore’s (1993) theory of transactional distance. Female faculty members scored higher in all the factors of transactional distance theory when compared to men. Faculty number of years teaching online at the college level correlated significantly with all the elements of transactional distance theory. Regression analysis was used to determine that two of the factors...

Faculty forecast and planning model for the Naval Postgraduate School

Shipman, Brian K
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Português
Relevância na Pesquisa
36.795933%
Approved for public release; distribution is unlimited; This thesis develops a model for the Naval Postgraduate School (NPS) to forecast future tenure-track faculty size and distribution. It enables decision makers to analyze the effects of tenure and retirement policies as well as determine recruitment levels to achieve and maintain a desired number of faculty members. The model estimates faculty retention characteristics, or continuation rates based upon the length of federal service (LFS) associated with historic loss data. These continuation rates are applied to a cross- sectional faculty profile to predict faculty legacies, i.e. the number of faculty who will continue service at NPS. Results show that faculty levels can be predicted with relative certainty out to a two year horizon. Additionally, the results show how salary increases in the early 1990's induced a delay in faculty retirements. We also present an embellishment to the model which incorporates age at loss as well as LFS to forecast only retirements. The forecasts from this model are not as conclusive as those obtained from the original; http://archive.org/details/facultyforecastp00ship; Lieutenant, United States Navy

The Experiences of Racialized Female Faculty at Queen's University

MAHARAJ, NATALIA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 743275 bytes; application/pdf
Português
Relevância na Pesquisa
36.774805%
Racialized female faculty frequently experience discrimination in the academy. However, few scholars have attempted to understand such experiences. This study helps to fill this void by exploring the experiences of racialized female faculty within the university. More specifically, in this study, I interviewed racialized female faculty from Queen's University and asked them to discuss their experiences with discrimination on campus. I was interested in conducting this study at Queen's due to The Henry Report (2004) which examined the experiences of racialized faculty at Queen's and found that the university suffers from a 'culture of whiteness'. Moreover, I also wished to conduct this study at Queen's with racialized female faculty specifically because of the difficulties the university has in retaining these women, due to their experiences with racism on campus. From the interviews, I was able to conclude that racialized female faculty experience both racial and sexual discrimination at Queen's. Moreover, I was also able to conlude that this university still suffers from a 'culture of whiteness' and racism, and needs to make greater efforts to confront these issues or continue to have difficulties retaining racialized female faculty.; Thesis (Master...

First Time Distance Learning Faculty Review

Herdklotz, Cheryl
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento Formato: 33357 bytes; application/pdf
Português
Relevância na Pesquisa
36.774805%
In an effort to continue to explore the experiences of first-time distance faculty and to add to the information of the survey completed by Carole Sack in January 2004, a second survey was conducted during the Summer quarter 2004. It was hoped that we would reach the faculty new to distance teaching that had taught in Winter 032 and Spring 033 and again learn from them how to improve the preparation and support of faculty teaching online. The same survey instrument used in the original interviews was utilized for this second round of interviews. The number of faculty new to distance teaching for the Winter/Spring quarters was 16. Contact to solicit their participation was initially made by email and then a follow-up paper letter was sent approximately 10 days later. We had seven faculty agree to be interviewed (43.8% participation). Three were interviewed face to face, three by phone and one remote faculty completed the survey online. Duration of interviews ranged from 20 to 75 minutes. Faculty represented a cross section of departments/colleges including: Liberal Arts- Humanities CAST- Food Hotel- Croatia CMDS (2) (1 Kosovo) MicroElectronics Environmental Health & Safety Photography Only the MicroElectronics course was a specific Graduate level course...

Prevalence of overweight and obesity among a university faculty and staffs from 2004 to 2010, China

He,Lianping; Ren,Xiaohua; Qian,Yifan; Jin,Yuelong; Chen,Yan; Guo,Daoxia; Yao,Yingshui
Fonte: Nutrición Hospitalaria Publicador: Nutrición Hospitalaria
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/05/2014 Português
Relevância na Pesquisa
36.717085%
Background: Overweight and obesity are epidemic worldwide. Our present study was to examine the prevalence of overweight and obesity in a university faculty and staffs using two references [Working Group on Obesity references in China (2004) and World Health Organization (WHO) criteria 2000]. Objective: The purpose of this study was to estimate the prevalence of overweight and obesity among university faculty and staffs in China. Methods: A cross-sectional study was designed to collect the routine health screening data for a university faculty and staffs from 2004 to 2010(2004, 2006, 2008 and 2010); the subjects aged 22-94 years. Results: Depending on the references used (China and WHO, respectively), the overall prevalence of overweight, including obesity of the subjects was 36.1% and 25.5%, the prevalence of obesity was 5.3%, and 1.5%, respectively, the prevalence of overweight, including obesity among the male subjects was 46% and 32.5%, respectively, the prevalence of overweight, including obesity among the female subjects was 21% and 14.1%, respectively, An interesting observation made was that the overall prevalence of overweight was increased with age. Conclusions: Regarding the harmful of overweight and obesity, it is encourage reducing liberal food environment and increasing physical activity among university faculty and staffs...

Towards supporting scholarship in research by clinical pharmacy faculty

Pickard,A. Simon
Fonte: Pharmacy Practice (Granada) Publicador: Pharmacy Practice (Granada)
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/12/2006 Português
Relevância na Pesquisa
36.813596%
Objective: The objective of this study was to assess the need for research support, faculty development, and topics of interest to clinical track pharmacy faculty that would facilitate scholarship in research. Methods: A cross-sectional survey of pharmacy practice-based faculty at University of Illinois at Chicago (UIC) completed via the web in November 2005. Results: Of 39 clinical track faculty respondents (48% response rate), 100% indicated they were interested in being co-investigator or 77% lead investigator on a research grant proposal. The majority of respondents expressed "a lot" or "extreme" interest in receiving methodological guidance and administrative support in order to pursue research interests. The greatest interest in research support services related to sample size calculations, selection of appropriate statistical tests, grant writing, and writing for journals. Barriers to research cited by faculty included lack of confidence in ability, the need for balancing responsibilities, and reward for efforts. Suggestions included the creation of specific research interest groups, research seminars, formal mentoring and statistical support services. Conclusions: Clinical-track faculty are interested in research-related scholarship but typically lack the confidence or skills to lead research. While this study was limited to UIC clinical faculty...

Journal publications by pharmacy practice faculty evaluated by institution and region of the United States (2001-2003)

Coleman,Craig I.; Schlesselmann,Lauren; White,C. Michael
Fonte: Pharmacy Practice (Internet) Publicador: Pharmacy Practice (Internet)
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/12/2007 Português
Relevância na Pesquisa
36.813596%
Objective: To compare the quantity of manuscripts published in journals by departments of pharmacy practice at schools and colleges of pharmacy in the United States for the years 2001-2003. Methods: We utilized the Web of Science bibliographic database to identify publication citations for the years 2001 to 2003 which were then evaluated in a number of different ways. Faculty were identified via American Association of Colleges of Pharmacy rosters for 2000-2001, 2001-2002, and 2002-2003 academic years. Results: Rankings were done based on the number of publications per institution and average number of publications per faculty member at an institution. Upon linear regression analysis, a relationship exists between an institution's faculty size and the total number of publications but not for tenure/nontenure-track faculty ratio. Rating highest in overall publication number did not guarantee high rankings in the average number of publications per faculty member at an institution assessment. Midwestern schools were responsible for more publications per institution than other regions. Many schools only generated minimal scholarship over this evaluative period. Conclusion: While many schools have pharmacy practice faculty that strongly contributed to the biomedical literature...

The Dutch Reformed Church and the Faculty of Theology at the University of Pretoria

du Toit,Philippus R.
Fonte: Verbum et Ecclesia Publicador: Verbum et Ecclesia
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 Português
Relevância na Pesquisa
36.749082%
The focus of this article is on the fundamental and practical reasons that led to the establishment of theological training by the Dutch Reformed Church in the northern part of South Africa. The Faculty of Theology (Division B) was eventually established in 1938 at the University of Pretoria -nearly 80 years since the opening of the Theological Seminary in Stellenbosch. Attention is given both to the major role players in Church and Faculty as well as to the developments that influenced both Church and Faculty: the Dutch Reformed Church of Transvaal eventually dissolved into four synods; the Faculty of Theology on the other hand united the two Divisions to become one multi-denominational faculty in 2000. Cognisance is taken of the major tensions between faculty and Church during the course of time. Special attention is given to certain accusations regarding theological heresy during the last decade.