|
| ||
|
|
||
Academic Education (academic + education)
Selected AbstractsDoing Gender in Academic Education: The Paradox of VisibilityGENDER, WORK & ORGANISATION, Issue 4 2009Marieke Van Den Brink Recent contributions in the field of gender and organization point to the notion of paradox to unveil the persistence of gender inequality in organizations. This article seeks to contribute to this growing body of knowledge. We used the notion of paradox to reveal the processes of doing gender at an earth science department of a Dutch university in order to find out whether gender segregation in academic and professional careers has already started during academic education. We focused on the study choices of female students in earth sciences and discovered the paradox of visibility, which enabled us to show the contradictory and ambiguous nature of how gender is done at this department. In this article we discuss the relationship between doing gender and paradox on a theoretical as well as an empirical level. We argue that paradoxes could be very useful when analysing doing gender in organizations, because paradoxes focus on the social process in which individual agency and social structures come together. We even suggest that paradoxes might help us to disrupt the hierarchical nature of the gender binary, because they allow for a constant reflection on ambiguity and contradictions in theorizing as well as in practice. [source] Development and implementation of new educational concepts in a dental curriculumEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2007H. W. Kersten Abstract, The Academic Centre for Dentistry Amsterdam introduced a fully renewed 5-year dental curriculum in September 2003. In this article, the educational principles and didactic choices that form the basis of the curriculum development are presented and attention is given to the process of development and the implementation strategy that constitute such an important part of the success of introducing a new curriculum. Special characteristics of the new curriculum are the clinical training practice, professional conduct, the elective profiles and academic education. In clinical practice, groups of students from different levels run a group practice in which they learn to work together, delegate tasks, solve clinical problems and apply evidence-based dentistry. In the new curriculum students learn to conduct themselves as professionals. In the third and in the fifth year, students choose an elective profile oriented, respectively, on research and on clinical knowledge and skills. Academic education is an important spearhead in this curriculum in which students not only learn why research is important to dentistry but also how dentists can use research to their own benefit. In development and implementation, a stepwise approach was used in which as many people as logistically possible were involved. [source] Smoking habits and obesity in young adultsADDICTION, Issue 7 2005Eyal Zimlichman ABSTRACT Aims The aim of this work was to study the association between obesity and smoking habits in young adults. Specifically, we tested the hypothesis that obesity does not prevent young adults from smoking and conversely smoking does not protect against obesity. Design and setting Trained nurses interviewed participants concerning demographic data and health behaviors such as smoking. At the time of the interview, weight and height were measured. Data were analyzed retrospectively. Participants A representative sample of Israel Defense Force (IDF) personnel upon discharge from compulsory service, usually at the age of 20,21 years. Findings Overall, 29 745 participants were included during the 13-year study (16 363 males and 13 382 females). Smoking rates were higher among obese participants than among overweight and non-obese participants (34.9%, 37.1%, 43.6% for non-obese, overweight and obese, respectively; P < 0.001). Mean number of cigarettes smoked per day were also higher among smokers that were obese and overweight compared to the non-obese (15.2 ± 9.2, 15.6 ± 10.7, 18.0 ± 9.8, respectively; P < 0.001). Overweight and obesity were associated with the father's lower academic educational level. In logistic regression analysis, obesity, year of study and parental academic education were correlated independently with smoking (P < 0.001). Conclusion The positive association between obesity and smoking suggests that obesity is not a deterrent to smoking and also that smoking does not help to prevent obesity. [source] Development and implementation of new educational concepts in a dental curriculumEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2007H. W. Kersten Abstract, The Academic Centre for Dentistry Amsterdam introduced a fully renewed 5-year dental curriculum in September 2003. In this article, the educational principles and didactic choices that form the basis of the curriculum development are presented and attention is given to the process of development and the implementation strategy that constitute such an important part of the success of introducing a new curriculum. Special characteristics of the new curriculum are the clinical training practice, professional conduct, the elective profiles and academic education. In clinical practice, groups of students from different levels run a group practice in which they learn to work together, delegate tasks, solve clinical problems and apply evidence-based dentistry. In the new curriculum students learn to conduct themselves as professionals. In the third and in the fifth year, students choose an elective profile oriented, respectively, on research and on clinical knowledge and skills. Academic education is an important spearhead in this curriculum in which students not only learn why research is important to dentistry but also how dentists can use research to their own benefit. In development and implementation, a stepwise approach was used in which as many people as logistically possible were involved. [source] Doing Gender in Academic Education: The Paradox of VisibilityGENDER, WORK & ORGANISATION, Issue 4 2009Marieke Van Den Brink Recent contributions in the field of gender and organization point to the notion of paradox to unveil the persistence of gender inequality in organizations. This article seeks to contribute to this growing body of knowledge. We used the notion of paradox to reveal the processes of doing gender at an earth science department of a Dutch university in order to find out whether gender segregation in academic and professional careers has already started during academic education. We focused on the study choices of female students in earth sciences and discovered the paradox of visibility, which enabled us to show the contradictory and ambiguous nature of how gender is done at this department. In this article we discuss the relationship between doing gender and paradox on a theoretical as well as an empirical level. We argue that paradoxes could be very useful when analysing doing gender in organizations, because paradoxes focus on the social process in which individual agency and social structures come together. We even suggest that paradoxes might help us to disrupt the hierarchical nature of the gender binary, because they allow for a constant reflection on ambiguity and contradictions in theorizing as well as in practice. [source] Current Views of European Anthropologists on Race: Influence of Educational and Ideological BackgroundAMERICAN ANTHROPOLOGIST, Issue 1 2009Katarzyna A. Kaszycka ABSTRACT, Significant differences in views on race (once a core anthropological concept) occur between scientists from different countries. In light of the ongoing race debate, we present the concept's current status in Europe. On three occasions in 2002,03, we surveyed European anthropologists' opinions toward the biological race concept. The participants were asked whether they agreed that there are biological races within the species Homo sapiens. A dependence was sought between the type of response and several factors. Three of these factors,country of academic education, discipline, and age,were found to be significant in differentiating the replies. Respondents educated in Western Europe, physical anthropologists, and middle-aged persons reject race more frequently than respondents educated in Eastern Europe, people in other branches of science, and those from both younger and older generations. The survey shows that the views of anthropologists on race are sociopolitically (ideologically) influenced and highly dependent on education. [Keywords: human races, race concept, physical anthropology, Europe] [source] | |||||||||||||