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University Faculty (university + faculty)
Selected AbstractsStones in anomalous kidneys: Results of treatment by shock wave lithotripsy in 150 patientsINTERNATIONAL JOURNAL OF UROLOGY, Issue 10 2004LUTFI TUNC Abstract Objective:, To determine the efficacy of shock wave lithotripsy (SWL) in anomalous kidneys. Methods:, From October 1990 to October 2002, 150 patients (93 men and 57 women) with anomalous urinary tracts, including 45 horseshoe kidneys, 57 duplex kidneys, 30 malrotated kidneys, 14 pelvic and four crossed ectopic kidneys were treated with SWL for urolithiasis at the Gazi University Faculty of Medicine. Shock wave lithotripsy was performed with Siemens Lithostar plus (Siemans, Erlanger, Germany) device and all procedures were carried under fluoroscopic control. Results:, The mean shock wave number and intensity received by the patients was 3770 (range, 1380,4100) shocks and 18.4 (range, 16.1,19) kV per session, respectively. The minimum success rate was obtained in patients with lower calyceal (50%) followed by middle calyceal (60%) calculi. The stone-free rate decreased and the number of sessions per patient increased with increasing stone diameter (dm). In patients with a stone dm > 30 mm, only 34% could be stone-free, compared to a rate of 92% for calculi dm < 10 mm. The overall stone free rate at the third month was 68%. The best stone-free rates were obtained in patients with ureteral duplication (80.7%). The stone-free rates in horseshoe, malrotated, pelvic and crossed ectopic kidneys were found to be 66.7%, 56.7%, 57.2% and 25%, respectively. Conclusion:, Shock wave lithotripsy might be an effective and minimally invasive treatment alternative in stone-bearing anomalous kidneys. The type of anomaly, stone burden and localization seem to be the main parameters effecting the treatment success. [source] Motivators and Inhibitors for University Faculty in Distance and e-learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2009Ruth Gannon Cook This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases. [source] The challenge of change: Canadian universities in the 21st centuryCANADIAN PUBLIC ADMINISTRATION/ADMINISTRATION PUBLIQUE DU CANADA, Issue 2 2002David M. Cameron It was a crisis of numbers, brought on by a rising participation rate and the postwar Baby Boom. The response, led initially by the federal government, was to enlarge the university system, and later the entire postsecondary sector, very rapidly through the 1950s and 1960s. In the process of rapid growth, universities changed dramatically, becoming much more democratic and laissez-faire in their management. Then came a prolonged period of restraint, as provincial governments regained a measure of control and the public became sceptical of the benefits accruing from rapidly rising expenditures in the face of tight fiscal circumstances and competing demands. University faculty attempted to secure their earlier gains through unionization and collective bargaining. The upshot, as was predicted, was that universities became much more rigid organizations, resistant to managed change, and focused on the self-interest of faculty members. We now confront a new and very different environment and face the challenges and opportunities associated with a knowledge-based economy, with its reliance on research and innovation, and its demand for a highly educated workforce. The federal government is using its new-found surpluses to invest heavily in university-based research and development. The challenge is whether universities, constrained by cumbersome and self-serving decision rules and procedures, now secured in union contracts, can respond appropriately to the new opportunities. Sommaire: Les universités ont connu une crise dans les années qui ont immédiatement suivi la guerre. C'était une crise d'éffectifs, cauée par un taux de fréquentation en hausse et par le baby-boom de l'après-guerre. La réaction initiale du gouvemement fédéral pendant les années 1950 et 1960, a été de développer très rapidement le système universitaire et plus tard tout le secteur post-secondaire. Au cours de cette croissance rapide, les universités ont changé considérablement, devenant plus democratiques et plus souples dans leur administration. Il y a eu ensuite une période de restriction prolongée, où les gouvemements provinciaux ont retrouvé un certain contrôle et le public devint sceptique au sujet des avantages découlant de dépenses croissantes pour faire face à une conjoncture de resserrement budgétaire et à une concurrence acharnée. Le corps professoral universitaire essaya de protéger les gains qu'il avait obtenus précédemment par la syndicalisation et la négotiation collective. Le résultat, comme cela était prévu, c'est que les universités sont devenues des organismes beaucoup plus rigides, résistants aux changements de gestion et axés sur l'intérêt personnel des membres du corps professoral. Nous nous trouvons aujourd'hui dans une conjoncture nouvelle et très différente. Nous devons maintenant relever les défis et tirer parti des possibilités que nous offre une économie axée sur le savoir, qui compte sur la recherche et l'innovation, et sur une main-d'æuvre hautement instruite. Le gouvernement fédéral se sert de ses surplus récents pour investir considérablement dam la recherche et le développement universitaires. Le défi est de savoir si les universités, assujetties à des régles et procédures difficiles à appliquer, intéressés, et protégées par les conventions syndicales, sauront tirer pleinement parti de nouvelles opportunités. [source] Interdisciplinary Heterogeneity as a Catalyst for Product Innovativeness of Entrepreneurial TeamsCREATIVITY AND INNOVATION MANAGEMENT, Issue 2 2007Daniel Henneke Although more and more ventures are successfully founded by entrepreneurial teams, the specific benefits of the team-based founding approach have received little attention in extant empirical studies. This study explores the relationship between the level of interdisciplinary heterogeneity in entrepreneurial teams and the level of product innovativeness in high-tech ventures. It is proposed that an interdisciplinary new venture team composition impacts the quality of the strategic planning process (scanning activities, planning openness) and thereby indirectly shapes product innovativeness. The hypotheses are investigated using data from a sample of Canadian high-tech ventures. The findings provide support for the proposed relationship between team heterogeneity, strategic planning and product innovativeness. Venture capitalists, university faculty and incubator institutions are therefore well advised to direct their attention towards fostering a heterogeneous composition of founding teams. [source] Global Government Health Partners' Forum 2006: eighteen months laterINTERNATIONAL NURSING REVIEW, Issue 2 2010J. Foster rn FOSTER J., GUISINGER V., GRAHAM A., HUTCHCRAFT L. & SALMON M. (2010) Global Government Health Partners' Forum 2006: eighteen months later. International Nursing Review57, 173,179 Background:, The challenge of global health worker shortages, particularly among nurses, has been the topic of numerous forums over the last several years. Nevertheless, there has been little attention given to the roles of government chief nursing and medical officers as key partners in addressing health worker shortages. This partnership and its potential impact on the adequacy of the global health workforce was the focus of the most recent Global Government Health Partners (GGHP) Forum held in November 2006 in Atlanta, Georgia, USA. This forum was uniquely designed to create a context for government chief nursing officers and chief medical officers to engage in a joint learning and planning experience focused on positioning their leadership to impact health workforce issues. Aim:, This article describes an 18-month follow-up evaluation of the outcomes of the GGHP. The purpose of the evaluation was to assess the impact of the forum experience on the actions of participants based on the country-level plans they produced at the forum. This important feedback is intended to inform the design of future partnered global forums and gain insights into the utility of forum-based action plans. The evaluation process itself has served as an opportunity for the engagement of university faculty, students and staff in a global service learning experience. Conclusion:, The outcomes of this evaluation indicate that important progress has been made by countries whose leadership was involved in the forum, and was also an important learning activity for those participating in the conduct of the study. [source] Organizational identification versus organizational commitment: self-definition, social exchange, and job attitudesJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 5 2006Daan van Knippenberg The psychological relationship between individual and organization has been conceptualized both in terms of identification and in terms of (affective) commitment. In the present study, we explore the differences between these two conceptualizations. Building on the proposition that identification is different from commitment in that identification reflects the self-definitional aspect of organizational membership whereas commitment does not, we propose that commitment is more contingent on social exchange processes that presume that individual and organization are separate entities psychologically, and more closely aligned with (other) job attitudes. In support of these propositions, results of a cross-sectional survey of university faculty (n=133) showed that identification is uniquely aligned (i.e., controlling for affective commitment) with the self-referential aspect of organizational membership, whereas commitment is uniquely related (i.e., controlling for identification) to perceived organizational support, job satisfaction, and turnover intentions. We conclude that the core difference between identification and commitment lies in the implied relationship between individual and organization: Identification reflects psychological oneness, commitment reflects a relationship between separate psychological entities. Copyright © 2006 John Wiley & Sons, Ltd. [source] Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biologyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2007Roman Taraban Abstract Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning,based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960,979, 2007 [source] Work and family perspectives from research university facultyNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 130 2005Kelly Ward Having a child creates priorities, adds perspective, and helps women to be clear about what they can do (and what they are willing to do) to succeed as a faculty member. [source] Trends in the use of digital libraries by scientists in 2000-2005: A case study of finelibPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2006Pertti Vakkari This study explores the trends in the use of electronic material and digital libraries by university faculty between the years 2000 and 2005. The data consist of nationwide web-based surveys of the end-users of FinELib, Finnish Electronic Library, at all Finnish universities. Although material provision has grown tremendously and consequently the use of electronic literature and of FinELib, the clients were polarizing into frequent and infrequent users. Perceived availability of the material provided was a major factor influencing this polarization. Availability was significantly stronger predictor of the use than users' discipline. It seems that availability underlies the disciplinary variation in the use of digital libraries. [source] Motivators and Inhibitors for University Faculty in Distance and e-learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2009Ruth Gannon Cook This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases. [source] Examination of attitudes towards teaching online courses based on theory of reasoned action of university faculty in TaiwanBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2006Tzy-Ling Chen This study examined attitudes of university faculty specialising in the field of human resource (HR) in Taiwan towards participation in the teaching of online courses using the theory of reasoned action (TRA). The population targeted for investigation consisted of the full-time university faculty in the HR field in Taiwan regardless of their experience in the teaching online courses of any kind. Survey development included a detailed literature review to identify beliefs that guided measurement construction and followed the guidelines recommended by Ajzen and Fishbein (1980) to ensure construct validity. Data were collected on TRA constructs and demographic variables using the questionnaire mailed to 278 faculty members targeted for the study. A 42% (n = 116) response rate was achieved after one round of the follow-up through emailing. The significant predictor variables, attitude and subjective social norm were confirmed. In other words, results of analyses evidenced the contribution of TRA to explaining the underlying beliefs that enhance or thwart participation. Additionally, faculty in this study possessed positive attitudes towards the participation in online teaching, and further analyses supported the use of TRA in this research context. [source] | ||||||||||||||||