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University Professors (university + professor)

Distribution by Scientific Domains

Humanities and Social Sciences	50%

Selected Abstracts

Neuroimaging Curriculum for Neurology Trainees: Report from the Neuroimaging Section of the AAN

JOURNAL OF NEUROIMAGING, Issue 3 2003
Rohit Bakshi MD
ABSTRACT Neuroimaging plays a major role in the evaluation of patients with neurological disorders. Surveys of neurologists have revealed that most rely on their own readings of images for patient management, and a majority believe that neurologists should be allowed to officially interpret and bill for scan reviews. The importance of neuroimaging training for neurology residents has been stressed by the Association of University Professors of Neurology. Although there is a desire to promote the neuroimaging education of neurologists, no curricula have existed previously. The Neuroimaging Section of the American Academy of Neurology (AAN) developed a task force of practicing neuroimagers to provide a neuroimaging curriculum for neurological trainees and training directors. The resulting curriculum is available on the Web sites of the AAN (http://www.aan.com) and the American Society of Neuroimaging (http://www.asnweb.org/education/curriculum.shtml) and will be updated as the need arises through evolving technology or breadth of applications. This curriculum should help in the design of neurology residency and fellowship programs and subspecialty path-ways in which adequate neuroimaging education and training are desired for various reasons, including certification and the demonstration of competency and proficiency. [source]

Gender Differences in Publication among University Professors in Canada,

CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 2 2002
M. Reza Nakhaie
Cet article analyse un important sondage à l'échelle canadienne et aborde la probématique de la productivité: pourquoi les professeures d'université publient-elles moins que leurs collégues hommes ? Les résultats montrent que, dans l'ensemble, les femmes ont publié moins que les hommes , et ce, de manière significative ,, à la fois durant leur carrière et au cours des trois années qui ont précédé le sondage. Cependant, des analyses multivariables révèlent que des différences s'avèrent plus prononcées dans les données touchant la carrière que dans celles de la courte période. La plus grande différence entre les hommes et les femmes a trait au fait de publier dans une revue à comité de lecture ou sans, et s'applique à toute leur carrière. Enfin, des différences se laissent expliquer par des différences de rang, d'années depuis l'obtention du doctorat, la discipline, le type d'université ainsi que le temps consacré a la recherche. Des problèmes d'évaluation des prédicteurs de la productivité en recherche sont discutés. This paper analyses a large Canadian national survey of professors and tackles the "productivity puzzle" as to why female scientists publish less than male scientists. Results show that, in aggregate, Canadian female professors have published significantly less than their male counterparts, both over their lifetimes and during the three years before the survey. However, multivariate analyses reveal that gender differences in publication are more pronounced in the lifetime data than in the data for the shorter period. Much of the difference in publication between men and women of the academy is in refereed and non-refereed articles and reports over their career. Finally, gender differences in publication are largely accounted for by differences in rank, years since PhD, discipline, type of university and time set aside for research. Problems of assessing predictors of research productivity are discussed. [source]

The Thin End of the Wedge: Foreign Women Professors as Double Strangers in Academia

GENDER, WORK & ORGANISATION, Issue 3 2008
Barbara Czarniawska
The impetus for this study was an observation that many of the first women to obtain chairs at European universities were foreigners. Our initial attempt to provide a statistical picture of this proved impossible, because there were numerous problems deciding the contents of such concepts as ,first', ,university professor' and ,foreigner'. We have therefore focused on four life stories. It turns out that being a ,double stranger', a woman in a masculine profession and a foreigner , is not, as one might think, a cumulative disadvantage. Rather, it seems that these two types of strangeness might cancel out one another, permitting these women a greater degree of success than was allowed their native sisters. This situation however, provides little psychological comfort, hence the metaphor of the wedge: opening the doors but suffering from double pressure. [source]

Lessons on and from the dihybrid cross: An activity,theoretical study of learning in coteaching

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2002
Wolff-Michael Roth
During their training, future teachers usually learn the subject matter of science. However, they are largely left on their own when it comes to figuring out how to teach this subject matter, that is, how to find appropriate pedagogical forms. In this article we present a model of collective teaching and learning, which we term coteaching/cogenerative dialoguing, as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. As praxis, coteaching brings about a unity between teaching and learning to teach; cogenerative dialoguing brings about a unity between teaching and researching. Both are potential sites for deep learning. We articulate coteaching/cogenerative dialoguing in terms of activity theory and the associated first-person research methodology that has been developed by critical psychologists as a method of choice for dealing with the theory,praxis gap. Our detailed case study highlights opportunities of learning subject matter and pedagogy by university professors who participate in coteaching/cogenerative dialoguing in an urban high school. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 253,282, 2002 [source]