Research Training and Productivity among Faculty: The Canadian Association of Professors of Psychiatry and the Canadian Psychiatric Association Survey

1996 ◽  
Vol 41 (3) ◽  
pp. 144-149 ◽  
Author(s):  
Nady El-Guebaly ◽  
Mark Atkinson
Keyword(s):  
United States ◽  
Research Training ◽  
Target Population ◽  
The United States ◽  
Influential Factor ◽  
Full Time ◽  
Active Involvement ◽  
Canadian Association ◽  
Academic Faculty ◽  
Time Faculty

Objective: This survey assesses the research training and productivity of academic faculty in Canadian departments of psychiatry and compares the findings with those of colleagues in the United States. Method: A questionnaire was adapted to suit the Canadian milieu and was distributed to a target population of 2484, including a core 522 full-time faculty. Results: The response rate among full-time faculty was 65%, but only 26.5% for clinical and adjunct faculty. A small proportion (16%) of our MD and a greater proportion (57%) of our PhD respondents were included in a fairly lenient definition of researcher. Departments seek to recruit PhDs with an active involvement in research. Overall there appear to be more similarities than differences in research interests with our colleagues in the United States. The pharmaceutical industry was the most frequently mentioned source of research funding for MDs, while the availability of a mentor was perceived as the most influential factor determining the choice of a research career. Conclusions: Recommendations include adequate exposure to research during medical school and residency as well as appropriate inducements for the recruitment and retention of practising researchers.

The Washington Consensus, liberal ideas and terms of the military-technological policy

2020 ◽  
Vol 16 (11) ◽  
pp. 2103-2123
Author(s):  
V.L. Gladyshevskii ◽  
E.V. Gorgola ◽  
D.V. Khudyakov
Keyword(s):  
United States ◽  
Production Management ◽  
Developed Countries ◽  
The United States ◽  
Internal Quality ◽  
Industrial Complex ◽  
Active Involvement ◽  
Military Industrial Complex ◽  
Industrial Complexes ◽  
The Military

Subject. In the twentieth century, the most developed countries formed a permanent military economy represented by military-industrial complexes, which began to perform almost a system-forming role in national economies, acting as the basis for ensuring national security, and being an independent military and political force. The United States is pursuing a pronounced militaristic policy, has almost begun to unleash a new "cold war" against Russia and to unwind the arms race, on the one hand, trying to exhaust the enemy's economy, on the other hand, to reindustrialize its own economy, relying on the military-industrial complex. Objectives. We examine the evolution, main features and operational distinctions of the military-industrial complex of the United States and that of the Russian Federation, revealing sources of their military-technological and military-economic advancement in comparison with other countries. Methods. The study uses military-economic analysis, scientific and methodological apparatus of modern institutionalism. Results. Regulating the national economy and constant monitoring of budget financing contribute to the rise of military production, especially in the context of austerity and crisis phenomena, which, in particular, justifies the irrelevance of institutionalists' conclusions about increasing transaction costs and intensifying centralization in the industrial production management with respect to to the military-industrial complex. Conclusions. Proving to be much more efficient, the domestic military-industrial complex, without having such access to finance as the U.S. military monopolies, should certainly evolve and progress, strengthening the coordination, manageability, planning, maximum cost reduction, increasing labor productivity, and implementing an internal quality system with the active involvement of the State and its resources.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

A Nationwide Survey of COVID-19 Testing in LGBTQ+ Populations in the United States

2021 ◽  
pp. 003335492110181
Author(s):  
Richard J. Martino ◽  
Kristen D. Krause ◽  
Marybec Griffin ◽  
Caleb LoSchiavo ◽  
Camilla Comer-Carruthers ◽  
...  
Keyword(s):  
United States ◽  
Gay Men ◽  
Antibody Test ◽  
Nationwide Survey ◽  
The United States ◽  
Sociodemographic Characteristics ◽  
Full Time ◽  
Test Results ◽  
Antibody Testing ◽  
And Gender

Objectives Lesbian, gay, bisexual, transgender, or queer and questioning (LGBTQ+) people and populations face myriad health disparities that are likely to be evident during the COVID-19 pandemic. The objectives of our study were to describe patterns of COVID-19 testing among LGBTQ+ people and to differentiate rates of COVID-19 testing and test results by sociodemographic characteristics. Methods Participants residing in the United States and US territories (N = 1090) aged ≥18 completed an internet-based survey from May through July 2020 that assessed COVID-19 testing and test results and sociodemographic characteristics, including sexual orientation and gender identity (SOGI). We analyzed data on receipt and results of polymerase chain reaction (PCR) and antibody testing for SARS-CoV-2 and symptoms of COVID-19 in relation to sociodemographic characteristics. Results Of the 1090 participants, 182 (16.7%) received a PCR test; of these, 16 (8.8%) had a positive test result. Of the 124 (11.4%) who received an antibody test, 45 (36.3%) had antibodies. Rates of PCR testing were higher among participants who were non–US-born (25.4%) versus US-born (16.3%) and employed full-time or part-time (18.5%) versus unemployed (10.8%). Antibody testing rates were higher among gay cisgender men (17.2%) versus other SOGI groups, non–US-born (25.4%) versus US-born participants, employed (12.6%) versus unemployed participants, and participants residing in the Northeast (20.0%) versus other regions. Among SOGI groups with sufficient cell sizes (n > 10), positive PCR results were highest among cisgender gay men (16.1%). Conclusions The differential patterns of testing and positivity, particularly among gay men in our sample, confirm the need to create COVID-19 public health messaging and programming that attend to the LGBTQ+ population.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

Participation by Women in Annual Meetings, 1970-78

1979 ◽  
Vol 12 (03) ◽  
pp. 318-324 ◽  
Author(s):  
Martin Gruberg ◽  
Virginia Sapiro
Keyword(s):  
Political Science ◽  
The United States ◽  
Moderate Increase ◽  
Full Time ◽  
Part Time Faculty ◽  
Faculty Teaching ◽  
Previous Decade ◽  
The Status ◽  
Part Time ◽  
Time Faculty

In the late sixties, women in the United States became sensitized to their second-class status and organized to raise their consciousness and change their conditions. At the same time women in academia began to organize within their disciplines to address the problems they faced there. Political science was no exception; in 1969, when women constituted 5 percent of the membership of the APSA and 8 percent of all political science faculty teaching in colleges and universities, the APSA Committee on the Status of Women in the Profession and the Women's Caucus for Political Science formed. Numerous reports have revealed a moderate increase in the presence of women in the profession in recent years. As Table 1 shows, the percentage of degrees in political science awarded to women has increased since 1970. By the academic year 1976–77 women constituted 11 percent of full-time faculty and 18 percent of part-time faculty. Twenty-three percent of the students entering Ph.D. programs in 1977 were women, a downturn of 3 percent from the previous year, although an overall rise from the previous decade.

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

The Full-Time Workweek in the United States, 1900-1970: Comment

ILR Review ◽  
1980 ◽  
Vol 33 (3) ◽  
pp. 379
Author(s):  
Ethel B. Jones
Keyword(s):  
United States ◽  
The United States ◽  
Full Time

Workforce demographics and unit structure in paediatric cardiac critical care in the United States

2021 ◽  
pp. 1-5
Author(s):  
Robin V. Horak ◽  
Shasha Bai ◽  
Bradley S. Marino ◽  
David K. Werho ◽  
Leslie A. Rhodes ◽  
...  
Keyword(s):  
United States ◽  
Critical Care ◽  
Heart Surgery ◽  
Age Groups ◽  
The United States ◽  
Work Hours ◽  
Full Time ◽  
Full Time Equivalent ◽  
Unit Structure ◽  
Cardiac Critical Care

Abstract Objective: To assess current demographics and duties of physicians as well as the structure of paediatric cardiac critical care in the United States. Design: REDCap surveys were sent by email from May till August 2019 to medical directors (“directors”) of critical care units at the 120 United States centres submitting data to the Society of Thoracic Surgeons Congenital Heart Surgery Database and to associated faculty from centres that provided email lists. Faculty and directors were asked about personal attributes and clinical duties. Directors were additionally asked about unit structure. Measurements and main results: Responses were received from 66% (79/120) of directors and 62% (294/477) of contacted faculty. Seventy-six percent of directors and 54% of faculty were male, however, faculty <40 years old were predominantly women. The majority of both groups were white. Median bed count (n = 20) was similar in ICUs and multi-disciplinary paediatric ICUs. The median service expectation for one clinical full-time equivalent was 14 weeks of clinical service (interquartile range 12, 16), with the majority of programmes (86%) providing in-house attending night coverage. Work hours were high during service and non-service weeks with both directors (37%) and faculty (45%). Conclusions: Racial and ethnic diversity is markedly deficient in the paediatric cardiac critical care workforce. Although the majority of faculty are male, females make up the majority of the workforce younger than 40 years old. Work hours across all age groups and unit types are high both on- and off-service, with most units providing attending in-house night coverage.

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