Doświadczanie kina a dramaturgia neomodernizmu filmowego

This article is an attempt to investigate contemporary film theory highlighting the inseparable connection between cinema and the human body and seeing, in which sense this theory complements academic recognition about neomodernism. The author expands on the philosophical concept of experience, showing problems posed by its conceptualization, and also points to the connection of this term with the body and sensuality. In the next part, the main distinguishing features characterizing the dramaturgy of cinematic neomodernism are given. The author argues that the dramaturgy of this movement creates a different kind of cinema experience in general. The final part presents an analysis of two films which are examples of the theory of cinema as senses, as well as exemplifying the dramaturgy characteristic for neomodernism, and thus creating a specific type of experience in the viewer.

Role of Mentors in Undergraduate and Postgraduate Training

A career in academic medicine may take years to develop, as the skills it requires are often not taught at an early stage. Having a committed mentor is always a privilege and valuable to the students in medicine. Given the wide variety of mentoring relationships, they are broadly classified as formal and informal according to the way in which the relationship is formed. Mentoring relationships usually evolve in stages to ensure competencies are met before the mentees progress to the next part of their mentoring process. “Mentoring up” is a concept that empowers mentees to be active participants in their mentoring relationships. Also, the mentoring needs vary depending on the stage of professional development. Mentors have 7 roles to perform in this relationship. Despite the advantages, the mentoring process faces the challenges like unrealistic expectations from the mentees, lack of training and time constraint among the clinician educators, and so on. The challenges can be overcome by building structured mentorship programs, by organizing the faculty development programs, use of virtual platforms to facilitate the meeting and providing the academic recognition/financial incentives to the mentors providing the exemplary service.

The Relationship Between Applicant Gender and Internal Medicine Residency Interview Scores

ABSTRACT Background Gender inequity is widespread in academic medicine, including in the promotion, academic recognition, and compensation of female faculty. Objective To assess whether these inequities extend to the GME intern selection process, this study examines differences in the interview scores assigned to male and female applicants at one large internal medicine residency program. Methods Subjects include 1399 applicants who completed 3099 interviews for internship positions for the Brigham and Women's Hospital internal medicine residency in Electronic Residency Application Service (ERAS) cycles 2015–2016, 2017–2018, 2018–2019, and 2019–2020. Unadjusted and multivariable linear regressions were used to assess the simultaneous effect of applicant gender, interviewer gender, and applicant academic characteristics on pre-interview, post-interview, and change in interview scores. Results Our analysis included 3027 interviews (97.7%) of 1359 applicants (97.1%). There were no statistically significant differences in the interview scores assigned to female versus male applicants. This was true across pre-interview scores (difference = 0.03, P = .61), post-interview scores (difference = 0.00, P = .98), and change in interview scores (difference = 0.01, P = .24) as well as when adjusting for the baseline academic characteristics of both male and female applicants. This was also true when analyzing individual application years, individual residency tracks, and accounting for the gender of the faculty interviewers. Conclusions The findings do not support the presence of gender inequity in the interview scores assigned to male and female applicants included in this study.

The Development of African History as a Discipline in the English-Speaking World: a Study of Academic Infrastructure

<p>This thesis examines the infrastructure behind the academic discipline of African History. By looking at government reports, a selection of reflective essays and memoirs written by key historians, and the key precolonial sources that have driven select studies, my thesis explains how African History emerged in British and U.S. universities. Key factors include the English colonisation of Sierra Leone in 1787, the affiliation of Fourah Bay College with the University of Durham in 1876, and the creation of universities in 1948 in Nigeria, Sudan, Uganda and Ghana. In Britain, the importance of African territories resulted in a series of influential reports that shifted missionary controlled education on the African continent to colonial government control. After 1945 a series of pivotal government reports established the impetus and funding for the academic institutionalisation of African History in the United Kingdom. The influence of an English academic recognition of African History provided a transnational current of ideas that flowed between Africa and the United Kingdom, and from there to the United States. With the advent of the Cold War the United States recognised the importance of developing Area Studies programmes, including African Studies, and during the 1960s and 1970s became world leaders in the field. Crucial to this development was the role of pioneering historians who travelled to Africa to teach and research, and who then returned to train a new generation of Africanists. Africanist scholars, recognising the importance of African agency, expanded the shape of the discipline through investigation of oral sources and reexamination of extant pre1800 European written records. 'Charter historians' established university programmes that would produce scholars with the necessary skills required to sustain the new discipline. The infrastructure that undergirded and positioned African History in the mainstream of academia is analysed indepth, and is, as such, the central theme of this thesis.</p>

The Development of African History as a Discipline in the English-Speaking World: a Study of Academic Infrastructure

<p>This thesis examines the infrastructure behind the academic discipline of African History. By looking at government reports, a selection of reflective essays and memoirs written by key historians, and the key precolonial sources that have driven select studies, my thesis explains how African History emerged in British and U.S. universities. Key factors include the English colonisation of Sierra Leone in 1787, the affiliation of Fourah Bay College with the University of Durham in 1876, and the creation of universities in 1948 in Nigeria, Sudan, Uganda and Ghana. In Britain, the importance of African territories resulted in a series of influential reports that shifted missionary controlled education on the African continent to colonial government control. After 1945 a series of pivotal government reports established the impetus and funding for the academic institutionalisation of African History in the United Kingdom. The influence of an English academic recognition of African History provided a transnational current of ideas that flowed between Africa and the United Kingdom, and from there to the United States. With the advent of the Cold War the United States recognised the importance of developing Area Studies programmes, including African Studies, and during the 1960s and 1970s became world leaders in the field. Crucial to this development was the role of pioneering historians who travelled to Africa to teach and research, and who then returned to train a new generation of Africanists. Africanist scholars, recognising the importance of African agency, expanded the shape of the discipline through investigation of oral sources and reexamination of extant pre1800 European written records. 'Charter historians' established university programmes that would produce scholars with the necessary skills required to sustain the new discipline. The infrastructure that undergirded and positioned African History in the mainstream of academia is analysed indepth, and is, as such, the central theme of this thesis.</p>

Determinants of societal and academic recognition: Evidence from randomised controlled trials

Given the increasing importance of recognition in academia and the vital role of randomised controlled trials (RCTs) in medical research and clinical decisions, this study verifies how RCTs’ academic and societal impacts are affected by visibility factors, subjects and methodological validity. This study concentrated on a sample of 446 RCTs indexed in Scopus and evaluated by Cochrane reviewers in terms of their methodological validity. The altmetrics, bibliometric and bibliographical information were extracted from Altmetric.com and Scopus, and the contributing countries’ development ranks were obtained from the United Nations Development report. The linear regression analyses revealed that citations and altmetrics depend on some subjects. They are also affected by publication year and journals’ previous reputation. Citations are also affected by keyword counts and reference counts. Keyword counts and contributing countries’ developmental rank also predict the tweet counts. While none of the methodological validity dimensions were found to predict citations, ‘Incomplete Outcome Data’ and ‘Random Sequence Generation’ significantly, though slightly, affect Mendeley Readership and tweets, respectively. By confirming the dependence of RCTs’ recognition on some methodological validity features and attention-inducing characteristics, the study provides further evidence on the interaction of quality and visibility dynamisms in the recognition network and the complementary role of societal mentions for academic citation.

884Data sharing willingness and attitudes

Background Row-by-row individual participant data (IPD) from a set of similar studies allows meta-analyses with exposure, confounder and outcome standardisation, and additional analyses at little extra cost. The ICMJE recently declared data sharing an ethical obligation. Consequently, registries have introduced mandatory data sharing statements. Our aims were to analyse data sharing willingness, and identify barriers and facilitators to data sharing. Methods We included all trials registered on the Australian New Zealand Clinical Trials Registry (ANZCTR) in 2019. We analysed data sharing statements from registry records, and conducted an in-depth survey. Associations between willingness to share data and trial characteristics (e.g. trial purpose, funding) were analysed. Results Of the 1,517 included trials, 23% planned to share IPD upon completion. Investigators were less willing to share IPD for industry-funded trials (OR = 0.50,95%CI=0.34-0.70), but there was no difference by sample size or health condition. The main reasons for not sharing IPD were concerns about participant privacy (22%), ethics approval limitations (19%) and lack of understanding for the need of IPD (17%). Among the 281 survey respondents, 78% supported data sharing, but only 40% intended to share their data. Major barriers included concerns about time/resources (96%) and insufficient academic recognition (91%). Conclusions There is insufficient willingness to share data, particularly among industry funders. Addressing the identified barriers can improve this. Key messages Data sharing enables the use of new methodologies, such as improved meta-analysis. Low willingness to share data jeopardises the use of these new methodologies and needs to be addressed.

Korean researchers’ motivations for publishing in data journals and the usefulness of their data: a qualitative study

Purpose: This study investigated the usefulness and limitations of data journals by analyzing motivations for submission, review and publication processes according to researchers with experience publishing in data journals.Methods: Among 79 data journals indexed in Web of Science, we selected four data journals where data papers accounted for more than 20% of the publication volume and whose corresponding authors belonged to South Korean research institutes. A qualitative analysis was conducted of the subjective experiences of seven corresponding authors who agreed to participate in interviews. To analyze interview transcriptions, clusters were created by restructuring the theme nodes using Nvivo 12.Results: The most important element of data journals to researchers was their usefulness for obtaining credit for research performance. Since the data in repositories linked to data papers are screened using journals’ review processes, the validity, accuracy, reusability, and reliability of data are ensured. In addition, data journals provide a basis for data sharing using repositories and data-centered follow-up research using citations and offer detailed descriptions of data.Conclusion: Data journals play a leading role in data-centered research. Data papers are recognized as research achievements through citations in the same way as research papers published in conventional journals, but there was also a perception that it is difficult to attain a similar level of academic recognition with data papers as with research papers. However, researchers highly valued the usefulness of data journals, and data journals should thus be developed into new academic communication channels that enhance data sharing and reuse.