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Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 27 липня 2024

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Статті в журналах з теми "Junior colleges, directories"

1

Lovett, Dorothy J., and Carla Lowry. "The Role of Gender in Leadership Positions in Female Sport Programs in Texas Colleges." Journal of Sport Management 2, no. 2 (July 1988): 106–17. http://dx.doi.org/10.1123/jsm.2.2.106.

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This study compared the number of sports offered to males and females in Texas colleges (N~ 113) to determine if a gender difference existed among leaders, coaches, and athletic directors of the female sport programs. In addition, predictions of gender for leaders were made based on the 10-year trend that the data covered. The data were collected by surveying annual issues of Sport Guide of High Schools and Colleges—Coaches Directory and revealed there were significantly more sports for males than for females at both the junior and senior college level. At the junior college level the mean for sports in the male programs was M=3.28, and for female programs it was M=2.09, t(9)=22.37, p > .0001. The results at the senior college level were also significant. The mean for sports in male programs at that level was M=5.67, and for females it was M=4.14, t(9)=6.68,p> .0001. There were significantly more males than females in leadership roles in female sport programs. The results of the correlated t test between the means of all positions of leadership held in female sport programs was significant. The mean of the positions held by males in junior colleges was M=90.2, and the mean for females was M=40.3, t(9) = 11.82, P> .0001. The mean of the positions held by males in senior colleges was M= 186.6, while that for females was 128.3, f(9)=6.68, p > .0001. Various causes for the reduction in the number of female coaches and implications of the current trends are discussed.
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2

Martorana, S. V., and Peter H. Garland. "Public Policy Actions Deemed Important by State Directors of Community and Junior Colleges." Community College Review 12, no. 4 (April 1985): 42–53. http://dx.doi.org/10.1177/009155218501200408.

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3

Charles, Searle F., and James L. Wahtenbarger. "The National Council of State Directors of Community/Junior Colleges: The First 20 Years." Community College Review 19, no. 3 (December 1991): 11–21. http://dx.doi.org/10.1177/009155219101900303.

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4

Goss, Theresa C. "The Status of Paraprofessionals as Perceived by Community/Junior College Library Directors and Librarians." Community & Junior College Libraries 3, no. 3 (June 8, 1985): 47–50. http://dx.doi.org/10.1300/j107v03n03_09.

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5

Goreczny, Sebastian, Ziyad M. Hijazi, Shakeel A. Qureshi, Mario Carminati, Damien Kenny, and Gareth J. Morgan. "Molding the shape of congenial and structural interventional cardiology: interviews with directors of major congresses." Cardiology in the Young 29, no. 8 (June 27, 2019): 1009–15. http://dx.doi.org/10.1017/s104795111900132x.

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AbstractThe range and number of educational and networking events that are available for fellows, trainees, and junior faculty to attend grows every year. Each meeting useful in its own way; each adding value to the development and the growth of an interventionist. Within paediatric, congenital, and structural heart disease, three of the standout meetings are: Pediatric and Interventional Cardiac Symposium (PICS-AICS), Congenital and Structural Interventions (CSI), and International Workshop on Interventional Pediatric and Adult Congenital Cardiology (IPC). All of these were started by leaders in our field; people known to be passionate educators and innovators. International congresses focusing more broadly on congenital cardiac disease in children and adults are rare. These forums allow more interdisciplinary discussions between the interventionist, surgeon, and non-invasive specialists. Purely interventional meetings are essential to allow colleagues to debate and explore the nuances and intricacies of technique and approach, developing concepts to be challenged in wider forums. During the recent 21st PICS-AICS meeting Prof. Ziyad M. Hijazi, Shakeel A. Qureshi, Mario Carminati, and Dr Damien Kenny shared their time to engage in frank, recorded conversations which provide a unique insight in to the process and concepts behind three of our most important educational congresses.
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6

Brissette, Mark D., Kristen A. Johnson, Patricia M. Raciti, Cindy B. McCloskey, Dita A. Gratzinger, Richard Michael Conran, Ronald E. Domen, et al. "Perceptions of Unprofessional Attitudes and Behaviors: Implications for Faculty Role Modeling and Teaching Professionalism During Pathology Residency." Archives of Pathology & Laboratory Medicine 141, no. 10 (July 7, 2017): 1394–401. http://dx.doi.org/10.5858/arpa.2016-0477-cp.

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Context.— Changes occurring in medicine have raised issues about medical professionalism. Professionalism is included in the Core Competencies and Milestones for all pathology residents. Previous studies have looked at resident professionalism attitudes and behaviors in primary care but none have looked specifically at pathology. Objective.— To examine behavior and attitudes toward professionalism within pathology and to determine how professionalism is taught in residency programs. Design.— Surveys were sent to all College of American Pathologists junior members and all pathology residency program directors, and responses were compared. Results.— Although no single behavior received the same professionalism rating among residents and program directors, both groups identified the same behaviors as being the most unprofessional: posting identifiable patient information or case images to social media, making a disparaging comment about a physician colleague or member of the support staff on social media or in a public hospital space, and missing work without reporting the time off. Faculty were observed displaying most of these behaviors as often or more often than residents by both groups. The most common means to teach professionalism in pathology residencies is providing feedback as situations arise and teaching by example. Age differences were found within each group and between groups for observed behaviors and attitudes. Conclusions.— As teaching by example was identified as a common educational method, faculty must be aware of the role their behavior and attitudes have in shaping resident behavior and attitudes. These results suggest a need for additional resources to teach professionalism during pathology residency.
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7

Kass, Mary E., James M. Crawford, Betsy Bennett, Teresa M. Cox, Margaret M. Grimes, Virginia LiVolsi, Christopher D. M. Fletcher, and David S. Wilkinson. "Adequacy of Pathology Resident Training for Employment: A Survey Report From the Future of Pathology Task Group." Archives of Pathology & Laboratory Medicine 131, no. 4 (April 1, 2007): 545–55. http://dx.doi.org/10.5858/2007-131-545-aoprtf.

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Abstract Context.—The recent change in accreditation requirements for anatomic pathology and clinical pathology residency training from 5 to 4 years and the rapid advances in technologies for pathology services have sparked a renewed debate over the adequacy of pathology residency training. In particular, perceived deficiencies in training have been declared from a variety of sources, both in the form of recent editorial opinions and from surveys of community hospital pathologist employers in 1998, 2003, and 2005 by Dr Richard Horowitz. Objective.—To obtain more comprehensive data on the perceptions of strengths and weaknesses in pathology residency training. Design.—The College of American Pathologists conducted a survey of potential pathology employers (senior College of American Pathologists members, members designated as head of group, and members of the Association of Directors of Anatomic and Surgical Pathology). Also surveyed were recent graduates of pathology residency programs, who were identified as being junior members of the College of American Pathologists, were recent recipients of certification from the American Board of Pathology, or were contacted through their directors of pathology residency programs. Results.—There were 559 employer respondents, of whom 384 were responsible for hiring and/or supervising new pathologists. There were 247 recent graduates of pathology residency training programs who responded. From the employers' standpoint, the majority expressed overall satisfaction with recent graduates, but almost one third of employers indicated that new hires had a major deficiency in a critical area. Specific areas of deficiency were clinical laboratory management and judgment in ordering special stains and studies. In addition, one half of employers agreed that more guidance and support for newly trained pathologists is needed now than was required 10 years ago. Academic employers generally were more satisfied than private sector employers. Newly trained pathologists did not appear to be inappropriately overconfident in their abilities. In addition, their perceptions of those specific areas in which they are most and least prepared are very similar to the ratings provided by employers. On average, newly trained pathologists' ratings of their own preparedness are highest for specific aspects of general pathology and anatomic pathology, and lowest for specific aspects of clinical pathology and administration. In selecting new pathologists, employers perceived medical knowledge and interpersonal skills as the most important discriminating applicant characteristics. When new employees were asked why they thought they were offered their position, the discriminating qualifications cited most often were academic background and training, as well as completion of a fellowship and subspecialty training. Conclusions.—It is our hope that the results of this survey can be used as input for further discussions and recommendations for training of pathology residents so as to further advance the ability of pathologists to provide quality patient care upon their graduation from training.
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8

Gillman, L. M., A. Vergis, J. Park, S. Minor, and M. Taylor. "58. Stories - Structured operative reporting in enteric surgerys." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 60. http://dx.doi.org/10.25011/cim.v30i4.2819.

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The purpose of this study was to determine whether the introduction of a Standardized Operative Dictation Template improved the quality of resident dictation. General surgery residents (N = 20) from the University of Manitoba participated in the study. All residents were shown a standardized surgical procedure video and then asked to dictate an operative report. Residents were randomized with the intervention group receiving the Operative Dictation Template. Three months later, all residents were retested. Resident comfort level with dictation and satisfaction with the template was evaluated with a questionnaire. Dictations were evaluated by two blinded independent reviewers using the previously validated SAFE-OR assessment tool. This tool consists of a Structured Assessment Form (SAF) scored out of 45 and a Global Quality Ratings Scale (GQRS) out of 36. Pre and post scores were analyzed using a two-tailed Wilcoxon signed rank test. Subjective comfort level with dictation, as measured by responses on a five point Likert scale, improved significantly in the intervention group (p=0.02). In addition, 90% of residents in the intervention group subjectively reported their dictations improved because of the template. There was no overall difference in the quality of dictation in the intervention group pre and post intervention as measured by the SAF (28.6 vs. 30.0; p=0.36) and GQRS (21.7 vs. 21.8, p=0.96). However, junior resident subgroup analysis revealed statistically significant improvement in the intervention on both the SAF (23.2 vs. 28.3; p=0.02) and GQRS (17.1 vs. 20.4; p=0.02). Senior resident subgroup analysis showed no difference in the intervention group on either the SAF (36.8 vs. 32.4; p=0.07) and GQRS (28.5 vs. 23.9; p=0.07). The Operative Dictation Template can result in a significant improvement in resident comfort level with dictation and has the potential to improve the quality of junior resident dictations. Eichholz AC, Van Voorhis BJ, Sorosky JI, Smith BJ, Sood AK. Operative note dictation: should it be taught routinely in residency programs? Obstetrics and Gynecology 2004; 103:342-6. Menzin AW, Spitzer M. Teaching operative dictation. A survey of obstetrics/gynecology residency program directors. Journal of Reproductive Medicine 2003; 48:850-2. Moore RA. The dictated operative note: important but is it being taught? Journal of the American College of Surgeons 2000; 190:639-40.
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9

London, Zachary N., Jaffar Khan, Carolyn Cahill, Erica Schuyler, Jana Wold, and Andrew M. Southerland. "2017 Program Director Survey." Neurology 91, no. 15 (September 7, 2018): e1448-e1454. http://dx.doi.org/10.1212/wnl.0000000000006315.

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ObjectiveTo survey adult neurology program directors (PDs) and inform the future development of neurology training programs.MethodsAll US adult neurology PDs were invited to complete the survey. The goals were to determine the demographic makeup of residency programs, characterize curricula, understand PD and program needs, and compare results to those of a similar survey in 2007.ResultsThe response rate was 70.6%. PD demographics for age, faculty track status, and academic rank remain unchanged over the last decade. The proportion of female PDs and assistant PDs has increased significantly. The mean number of residents per training program has also increased significantly. Female PDs are more likely to have a junior academic rank than their male colleagues. Disparities remain between the PDs' time spent on teaching/program administration and salary support. Most PDs support moving fellowship applications later in the training cycle. The majority of PDs find the Clinical Competency Committee process useful in assessing resident competence. A minority of PDs feel that the Accreditation Council for Graduate Medical Education Milestones meet their intended purpose. Half of programs include a curriculum to supplement the clinical experience on child neurology rotations. A third of programs include a supplemental curriculum for psychiatry rotations. The majority of programs offer a general fund for residents to use to support their education.ConclusionDeficiencies exist in compensation for PDs' teaching and administrative time and for academic promotion for female PDs. These results serve as a benchmark for comparison across programs and the basis to advocate for further improvements and support for neurology residency training.
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10

Lerman, Zafra Margolin. "Education, Human Rights, and Peace – Contributions to the Progress of Humanity." Pure and Applied Chemistry 91, no. 2 (February 25, 2019): 351–60. http://dx.doi.org/10.1515/pac-2018-0712.

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Abstract I started my chemistry adventure while in high school, where I was the only female in a science and mathematics-oriented class. During our Junior year of high school, we were sent to the desert, close to the Red Sea in Israel to build roads. In the summers, we were in a Kibbutz on the border to help with the work needed. After work, we had time to discuss our future. Upon graduating from high school, I was drafted into the army, and in the evenings, started my college education and majored in chemistry. After finishing my term in the army, I continued my undergraduate studies in chemistry while raising my son. As I was conducting research on isotope effects, I realized that I wanted to make chemistry accessible to all. My tenet in life is that equal access to Science Education is a human right. I developed a method of teaching chemistry using art, music, dance, drama, and cultural backgrounds which attracted students at all educational levels to chemistry. I felt that as chemists, we have obligations to make the planet a better place for humankind. At this point, I became very active in working towards Scientific Freedom and Human Rights; helping chemists in the Soviet Union, China, Chile, Guatemala, and many other countries. The American Chemical Society established the Subcommittee on Scientific Freedom and Human Rights in 1986 and I chaired this committee for 26 years. At great risk to my personal safety, we succeeded in preventing executions, releasing prisoners of conscience from jail and bringing dissidents to freedom. This work led me to use chemistry as a bridge to peace in the Middle East by organizing Conferences which bring together chemists from 15 Middle East Countries with five Nobel Laureates. The Conferences allow the participants to collaborate on solutions to problems facing the Middle East and the World. The issues are; Air and Water Quality, Alternative Energy Sources, and Science Education at all Levels. Eight conferences were held and the ninth is scheduled for 2019. More than 600 Middle East scientists already participated in these conferences. Considering that most of the participants are professors or directors of science institutions who have access to thousands of students, the number of people in the network is in the thousands. Between the conferences, the cross-border collaborations are ongoing despite the grave situation in the Middle East. In these conferences, the participants succeed in overcoming the chasms of distrust and intolerance. They do not just form collaborations, but form friendships. Hopefully, we will manage to form a critical mass of scientists who will be able to start the chain reaction for peace in the Middle East. Commitment, perseverance, and many times, bravery, helped me to overcome the obstacles I encountered.
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Дисертації з теми "Junior colleges, directories"

1

Davey, Diane F. "Perceptions of Graduate Courses and Competencies Associated with High School and Junior College Athletic Administration." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500291/.

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Texas 5A high school and junior college athletic directors' perceptions concerning graduate courses and competencies relating to athletic director performance were investigated. Graduate courses needing emphasis for prospective directors, most and least beneficial graduate courses, perceptions of values of graduate courses, and selected skills necessary for performance of duties were ranked. Significant differences of perceptions of values of graduate courses between 5A high school and junior college athletic directors were found using chi square. Significant differences between graduate course areas and competency areas in Communications, Technical, Business and Public Relations were found utilizing a t-test. 5A athletic directors receive adequate preparation in Communications. Junior college athletic directors receive adequate preparation in Business and Public Relations.
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Книги з теми "Junior colleges, directories"

1

(Firm), Peterson's. 2 year colleges. Lawrenceville, NJ: Peterson's, Thomson Learning, 2002.

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2

Peterson's two-year colleges 2012. 4th ed. Lawrenceville, NJ: Peterson's Publishing, 2011.

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3

Peterson's two-year colleges 2013. 4th ed. Lawrenceville, NJ: Peterson's Pub., 2012.

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4

Peterson's (Firm : 2006- ). Peterson's two-year colleges, 2009. Lawrenceville, NJ: Peterson's, 2008.

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5

H, Atwell Robert, and Pierce David, eds. American community colleges: A guide. New York: American Council on Education, 1995.

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6

Education, American Council on. American community colleges: A guide. Phoenix, Ariz: Oryx Press, 1995.

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7

Inc, Peterson's Guides. Peterson's guide to two-year colleges. Princeton, N.J: Peterson's Guides, 1989.

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8

American Association of Community and Junior Colleges., ed. Directory of business/industry coordinators. Washington, D.C: American Association of Community and Junior Colleges, 1985.

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9

California Community Colleges. Office of the Chancellor. 1999-2000 occupational programs in California community colleges. Hayward, Calif: Leo A. Meyer Associates, 1999.

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10

1941-, Burke Edmund, and Parker Susanne 1947-, eds. Kenntnisse: An advanced German course. London: Routledge, 1999.

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Частини книг з теми "Junior colleges, directories"

1

Howsam, Leslie. "3. The Commitment to Law." In Eliza Orme’s Ambitions, 37–54. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0392.03.

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In her early twenties, Eliza Orme decided to enter the legal profession, enlisting the help of Helen Taylor, the stepdaughter and assistant of John Stuart Mill. Orme’s award-winning performance in her university courses attracted the attention of other mentors, some of whom tried to help her secure a position, not in one of the Inns of Court (which remained unthinkable) but by working as a junior in a barrister’s chambers. That was unsuccessful. Later, guided by another mentor, she established her own chambers in Chancery Lane, the legal district, and began working there with Mary Ellen Richardson. They were conveyancers and patent agents, and both were directors of the Nineteenth-Century Building Society (an organization for financing real estate transactions). Some of their legal work was legitimate because unregulated, while the more lucrative, regulated, opportunities came about when senior barristers paid for Orme and her associates to prepare legal documents which would appear under the official (male) signature. In an enthusiastic letter to Taylor, Orme described their chambers as ‘a miniature Girton’. There is evidence of discrimination and challenges, including a fellow-student who sought to appropriate a scholarship she had earned and a newspaper column speculating on the matrimonial ambitions of someone who had led her class in Roman Law. To counter this, Howsam offers a letter from an American woman lawyer describing Eliza Orme and Reina Emily Lawrence working together in a busy, well-appointed office: ‘a fine chaos’. Orme persisted through the challenges and prospered, along with Richardson, Lawrence and other women colleagues. The chapter ends with Leslie Howsam’s informed speculations about the level of Orme’s commitment to legal practice—was that the extent of her ambition, or was it a step on the way to exercising her passionate interest in contemporary politics?
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2

Brister, Wanda, and Jay Rosenblatt. "The Lady Composer Takes Her First Steps." In Madeleine Dring, 17–53. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979312.003.0003.

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Dring’s musical education took place at the Royal College of Music, beginning in the Junior Department at the same time as her formal education in Roman Catholic grade schools. Her mentors included Percy Buck and Angela Bull, who together directed the Department. Dring also benefited from the encouragement of the directors of the RCM, Hugh Allen and George Dyson. Principal teachers included Betty Barne and Freda Dinn for violin, Jewel Evans and Lilian Gaskell for piano, and Stanley Wolff and Leslie Fly for composition. Important first performances of her music took place on the BBC radio broadcast of the “Children’s Hour” and at a concert at Lambeth County Hall. As an actor, Dring’s participation in the yearly Christmas play is documented, and as an example of her musical style, her Fantasy Sonata (In one movement) is examined in detail. The effect of the beginning of World War II is considered from Dring’s point of view, specifically in the way it affected a teenage girl at the Royal College of Music.
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