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Dissertations / Theses on the topic 'Entry into the profession'
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Bottero, Wendy. "Careers in process : the explanation of female entry to the profession of pharmacy." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/20137.
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The thesis is about the social organisation of employment. This is analysed through an examination of women's professional careers, specifically in a single profession - that of pharmacy. Standard theories of women's employment place the social divisions of employment at the forefront of analysis, and this is particularly so in accounts of professional employment, where the highly structured nature of professional careers is the object of explanation. Nonetheless, such explanations are deficient in the way in which they locate gender in employment processes. It will be argued that the standard accounts retain a theoretical division between social and employment structures which contributes to the reification of job structure, and to a narrow view of the social relations of employment. Theorists have stressed the gender construction of employment, and processes of de-skilling and segregation to explain women's careers. This has led to problems in dealing with the complexity and substance of professional women's employment and, particularly, to difficulties accounting for processes of change as increasing numbers of women enter male-dominated professions. The social organisation of employment has been analysed as a particular influence on jobs rather than as a general statement of employment relations. Labour markets have been seen as rigid and constraining structures somehow distinct from the social relations that produce them. In the profession of pharmacy, for example, the increasing entry of women can only be understood as a unified process of changing employment and social relations, in which the movement of groups through the career structure is the same process generating that structure. It will be argued that employment divisions in pharmacy reflect the structuring of employment in relation to household finance. The generation of such divisions is seen as the product of integrated social and employment relations, in which, if it is to be routinely reproduced, job organisation must accommodate the requirements of incumbents.
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Sperle, Christine Kay. "A Comparative Analysis of Associate and Baccalaureate Degree Respiratory Therapy Programs Preparation of Graduates for Entry Into the Profession." Thesis, The University of North Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125585.
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The purpose of this study was to increase the understanding of the factors that contribute to or detract from the educational preparation of graduates between associate (AD) and baccalaureate degree (BD) respiratory therapy programs through the use of graduate and employer survey ratings, Registered Respiratory Therapist (RRT) credentialing success, and document analysis of various institutional and program mission, course content, and goals.
This study employed quantitative analyses to compare the perceptions of AD graduates and their employers with the perceptions of BD graduates and their employers regarding the educational program’s ability to prepare graduates for entry into the profession. Graduate and employer ratings of cognitive, psychomotor, and affective competencies obtained from the follow-up surveys from 16 BD and 88 AD respiratory therapy programs were analyzed to determine whether there were perceived differences in preparation of associate and baccalaureate degree graduates. Credentialing success data for graduates of 361 AD and 57 BD respiratory therapy programs were also analyzed to determine whether differences in program type had an effect on RRT credentialing success. Multivariate analyses of variance, Welch’s F tests and Mann-Whitney two-sample test were used to analyze the data. Additional information obtained from 22 AD and 22 BD institutions were also analyzed to explore similarities and differences in mission, vision, learning outcomes and coursework.
The three most significant findings in this study were that (1) Employers rated BD graduates higher than AD graduates in the cognitive (mean ratings 4.442 and 4.256 respectively) psychomotor (mean ratings 4.508 and 4.308 respectively) and affective domain (mean ratings 4.642 and 4.496 respectively); (2) BD employer survey ratings were also higher than AD employer ratings (mean ratings 4.49 and 4.21 respectively) on the mean rating for the single item that asked graduates to rate the overall quality of their preparation for entry into the profession and (3) Findings from the document analysis revealed that BD programs required courses beyond the minimum general education, prerequisite and RT course requirements. Thus, the results of this study support the “2015 and Beyond” recommendation that the BD be the minimum entry-level education required for entry into the profession.
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Octobre, Sylvie. "Conservateur de musée : entre profession et métier." Paris, EHESS, 1996. http://www.theses.fr/1996EHES0106.
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L'objet de ce travail, les conservateurs de musees, actuellement 1022, est structure a deux niveaux : celui d'une lecture externe, qui est celle de la construction d'une position hegemonique sur le marche du travail et au sein de l'institution museale; celui d'une lecture interne, qui est celle de l'analyse du modele identitaire des conservateurs, de la confrontation de ce modele aux situations de travail individuelles et des tensions qui en resultent ce programme utilise trois approches. Une approche historique, comme transmission de rituels de la conservation dans le temps, supposant une recherche de type documentaire. Une approche structurelle ensuite, comme etude du lien etabli entre savoir et structure d'emplois, basee sur un outil de socio-demographie (enquete par questionnaire aupres de toute la population). Une approche symbolique enfin, comme mise en evidence des dissonnances entre modele et exercice, entre identite collective et identite individuelle, fondee sur l'exploitation lexicometrique et semantique d'entretiens semi directifs aupres de conservateurs. L'analyse externaliste articule les notions de "metier", "profession", "fonctionnaire" pour caracteriser les rapports etablis entre un niveau de savoir, une position et un niveau de pouvoir. Une fonction specifique de la conservation emerge au milieu de 19e, se detachant des activites amateuriales ou para-artistiques, puis peut s'analyser durant le 20e comme une recherche de fermeture du marche du travail, qui culmine avec la fonctionnarisation des praticiens. Cette bureaucratisation place le conservateur de musee dans une position de direction polyvalente au sein de l'institution museale, ce qui apparait comme caracteristique du modele francais en la matiere. L'analyse internaliste permet de degager des zones de tensions, resultant de la confrontation du modele collectif et historique de la conservation et des situations reelles et individuelles de travail, dont resultent la production de normes alternatives comme autant de resolutions possibles de ces conflits. L'etude plus approfondie d'une minorite nomique, celle des conservateurs d'art contemporain, a permis de degager quelques unes de ces normes et de mettre en evidence le role joue par des individus polaires, qui construisent en les incarnant des positions nouvelles, suceptibles d'etre generalisees. Au total, si la conservation a mis en scene les caracteres de la professionnalisation et de la bureaucratisation, elle apparait bien encore comme un assortiment de pratiques fortement personnalisees, ressortissant aux categories du don, du talent, du savoir-faire dans la definition d'un role qui resiste a la normalisationThis work focuses on the 1022 french museum curators currently in activity. The approach is twofold : an outside one, which put the emphasis on the building-up of a predominant position in the labour market as well as within the museums; and an internal one, which aims at analysing the image curators have of themselves and its compatibility with real work situations. Three different levels are considered : the historical one, based upon the transmission of rituals; the structural one, as a study of the link between the knowledge and the type of job, on the basis of a comprehensive socio-demographic survey; and the symbolic one, as a confrontation between collective and individual identity, on the basis of interviews. As a conclusion, and although it is made clear that professionalisation and bureaucratisation are two basic features of a curator's job, this activity is essentially made of individual practices that are based on gift, talent and know-how
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Husein, Hish. "Audiologist as the entry level professional." Diss., NSUWorks, 2002. https://nsuworks.nova.edu/hpd_aud_stuetd/2.
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Professional Research Project Report Presented to the Au.D. and SLP.D. Programs in Communication Sciences and Disorders in Partial Fulfillment of the Requirements for the degree of Doctor of Audiology.
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Desai, Vikram G. "CHANGE IN THE INDIAN ACCOUNTING PROFESSION: THREE STUDIES RELATED TO THE ENTRY OF THE BIG FOUR ACCOUNTING FIRMS IN INDIA." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2097.
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This dissertation focuses on the globalization of audit markets. In particular, this dissertation is studying the entry of the Big Four accounting firms into India post-economic and political reforms of the early 1990s. The dissertation is comprised of three separate, but related studies. Each study appeals to prior research in accounting and related disciplines to examine the entry of the Big Four accounting firms in India. The first study appeals to audit market and economic research on incumbent pricing to examine ways in which local accounting firms in India adapted to the competition introduced by the Big Four accounting firms. The second study is an account of the change in the organizational field of the Indian accounting profession caused by the entry of the multinational accounting firms from 1990 to 2005 from a social constructionist perspective using the model of nonisomorphic change. The third study examines the change in the Indian accounting profession from 1990 to 2005 caused by the entry of the Big Four accounting firms in India from a critical perspective. It appeals to the theories of globalization to examine the change. Taken together, these studies attempt to provide the Big Four accounting firms useful information about the pricing strategies likely to be faced by them from local accounting firms in a new market, provide insights into the multiple roles played by professional associations in the process of radical change in the organizational field, and emphasize that globalization of accounting markets has not been accompanied by a level playing field for the local accounting profession in the globalized markets.Ph.D.
Kenneth G. Dixon School of Accounting
Business Administration
Business Administration PhD
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Manderscheid, Françoise. "La Mutualité sociale agricole entre sécurité sociale et profession agricole." Paris, Institut d'études politiques, 1988. http://www.theses.fr/1988IEPP0004.
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La M. S. A est le régime autonome de sécurité sociale qui gère la protection sociale des agriculteurs français. Le régime agricole s'identifie plus au système des organisations agricoles françaises qu'à la sécurité sociale. L'analyse départementale des caisses montre cependant que les relations avec les agriculteurs peuvent être parfois très délicates. Il semblerait qu'il y ait une évolution en faveur d'un modèle organisationnel plus rural, mettant fin au schéma traditionnel corporatiste. A l'inverse, au niveau parisien, les dirigeants cherchent à maintenir une logique corporatiste pour bénéficier des avantages de la cogestion agricoleThe MSA is the French social security system for farmers. This system identifies it self more with rural organizations than with the social security system. The analysis of departemental offices shows howver that the relations his with the farmers can be complex. It seems to us there is an evolution in favor of a new organizational model, more rural, thus bringing to an end to the traditional corporate model. On the other hand, at the Parisian level, the leaders try to maintain a corporate logic in order to receive the benefits of comanagement for the farming professions
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Manderscheid, Françoise. "La Mutualité sociale agricole entre sécurité sociale et profession agricole." Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb37615667q.
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Conway, David. "'Jewry in music' : Jewish entry to the musical professions 1780-1850." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444147/.
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In 1800 hardly any Jews were involved in 'musique savante'. Within 50 years in Western Europe they were to be found in active roles in almost every aspect of the music economy, as performers, composers, publishers, critics and instrument-makers. Whilst this phenomenon has been widely noted, it presently lacks an academic analysis. The dissertation sets the entry of Jews to the musical professions in a number of contexts the political, social and economic circumstances of European states Jewish culture and 'transferable skills' 'emancipation' of European Jews and their entry to wider society reforms in the Jewish religion and liturgy the Romantic and nationalists movements of the era the growth of a music 'industry' and the consequences of developments in technology, changing audiences and patrons, and the emergence of a 'classical music' canon. Beginning with a survey of the principal issues to be discussed and a summary of the status of Jews in music in the early and mid-eighteenth centuries, the dissertation examines the emergence of Jewish musical involvement in five European societies---the Netherlands, England, Austria, Germany and France---and notes the underlying factors, some of which were common to all, some of which were country-specific. Within these surveys extended treatment is given to significant figures---not only the famous such as Mendelssohn, but also the less well-known such as Alkan and Nathan. Consideration is given not only to the activities of Jews in music, but to the 'reception' of these activities by their contemporaries, and to the broader social implications of these activities. The dissertation concludes with a review of the status and achievements of Jews in music in Western Europe on the eve of the publication of Richard Wagner's essay Das Judentum in der Musik' in 1850.
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Coffey, Amanda Jane. "Double entry : the professional and organizational socialization of graduate accountants." Thesis, Cardiff University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295114.
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Abalihi, Ogechi. "Effect of Multiple Entry Levels Into Nursing Practice and Professionalism." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7780.
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Entry into professional nursing practice in the United States occurs at varied education levels including a diploma, an associate degree, and a baccalaureate degree. These multiple entry levels into practice create a situation where academic preparedness for nursing practice varies, which may influence the professional behavior of nurses and, consequently, patient care and outcomes. The purpose of this quantitative comparative study, guided by Miller's wheel of professionalism in nursing, was to determine if there is a difference in the professional behaviors of associate degree prepared registered nurses (RNs) compared to the professional behaviors of baccalaureate degree prepared RNs. The Behavior Inventory for Professionalism in nursing (BIPN) survey was emailed to RNs in Florida with a final sample size of 112 which yielded 56 in each group. Data were analyzed using the independent t-test. Results indicated a statistically significant difference in the means of total weighted scores of BIPN between the two groups of RNs in the state of Florida (p = 0.002; d = 0.58). These findings support studies that have addressed that the level of nursing education is an important factor of nursing professionalism. It would be worthwhile for the study to be replicated in other states. Such information can be used to support the rationale for a single-entry level into nursing practice at the baccalaureate degree level, which can lead to positive social change for the nursing profession.
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Campbell, Deborah M. "Case Study: Entry-year elementary teachers' perceptions of their professional development." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227047465.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Jan. 4, 2010). Advisor: Richard Ambrose. Keywords: entry-year teachers, professional development, teacher perception. Includes bibliographical references (p. 226-242).
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Duenyas, Deborah Lynn. "THE PROFESSIONAL EXPERIENCES OFINTERNATIONAL COUNSELING GRADUATESUPON RETURNING TO THEIR HOME COUNTRY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500402344678389.
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Van, Schalkwyk Tanya Leonie. "The ethical conduct of new entry level emerging contractors." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4932.
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Ethics is not a new or modern discipline. It was developed thousands of years ago and still remains relevant today. Ethics is applied in all spheres of modern life from philosophy to business and religious environments and even around dinner table conversations. It is applicable to all areas of life. This research is aimed at investigating whether ethical conduct among new entry level emerging contractors can contribute to and ensure their sustainable competitiveness within the South African construction industry. This research is also aimed at determining whether education and knowledge of entrepreneurship, business, project and construction management and building contracts can contribute to new entry level emerging contractors’ ethical conduct and sustainable competitiveness. The literature reviewed and results of quantitative and qualitative research amongst professional consultants in South Africa formed the basis of the study. Ethics is a sensitive topic within the industry and therefor it is difficult to gather data directly from contractors, as they are reluctant to participate in fear of revealing their identities and having it negatively influencing their personal and business credentials. Therefor unbiased respondents who were not directly linked to emerging contractors and who were unafraid to give objective opinions were questioned. These unbiased respondents included consultants within the industry. The study revealed that ethics is an important factor in any business environment and that the correct application thereof can partially contribute to the sustainable competitiveness of new entry level emerging contractors and this in turn can promote the long term survival of a business. Furthermore, knowledge of good management practices and building contracts can contribute to a successfully run business. However, the average new entry level emerging contractor has insufficient experience and knowledge of the management of construction projects, as well as building contracts.
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Malhotra, Namrata. "International entry mode decisions of professional service firms, the case of engineering consulting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0025/NQ46881.pdf.
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Marinho, Gisele. "Black and minority ethnic men's perceptions of Clinical Psychology as a career : a qualitative study exploring levels of career attractiveness and factors that propose a barrier for entry to the profession." Thesis, University of East London, 2011. http://roar.uel.ac.uk/3511/.
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The aim of this study was to explore the perceptions of BME men about clinical psychology as a profession. BME groups and men are underrepresented as clinical psychologists and some research exists that provide some explanations for this. These studies seem to focus strongly on the factors associated with the BME groups and have not focused specifically on BME men. The objective of this study was therefore to begin developing an understanding about the factors that stop BME men entering the profession with a particular focus on the factors related to the discipline. A constructionist grounded theory methodology was adopted to analyse the interviews of five men from Black African and Caribbean backgrounds and the grounded theory model 'Underrepresentation of BME men in clinical psychology' was developed. It comprises three categories as understood by the researcher - 'Societal factors (Stereotypes & Inequalities)', 'Clinical psychology factors' and 'Aspects of BME male experience' - which cumulatively lead to low numbers of Black African and Caribbean men as clinical psychologists. The resulting model emphasises the responsibility of clinical psychology in addressing the Underrepresentation of this group within the profession, by addressing its low visibility at degree and pre-degree level, the eurocentricity of its staff composition and theoretical basis and its role at a wider level to address stereotypes and inequality. Further research could expand on the model by exploring the perceptions about the profession with a more diverse and wider sample of BME men at degree and pre-degree level.
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Martinez, Adriana Lotze. "Aprovados, mas...capacitados? um estudo sobre princípios versus regras nos exames de suficiência e em provas de concursos públicos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-21062017-114834/.
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Em uma sociedade cada vez mais complexa e sofisticada, e em nosso contexto com especial atenção às relações empresarias e econômicas, há cada vez menos espaço para um olhar ancorado em representações estanques. Por conta disso, e com o advento das International Financial Reporting Standard (IFRS) no Brasil, suportada pela Lei n° 11.638/07, iniciou-se uma nova visão contábil priorizando evidenciação mais refinada visando refletir mais fidedignamente as transações das empresas. Talvez o que melhor simbolize esse novo enfoque seja o viés principiológico das IFRS. Entretanto, a inquietação surge quanto a um ponto específico de sua efetiva implementação na sociedade. Se o incentivo ou o direcionamento das avaliações que o recém-egresso se submete em relação ao seu conhecimento contábil, tanto no exame de suficiência como na busca por colocação no mercado de trabalho via concurso público, poderia estar desalinhada aos novos ideais buscados pelas IFRS por meio dos princípios. Com base na teoria da avaliação, Preskill e Torres (1999) alertam que a avaliação precisa integrar o aprendido à prática da sociedade. Da mesma forma, Patton (1997) relembra que é fundamental que o avaliador enfrente o desafio de fazer avaliações que sejam correlacionadas em sua aplicação e úteis. Com a vinculação da nova visão principiológica com a teoria da avaliação, através das definições apresentadas pelos autores acima, foi então analisado, utilizando-se do método Delphi, se as provas de credenciamento contábil e as provas dos principais concursos públicos federais têm utilizado em maior número as questões principiológicas. Os resultados, porém, evidenciaram o contrário, mostrando que há uma maior cobrança de regras nas provas analisadas, ou seja, nestes exames, ainda existe a predominância do modelo regramental apenas sob o manto das IFRS. Deste modo, percebe-se uma possível existência de descompasso entre os ideais relacionados às IFRS e o direcionamento indutor das avaliações de recém-egressos e de profissionais da área contábil.In an increasingly complex and sophisticated society, and in our context with special attention to business and economic relations, there is lesser space for an anchored view in stationary representations. In this regard, and with the advent of the International Financial Reporting Standard (IFRS) in Brazil, supported by Law No. 11,638 / 07, a new accounting approach was initiated prioritizing disclosure that is more refined in order to reflect more accurately corporate transactions. Perhaps, what best symbolizes this new approach is the principles bias of IFRS. However, the concern arises related to a specific point of its effective implementation in society. If the incentive or direction of the assessments that a new graduate undergoes in relation to his / her accounting knowledge, both in the professional entry exam and in the search for placement in the job market (civil servant), could be misaligned with the new principle ideals defended by IFRS. Based on evaluation theory, Preskill and Torres (1999) warn that evaluation needs to integrate learning and society practice. Similarly, Patton (1997) recalls that it is critical that an evaluator faces the challenge of making evaluations that are correlated in their application and useful. By linking this new principiological vision with evaluation theory, through the definitions presented by the authors above, professional entry exams and tests as part of civil servant selection have been analyzed by Delphi method to find out if they have used principiological questions in larger numbers. The results, however, indicate the opposite idea. They showed that there is a bigger charging of rules in the tests that were analyzed, in other words, there is still a predominance of the rule model with a single difference: now under IFRS cloak. Thus, there is a possible existence of mismatch between the ideals related to IFRS and the inductive orientation of the assessment directed to new graduates and professionals in the accounting area.
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Park, Sherry. "Stakeholders' Perception of Alternative Certification Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/893.
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The diminution of Alternative Certification Program (ACP) teachers contributes to the teacher shortage and complicates the challenges of hard-to-staff schools. Some ethnic minority, economically challenged districts have experienced a growing attrition rate of teachers prepared by ACPs, resulting in a scarcity of qualified teachers. The purpose of this study was to examine the experiences of stakeholders, including teachers currently in the program, teachers who left the program before completion, and program administrators, in order to understand the ACP program. A conceptual framework was based upon theorists Feistritzer and Klagholz, the originators of the ACP movement. Ten participants were selected for this qualitative case study using purposeful sampling, and data were collected through open ended interviews focused on training, challenges, support, and improvements. The hand analysis method was used to generate codes and subsequent themes. The themes developed from the interview questions and that provided some insight into stakeholders' perceptions included the influences of a positive school environment, the detriments of lack of support and preparation, and the apparent need for program restructuring. An ACP training manual based on study findings was designed to address the immanent training and support needs of ACP teachers. The manual may be implemented to train and retain ACP teachers in the district of study. Positive change implications of this study and of this manual may include more relevant professional development and a more structured ACP.
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Newhook, Dennis. "Accommodations in the Assessment of Health Professionals at Entry-to-Practice: A Scoping Review." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38311.
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This scoping review examines the available evidence supporting accommodation use in the assessment of health professionals with disabilities in licensing contexts. While test accommodations are a protected right under antidiscrimination legislation, the peer-reviewed evidence informing their use is contested and widely dispersed. Furthermore, the ramifications of accommodation misuse are significant, including human rights violations and increased risks to patients. As such, this study addressed two research questions: 1) What is the current state of literature on accommodation use in the assessment of health professionals? and 2) What programs of research would address stakeholders’ concerns about the use of accommodations in the assessment of those professionals? Systematic searches of five prominent databases identified 15 articles for analysis. Several major themes emerged from that analysis: interpreting legislation, administration and process, relationships between education and licensure, and psychometrics and test development. Stakeholder consultation revealed that stakeholders face challenges managing accommodation requests and defining reasonable accommodations. While there is a paucity of literature on the topic overall, especially of an empirical nature, this study mapped the available evidence and laid the foundation for future studies by delineating the gaps in the scholarly literature as defined by stakeholders’ needs.
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Harvey-Cook, Jane Elizabeth. "Graduate recruitment at professional entry level : clinical judgements and empirically derived methods of selection." Thesis, City University London, 1995. http://openaccess.city.ac.uk/7736/.
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This research provides evidence to support the argument that selection procedures dependent upon clinical judgements, being used in the chartered accountancy profession, may well provide results not significantly different from those obtained by chance. Research has suggested that personality type, choice of vocation and performance are predictable from personal histories (Holland, 1976; Owens and Schoenfeldt, 1979; Eberhardt and Muchinsky, 1982a; Super, 1980; Wernimont and Campbell, 1968) and using a predictive model approach to scoring biographical data (biodata) is explored here as a means of improving the selection function. Part I of this study develops predictive models for scoring the biodata of applicants to the profession. An original contribution is made by carefully comparing two empirical model-building methodologies: the generally accepted, non-parametric, Weighted Application Blank technique and the parametric, logistic regression technique. The validity of both are explicitly tested using information from a sample of 23 training offices from 22 medium size chartered accountancy firms. The sample trainees were all non-accounting graduates entrants entering between 1985 and 1987 (N=665). Evidence is provided of the superiority of the results of the parametric models, in terms of true predictive validity. Relevant theory and the important implications of the results for related biodata studies generally are discussed. The result of applying the models to applicants, rather than recruits, is examined in a pilot study. An original approach to scoring applications is presented. Specifically developed software is provided to minimise both processing time and error margins. The biodata logit scores of the applicants and their likely success as trainees as indicated by that score, are compared with the firm's decision whether to accept or reject. Severe problems inherent in the judgemental approach to selection are revealed and the superior performance of the model-based approach demonstrated. Part II addresses the crucial issue of long term validation of biodata models by scoring a sample of recruits from 3 representative firms' 1988-90 entrants (N=323). The evidence does not support criticism of long term validity, as the logit models demonstrate effective performance, measured interms of the probability of correct classification, successfully predicting the criteria on those entering the profession up to 5 years after subjects used in model development. It is suggested that poor methodology may be responsible for excessive loss of validity over time in other studies and their lack of use of hard data. In addition, original evidence is provided to support the hypothesis of the generalizability of such models (i) across organizations and (ii) across samples significantly different from the development sample. This evidence suggests that, not only may the models be used to score applicants accounting firms of different sizes (and are therefore not organization-specific) but they may be used to score accounting graduates, who differ considerably from the original development sample (indicating that they, are not sample specific). The appropriateness of using these models in a manner similar to psychometric tests is considered. An assessment of approximate net profit associated with successful, failing or partially successful trainees is made. Accounting graduate trainees are more financially viable than non-accounting graduates.
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Shinew, Kayla A. "Entry-Level Athletic Trainers' Perceived Adequacy of Clinical Education in Preparationfor Confident Professional Practice." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304895131.
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Cook, Kevin Marcus. "The multicultural competence of entry-level housing professionals in the upper Midwest." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34500.
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Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Christy Craft
In this study, I sought to determine how the multicultural competence scores of entry-level housing professionals were impacted by the demographic characteristics of race, gender, sexual orientation, years of experience, and graduate school diversity curricular content and experiences. Additionally, it was important to establish a baseline of knowledge related to multicultural competence for this particular population of entry-level housing professionals. I selected participants for this study from the 2016 membership directory of the Upper Midwest Region of the Association of College and University Housing Officers (UMR-ACUHO). I used quantitative data analysis methods to answer four research questions. I analyzed the first research question using ANOVA and post hoc tests for each of the demographic variables of race, gender, and sexual orientation. I found statistically significant differences in multicultural competence scores based on race and sexual orientation, while I found no differences by gender. The post hoc examinations revealed that for the various racial categories, there were no statistically significant differences by group. With regard to sexual orientation, I found that gay male participants had multicultural competence scores that were statistically significantly higher than their heterosexual/straight colleagues. I analyzed the third research question using linear regression in an attempt to determine if there was a relationship between years of experience and multicultural competence scores. There was no statistically significant relationship. The final two research questions used ANOVA and post hoc analyses to determine if there were differences in the multicultural competence scores of participants based on the diversity content in their graduate programs and their most impactful multicultural graduate school experiences. I found no statistical differences for either of those research questions.
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Muir, Sherry Lynne. "Supervisor Perceptions of Entry-Level Doctorate and Master's of Occupational Therapy Degrees." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2324.
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In occupational therapy (OT), there is a push to encourage the entry-level doctorate (eOTD) over the master's of OT (MOT), without having identified which degree develops therapists who can best meet the needs of clients, while providing the fewest negative consequences for stakeholders. This collective case study assessed whether there are differences between OTs with MOT and with eOTD. Each supervisor's experiences with the two degree groups represented a separate case, then all were collectively considered. The central research question was whether OT supervisors, who have observational knowledge of clinical performance, perceived differences between MOTs and eOTDs in factors that impact the stakeholders of OT services, as identified using Freeman's stakeholder theory. Ten supervisors who geographically represented the five eOTD programs and diverse areas of OT practice were selected for initial interviews, with four others added to achieve saturation. Fourteen semi-structured interviews were conducted to begin to identify perceived similarities and differences between OTs with the different degrees. These data were inductively coded and then analyzed using a thematic analysis procedure. The results of this small, exploratory study indicate that eOTDs do not have higher skills and abilities; desire higher compensation, but do not receive it; sometimes bring attitudes of superiority; are not more respected because of their degree; and are negatively affected by higher debt load. Positive social change implications stemming from this study suggest that stakeholder theory can be used to guide policy discussions in professional healthcare associations and that policy makers in the profession of OT should exercise caution in adopting the eOTD as the required entry-level degree until further evidence on the efficacy of the eOTD degree is clear.
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Gaertner, Laure. "Les créatifs de la publicité entre efficience marchande et idéal d'inventivité : genèse et régulation sociale d'une profession." Paris 10, 2008. http://www.theses.fr/2008PA100083.
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Cette thèse de sociologie renouvelle l’approche de la publicité en s’intéressant non pas à son rôle dans la rencontre entre des produits et des consommateurs, mais à ses producteurs, et particulièrement aux directeurs artistiques et aux concepteurs-rédacteurs. Partant du constat que les publicitaires sont confrontés au problème majeur de l’incertitude sur la valeur ajoutée de leurs services, l’auteur étudie, d’une part, comment un marché de services spécialisés, et corrélativement un groupe professionnel, se sont constitués à partir de la fin du XIXe siècle en France, et d’autre part, comment les campagnes publicitaires sont aujourd’hui fabriquées et vendues aux annonceurs. L’analyse de la rationalisation des activités par spécialisation montre que l’importance prise par la fonction créative dans le système de travail a contribué à justifier l’expertise du groupe professionnel. La contribution de la créativité à la valeur ajoutée du savoir pratique des publicitaires repose sur la croyance en sa valeur ésotérique, acquise dans le cadre de la transformation des représentations sociales de l’art et de l’artiste. L’étude des activités de travail dans des agences de publicité révèle que l’opposition structurale entre valeurs marchandes et esthétiques se manifeste par des conflits d’intérêts entre les acteurs. L’auteur soutient que ces tensions sont dissoutes dans un jeu de rôles sociaux entre créatifs, directeurs de création et commerciaux, qui permet d’entretenir le mythe commun du créateur indispensable à la valorisation économique des services publicitaires. L’ajustement entre agences et annonceurs repose effectivement sur la capacité de chacun à parier sur le talent créatifThis PhD in sociology renews the approach to advertising, by taking interest not in its role in the meeting between products and consumers, but in its producers, and particularly in art directors and copywriters. On the basis that advertising executives are confronted with the major problem of uncertainty with regards to the added value of their services, the author studies, on the one hand, how a specialised services market, and correlatively a professional group, is established at the end of the XIXth century in France. On the other hand, how advertising campaigns are made today and sold to advertisers. The analysis of the rationalisation of activities by specialisation shows that the importance taken by the creative function in the work system has contributed to justify the expertise of the professional group. The contribution of creativity to the added value of advertising executives’ practical knowledge is based on the belief in its esoteric value, acquired via the transformation of social representations of art and the artist. The study of activities of work within advertising agencies reveals that the structural opposition between market and aesthetic values emerges via conflicts of interest between the actors. The author stresses that these tensions are dissolved in a social role play between creatives, creative directors and account managers, who enable to maintain the common myth of the creator, essential to the enhanced value of advertising services. The adjustment between agencies and advertisers is effectively based on the mutual capacity to bet on creative talent
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Rhéaume, Ann. "The professionalization of nursing : a study of the changing entry to practice requirements in New Brunswick." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0027/NQ50243.pdf.
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Rodrigues, Michele de Oliveira. "SER DOCENTE NA GESTÃO E SER GESTOR NA DOCÊNCIA: UM OLHAR SOBRE A INICIAÇÃO À CARREIRA NO CONTEXTO UNIVERSITÁRIO." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7241.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis study is linked to the Program of Graduate Studies in Education (PPGE), research Line 1 - Formation, Knowledges and Professional Development. It had as its central theme the teaching and management at the beginning of the university career. The general objective of the research was to investigate the management of references that influence the beginner teachers to act as managers coordinators in graduation courses of the Federal University of Santa Maria (UFSM), as regards to the entry into the career and the assumption to management roles at the beginning of the teaching career. Specifically, we worked the following objectives: a) understand the configuration of the management dynamics leds by the beginners managers coordinators in undergraduate courses; b) recognize the confrontations of beginning teachers on assuming management positions in undergraduate courses; c) recognizing learning processes produced by beginning teachers on assuming management positions in undergraduate courses. The methodology involved a qualitative research of narrative bias (BAUER; GASKELL, ALLUM, 2004; BOLIVAR; Sunday; Fernández, 2001; CONNELLY; Clandinin, 1995; HUBERMAN, 1998; MC EWAN, 1998) and the data analysis was given from the discursive textual analysis (MORAES, 2003; MORAES; Galiazzi, 2007). The theoretical-conceptual definition was built from the concepts: complexity of teaching, formation of the trainer and teaching and teacher learning moviments, early teaching career , management models, ambience and teaching resilience.
O presente estudo está vinculado ao Programa de Pós-Graduação em Educação (PPGE), Linha de pesquisa 1 - Formação, Saberes e Desenvolvimento Profissional. Teve como temática central a docência e a gestão no início da carreira universitária. O objetivo geral da pesquisa foi investigar as referências de gestão que influenciam os docentes iniciantes ao atuarem como coordenadores gestores nos cursos de licenciatura da Universidade Federal de Santa Maria (UFSM), no que se refere, à entrada na carreira e a assunção aos cargos de gestão no início da carreira docente. Especificamente, trabalhamos os seguintes objetivos: a) compreender a configuração das dinâmicas de gestão lideradas pelos coordenadores gestores iniciantes nos cursos de licenciatura; b) reconhecer os enfrentamentos dos professores iniciantes ao assumirem cargos de gestão nas licenciaturas; c) reconhecer os processos de aprendizagem produzidos pelos professores iniciantes ao assumirem cargos de gestão nas licenciaturas. O processo metodológico envolveu uma pesquisa qualitativa de viés narrativo (BAUER; GASKELL, ALLUM, 2004; BOLÍVAR; DOMINGO; FERNÁNDEZ, 2001; CONNELLY; CLANDININ, 1995; HUBERMAN, 1998; MC EWAN, 1998) e a análise dos dados deu-se a partir da análise textual discursiva (MORAES, 2003; MORAES; GALIAZZI, 2007). A definição teórico-conceitual foi construída a partir dos conceitos: complexidade da docência, a formação do formador e movimentos da docência e da aprendizagem docente, início da carreira docente, modelos de gestão, ambiência e resiliência docente.
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Cirade, Gisèle. "Devenir professeur de mathématiques : entre problèmes de la profession et formation en IUFM. Les mathématiques comme problème professionnel." Phd thesis, Université de Provence - Aix-Marseille I, 2006. http://tel.archives-ouvertes.fr/tel-00120709.
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Cette recherche a pour objet de préciser de divers points de vue le passage problématique de l'état d'étudiant en mathématiques à celui de professeur de mathématiques. Nous examinons ce passage en nous appuyant sur une étude clinique de la formation dispensée au fil de plusieurs années à l'IUFM d'Aix-Marseille, depuis l'entrée en première année afin de préparer le CAPES, jusqu'à la prise en main d'une classe de collège ou de lycée en deuxième année. L'univers mathématique auquel les élèves professeurs sont confrontés, tant en première qu'en deuxième année, se révèle pour eux plein d'embûches à propos de questions souvent inattendues pour l'observateur extérieur, mais que révèlent les dispositifs de la formation observée. Celle-ci constitue un facteur crucial, qui va forcer les élèves professeurs à reconnaître, à assumer et à affronter la problématicité des situations rencontrées dans leur vie professionnelle. Presque toujours, les difficultés que signalent les élèves professeurs, d'une très grande variété, sont des révélateurs des difficultés rencontrées par la profession : elles mettent au jour un univers professionnel chaotique et lacunaire dans lequel le déni de la problématicité est monnaie courante, et où la construction de réponses « idionomes », non questionnées, foisonne. La formation des jeunes professeurs apparaît ainsi indissociable d'une évolution du métier à laquelle elle peut contribuer par la diffusion, dans la profession où ils entrent, des praxéologies professorales co-construites dans la formation.
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Scotti, Jean-Charles. "Évolution technique et répartition des compétences entre le corps médical et la profession infirmière dans les hôpitaux publics." Aix-Marseille 3, 1998. http://www.theses.fr/1998AIX32052.
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Avec les progres de la medecine et des techniques de soins, l'infirmiere a l'hopital s'est vue attribuer une activite technique de plus en plus complexe, requerant une competence non seulement acquise, mais a acquerir en permanence. Cette competence est d'abord dispensee par le corps medical, puis developpee par l'experience infirmiere, pour etre reconnue et enseignee de maniere autonome. Par consequent, avec l'extension des competences et la complexification des techniques, dont l'infirmiere a la maitrise et l'initiative, ses obligations professionnelles et le poids de ses responsabilites s'accroissent considerablement, ce qui sans nul doute represente un facteur de valorisation professionnelle. Dans le milieu hospitalier, l'influence traditionnelle du corps medical s'affaiblit progressivement en raison d'une part, de l'emergence de nouvelles techniques induisant une multiplication des specialisations sources d'antagonismes et de divisions, et d'autre part, d'une predominance administrative de plus en plus pressante pour repondre a la pression economique et financiere qui frappe l'hopital depuis la fin des annees soixante dix. Forte d'une legitimite acquise par la technique dans un systeme de sante ou le pouvoir medical s'affaiblit, la profession infirmiere s'organise et s'affirme ineluctablement comme partenaire a part entiere aupres des structures organisationnelles et decisionnelles de l'hopital public
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Hottegindre, Géraldine. "Le rôle de la profession de commissaire aux comptes : entre défense de l'intérêt général et défense des intérêts professionnels." Paris 9, 2011. https://portail.bu.dauphine.fr/fileviewer/index.php?doc=2011PA090001.
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Fischer, Deborah Vier. "Escola, artistas e docentes em movimento : encontros entre arte contemporânea e educação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/108011.
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Esta dissertação tem como campo empírico uma determinada escola da rede privada de Porto Alegre, RS (Escola Projeto), que contempla a arte contemporânea em seu currículo e que convida artistas a construírem esse trabalho em parceria. Como proposta de investigação, busca olhar para os movimentos que esse modo de pensar a arte provoca em professoras e artistas visuais que se aventuram para, juntos, viverem a escola e a educação, produzindo pensamento e estranhando práticas naturalizadas e acomodadas pelo tempo e pelo uso. Pensar o estranhamento nas práticas docentes, instigadas pelas provocações da arte contemporânea, sugere uma aproximação à noção de discurso, tendo em Michel Foucault o principal referencial teórico. Discurso que emerge a partir de conversas e entrevistas com os sujeitos de pesquisa e que são analisadas dentro do campo discursivo que as envolve, neste caso, arte e educação. Movimentos e discursos interessam a esta pesquisa, pois atuam no sentido de olhar para as práticas tidas como mínimas ou basiquinhas, termo usado por um dos sujeitos de pesquisa, e contribuem para pensar na contramão da acomodação e da generalização, tão presentes no modo como a escola vem se constituindo historicamente. Por tratar da arte e da docência, encontrando pontos de encontro e de conflitos entre os fazeres artísticos e pedagógicos, termos como rigor, criação e participação são analisados desde esses dois pontos de vista. Ao olhar para esses encontros, apostando na possibilidade de exercícios de modificação, criação e compartilhamento, ganha força o conceito de docência artista, apresentado por Luciana Loponte, na relação com uma formação docente artista, termo que nasce nesta pesquisa e que se refere a uma formação contaminada, acompanhada e encharcada pelo contato próximo com a arte contemporânea, capaz de rever as relações mais seguras sobre ensinar e aprender, nas artes e para além delas. Desse modo, mais do que buscar resultados ou apontar soluções, esta dissertação busca realizar apostas: na docência, com suas dúvidas e estranhamentos; na escola, com sua possibilidade de educar sem consolação; na arte contemporânea, com sua abertura para provocar rupturas e para desestabilizar o pensamento. É, portanto, nos encontros entre docência, escola e arte contemporânea que esta escrita desenvolve-se, adquire intensidade e potência.This thesis has as an empirical study a certain private school in Porto Alegre, RS (School Project), which includes contemporary art into its curriculum as well as invites artists to build this partnership work. The bulk of this thesis is devoted to looking at what the moves that this way of thinking art instigate teachers and visual artists who venture to jointly live school and education, reasoning and wondering practices which are naturalized and accommodated by time and use. Thinking strangeness in teaching practices, instigated by contemporary art provocations, suggests an approach to the notion of discourse, having Michel Foucault as the main theoretical framework. Discourse that emerges from conversations and interviews with research subjects that are analyzed within the discursive field that these conversations involve, namely, art and education. Moves and discourses are subjects of interest to this research as they act in order to look at the practices taken as minimal or rough (basiquinhas), a term used by one of the research subjects, and contribute to think against of the grain of accommodation and generalization, as present in the way school has historically constituted. As this thesis discusses art and teaching, finding junction and conflict points between artistic and pedagogical doings, terms such as strictness, creation and participation are analyzed from these two standpoints. When looking at these junctions, focusing on the possibility of modification, creation and sharing exercises, gains strength the concept of artist teaching profession (docência artista), presented by Luciana Loponte, in relation to an artist teacher training (formação docente artista), a term born in this research which refers to an infected training, soaked and accompanied by close contact with contemporary art, able to review the most secure relationships on teaching and learning in the arts and beyond. Thus, more than seeking results or pointing solutions, this thesis aims at investing: in teaching, with its inquiries and strangeness; in school, with its ability to educate without consolation; in contemporary art, with its opening to cause disruptions and to destabilize the thought. It is, therefore, matches between teaching, school and contemporary art that this thesis develops, acquires intensity and power.
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Hughes, Eleanor Maree. "Entry planning : a key aspect in preparing for school leadership in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/928.
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Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship.
A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174)
The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia.
The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the complexity of expectations from local, state and national perspectives, and encourage aspirant school leaders to move into the principalship during a time when a predicted shortage in the teaching profession is making the role even more complex.
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Dicus, Jeremy R. "Athletic Trainers’ Perceptions on the Adequacy of their Professional Education." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343333101.
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Asadullah, Muhammad Ali. "Comparative perspective of training evaluation practices : a study of ‘Entry Level Professional Training’ of call center agents inside Pakistan." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM1064.
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Le taux élevé de rotation et recrutement, la complexité du travail et le manque de formation professionelles a augmenté la demande de la formation d'intégration professionnelle pour Représentatives des Services Clients (RSC). La question est: ‘comment est-ce-que les professionnels des centres d'appels déterminent la valeur de la formation d'intégration professionnelle des RSC. Les centres d'appels peuvent être divisés en deux groupes «In-House» et «Subcontractor» à propos la propriété. L'objectif de cette étude est d'étudier la différence dans l'évaluation de la formation d'intégration professionnelle des RSC entre ces deux groupes. «Le modèle de Kirkpatrick» de l'évaluation de formation a été utilisé avec le 5ème niveau de rentabilité de l'investissement. Ensuite, nous avons identifier les groupes de parties prenantes les plus importantes qui peuvent bénéficier d'information de l'évaluation concernant à chaque niveau de «TKM». Les données qualitatives ont été recueillies par 15 entretiens avec des groupes des professionnels de 13 centres d'appels aux Pakistan. Les données quantitatives ont été recueillies des 203 professionnels des 90 centres d'appels du Lahore, Karachi et Islamabad. Sauf pour «Réaction», il n'y avait aucune différence dans les pratiques d'évaluation des centres d'appels ‘In-House' et ‘Subcontractors.' En outre, «taille» de centre d'appels et la «durée» de la formation d'intégration professionnelle a eu un effet significatif sur la différence dans les pratiques d'évaluation. En plus, les données d'évaluation est important pour tous les groupes d'intervenants internesHigher turnover, increased recruitment, job complexity and lack of vocational training for call center agents has increased the demand of entry level professional training of call center agents. The question is that how call center professionals determine the value of entry level professional training of call center agents. Call centers can be divided in two groups ‘In-House' and ‘Subcontractor' with respect to the ownership. The objective of this study is to investigate the difference in evaluation of entry level professional training of call center agents among these two groups of call centers. ‘The Kirkpatrick Model' of training evaluation was used to study these differences with addition of 5th level return on investment. Further, we identified stakeholder groups inside call centers. Then we attempted to identify the most important stakeholder groups who may benefit from evaluation information obtained at each level of ‘TKM' model. Data was collected from call centers inside Pakistan by using a mixed methods approach for data collection. Qualitative data was collected through 15 group interviews which were conducted with professionals of 13 call centers inside Pakistan. Quantitative data was collected from almost 203 call center professionals of 90 call centers from three cities Lahore, Karachi and Islamabad. We found that except for first level ‘Reaction' there was no difference in evaluation practices of in-house and subcontractor call centers. Moreover, ‘size' of call center and ‘duration' of entry level professional training had a significant effect on the difference in evaluation practices
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Hilbold, Mej. "Les enjeux identitaires et subjectifs d'une profession genrée, les éducatrices de jeunes enfants : l'accueil de la petite enfance entre naturalisation et professionnalisation." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080133/document.
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Dans le secteur des crèches et de l’accueil de la petite enfance, la dimension identitaire au travail pèse sur les relations et sur le vécu des professionnelles. Cette thèse est centrée sur le groupe professionnel des éducatrices de jeunes enfants (EJE) dont les mutations récentes sont analyseurs de changements profonds du secteur qui abandonne progressivement la logique historique sanitaire pour une approche psychopédagogique. Ce travail propose une lecture critique des théories sociologiques de l’« identité professionnelle » et de la professionnalisation au prisme des études de genre et de la psychanalyse, et il rend compte des résultats d’une recherche empirique menée selon une approche clinique d’orientation psychanalytique. L’identité est ici conçue comme un discours performatif, selon les repères donnés par les théories queer. L’investigation empirique repose sur des entretiens avec des professionnelles et sur des observations de longue durée de crèches municipales et parentale. Le recrutement toujours massivement « féminin » des éducatrices, ainsi que les formes de souffrance au travail que cette thèse expose de manière inédite, témoignent des limites de la logique de l’« identité professionnelle », celle-ci produisant des divisions et des systèmes d’opposition catégorielle - le « professionnel », opposé au « maternel », au « féminin », à la « parentalité » et à l’« enfance » -, qui acculent les éducatrices dans des impasses et provoquent des rigidités relationnelles. L’imprégnation des éducatrices par les savoirs psychopédagogiques renforce le couple d’opposition mère-professionnelle du fait de l’importance donnée à la relation mère-enfant, toujours naturalisée, et cela malgré la prégnance des discours sur la parentalitéIn the sector of nurseries and day care centers, the identity dimension at work weighs on relationships and professional activities. This thesis is centered on the professional group of early childhood educators: the recent changes in this profession are analyzers for the profound changes in this activity area which gradually abandons the historic health approach for a psychological and pedagogical approach. This work offers a critical reading of sociological theories of "professional identity" and professionalization through the prism of gender studies and psychoanalysis. It also reports the results of an empirical research conducted through a psychoanalytically orientated clinical approach. Identity is here conceived as a performative speech, according to the landmarks given by the queer theories. The empirical investigation is based on interviews with professional and on long-term observations of municipal and parental day care centers. The still overwhelmingly 'female' recruitment of the educators, as well as forms of suffering at work that this thesis presents in a new way, reflect the logical limits of "professional identity", the latter producing divisions and systems of categorical oppositions - the "professional" opposed to the "mother", the "female", "parenting” and to “chilhood” - that drive educators into dead ends and cause relational rigidities. The impregnation of educators by psychological knowledge strengthens the mother-professional binary opposition because of the importance given to the still naturalized mother-child relationship, despite the significance of discourse on parenthood
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Maughan, Karyn. "Becoming a journalist : a study into the professional socialisation and training of entry-level journalists at the Cape Argus newspaper." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007553.
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This thesis attempts to examine the construction of 'professionalism' within the newsroom of the Cape Argus, an English-medium newspaper in post-apartheid South Africa. It is a qualitative study which tries to evaluate how a particular mainstream media discourse of 'professionalism' is enacted and struggled over in the attitudes, behaviour and perceptions of entry-level journalists and news managers at the newspaper. It asks what the process of 'becoming a journalist' requires of entry-level journalists in terms of their previous education and personal qualities - and examines the newsroom strategies employed by news managers when entry-level journalists do not meet these particular requirements. This thesis looks at how the pressures of operating a daily English-language commercial newspaper may shape both the 'professional' expectations of news managers and their ability to positively contribute to entry-level journalists' 'newsroom training'. In attempting to examine the nature of journalistic 'professionalism', this study explores the ideology of knowledge construction within mainstream South African media. Operating from a 'radical democratic' perspective of journalism, which prioritises journalism as a vehicle for diverse social, cultural and political expression, this thesis suggests that South African media education needs to enable journalism students' understanding of the ideological construction of journalistic 'professionalism'.
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Lebaron, Frédéric. "La culture économique entre école, science et politique dans la France contemporaine." Phd thesis, Ecole des Hautes Etudes en Sciences Sociales (EHESS), 1996. http://tel.archives-ouvertes.fr/tel-00849219.
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La thèse étudie la montée en puissance de la culture économique, à travers le système éducatif, les professions d'économiste, notamment dans le monde universitaire. Elle s'intéresse également à l'ascension des économistes dans le champ politique.
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Gauthier, Julie. "L'université française et la fabrique de professionnels : Essai de typologie des formations universitaires." Phd thesis, Aix-Marseille Université, 2012. http://tel.archives-ouvertes.fr/tel-00785340.
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Cette thèse a pour objectif d'enrichir la notion de professionnalisation. S'articulant autour des notions de régulation de l'entrée dans un corps professionnel et de fabrique de professionnels, elle propose une conception originale du processus de professionnalisation des formations universitaires. Elle tente principalement de construire une typologie des formations à partir de l'analyse synchronique et diachronique de leurs contenus et de leurs méthodes d'apprentissage. Ce travail mobilise un ensemble hétéroclite de travaux de sciences sociales allant de l'histoire des universités et de la sociologie des professions à la philosophie aristotélicienne. À partir de la question de recherche " Quels types de professionnels les formations universitaires sont-elles en mesure de fabriquer ? ", il part du postulat que la nature des savoirs transmis fixe les modalités de cette fabrication. Il montre que ces savoirs participent de trois types de discipline (discipline pratique, discipline scientifique et discipline poïétique) auxquels sont rattachés quatre types de formation : la formation professionnelle généraliste, la formation professionnelle spécialiste, la formation professionnelle scientifique et la formation professionnelle poïétique.
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Basaran, Semra Tican. "Effectiveness Of Anatolian Teacher Training High Schools In Terms Of Serving Their Intended Purpose." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604844/index.pdf.
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The purpose of this study was to investigate the effectiveness of Anatolian Teacher High Schools (ATHSs) in terms of serving their intended purpose. The research design of the study comprised a nation-wide survey and document analysis. The sample for the survey consisted of 1026 students, 612 teachers, 877 parents and 259 graduates selected through stratified random sampling over 33 ATHSs across 32 provinces in Turkey, and 302 prospective teachers, selected through cluster sampling, in Gazi University Faculty of Education. Two distinct instruments were used for data collectionsurvey questionnaires containing multiple choice and open-ended questions
and attitude scales containing five-point Likert type questions. To analyze quantitative data, descriptive statistics, t-test and two-way ANOVA were conducted. The open-ended questions were analyzed via content analysis. Results indicated that students, graduates, teachers, parents and administrators described ATHSs as the ideal schools for students who want to enter university and/or become teachers. Students and their parents prefer ATHSs in order to guarantee a university program for a career with the guarantee of finding a job. During the four years in ATHSs students are offered quality education and their attitudes toward the teaching profession have developed positively. More than half of the graduates entered a university program, a great majority of which entered teacher-training programs. ATHS graduates studying in teacher training programs are different from their classmates graduated from other high schools with respect to preferring teaching as a profession, the priority they gave to the teacher training programs in the university entrance exam, university entrance exam scores, academic achievement in teacher training programs and commitment to teaching as a lifelong career however they are not different with respect to attitudes toward the teaching profession. The majority of the graduates who were not able to enter a university program are unemployed. Since ATHS graduates are not considered as semi-professionals, there is no specific employment area available for them. Results also indicated that ATHSs serve their intended purpose, however not to extend they are expected to. Therefore, some reform movements are needed to increase the effectiveness of these schools.
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Martin, Jérôme. "Le mouvement d’orientation professionnelle en France. Entre l’école et le marché du travail (1900-1940). Aux origines de la profession de conseiller d’orientation." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040131.
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Entre les années 1900 et les années 1940, la notion d’orientation professionnelle est construite à la confluence de trois champs : des patronages et des associations laïcs se préoccupent du placement des adolescents à la fin de l’école primaire ; des responsables éducatifs s’inquiètent de nombre limité d’apprentis ; enfin, les premiers psychologues proposent l’utilisation de tests pour l’affectation de la main-d’œuvre. Les années 1920 sont marquées par la création de nombreux offices. Soutenu par des milieux sociaux et professionnels très différents, le mouvement d’orientation professionnelle se professionnalise progressivement, en partie grâce à la création de l’Institut national d’orientation professionnelle (INOP) et d’associations professionnelles. Les années 1930 constituent un tournant. La montée du chômage et les besoins en main-d’œuvre qualifiée nécessitent une réorganisation du dispositifBetween the 1900s and the 1940s, the concept of professional orientation is built at the confluence of three fields: lay of sponsorships and associations concerned with the placement youth at the end of primary school; education officials are concerned about limited number of apprentices; early psychologists propose the use of testing for the assignment of the labour force. The 1920s were marked by the creation of many offices. Supported by social and professional environments very different, the vocational guidance movement is professionalizes gradually, partly through the creation of the National Institute of vocational guidance (INOP) and professional associations. The 1930s constitute a turning point. The rise of unemployment and the skilled labour needs require a reorganization of the device
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Martin, Jérôme. "Le mouvement d’orientation professionnelle en France. Entre l’école et le marché du travail (1900-1940). Aux origines de la profession de conseiller d’orientation." Electronic Thesis or Diss., Paris 4, 2011. http://www.theses.fr/2011PA040131.
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Entre les années 1900 et les années 1940, la notion d’orientation professionnelle est construite à la confluence de trois champs : des patronages et des associations laïcs se préoccupent du placement des adolescents à la fin de l’école primaire ; des responsables éducatifs s’inquiètent de nombre limité d’apprentis ; enfin, les premiers psychologues proposent l’utilisation de tests pour l’affectation de la main-d’œuvre. Les années 1920 sont marquées par la création de nombreux offices. Soutenu par des milieux sociaux et professionnels très différents, le mouvement d’orientation professionnelle se professionnalise progressivement, en partie grâce à la création de l’Institut national d’orientation professionnelle (INOP) et d’associations professionnelles. Les années 1930 constituent un tournant. La montée du chômage et les besoins en main-d’œuvre qualifiée nécessitent une réorganisation du dispositifBetween the 1900s and the 1940s, the concept of professional orientation is built at the confluence of three fields: lay of sponsorships and associations concerned with the placement youth at the end of primary school; education officials are concerned about limited number of apprentices; early psychologists propose the use of testing for the assignment of the labour force. The 1920s were marked by the creation of many offices. Supported by social and professional environments very different, the vocational guidance movement is professionalizes gradually, partly through the creation of the National Institute of vocational guidance (INOP) and professional associations. The 1930s constitute a turning point. The rise of unemployment and the skilled labour needs require a reorganization of the device
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Lott, Donalyn L. "Perceptions of College Readiness and Social Capital of GED completers in entry-level college courses." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1460.
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Abstract
Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective.
The study used quantitative methodology, with a descriptive, cross-sectional research design. Specific quantitative analyses were employed including; descriptive statistics which were used to characterize the sample and to describe the features of the data; preliminary analysis using principal axis factoring (PAF), to determine survey items that cluster together and to identify relevant factors that influence perceptions of college readiness and social capital; Cronbach’s alpha, to test internal consistency and reliability of the survey instrument; regression analysis, to investigate the relationships between GED completers’ perceptions of college readiness and social capital and their literacy level; and finally, a one-way ANOVA, to compare the means of groups within literacy levels. Using a researcher-created survey instrument with a Likert scale rating of 1-4, perceptions of college readiness and social capital of GED completers were assessed. A field test of 10 participants and an expert panel review ensured validity and reliability of the instrument. The results of this study could serve as a framework for strategic planning of ALE/GED programs, ALE/GED curriculum alignment with high school content and entry-level introductory or developmental college courses, and post-secondary (community college) recruitment endeavors.
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Freeman, Timothy S. "From Rookie to All Star: Identifying Critical Workplace Experiences in a School Principal's Professional Development." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1566296298558482.
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Pimenta, Thiago Farias da Fonseca [UNESP]. "O técnico de artes marciais no Brasil: entre o “sagrado” e os “segredos” para o estabelecimento de uma profissão." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/148766.
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Com a regulamentação da profissão Educação Física e a criação do Conselho Federal de Educação Física e dos Conselhos Regionais mediante a lei 9696/98, acaloraram-se as discussões no campo acadêmico e jurídico no que se refere à responsabilidade da intervenção profissional nas Lutas e Artes Marciais (L/AM). Judicialmente, alguns Estados brasileiros não conseguiram, através do Conselho, obrigar o técnico a possuir uma formação em Educação Física. Incongruentemente observa-se em seus cursos de bacharelado, disciplinas relacionadas às L/AM, o que, por sua vez comprova uma divergência entre o espaço da intervenção e o espaço da formação. A presente Tese tem como objetivo geral evidenciar o processo de formação e as inter-relações estruturais que constituem um espaço social profissional do cargo de técnico de L/AM no Brasil e como objetivos específicos, demonstrar como se institucionaliza a profissão de técnico L/AM no Brasil, elucidar como se constitui o processo de formação profissional dos técnicos de L/AM no Brasil e esclarecer quais as estratégias dos técnicos de L/AM para a sua manutenção em um campo profissional. A presente Tese é um estudo sociológico onde foram utilizados dados de levantamento bibliográfico, mediante revisão conceitual, levantamento documental referente à inserção das L/AM na formação em Educação Física no Brasil e entrevista semiestruturada com os técnicos. Os dados foram triangulados e analisados mediante referencial teórico de Pierre Bourdieu. Concluiu-se que: (a) não há um campo da profissão institucionalizado do cargo de técnico de L/AM no Brasil; (b) o técnico de L/AM é formado pelo treinamento vocacional e a formação profissional em Educação Física se atrela às L/AM, devido à reprodução do modelo de formação das escolas militares; (c) ser reconhecido como um técnico profissional é uma categoria social de percepção, para tal, utilizam-se de técnicas de exclusão, descrédito do capital alheio e estratégias de valoração; (d) os embates pelo monopólio entre campo esportivo, campo das L/AM e campo acadêmico da Educação Física criam um pseudocampo que se deixou formar pela aparente inércia do Estado para com os esportes, com as L/AM e a Educação Física, associado aos interesses dos agentes e em suas lutas por poder. Portanto, no sentido de apropriarem-se do discurso da Educação Física, os técnicos de L/AM, acabaram criando um problema para si, pois, tentam afirmar uma expertise que não possuem, tentando autorizar uma autonomia que não têm e, ao mesmo tempo julgam não ser de competência do órgão que credencia a Educação Física, seu credencialismo.
With the regulation of Physical Education as profession, and the creation of Federal Council of Physical Education and the Regional Councils by law 9696/98, some discussions exalted the academic and legal field as regards the liability of the professional intervention in the Fights and Martial Arts (F/MA). Judicially, some Brazilian States have failed, through the Council, to force the coach to have a training in Physical Education. Contradictorily, there are disciplines related to Fights and Martial Arts in their bachelor's degree programs, which, in the other hand, shows a discrepancy between the space of intervention and space of training. This present Thesis has as a main objective to highlight the process of formation and the structural interrelationships which constitute a professional social space of the technician function of Fights and Martial Arts in Brazil and has the specific objectives to show how is institutionalized the profession of technician in F/MA in Brazil, trying to elucidate how is the training process of these technicians in Brazil, highlighting the strategies of F/MA technicians for their maintenance in a professional field. This thesis is a sociological study where we used literature data by conceptual review, documentary survey regarding the inclusion of Fights and Martial Arts in the Physical Education training in Brazil and semistructured interviews with technicians. Data were triangulated and analyzed using the theoretical framework of Pierre Bourdieu. It was concluded that a) there is a field of institutionalized occupation of the post of technician F/MA in Brazil; (b) the technician of F/MA is formed by the vocation where training in Physical Education is harnessed to F/MA, due to reproduction of the training model of military schools; c) being recognized as a professional technician is a social category of perception, for that, technicians use exclusion techniques, discrediting of debt capital, and strategies of valuation; d) the conflicts by the monopoly between sports field, the field of F/MA and academic field of Physical Education create a pseudo field that allowed to be formed by an apparent state of inertia towards the sports and also the F/MA and the Physical Education, associated with interests of agents and their struggle for power. Therefore, to appropriate the discourse of Physical Education, technicians of F/MA, ended up creating a problem for themselves, because they attempt to assert an expertise that do not have, trying to allow an autonomy that do not have and at the same time they judge not to be their credentialism, a responsibility of the competence organ that accredits Physical Education.
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Boffa, Joseph W. "UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/88.
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Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear EL students pose unique and significant challenges, yet unclear what strategies and program models educators can implement to motivate learning, improve educational experiences, and appropriately acknowledge and reward these learners’ accomplishments. Few studies have attempted to determine the difficulties and challenges associated with academic success and probability of graduation for Late-entry English Learners (LEELs), defined as those entering the school system as eighth-through-twelfth grade students. Their test scores weigh heavily on high-stakes standardized testing accountability measures. Late-entry ELs are often shortchanged when it comes to resources and teachers. The California Commission on Teacher Credentialing reports nearly 7500 teachers currently teaching EL students without proper authorization as there simply are not enough teachers to meet the need. This study will give LEELs a voice to describe their educational experiences and perceptions of pertinent hurdles. They will share recommendations of best practices for Late-entry ELs and for the administrators and educators who serve them. The study draws attention to LEEL experiences, honoring them, while informing educational leaders regarding practices that may alleviate educational obstacles. Additionally, the study seeks to ascertain the best way to foster academic success for LEELs. This research is valuable as EL populations continue to grow in California and across the nation.
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Shouse, Reggie Lee. "Examining the Influence of Perceptions of a Supervisor’s Leadership Style on Levels of Psychological Ownership Among Entry Level Professionals." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1483614231780186.
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Maliwesky, Martin J. "Post-baccalaureate Enrollment Patterns: Exploring the Relationship between Undergraduate Student Loan Borrowing Level and Timing of Initial Entry to Master's Degree or First Professional Degree Programs." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335811270.
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Clark, Vivian Noreen. "Participation in postsecondary education and professional/technical occupations by race and income (1968-1985) implications for Green's Group of last entry and Ogbu's caste minorities /." Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8924977.
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Lacheretz, Antoine. "La profession vétérinaire : droit, économie et gestion d'une profession." Lyon 3, 2003. http://www.theses.fr/2003LYO3A003.
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La profession vétérinaire est née en France en 1761 à l'initiative du roi Louis XV. Elle assure deux missions essentielles: celle de donner des soins aux animaux et celle de préserver la santé des hommes. -La première partie de la thèse est consacrée à la profession vétérinaire et à la santé animale. Elle s'organise en trois titres traitant successivement des droits fondamentaux de la profession vétérinaire, du cadre ordinal et déontologique de l'exercice de la médecine et de la chirurgie des animaux et des modalités de l'exercice professionnel libéral, y associant les nouvelles orientations et dispositions relatives aux obligations et responsabilités médicales. -La seconde partie de la thèse analyse la profession vétérinaire et la santé humaine. Dans ce domaine particulier où la santé des animaux rejoint et conditionne très directement la santé des hommes, les vétérinaires n'interviennent plus à titre libéral, mais en tant qu'agents publics. Les trois domaines fondamentaux de la Santé publique vétérinaire sont étudiés s'agissant respectivement de la législation sanitaire vétérinaire, de l'inspection sanitaire et qualitative des denrées animales et d'origine animale et de la protection et du bien-être des animaux. -Dans ses différentes composantes, le droit qui organise et régit la profession vétérinaire apparaît comme un droit original, moderne et pragmatique. Se déduisant de la connaissance de l'épidémiologie des maladies animales, des zoonoses et des facteurs de santé, la médecine vétérinaire et le droit forment un ensemble remarquable de cohérence et d'efficacité.
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Carter, Marcia B. "A comparative analysis of necessary technical competencies required by New Hampshire entry-level clerical office employees as perceived by secondary business teachers and members of the New Hampshire Society of Training and Development." Thesis, Boston University, 1988. https://hdl.handle.net/2144/38011.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This research sought to determine which skills were necessary for entry-level office workers in NH as perceived by secondary business teachers and training directors. 175 questionnaires of 263 were returned by secondary business teachers and 78 of 143 questionnaires were returned by training directors. Each questionnaire contained ninety-three competencies which were classified into seven general skill areas. The Statistical Package for the Social Sciences and Lotus were used to analyze the data. Methods of analysis included frequency distributions, percentages, cumulative frequencies, means, cross tabulations, t-tests, and paired t-tests. The ten most important skills reported were: read/follow written directions, accurate typing, keep confidentiality, take accurate phone messages, follow oral instructions, type business letters, answer the telephone, demonstrate good listening skills, organize work, and proofread. The two general skill areas of the seven which need the most improvement were planning, organizing, decision-making; and written/oral communications. The nineteen individual skills of the ninty-three which need improvement in instruction were: answer the telephone, handle outgoing mail, keep confidentiality, meet and greet people, organize work, place telephone calls, read/follow written directions, set priorities, take accurate phone messages, work under pressure, work with interruptions, work without close supervision, demonstrate good listening skills, follow oral instructions, proofread, speak clearly and accurately, spell and define words, use correct grammar, and write legibly. Nineteen of the individual skills had a significant difference when analyzed by size of company with the larger companies placing a greater emphasis on importance. There was insufficient data to draw conclusions regarding necessary skills by the type of business. Size of school, school location, and number of business teachers had little effect on the necessary skills needed by entry-level clerical office workers although teachers in Northern NH placed a greater emphasis on the accounting skills than did teachers in Sourthern NH. The major implication of this study is that more emphasis needs to be placed on planning, organizing, decision-making, written and oral communication skills.
2031-01-01
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AraÃjo, Ana ClÃudia UchÃa. "A feminizaÃÃo do magistÃrio na educaÃÃo a distÃncia em perspectiva comparada: entre a professora tutora e a professora do passado." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15233.
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nÃo hÃO estudo analisa o fenÃmeno da feminizaÃÃo do magistÃrio na educaÃÃo a distÃncia em perspectiva comparada: entre a professora tutora e a professora do passado. Buscou-se elucidar o papel da professora tutora, na EducaÃÃo a distÃncia no perÃodo de 2007 a 2012, com o intuito de estabelecer e compreender suas relaÃÃes com a feminizaÃÃo da docÃncia, fazendo um nexo com o momento deflagrador deste fenÃmeno, na dÃcada de 1920, e com a precarizaÃÃo da profissÃo docente no Brasil, tendo o Cearà como lÃcus de observaÃÃo e os cursos de licenciatura ofertados no Programa Universidade Aberta do Brasil - UAB do estado do CearÃ, no perÃodo acima citado, momento em que os cursos de graduaÃÃo semipresenciais se intensificam em nosso estado, em comparaÃÃo com o papel exercido pelas mulheres no magistÃrio, na dÃcada de 1920. O referencial teÃrico ancora-se em estudiosos que tratam da mulher no trabalho e no campo da docÃncia, como Almeida (1998), Campos (2002); da mulher na histÃria, na famÃlia e na sociedade, como Perrot (2005), Dâincao (2011); da histÃria e histÃria da educaÃÃo, como Braudel (2002), Cavalcante (1998), Holanda (2000), Dallabrida (2009); da educaÃÃo comparada, como Bereday (1972), NÃvoa (2009), Cavalcante et al. (2011, 2012, 2013, 2014); da mulher e a relaÃÃo com a psicologia, como Holanda (2012), Chodorow (2002); a respeito da EaD, da tutoria e da prÃtica pedagÃgica na EaD, como Litto (2009), Bruno e Lemgruber (2009). Quanto aos procedimentos metodolÃgicos, a pesquisa à qualitativa, com abordagem GenealÃgica, baseada em Foucault (1982, 2003, 2007), posto que se ocupa em estudar a correlaÃÃo entre discursos e prÃticas sociais e a explicitaÃÃo do poder neles presentes, sem a preocupaÃÃo de alinhar os acontecimentos. AlÃm disso, faz-se uso de HistÃria Oral (ALBERTI, 2004; DELGADO, 2010), para trabalhar com o mosaico das experimentaÃÃes e interpretaÃÃes humanas em face de um acontecimento, com vistas ao maior enquadramento deste Ãltimo, por compreender que o vivido e o sentido pelo outro tÃm um importante valor, na medida em que confere significado ao visto e ao testemunhado. AlÃm da anÃlise bibliogrÃfica e documental, houve a recolha de evidÃncias empÃricas junto ao corpo docente, atravÃs de entrevistas semiestruturadas, bem como do estudo de ferramentas que monitoram a frequÃncia e a participaÃÃo no ambiente virtual de aprendizagem. O grupo de sujeitos entrevistados à formado por 12 (doze) professoras tutoras atuantes nas disciplinas pedagÃgicas da Licenciatura em MatemÃtica ofertada pela UAB, nas instituiÃÃes informadas. Os achados desta pesquisa, portanto, confirmam parcialmente a hipÃtese de partida: a feminizaÃÃo da docÃncia, caracterizada pela inserÃÃo e participaÃÃo das mulheres na docÃncia na EaD, nas instituiÃÃes investigadas, por meio da tutoria a distÃncia, traz impactos em sua vida familiar e profissional, porÃm nÃo se apresenta como uma causa direta do aprofundamento do processo de precarizaÃÃo da docÃncia para o gÃnero feminino, uma vez que mulheres e homens sÃo atingidos por esta precarizaÃÃo, em funÃÃo da docÃncia ser uma profissÃo destinada ao cuidado das massas, o que nÃo se constitui como foco prioritÃrio para o Estado patriarcal. PorÃm, no contexto da precarizaÃÃo, a mulher tende a ser a mais atingida, em virtude de toda a carga de atribuiÃÃes sociais e culturais que a ela sÃo delegadas, travestidas num senso de autocobranÃa e responsabilidade, porÃm sem direito pleno à salvaguarda das conquistas trabalhistas.
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Hlembotckiy, Vitaliy. "Game developer profession." Thesis, Дніпровський національний університет залізничного транспорту імені академіка В. Лазаряна, 2019. https://er.knutd.edu.ua/handle/123456789/14699.
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The aim of research is to focus on a profession of game developer as a person engaged in the creation of program code, visualization and concept of the game, as well as the choice of means for tasks implementation.Метою роботи є зосередження уваги на професії розробника ігор як людини, яка займається створенням програмного коду, візуалізації та концепції гри, а також вибору засобів для виконання завдань.
Целью работы является привлечение внимания к профессии разработчика игр как человека, который занимается созданием программного кода, визуализации и концепции игры, а также выбора средств для выполнения задач.