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Ferrer, Alejandra Judith. "Music Therapy Profession: Current Status, Priorities, and Possible Future Directions." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1353945905.
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Hira, Tamanna Chandrakant. "Constructing gender : postgraduate psychology students’ gendered accounts of their future profession." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27487.
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In this qualitative study I explored how postgraduate psychology students treat gender in their accounts of their future profession, using a social constructionist framework. I considered how this group of future psychologists drew upon gendered accounts in three different settings in which they found themselves within the profession. These included exploring how participants constructed their own gendered identities in their narratives of how they came to be pursuing professional training in psychology; how gender featured in their accounts of therapeutic processes and interactions with clients; and finally, their reflections on gendered participation in the broader field of psychology. Interview data from two semi-structured focus group discussions with 12 postgraduate psychology students was analysed using social constructionist thematic analysis. Three main themes were identified that related to participants’ gendered accounts according to their personal, professional and more general constructions of gender, namely: 1) psychology as a profession of choice; 2) setting the scene within psychology in terms of gender, which was divided into: a) a construction of gender from the psychologists’ perspective, and b) psychologists’ construction of gender from their clients’ perspectives. The third and last main theme was 3) Increased competition for females as a consequence of women’s empowerment. This study intended to contribute to the expansion of existing literature by addressing the issue of gender and its related aspects in the field of psychology in a South African context, given the dearth of extended research conducted in developing countries so far. The findings supported those of previous studies to an extent, but mainly redressed the perspective of gender through the identification of new themes. By looking into postgraduate psychology students’ constructions of their own gendered accounts it appeared that upcoming psychologists viewed gender in complex ways, instead of typically reported notions of difference, inequality and inferiority or superiority. In this way, the benefit of understanding professional development within the field of psychology served as a valuable point of departure in understanding debates around how gender was implicated in the clientele psychologists serve.Dissertation (MA)--University of Pretoria, 2012.
Psychology
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Gillanders, Derek D. "The current and future structure and internal organisation of the legal profession : a new institutional perspective." Thesis, University of Strathclyde, 1994. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21345.
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Economic analyses of legal partnerships are conspicuous by their absence. Recent theoretical developments within increasingly interconnected areas of law, economics and organisation facilitate more useful analysis of such issues. The resultant theoretical framework provides an ideal backdrop against which regulatory and related internal and external organisation issues concerning the legal profession in general, and law firms in particular, are discussed. Regulatory issues are discussed in the context of primary information collected during interviews with law firms. Partnership is one of only two currently legitimate practice options for UK solicitors in private practice, the other being sole practice. Presently prohibited corporate and multi-disciplinary practice (MDP), are under current consideration in response to growing pressure to attenuate restrictive regulation. Current proposals for further deregulation threaten professional partnership as an institution. Conve ntional wisdom argues partnership with joint and several liability is appropriate for legal service provision, where partners monitor each others' work quality and have an incentive to through cross-guaranteeing personal liabilities. Mutual monitoring, although important, is not the sole function of partnership, which performs a pivotal role in the wider professionalisation/ socialisation process of the lawyer, and in screening processes within firms. The comprehensive set of strengths and weaknesses of partnership and alternatives thereto are empirically assessed. Certain partnership problems, particularly those of large multi-partner firms, would likely simply re-emerge within alternative practising arrangements. Large firms confront mutual monitoring difficulties, reluctant delegation of decision making authority and cumbersome decision making procedures. The current tendency of growth in partnership size places great strain on partnership and question its longer term viability. The survivability of traditional screening procedures and informal incentive-penalty-reward systems within large modern partnerships are assessed within this thesis. Permitting a wider set of organisational options may do little to ameliorate these and other problems.
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Kiratsopoulou, Stephanie, and Robin Kjellberg. "The Future of Auditing : A Qualitative Study of the Swedish Audit Profession in a Digital World." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43767.
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Background – As we live in a more digitized world, technological advancements have already taken place and have reshaped many different industries. One of these industries is the audit profession, which is a profession where the digitalization can contribute immensely. The digitalization is an on- going process within the field of audit and have resulted in improved tools and more efficient auditing. However, new emerging risks, such as IT-risks, have progressed along the digitalization. Purpose – The purpose of this study is to explore how the digitalization affects the auditing in Sweden, and more precise, how it affects the audit process and the risk that emerges from the digitalization. Furthermore, the study will examine if there are any perceived differences among small and big audit firms in the concept of digitalization. Method – The Delphi method has been used to gather the primary data needed for the study. Practitioners from both the Big 4-firms and the smaller firms have been selected to take part of the study as experts by participating in a brainstorming session and by answering a questionnaire. This classification of the firms will be the two panels of experts within the study. Conclusion – The results indicates that the perception of digitalization of the audit process and the audit risks within the Big 4-firms and the smaller firms are somewhat alike but not ultimately. The two panels agree that the effects of the digitalization have been substantial and that the auditing in the future will be even more efficient. Regarding the risks the panels have more differentiated opinions, where the second panel, consisting of the smaller firms, believes that the digitalization has affected the risks to a larger extent than the first panel. As this thesis aimed to investigate, there is indeed a perceived difference among the Big 4-firms and the smaller firms regarding the digitalization effect on the audit process, although not a substantial one.
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Munro, Neil Macarthur. "Postgraduate attachment to general practice : influence on doctors’ future career intentions." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6915/.
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Recruitment of medical graduates to general practice careers in the UK, as in other developed countries, remains challenging. Currently general practice attracts fewer doctors than health care planners anticipate will be needed to meet the burgeoning health needs of an ageing population. Understanding the factors that influence doctors in their career choices is important to manpower planners, the profession and society as a whole. A two year postgraduate foundation programme for all doctors was introduced into the UK in 2006. One of its main intentions was to provide doctors with postgraduate clinical attachments that would assist them in making informed career choices. This has resulted, for the first time, in large numbers of recent medical graduates experiencing several specialties before applying for specialty specific training programmes. The main aim of this thesis was to assess the influence of a four month postgraduate attachment in general practice in the second foundation year on doctors' career intent. It was hypothesised that the attachment would have a positive impact on recruitment to general practice careers. This hypothesis was tested using a combined quantitative and qualitative approach. A literature review examined career decision making in medicine. It was divided chronologically into sections covering decision making at school, university and in the early postgraduate years. In addition a section focussed on decision making in careers other than medicine. A validated career inventory (sci 59) measuring change in career preference was selected for use in this study. The output is in the form of career rankings among 59 medical specialties. In addition, a semi-structured interview questionnaire was developed based on themes emerging from the literature review and was refined following piloting. Interviews were recorded, transcribed and thematically analysed using NVivo 7. The study was conducted in the Kent, Surrey and Sussex Deanery between 2005 and 2008. Participants (n=225) included all doctors whose second foundation year programme included a four month attachment in general practice. They were sent a sci 59 questionnaire at the beginning of their attachment and a further questionnaire at the end. Those responding to both questionnaires were invited to take part in an interview. 112 participants completed sci 59 questionnaires at the beginning and end of their 4 months attachment. Initial analysis demonstrated a small, statistically non-significant improvement in career intent towards general practice. Using a measure that reflects movement in ranking between the two questionnaires, further analysis showed a small, statistically significant, improvement in the ranking of general practice among participants who had low initial rankings for general practice. 30 participants were interviewed. Placements in general practice during the second foundation year were generally regarded in a very positive light. Doctors particularly valued ongoing relationships with patients as well as involvement with local communities. They commented on the high quality of supervision and the structured learning environment of their attachments. General practice was also seen as a better lifestyle option than other main specialties as well as offering flexible working opportunities. New findings included the observation that career ranking for general practice improved following a four month postgraduate attachment in general practice among those less inclined to general practice as a career in the first place. Thematic analysis of transcribed interviews revealed enhanced respect, among foundation doctors, for general practice as a career option irrespective of their own eventual career intent. This improved regard for general practice among doctors intent on specialising may be important in the context of persisting disparagement of general practice by some students, clinicians and teachers. It may also be helpful in engendering mutual respect and more effective working relationships between specialists and generalists in the future.
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Sjöberg, Patrik, and Markus Johansson. "Shaping the future of the auditing profession in Sweden: a study of the expected role of digitalization." Thesis, Umeå universitet, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122512.
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Digitalization is a fast paced phenomenon that is recognised to be of importance for the auditing profession’s future. This study has, through an innovative approach, gathered the ideas and perspectives on the perceived future role of digitalization in relation to the auditing profession. In order to ensure that these ideas and perspectives were to be practically relevant, 14 Swedish auditors were interviewed. This study was initiated through an evident need of research about the future role of digitalization, as this role is recognized as important but rather under-theorized according to both practitioners and academics. In order to tackle the need for research within the relatively unexplored area of digitalization in relation to the auditing profession, a dialogue with practitioners led to the creation of the following research question: -How do auditors expect digitalization to shape the future of the auditing profession? In order to accurately answer the constructed research question, three sub-questions were established: - How do auditors perceive past and current changes of the auditing profession? - How do auditors perceive futures changes of the auditing profession? - How do auditors perceive the future role of digitalization? The underlying purpose of this study was to push for a unification between the academic and practice community. To achieve this, a follow-up sub-question was generated: - How do auditors perceive the role of academic research to shape the future of the auditing profession? And inductive research approach was adopted for this study, in line with the epistemological standpoint of interpretivism and a constructionism ontological approach. Furthermore, this thesis was a conducted qualitative exploratory research that employed semi-structured interviews. The research strategy of this study was a combination of narrative inquiry with grounded theory in order to collect data and to generate theories for building knowledge. The results from the interviews with the auditors generated findings that were used to answer our four sub-questions, and therefore subsequently our main research question. It was concluded that academic research was not directly used by practitioners, since it was not found usable from a practical perspective. Furthermore, it was concluded through applying change theories that digitalization is, by auditors, expected to play an important role in the future of their profession and a list of driving forces was established. Moreover, discussions on how the auditing profession and digitalization will interact in the future are disclosed in this study.
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Adam, Katherine. "The future of farm animal practice in a changing veterinary business landscape." Thesis, Royal Veterinary College (University of London), 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669189.
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Boyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.
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Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.
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Weber, Gabriela. "Auxiliary specialization opportunities in landscape architecture: nature of profession, current view, allied relationships, skills & knowledge, and future directions." Kansas State University, 2015. http://hdl.handle.net/2097/19044.
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Master of Landscape ArchitectureLandscape Architecture/Regional and Community Planning
Howard D. Hahn
Landscape architecture’s scope of knowledge and professional practice is continuously broadening. Formalized certification and certification standards do not exist to date; as a result, limiting the depth of knowledge in landscape architects. Beyond competency in core skills like natural systems, site planning and design, and visualization graphics, the general knowledge base of most landscape architects spans a variety of disciplines. This ability to “see the bigger picture” offers certain strengths when “placemaking”, interacting with allied professionals, and leading project teams; yet there are limited opportunities for landscape architects to formally develop a depth of expertise. An extensive literature search identified forty-one knowledge domains that exist in landscape architecture. This report identifies fourteen domains that landscape architects need in current and future work supported with identified core skills and knowledge in the profession. This report seeks to update the Council of Landscape Architecture Registration Board’s (CLARB) identification of knowledge domains by layering skills and knowledge found in sixty current job postings, literature search, and structured interviews. In addition, this report identifies future trends in the profession and marketplace and future dilemmas landscape architects must address in the next twenty years. Content analysis of certification programs offered to landscape architecture students at accredited schools was conducted. A certification precedent study was conducted to understand the range of certification standards that exist in order to propose a standardized certification program. Thirteen themes are identified in the structured interviews that are incorporated into themes of this report. Overall, professionals feel that landscape architecture’s strength as a generalist profession makes the profession unique from its allied professions. However, some professionals acknowledge that as a landscape architect progresses in his or her career, they tend toward areas of specialization. This report suggests that certifications be offered to graduate students and professionals, explains specialization in the profession, and identifies areas landscape architects need to increase their skills and knowledge in, to stay relevant.
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Myburgh, Corrie. ""Methodological and epistemological challenges for the chiropractic profession in health care - a study of the history, status quo and future of research and clinical practices."." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16518.
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Thesis (DPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: Although a legitimate provider of manipulative therapy, chiropractic largely functions outside mainstream health care in South Africa. A narrow research focus, poor institutional representation and inadequate professional integration all contribute to its undetermined role in health care. This study exploratory, qualitative study sought to investigate the state of the art of chiropractic with respect to beliefs, philosophy, research methods and clinical practices. Semi-structured, interviews were used to extract responses from ten chiropractors, six patients and four researchers. The results were interpreted on three levels; thematically, in relation to chiropractic’s discipline and profession and as a function of the ‘3 worlds’ framework. The thematic analysis revealed that: 1. Beliefs and philosophical traditions play an active role in the practice and science of chiropractic. 2. The chiropractic investigative paradigm has started to mature. 3. The contextual role of research methods is being clarified. 4. Contemporary chiropractic practice is not as evidence-based as it should be. 5. The chiropractic model of practice is significantly different to the perceived standard medical model. 6. Chiropractic clinical practice has a fuzzy identity. 7. Chiropractic’s professional status is unclear. 8. The professional and disciplinary components of chiropractic are still institutionally immature. 9. Chiropractic’s legitimacy is questionable. Themes 1-3 indicated that beliefs and philosophical traditions affect the way in which chiropractors conduct themselves clinically, the way patients view the world of health care and the manner in which researchers study clinical phenomena. Themes 4-6 suggest that the state of the art of chiropractic clinical practice is different from medicine, however the exact nature of its model of practice seems quite fluid. Themes 7, 8 and 9 suggest that the degree of professional and institutional maturity provide chiropractic with only partial legitimization.With regards to the discipline it seems that science and education have an important buffering role to play between the patient and the practitioner, in order to curb metaphysically motivated practices. Furthermore, chiropractic’s investigative paradigm is progressing atypically and hence the view of it conforming to a standard view of science is questioned. With regards to professional matters, our study indicates that chiropractors function on a spectrum which runs between “technicians” and “physicians”. Whilst patients have holistic health care beliefs it seems they are pushed toward chiropractic, through negative allopathic health care experiences and are drawn to the profession by its integrated model of practice. However, the lack of mainstream healthcare integration counter balances this worth and reduces chiropractic’s professional legitimacy. Two cross over themes were revealed. Firstly, chiropractic’s investigative paradigm has started to narrow the gap between applied science and clinical practice and secondly chiropractic’s legitimacy cannot lie in the opinion of medicine. The ‘three worlds’ framework indicated that the first three themes are meta-scientific (W3) reflections on beliefs, philosophical traditions and research methodology. The fourth theme reflects the relationship of research and practice (W2 and W1), and the remaining five themes are reflections clinical practice (W1 activities). Our study contends that chiropractic has the potential to develop into a mainstream health care provider through the implementation of a multi-leveled development strategy.
AFRIKAANSE OPSOMMING: Alhoewel chiropraktyk ’n geoorloofde verskaffer van manipulasieterapie is, funksioneer dit grootliks buite hoofstroomgesondheidsorg in Suid-Afrika. ’n Eng navorsingsfokus, swak institusionele verteenwoordiging en ontoereikende professionele integrasie het tot die onbepaalde rol van chiropraktyk in gesondheidsorg bygedra. Hierdie verkennende kwalitatiewe studie het gepoog om chiropraktiese praktyk ten opsigte van oortuiginge, filosofie, navorsingsmetodes en kliniese praktyke te ondersoek. Semi-gestruktureerde onderhoude is gebruik om response van tien chiropraktisyns, ses pasiënte en vier navorsers te verkry. Die uitslae is op drie vlakke geïnterpreteer: (i) tematies; (ii) met betrekking tot die chiropraktiese dissipline en beroep; en (iii) as ’n funksie van die “drie wêrelde”-raamwerk. Die tematiese analise het die volgende blootgelê: 1. Oortuiginge en filosofiese tradisies speel ’n aktiewe rol in die praktyk en wetenskap van chiropraktyk. 2. Die chiropraktiese ondersoekende paradigma is besig om verder te ontwikkel. 3. Die kontekstuele rol van navorsingsmetodes word duideliker gemaak. 4. Hedendaagse chiropraktiese praktyk is nie soveel op bewyse gegrond as wat dit behoort te wees nie. 5. Die chiropraktiese model van praktyk verskil aansienlik van die aanvaarde standaard- mediese model. 6. Die identiteit van chiropraktiese kliniese praktyk is vaag. 7. Chiropraktyk se professionele status is onduidelik. 8. Die professionele en dissiplinêre komponente van chiropraktyk is steeds institusioneel onderontwikkel. 9. Die legitimiteit van chiropraktyk is betwisbaar. Temas 1 tot 3 het daarop gedui dat oortuiginge en filosofiese tradisies die wyses beïnvloed waarop chiropraktisyns klinies handel, waarop pasiënte die wêreld van gesondheidsorg sien, en waarop navorsers kliniese verskynsels bestudeer. Uit temas 4 tot 6 kan afgelei word dat chiropraktiese kliniese praktyk van geneeskunde verskil; die presiese aard van die praktykmodel kom egter heel onbestendig voor. Uit temas 7, 8 en 9 kan afgelei word dat die graad van professionele en institusionele ontwikkeling chiropraktyk slegs gedeeltelik legitimeer.
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Sobrosa, Gênesis Marimar Rodrigues. "O que jovens em contexto de vulnerabilidade sócio-econômica de uma cidade do interior do Rio Grande do Sul pensam sobre trabalho e futuro educacional e profissional." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/10312.
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Programa de Apoio aos Planos de Reestruturação e Expansão das Universidades FederaisThe transition from high school to university or to work is marked by uncertainties. When cultural and economic obstacles are present, a situation lived by young people from low-income communities, this transition is still more difficult. This dissertation is organized in two studies that explored the perspective of young high school students about work and the transition to the universe of work. More specifically, it aimed to identify how students perceptions and expectations about the world of work were related to their professional and educational life projects for the future. Participants were 200 students from both sexes that attended two public schools located at low income neighborhoods in the city of Santa Maria. Study 1 focused on participants ideas about work. Study 2 addressed students perceptions about their possibilities of entering the labor market. Participants answered a questionnaire with open and closed questions concerning ideas about work, occupational future and perceived barriers to enter the labor market. Data were analyzed by means of content analysis. Both studies showed that work is perceived as an important aspect of future life, being asociated with the ideas of self-sustained living and independence from the family of origin. Respondents also had the expectation of attaining self-realization trough work. Nonetheless, they also recognized that economic constraints may be a barrier to achieve their educational and career aspirations.
A transição do ensino médio para a universidade ou mercado de trabalho é permeada de incertezas. Quando estão presentes obstáculos culturais e econômicos, que podem ser vividos por jovens provenientes de comunidades de baixa renda, esta passagem pode ser permeada por dificuldades ainda maiores. Na tentativa de compreender este fenômeno, realizou-se dois estudos, explorando a perspectiva de jovens estudantes do ensino médio a respeito do trabalho e de sua inserção nesse universo. Mais especificamente pretende-se identificar como os estudantes percebem o mundo do trabalho e como suas percepções e expectativas se relacionam aos seus projetos de vida futuros profissionais e educacionais. A pesquisa tem como participantes 200 alunos de ambos os sexos provenientes de duas escolas públicas situadas em regiões e socioeconômica desfavorecida da cidade de Santa Maria. O Estudo 1 aborda as concepções dos participantes em relação ao trabalho. O Estudo 2 investiga a percepção dos jovens sobre suas possibilidades de inserção no mercado profissional. Os estudantes responderam a um questionário com questões abertas e fechadas que investigavam percepções relacionadas à trabalho, futuro profissional e dificuldades esperadas em sua inserção no mercado de trabalho. Para análise das informações utilizou-a análise de conteúdo categorial. Ambos os estudos indicam que o trabalho é percebido como um elemento importante para o futuro desses jovens, sendo principalmente associado ao sustendo próprio e obtenção da independência da família de origem. Os jovens indicam que esperam obter uma profissão no qual encontrem realização pessoal. Contudo, reconhecem que suas limitações financeiras podem trazer dificuldades para realizar o ingresso na atividade profissional almejada.
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Poulogiannopoulou, Paraskevi. "Comment devient-on enseignant? : De l'expérience universitaire à la formation." Phd thesis, Université René Descartes - Paris V, 2012. http://tel.archives-ouvertes.fr/tel-00794332.
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L'objet de notre recherche est d'étudier la dynamique subjective du parcours universitaire des enseignants en vue de la construction d'une identité professionnelle et de leur préparation à l'enseignement. Nous analysons les expériences, les représentations et les méthodes de travail des futurs professeurs de l'enseignement secondaire en milieu universitaire ainsi que la transition de l'expérience universitaire à la formation. Notre enquête porte sur un échantillon de 170étudiants (et professeurs stagiaires) préparant les concours de recrutement (CAPES, CAPEPS, Agrégation), futurs enseignants du second degré dans trois disciplines : Lettres, EPS et Sciences physiques. Nous avons utilisé pour le recueil des données un questionnaire qui nous a permis de collecter les données nécessaires (données quantitatives)puis nous avons conduit 35 entretiens complémentaires afin de collecter des données qualitatives. Nous dégageons ainsi sur la base des résultats obtenus les particularités de leurs représentations par rapport à leur discipline d'appartenance.Nous nous intéressons plus spécifiquement aux méthodes de travail des futurs enseignants selon certains concepts pédagogiques (l'efficacité des enseignants, l'évaluation des élèves, le comportement en classe et dans différents contextes, la préparation des cours, les connaissances relatives aux disciplines, les compétences pédagogiques). Il es tégalement intéressant d'examiner la question du choix du métier des enseignants candidats ainsi que d'étudier la position culturelle des nouveaux enseignants entre la culture académique-scolaire et la culture des jeunes. En outre,nous envisageons les modalités actuelles de la professionnalisation et des nouvelles contraintes du métier ainsi que les stratégies possibles en vue de la construction d'une culture professionnelle commune des enseignants du secondaire
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Слєпцов, Ігор Олегович. "Developing key skills for the professions of the future." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15362.
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Курганська, Мирослава. "Professional language mobility as a future specialist integration condition." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7240.
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Budiakova, Olena. "Formation of professional competencies of the future hospital specialist." Thesis, Видавництво Державного закладу "Луганський національний університет імені Тараса Шевченка", 2021. https://er.knutd.edu.ua/handle/123456789/19416.
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The situation on the market of hospitality enterprises today is not easy, entrepreneurs note increased competition, lack of customers due to a decrease in the level of income of the population, an increase in prices for suppliers of products and services. It is becoming increasingly difficult to maintain a high level of service. Naturally, the question arises of what to do in order to remain competitive, what to do in this regard. There are two main ways – increasing the turnover and reducing the cost of the business.
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Burris, Bradford M. "Army Special Operations Forces professional military education for the future." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FBurris.pdf.
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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, June 2010.Thesis Advisor(s): Simons, Anna ; Second Reader: Nix, Dayne. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Military Education, Special Operations Education, Army Education, ARSOF Leader Development, Special Forces, Psychological Operations, Civil Affairs, Professional Military Education. Includes bibliographical references (p. 73-76). Also available in print.
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Goncharenko, Tetyana, Lidia Dyomochka, and Maryna Durnyeva. "Development of future engineers' professional communicative competence at ESP classes." Thesis, European Scientific Platform, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43588.
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Kugai, K. "Importance of intercultural competence for future interpreters." Thesis, Громадська наукова організація "Всеукраїнська асамблея докторів наук з державного управління", 2022. https://er.knutd.edu.ua/handle/123456789/19277.
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The work deals with the issue of future interpreters’ professional competence, namely intercultural competence. The formation of intercultural competence plays an important role in interpreters’ training. Future specialists in the field of translation must be able to interpret the speech behaviour of communicators, know the rules of courtesy inherent in a particular linguistic and cultural environment, and be able to follow them.
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Sime, Poma Luis. "Dilemmas and future perspectives of teachers in master fellowship program in education." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117959.
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Different fellowships programs to public school teachers have been developed in Latin-American. In Perú, this new program has been managed by Pronabec financing fellowships for teachers of different regions during 2014-2015. Thisstudy is addressed to analyze the teachers´ dilemmas faced when they applied; and, explore the future professional perspectives of this kind of teacher. The qualitative method implies a documental analysis and survey with open answers to 20 teachers. Four types of dilemmas were identified–master versus family, master versus school, master versus another study, master versus no migration–, and eight possible futures scenarios related to the professional, academic, and unionpolitical fields.Son diversos los programas de becas para docentes de educación escolar públicapromovidos en América Latina. En el Perú, dicha política se gestionó desdePronabec ofertando becas de maestría a docentes de diversas regiones del país,constituyendo una política inédita de formación continua durante 2014-2015.El presente estudio se propone: analizar los dilemas enfrentados por los docentesal postular a dicha beca; y, explorar las perspectivas de futuro profesional de losbecarios. La metodología cualitativa implicó aplicar un cuestionario con respuestasabiertas a veinte becarios. Se logró analizar cuatro tipos de dilemas —maestríaversus familia; maestría versus escuela; maestría versus otro estudio; maestría versus no migrar— y ocho escenarios futuros en torno al campo profesional, académico y sindical-político.
São diversos os programas de bolsas de estudo para professores de escolas públicas promovidas na América Latina. No Peru, a programa é administrado desdePronabec oferecendo bolsas de estudo para professores de várias regiões do paísdurante 2014-2015, constituindo uma política sem precedentes de formação contínua.Este estudo tem como objetivo: analisar os dilemas enfrentados pelos professorespara solicitar a bolsa de estudos; e explorar perspectivas de carreira futura dos professores . A metodologia qualitativa envolveu uma análise de documentose um questionário de respostas abertas para 20 professores. Foi possível analisarquatro tipos de dilemas –mestrado contra a família; mestrado contra a escola;mestrado contra outro estudo; mestre contra não migrar– y oito cenários futurosem o campo profissional, acadêmico e sindical- político.
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McKeown, J. Tui 1961. "The professional contractor : worker of the future or opportunist of today?" Monash University, Dept. of Management, 2001. http://arrow.monash.edu.au/hdl/1959.1/8704.
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Sugorakova, Daria. "Future Generations: An Evolutionary Approach." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608184/index.pdf.
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Why do we care for future generations? This work argues that the reason we care for future generations lies in our psychogenetic nature. When we think of future generations, we feel that we have to do something for them. If we all have a common feeling profile, it is plausible to assume that this common feeling profile includes &ldquocaring for future generations&rdquo
, because all of us do care for at least our own future generations. This psychogenetic disposition enables us to explain why sometimes we act as if we do not care for future generations as well. I believe that instead of telling people what their obligations are, it would be more realistic to reach their feelings deep inside: once people are aware of their true feelings, the situation can change.
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Melo, Renata Gomes de. "Sala de aula do futuro - Reflexões sobre ambientes educativos inovadores em Portugal." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/24363.
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A pesquisa identificou processos que podem contribuir para transição de conceção de escola do século XXI. Desenvolveu-se a metodologia quantitativa e qualitativa, de natureza dedutiva. Analisámos políticas educativas nas dimensões internacional, nacional e local que contribuem para mudar: i)perfis de alunos e professores, ii)a sala de aula e iii)as metodologias/instrumentos de ensino e aprendizagem. O estudo focou-se no Programa Nacional de Promoção do Sucesso Escolar, nas Salas de Aula do Futuro e nas Cidades Educadoras, tendo como parâmetro de análise a incidência dessas redes e os resultados do PISA. Os dados foram organizados por NUTS e permitiram concluir que: i)a frequência das redes (PNPSE, SAF e CE) não parece influenciar os resultados do PISA; ii)parece haver teias de colaboração eficazes/eficientes nas NUTSIII Viseu Dão Lafões, Lezíria do Tejo e Alentejo Litoral; e a eficiência/eficácia dessas redes parecem estar ligadas ao perfil dos líderes (professores e diretores). Procedeu-se à aplicação de questionários aos professores das Salas de Aula do Futuro e concluiu-se que o seu perfil está ligado à internacionalização da sua formação e aos seus percursos de educação não-formal; ABSTRACT This dissertation identified processes that may contribute to the transition to the school of the 21st century. A mix of quantitative and qualitative methods was used. We analyzed educational policies in the international, national and local dimensions focusing on: i) the profiles of students and teachers, ii) the classroom and iii) teaching / learning methodologies / tools. The study focused on the PNPSE, the SAF's and the Educating Cities, having as an analysis parameter the incidence of these networks and the PISA results. The data were organized by NUTS and allowed to conclude that: i) the frequency of the networks (PNPSE, SAF and CE) does not seem to influence the results of PISA; ii) there seems to be effective / efficient collaboration networks in NUTSIII Viseu Dão Lafões, Lezíria do Tejo and Alentejo Litoral; and the efficiency / effectiveness of these networks seem to be linked to the profile of leaders (teachers and principals). Questionnaires were applied to SAF teachers and it was concluded that their profile is linked to the internationalization of their training and to their non-formal education pathways.
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Fox, John. "An evaluation of the effectiveness, use and future police professional practice publications." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582855.
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This study examines the factors that determine the effectiveness of nationally published police professional practice documents, explores the role of professional practice publications in developing and moulding in- service training, and considers whether a drive to reduce police bureaucracy, that also reduced the flow of such documents, might have a detrimental impact on the quality of investigations. An important subsidiary aim is to explore the nature of the investigative process and to identify the ways in which the professional practice publications can best be used by the police service. Because the body of police professional practice publications was only introduced in the last 20 years, there has been little, if any academic interest in this area and the research aims to contribute to improved knowledge of it. Many police studies are concerned with classic themes such as discretion, accountability, and leadership. As well as the specific theme of this research, a contribution will also be offered to the research concerning aspects of these classic themes. The use of discretion within specific investigations will be explored and consideration given to whether the police should be able to use their own flair when carrying out investigations or whether they should be constrained by tried and tested methodologies. In respect of accountability, the thesis will offer a discussion on whether the purpose of the documents is really to influence investigative practice, or whether they were created as another way of holding police officers to account, to shield the police as an institution from reputational damage when things go wrong, or just a retrospective 'stable door closing exercise'. Police leadership is examined, particularly in connection with the selection of Chief Officers and the organisation known as the Association of Chief Police Officers, and its role in commissioning national police guidance. The thesis revisits the sociological analysis of police occupational culture and suggests aspects of the professional guidance process that may imply a need to refine and/or re-conceptualise some traits reported in the locus , classicus in this area. It offers a discussion- about the way in which 'workforce modernisation', or 'civilianisation', in UK policing, might require an update in the paradigm offered by some classic police research. The link between university-based research and operational policing is considered, and in particular the ways in which evidence-based research could be better used to inform police practice. This study, which incorporates a US/UK international comparison, was mainly conducted using qualitative research techniques and in particular semi-structured interviews with police officers and other significant respondents in England and the United States. The research highlights the contribution that practitioner researchers can make to improving investigative practice within the police service and increasing our knowledge about 'what 'works'. This thesis, and the work to which it refers, reports the results of an analysis of my own fieldwork. Any ideas, data, images or text resulting from the work of others (whether published or unpublished) are fully identified as such within the work and attributed to their originator in the text, bibliography or in footnotes. This thesis has not been submitted in whole or in part for any other academic degree or professional qualification. I agree that the University has the right to submit my work to the plagiarism detection service TurnitinUK for originality checks. Whether or not drafts have been so assessed, the University reserves the right to require an electronic version of the final document (as submitted) for assessment as above.
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Chata, Charles Chihita. "The role of professional school counselors as perceived by future school principals." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011471.
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Christoffersson, Jenny, and Irini Ioannidou. "Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227.
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Lifelong learning is known and well-studied in the West, but many times the findings of studies conducted in Europe and USA are simplified to universal findings. Although the world is not that simplistic, it is often argued that the East has a more collectivistic culture while the West is leaning more towards an individualistic. Only a few studies have been conducted on the subject in the East and those studies have a macro-perspective with a focus on political and economic values, while the individual perspective is left unexplored. The aim of this study is to gain a better understanding of what Thai students expect from their professional future from a lifelong learning perspective and how culture in terms of individualistic and collectivistic dimensions influences these expectations. This is a qualitative study where our empirical data come from ten semi-structured interviews, with last year’s university students in Bangkok. The findings showed that the students’ expectations are influenced by the collectivistic culture while at the same time being connected with the rapid moving society around them. This could be seen as a divided thinking between old traditions and new possibilities, between individualistic dreams and collectivistic loyalty. The findings suggest that lifelong learning in Thailand is influenced by more than just the collectivistic dimension, as previous research shows. We offer a consideration of the situation above and believe young adults are finding their own way, trying to please both sides of a complex situation.
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Osterberg, Lars, David Hatem, Kevin Moynahan, Rob Shochet, and Erika Goldstein. "Back to the Future: What Learning Communities Offer to Medical Education." LIBERTAS ACAD, 2016. http://hdl.handle.net/10150/621731.
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Learning communities (LCs) have increasingly been incorporated into undergraduate medical education at a number of medical schools in the United States over the past decade. In an Association of Medical Colleges survey of 140 medical schools, 102 schools indicated that they had LC (described as colleges or mentorship groups; https://www.aamc.org/initiatives/cir/425510/19a.html). LCs share an overarching principle of establishing longitudinal relationships with students and faculty, but differ in the emphasis on specific components that may include curriculum delivery, advising/mentoring, student wellness, and community. The creation of LCs requires institutional commitment to reorganize educational processes to become more student centered. LCs are beginning to show positive outcomes for students including benefits related to clinical skills development, advising, and student wellness, in addition to positive outcomes for LC faculty.
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Gray, S. L. "Mapping professional conceptions of learning futures : teachers and their professional identities in the knowledge economy." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599625.
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This dissertation is an exploratory study that examines teachers’ professional identities in the knowledge-based economy. It uses the UK as a case study. The dissertation theorises the research problem from a sociological viewpoint. First, it interrogates the concept of time in an educational context. It demonstrates that the organisation of time in schools can be complex, and is often used as a means of control. However, there can be misunderstandings between policymakers and teachers regarding the nature of this control. This leads to areas of conflict, and confusion about the role of teachers within society in general. Building on the idea that there appears to be a relationship between conceptions of time, and conceptions of social identity, the dissertation then explores the nature of professional identity. Traditionally, there has been little recognition of the wide range of social identities within the teaching profession. There has also been insufficient awareness of the changing role of vocation within teaching. This has had a negative effect on teacher recruitment and retention. There is then an account of the fieldwork phase of the research. Through the use of semi-structured interviews and an interactive survey, it has been possible to build up a picture of some views of education professional towards the future of their own profession. Three methods of data analysis have been used to explore this data. The dissertation concludes that the research participants painted a picture of a profession under siege, from a range of external bodies anxious to influence their professional practice. However, there are deeper issues to do with the role of youth within society. Rapid changes in teaching and learning patterns mean that many institutions are currently uncomfortable places for both pupils and teachers. Unless this is recognised, and changes to institutional structures made, there are grave implications for the future effectiveness of education delivery systems in the UK.
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Calvaress, Vanessa. "The future of work: Careers and skills needed in the age of robots." Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/625758.
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Vanessa Calvaressi representante de la Universidad de Torrens en Australia expone sobre el futuro de la inteligencia artificial y la robótica. Además, informa respecto a las carreras que ofrece la Universidad de Torrens, ligadas a estos temas
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Shier, Emily. "Preparing future educators to support inclusion college students' attitudes following pre-professional preparations /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf.
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Derkach, Tetiana M. "Training of future chemistry specialists by means of information and communication technologies." Thesis, Wyższa Szkoła Biznesu – National-Louis University, 2018. https://er.knutd.edu.ua/handle/123456789/9605.
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A system of principles, including the principles of the balance of cognitive load and the presentation of educational material at three levels of representation (micro, macroscopic and symbolic), has been developed and scientifically substantiated to ensure effective teaching of chemical disciplines using ICT. A few provisions, which are necessary for organizing efficient learning, have been formulated. They are as follows: preventing the splitting of attention, taking into account the dual effect of an action, and taking into account the level of preliminary schooling of students. Also, the principles of design of dynamic visualizations have been devised: semantic accents, colour coding, segmentation and management of dynamic images, and use of different perception modalities. The factors influencing the result of training in chemical disciplines using ICT have been determined. Some correlations have been revealed between, on the one hand, learning outcomes and, on the other hand, personality traits of students, such as intellect types and preferred learning styles. The technology of integrating the methods, forms and means of ICT learning with due regard to the personal characteristics of students has been developed.
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Furgeson, Danielle Rulli Wilder Rebecca S. "Role of the student professional association in mentoring dental hygiene students for the future." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,943.
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Thesis (M.S.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Science in Dental Hygiene Education in the Department of Dental Ecology, School of Dentistry." Discipline: Dental Ecology; Dental Hygiene Education; Department/School: Dentistry.
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Booher, Brandon M., and Derek S. Waisanen. "Introducing professional writing skills to future Naval Officers: an adjunct to NPS Distance Learning." Monterey California. Naval Postgraduate School, 2008. http://hdl.handle.net/10945/10297.
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MBA Professional ReportNewly-minted naval officers will be judged by seniors on the merits of their writing skills. Required undergraduate English composition courses do not prepare officers to write clear, well-organized correspondence required during active duty service. This project answers the following question: will written communication training provided to midshipmen prior to commissioning enable them to report to their first assignments with the written communication knowledge and skills to communicate their intentions clearly at first attempt and write with impact, thus decreasing the administrative burden on senior officers. To answer this question, we provided professional writing training in the form of interactive modules to 17 NROTC midshipmen at Marquette University and then assessed their understanding and capacity to apply the concepts. Midshipmen earned scores that met or exceeded our criteria for comprehension of the guidelines for professional writing. In addition, midshipmen interview responses were overwhelmingly receptive to this training, and, as a result, 100-percent of midshipmen surveyed felt better prepared for future professional writing tasks. We recommend that the NETC mandate standardized writing training for midshipmen prior to their commissioning. Additionally, we recommend that the NPS partner with the NETC to assist in creating a distance-learning tutorial for professional writing
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Booher, Brandon M. Waisanen Derek S. "Introducing professional writing skills to future Naval Officers an adjunct to NPS Distance Learning /." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2008/Dec/08Dec%5FBooher%5FMBA.pdf.
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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2008."Advisor(s): Suchan, Jim ; Simon, Cary. "December 2008." "MBA professional report"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 57-59). Also available in print.
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Nogueira, Flávia Maria Marques. "O futuro é a semana que vem: um estudo sobre juventude e tempo." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/18964.
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Considering all the contemporary scenarios of a dynamic world in which several transformations have occurred over the last decades, we noticed that modern day life rhythms have changed and intensified, and this fact is related to the speed of technological times. Due to these changes and following the temporal acceleration the social institutions have also changed, the subjects, and their life styles. In this contemporary logic, we verify that one of the great transformations that we witnessed in society and the stratospheres of life of the subject is associated to the social dimension of time. There is a different time in our historical moment, there is a time made up of new mediations and, therefore, it is lived in a different way. The subjects live new relations to time, the experience of speed, a result of the capitalist social life, that demands more productivity every time. As well as this, there is also living time of the instantaneousness, of the immediate, of the ephemeral, moderated by the time of the virtual, ultimately the time of new technologies, the time of the internet. So taking into consideration the changes that contemporaneity has inflicted on its subjects, and that it brings a determinate experience of time, we have as a general objective on this study research how young people are establishing their future projects mediated by contemporary time. To ensue that, the theoretical referential method used is of the Psychosocial History, which is based on historical dialectic materialism. An instrument of incomplete phrases was developed, composed of phrases related to future time, to future projects, about work, about adults, and about the technological times for young people. The instrument was applied in 31 young people, students of the third year of medium grade in private schools in the city of Sao Paulo, and students of pre-“vestibular” schools, also private. The analysis enabled seizing that, at this age of uncertainty, young people seek certainty, objectivity, and immediate answers. With that we can say that the fundamental contemporary rule is to try to obtain security in the movement. To try to obtain security in uncertainty and unpredictability, not having a long deadline as a horizon. Following that argument, we could observe that to elaborate long-term projects sound too vague for them. They bring to us the fact that they have goals to be achieved, they do have objectives, but on a discourse that seems empty, undefined, inconsistent, because “getting there” is still a too distant future. The subjects of this research have demonstrated the great pressure that they have suffered over present time, they feel like they have been “swallowed”, by the immediacy of their studies, the intense preparation for the “vestibular”, by the short time constraints they have at their disposal for their choices. Therefore, the more they are prisoners of the present, the less they own their own futures, and that ends up making it harder for them to build their projects. We understand then that at our present juncture immediate achievements are valued in detriment of long-term achievements, because the future is immediate. The future is now
Considerando-se os cenários contemporâneos de um mundo dinâmico, em que várias transformações ocorreram nas últimas décadas, verificamos que os ritmos da vida moderna também mudaram e intensificaram-se, em harmonia com a velocidade dos tempos tecnológicos. No âmbito dessas mudanças e na esteira dessa aceleração temporal, transformaram-se também as instituições sociais, os sujeitos, seus estilos de vida. Nessa lógica contemporânea, verificamos que uma das grandes transformações que assistimos na sociedade e nas esferas da vida do sujeito diz respeito à dimensão social do tempo. Há um tempo diferente em nosso momento histórico, constituído por novas mediações e, assim, vivido de forma diferente. Os sujeitos vivem novas relações com o tempo, relações pautadas pela experiência da velocidade. Isso ocorre devido à própria velocidade da vida social capitalista, que demanda cada vez mais produtividade. Há também a vivência do tempo da instantaneidade; do imediatismo, do efêmero, mediados pelo tempo da virtualidade, o tempo das novas tecnologias e da Internet. Desse modo, levando em consideração as mudanças que a contemporaneidade tem infligido aos sujeitos (as quais permitem uma determinada experiência de tempo) temos como objetivo geral neste estudo pesquisar como os jovens estão significando seus projetos de futuro mediados pelo tempo do contemporâneo. Para tanto, o referencial teórico metodológico adotado é o da Psicologia Sócio-Histórica, que apoia-se no materialismo histórico dialético. Foi elaborado um instrumento de frases incompletas, composto de frases relacionadas ao tempo futuro, aos projetos de futuro, sobre o trabalho, sobre o ser adulto e sobre o tempo tecnológico para os jovens. O instrumento foi aplicado em 31 jovens, sendo alunos de terceiro ano do ensino médio de algumas escolas particulares da cidade São Paulo e alunos de cursinhos pré-vestibulares, também privados. A análise nos possibilitou apreender que, na era da incerteza, os jovens buscam por certeza, objetividade, respostas imediatas. Com isso, podemos dizer que, a regra fundamental contemporânea é buscar a segurança no movimento. Buscar a segurança na incerteza e imprevisibilidade, não tendo o longo prazo como horizonte. Indo nessa mesma direção, pudemos observar que elaborar projetos de longo prazo para eles é algo que soa vago. Eles nos trazem o fato de que têm metas a serem perseguidas, tem objetivos, mas em um discurso que parece vazio, indefinido, inconsistente, pois "chegar lá" é um futuro muito distante ainda. Os sujeitos desta pesquisa demonstraram a grande pressão que sofrem do tempo presente, sentem-se como se estivessem sendo "tragados", pelo imediatismo dos estudos, pela intensa preparação para o vestibular, pelo curto prazo de tempo que dispõem para suas escolhas. E dessa maneira, quanto mais ficam presos ao presente, menos eles se apropriam de seus futuros, o que por sua vez, acaba por dificultar que construam seus projetos. Entendemos então que, em nosso momento atual valorizam-se as conquistas imediatas em detrimento das conquistas de longo prazo, pois o futuro é imediato. O futuro é agora
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Sabado, Kindra Xerez. "Exploring Teachers' Perspective of Digital Literacy Pedagogy: Implications for Future Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5260.
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Pedagogy has not addressed the literacy shift from reading, writing, and speaking to include cognitive digital literacy skills. Teachers lack the technological pedagogical content knowledge to integrate digital literacy skills into student learning. Using a digital literacy framework with 6 essentials skills, the purpose of this qualitative case study was to investigate teachers' (a) current understanding, knowledge and skills; (b) current integration of digital literacy skills; (c) challenges they face in integration; and (d) supports needed in shifting pedagogical practices to address change. Participants were 13 teachers from high school content areas. Data were gathered through focus groups interviews, observations, and artifacts. Data were coded with MAXQDA software, compared, organized, and refined based on the 4 research questions. Findings revealed high levels of knowledge for the terms digital literacy and photovisual literacy. Integration levels of digital literacy skills varied with more evidence in photovisual and reproduction literacy. Five minor challenge themes (critical thinking; time; information and technology literacy; infrastructure and access; and behavior and attitude) and 4 minor support themes (professional development; planning and preparation time; observation and feedback; and schoolwide focus and routines) emerged. Analysis of findings revealed 4 major themes: critical thinking, integrated professional development, effective use of time, and infrastructure and schoolwide routines. Findings may affect positive social change by engaging teachers in critical reflection through professional development leading to improvements in teacher pedagogical practices related to furthering the digital literacy skills of youth.
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Ткаченко, Інна Миколаївна. "The influence of the student collective on the formation of professional culture of future specialists." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15367.
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Crawley, James Anthony. "How can a deeper understanding of the professional situation of LLS teacher educators enhance their future support, professional development and working context?" Thesis, Bath Spa University, 2014. http://researchspace.bathspa.ac.uk/5029/.
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This research explored the professional situation of teacher educators in the Lifelong Learning Sector (LLS), and how a deeper understanding of their professional situation could enhance their future support, professional development and working context. The research followed a mixed methods methodology, and six research phases took place including focus groups, a literature review, and an evaluation of a CPD programme. The largest online survey of this particular group to date was also carried out and 161 teacher educators participated in that survey. The results of the research provided rich insights into their values, experiences, particularly challenging working context and support needs. The knowledge resulting from the research included recognition of the multiplicity and complexity of the role and how LLS teacher educators manage it. The multiplicity and complexity was characterised as the ‘more than a teacher’ quality, and teacher education professionals as ‘triple professionals’ or ‘multiple professionals’. The research developed a new model of professionalism, the ‘connected professional’, and embedded this in the theoretical framework for teacher education entitled ‘The Teacher Education Professional as Connecting Professional (TEPACP)’ framework. Recommendations arising from the findings include adopting the model of the Connected Professional and TEPACP theoretical framework proposed by the evidence from the research together with action to assist LLS Teacher Educators to progress towards a more confident professional identity. The research significantly extends the understanding of the characteristics and beliefs of this under-researched professional community.
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Keith, Karin. "Why Teach: Presentation to Future Teachers of America Club." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1004.
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Patty, Cole Eric. "The Financial Futures of the NFL, NBA, and MLB." University of Toledo Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=uthonors1418304397.
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Liebesny, Brônia. "Análise de projeto de futuro - pelo jovem - como modo de apropriação de significados e produção de sentidos." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/17304.
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Previous issue date: 2008-10-06This essay is the presentation of a professional intervention proposal. It is theoretically and methodologically based on the Social-Historical perspective in Psychology. The professional acts in mediating the analysis of a project for the future produced by the individual; the analysis is developed with the author himself. This intervention aims to allow the subject the perception of the conditions to transform an ideological projected future in a meaning zone. The written speech worked on is a project for the future, based on a specific enunciate, and its analysis is conducted through an `opened script´ continuously dialogued, made up from the speech itself. Professional activity is criticized and directed towards promoting health. This intervention intends to create the conditions to one´s reflection about the process of building his universe of significants and meanings, in order to potentialize his conditions to be active in transforming the social reality in which he belongs
Este trabalho apresenta uma proposta de intervenção profissional, sob a perspectiva teórico-metodológica da psicologia sóciohistórica. A ação do profissional é de mediação na análise pelo sujeito produtor de seu projeto de futuro. É objetivo da intervenção, dar condições, ao sujeito, de transformação de uma produção ideologizada - sobre seu futuro - em zona de sentido; e de refletir sobre seu processo de produção de significados e sentidos, de modo a potencializar sua condição de agente transformador da realidade social. O discurso utilizado para análise resulta da elaboração escrita de um projeto de futuro solicitado com enunciado específico, e sua análise é conduzida através de ação dialogada constante, organizada por roteiro derivado do próprio discurso. A atuação profissional é pensada criticamente, em direção à promoção de saúde, com o desenvolvimento das condições do sujeito de participação na transformação das relações sociais em que se insere
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Moles, II Kenneth Eugene. "The Use of Technology by Public School Principals." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79816.
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Technology has always been a part of a principal's daily duties. Whether the technology is a pencil, an intercom system, a laptop computer, or mobile device, it has played a role in the principalship. Questions remain regarding the extent technology influences the principalship, as well as the reasons why principals utilize certain technologies more than others. The purposes of this study were to investigate technologies principals used, the reasons principals used the identified technologies, and the variables associated with the usage. The following variables were studied as factors contributing to the technology usage: knowledge of technology, attitude toward technology, professional development and training, and organizational support for technology. The study consisted of 12 interviews of principals from across the United States: four interviews with elementary school principals, four interviews with middle school principals, and four interviews with high school principals. All 12 principals worked in Apple Distinguished Schools. The researcher found access to technology was high among principals, teachers, and students. The participants wanted technology that made their lives simpler. Principals dispositions toward technology were favorable, but included mixed and unfavorable dispositions as well. The principals' primary purpose for using technology was to become more efficient with their work. Support for the principal's use of technology existed through district funding of technology purchases, hiring of technical support, and providing professional development. Additional support was provided by grants from private companies. Policies regarding the integration of technology in schools were reviewed. Policies were considered restrictive or facilitative. Respondents knowledge of current technologies was evident, but they reported little knowledge about future trends. Most principals spent a majority of their day using technology. Recommendations for additional research include the study of the effect of technology on school culture, additional factors affecting technology use, data security, and the effect of technology on the effectiveness and efficiency of management. Recommendations for practice include: identifying technological devices and applications using the researchers revised questionnaire, including time for immersion after a training or professional development opportunity, updating acceptable-use policies, and carefully constructing the goals and resources needed to successfully implement technology.Ph. D.
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Brozowski, Kari. "Educating women for the future, a cohort analysis of professional women and their attitudes toward retirement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0029/NQ41408.pdf.
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Skyrda, T. S. "The peculiarities of professional training of future bachelors in international relations at the national aviation university." Thesis, Science and Education LTD, 2019. http://er.nau.edu.ua/handle/NAU/42746.
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The current stage of development of higher education in many countries of the world is marked by a number of trends, among which the expansion of academic mobility is one of the significant ones.
This is due to the fact that there is an active search for scientific approaches to the analysis of this phenomenon, which will open the prospect not only of objective control over its course, but also of finding mechanisms for its effective management, in particular at the institutional level. Thus, the National Aviation University's Education Cooperation Internationalization Strategy 2018-2028 [1] stipulates that improving the academic mobility of students and scientific staff of the institution will facilitate integration into the European and global educational space. In view of this, the scientific interest for us is to study the formation of academic mobility of students at the National Aviation University (NAU), including bachelors in international relations, in the process of professional training.
The current stage of development of higher education in many countries of the world is marked by a number of trends, among which the expansion of academic mobility is one of the significant ones.
This is due to the fact that there is an active search for scientific approaches to the analysis of this phenomenon, which will open the prospect not only of objective control over its course, but also of finding mechanisms for its effective management, in particular at the institutional level. Thus, the National Aviation University's Education Cooperation Internationalization Strategy 2018-2028 [1] stipulates that improving the academic mobility of students and scientific staff of the institution will facilitate integration into the European and global educational space. In view of this, the scientific interest for us is to study the formation of academic mobility of students at the National Aviation University (NAU), including bachelors in international relations, in the process of professional training.
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Scocchera, Giovanna <1968>. "La revisione della traduzione editoriale dall'inglese all'italiano tra ricerca accademica, professione e formazione: stato dell'arte e prospettive future." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amsdottorato.unibo.it/7203/.
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Quando si parla di traduzione, si pensa spesso solo al risultato di un processo, valutato e analizzato come tale. Sembra ci si dimentichi del fatto che, prima di arrivare a quel risultato finale, il traduttore applica più o meno consapevolmente tutta quella serie di strumenti di analisi, critica, correzione, rilettura, riformulazione e modifica che rientrano nell’attività di revisione. A questa prima fase, di cui ogni traduttore fa esperienza nel lavorare alla propria traduzione, segue di norma una fase successiva in cui la traduzione è rivista da un’altra figura professionale della filiera editoriale (di solito, e auspicabilmente, un altro traduttore) e infine altre fasi ancora del processo di lavorazione e pubblicazione del testo tradotto. Oltre a essere un’attività cruciale di ogni attività di traduzione e processo editoriale, la revisione riveste anche un fondamentale ruolo didattico nella formazione dei traduttori. L’idea alla base di questo progetto di ricerca nasce dal bisogno di triangolare riflessioni e dati concreti sulla revisione provenienti dalla ricerca accademica, dalla pratica professionale e dall’esperienza didattico-formativa, in un triplice approccio che informa l’intero progetto, di cui si illustrano i principali obiettivi:
• formulare una nuova e chiara definizione sommativa del termine “revisione” da potersi utilizzare nell’ambito della ricerca, della didattica e della prassi professionale;
• fornire una panoramica tematica, critica e aggiornata sulla ricerca accademica e non-accademica in materia di revisione;
• condurre un’indagine conoscitiva (tramite compilazione di questionari diversificati) sulla pratica professionale della revisione editoriale in Italia, allo scopo di raccogliere dati da traduttori e revisori, fornirne una lettura critica e quindi individuare peculiarità e criticità di questa fase del processo di lavorazione del libro tradotto;
• presentare ipotesi di lavoro e suggerimenti su metodi e strumenti da applicare all’insegnamento della revisione in contesti didattici e formativi.When speaking of translation, we often think of it as the end result of a process and we analyze and evaluate it as such. However we seem to forget that, before that final result is arrived at, the translator applies, more or less deliberately, all those tools of analysis, criticism, correction, re-reading, re-formulation and alteration that revision consists of. This first stage – which each translator goes through when working on his/her own translation (self-revision) – is usually followed by a second stage where the translation is revised by another professional figure in the publishing field (usually, and desirably, also a translator) and then by further stages of translation processing and publishing. As well as being a crucial stage of any translation work and publishing process, revision plays a fundamental didactic role in translator training. The idea behind this project arises from the need to triangulate insights and data on revision drawing from scholarly research, professional practice and training experience, and this three-pronged approach informs the whole project. In particular, the project aims at achieving the following four main objectives: • to formulate a new, straightforward and exhaustive definition of the term “revision” to be used in research and training contexts as well as in the professional world; • to provide a thematic, critical, and state-of-the-art overview of scholarly and non-scholarly research on revision; • to conduct a survey (by means of on-line, retrospective questionnaires) on all aspects of professional revision practice in Italy, aimed at collecting data from both translators and revisers, and therefore outlining specific and critical aspects of this stage of the publishing process; • to provide hints and suggestions on methods and tools to be applied to the teaching of revision both in didactic and training contexts.
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Dahlin, Marie. "Future doctors : mental distress during medical education: cross-sectional and longitudinal studies /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-147-0/.
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Chambers, Cynthia R. "Building the Skills of Future Educators through Community-Based Service Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3863.
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Shin, Lynna Betty. "Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1493.pdf.
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Silva, Américo Junior Nunes da. "Formação lúdica do futuro professor de matemática por meio do laboratório de ensino." reponame:Repositório Institucional da UnB, 2014. http://repositorio.unb.br/handle/10482/16611.
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Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2014.Submitted by Ana Cristina Barbosa da Silva (annabds@hotmail.com) on 2014-10-20T18:32:23Z No. of bitstreams: 1 2014_AmericoJuniorNunesdaSilva.pdf: 2313157 bytes, checksum: 29fa6726a3a8d26855932f5eae13a22f (MD5)
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Esta pesquisa analisou como um grupo de estudantes do curso de Licenciatura em Matemática da Universidade do Estado da Bahia, Campus IX, vivenciou e (re)significou a formação lúdica realizada na disciplina Laboratório do Ensino da Matemática I. Essa investigação nasceu das seguintes inquietações: por que, mesmo sabendo da importância e contribuição do lúdico, há resistência por parte de muitos professores em utilizá-lo? Há necessidade de uma formação lúdica para o professor? Como posso abordar a dimensão lúdica no processo de formação inicial do professor de Matemática? Como o trabalho com a disciplina de Laboratório do Ensino da Matemática I pode contribuir nesse sentido? Utilizamos como referencial teórico-metodológico Alves (2001), D’Ambrosio (1998, 2001, 2006, 2011), Fiorentini (2003), Huizinga (2012), Lorenzato (2010), Pimenta (1996, 2012), Santos e Cruz (2011), Tardif (2012), entre outros. Trata-se de uma pesquisa qualitativa, do tipo pesquisa-ação, em que questionários – inicial e final – e observação participada foram utilizados como instrumentos de coleta de dados. Durante a disciplina, algumas atividades propostas, articulando-se entre si, foram desencadeadoras de práticas e vivências lúdicas: as temáticas de discussão, as vivências de práticas lúdicas e a microinvestigação. Para análise de dados, optou-se pela Análise de Conteúdo, que orientou a divisão das seções em categorias, pensadas a partir dos objetivos específicos, e cada categoria em subcategorias, a partir do conteúdo produzido pelos sujeitos participantes da pesquisa. Constituíram-se como categorias: o que os estudantes entendem por ludicidade, como as concepções apresentadas pelos discentes são desenvolvidas/modificadas durante a disciplina de Laboratório do Ensino da Matemática I e como aconteceu o envolvimento e percepções dos estudantes nas atividades desenvolvidas durante a disciplina. Percebeu-se, ao longo dos encontros, que as metodologias adotadas promoveram mudanças na concepção dos estudantes. O lúdico, que inicialmente era o próprio jogo, passa a ser percebido como algo tomado pelo sujeito, isto é, a “visão que o indivíduo tem com relação ao próprio objeto” é o que o determina como lúdico. A ludicidade perde o foco utilitarista, de contribuição apenas para a aprendizagem escolar, e passa a ser vista em uma perspectiva mais humana, como desencadeadora de inúmeras aprendizagens: escolares, humanas, sociais etc. As atividades lúdicas passam a ser vistas como indispensáveis à vida humana e não algo limitado às crianças. Quanto à formação profissional, a importância da ludicidade passa a ser percebida inclusive como um dos saberes docentes, garantindo espaço junto aos saberes específicos e pedagógicos antes evidenciados. Concluímos ser necessário repensar os cursos de Licenciatura em Matemática de forma a perceber o lúdico como elemento também importante no processo de constituição da identidade docente. Nesse sentido, fica como inquietação para futuras pesquisas, analisar como acontece, ao fim do curso e início da prática profissional, a (re)significação do vivido durante a formação inicial em relação as questões de ludicidade? Diante das diversas dificuldades encontradas no sistema de ensino público o lúdico continua sendo parte da prática pedagógica dos professores?__________________________________________________________________________________________ ABSTRACT
This research aimed to analyze how a group of students of Mathematics Degree from the Universidade do Estado da Bahia, Campus IX, experienced and (re)signified the playful training course held on the subject of Laboratório do Ensino da Matemática I [Laboratory of Mathematics Teaching I]. This research was born of the following concerns: why, knowing the importance and contribution of playfulness, there is resistance from many teachers use it? There is a need for teacher training playful? How can I address the playful dimension in initial teacher education mathematics process? How to work with discipline Laboratory for Teaching Mathematics can contribute to this? We used as the theoretical and methodological referential Alves (2001), D' Ambrosio (1998, 2001, 2006, 2011), Fiorentini (2003), Huizinga (2012), Lorenzato (2010), Pimenta (1996, 2012), Santos and Cruz (2011), Tardif (2012), among others. It is a qualitative research of action research type, in which questionnaires – initial and final – and participant observation were used as instruments of data collection. During the subject of Laboratory of Mathematics Teaching I, some proposed activities, coordinating among themselves, were triggering of practices and playful experiences: the topics of discussion, the experiences of playful practices and the microinvestigation. For the data analysis, it was chosen the Content Analysis, which guided the division of sections into categories, planned from the specific objectives, and each category into subcategories, from the content produced by the participant individuals in the research. It was constituted as categories: what students understand by playfulness, how the conceptions presented by the students are developed/modified during the subject of Laboratory of Mathematics Teaching I, and how the involvement and perceptions of students occurred in the activities developed during the subject. It was noticed along the meetings that the methodologies promoted changes in the conception of the students. The playful, which was initially the game itself is perceived as something taken by the subject, it means that, "the view that the individual has concerning the object itself is what determines it as playful”. The playfulness loses its utilitarian focus of a contribution only to school learning, and it is seen in a more human perspective, as a trigger of countless learnings: school, human, social, etc. The playful activities are seen as indispensable to human life and not something limited to children. Regarding the professional training, the importance of the playfulness is seen also as one of the teaching knowledge, ensuring space next to the specific and pedagogical knowledge showed before. We conclude to be necessary rethinking the courses of Mathematics Degree in order to understand the playful as an element also important in the process of formation of the teaching identity. In this sense, it is like caring for future research, analyze how it happens, the end and beginning of the course of professional practice, (re) signification of living during initial training on the issues of playfulness? Given the various difficulties encountered in the public school system playfulness remains an option work?
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Stephen, Green. "Understanding design impact : a new framework for understanding the potential of design and enhancing future professional practice." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13055.
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Understanding Design Impact: A new framework for understanding the potential of design and enhancing future professional practice. Design is widely recognised as an important driver for economic performance. However, the value of design has proved resistant to quantification despite research attention since the early 1980s. Correlation between design investment and impact has been demonstrated, but not causation. There is considerable interest from policy and professional bodies in what is described here as ‘Design Impact’. Impact can be measured, for example, by return on investment, increases in profitability or cost reductions. However this only crudely captures the economic impact of a design ingredient. Increasingly, social and environmental impacts are also of interest. The design profession sees the potential for better articulation of design impact as a means to increase their influence. The context has been explored through a series of descriptive and prescriptive studies including analysis of 45 DBA Design Effectiveness Award case studies, 304 undergraduate design projects from two institutions over a three year period together with interviews and workshops with senior design professionals and design academics. A new Understanding Design Impact framework is the overall outcome and contribution to knowledge from the work. This bridges between theory and practice and is a powerful basis for placing consideration of design impact at the heart of design activity. A design impact ontology has been developed as a robust foundation to the framework which resolves issues with underlying concepts. An initial version of this ontology is published in The Design Journal and is claimed as a supporting contribution to new knowledge. So too are new ontological classifications of factors which have considerable influence on design impact: Design Influences and Authority and Motivation and Path. These provide fresh perspectives and are worthy of further research consideration. A number of routes are identified for the further development and dissemination of the framework.
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Lu, Huan-Tang. "A Validation Study of the 2016 CACREP Standards and an Exploration of Future Trends." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522763051318698.
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