Academic literature on the topic 'Opportunity Confidence'
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Journal articles on the topic "Opportunity Confidence"
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Walsh, Christian, Paul Knott, and Jamie Collins. "Emotional energy and opportunity confidence." Journal of Business Venturing Insights 13 (June 2020): e00155. http://dx.doi.org/10.1016/j.jbvi.2019.e00155.
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Berberich, Charles. "Consumer confidence reports: challenge and opportunity." Journal - American Water Works Association 90, no. 1 (January 1998): 30–37. http://dx.doi.org/10.1002/j.1551-8833.1998.tb08355.x.
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Davidsson, Per, Denis A. Gregoire, and Maike Lex. "Developing and Validating a New Measure of Opportunity Confidence." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 12654. http://dx.doi.org/10.5465/ambpp.2019.297.
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Zhiqi, Tong. "Self-Confidence, Understanding, and Opportunity; Poll of 170 Female Cadres." Chinese Sociology & Anthropology 20, no. 1 (October 1987): 57–61. http://dx.doi.org/10.2753/csa0009-4625200157.
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Emami, Amir, and Datis Khajeheian. "Social Norms and Entrepreneurial Action: The Mediating Role of Opportunity Confidence." Sustainability 11, no. 1 (December 29, 2018): 158. http://dx.doi.org/10.3390/su11010158.
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The aim of this paper is to investigate the mediating effect of opportunity confidence (OC) on the relationship between social norms (SNs) and decision to engage in entrepreneurial action (EA). The sample size includes prospective entrepreneurs engaged in the field of Information and Communications Technology (ICT) in science and technology parks in Iran. This research uses the longitudinal survey method. Research findings from the structural equation modeling (SEM) do not confirm the mediating role of OC. However, SNs have a significant positive effect on OC, which increases the likelihood of entrepreneurial action. The paper ends with a discussion of results and practical implications.
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Costa, Sílvia Fernandes, Arjan Frederiks, and Joris Veldt. "Is Opportunity Confidence a Matter of Thinking or Feeling? An Experimental Approach." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 16929. http://dx.doi.org/10.5465/ambpp.2019.16929abstract.
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Dimov, Dimo. "Nascent Entrepreneurs and Venture Emergence: Opportunity Confidence, Human Capital, and Early Planning." Journal of Management Studies 47, no. 6 (July 29, 2009): 1123–53. http://dx.doi.org/10.1111/j.1467-6486.2009.00874.x.
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Stevenson, Michael. "‘EMS should be used as an opportunity to instil confidence in undergraduates‘." Veterinary Record 191, no. 11 (December 2022): 468. http://dx.doi.org/10.1002/vetr.2520.
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Bayon, Manoj Chandra, Esteban Lafuente, and Yancy Vaillant. "Human capital and the decision to exploit innovative opportunity." Management Decision 54, no. 7 (August 15, 2016): 1615–32. http://dx.doi.org/10.1108/md-04-2015-0130.
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Purpose – The purpose of this paper is to examine the direct and interaction effect of individuals’ human capital input and human capital output in the form of entrepreneurial self-confidence on the decision to exploit innovative opportunities. Design/methodology/approach – Using a strategic entrepreneurship perspective, the authors suggest that when individuals with high human capital decide to exploit opportunities they do so by thinking and acting strategically. Strategic action(s) involves pursuing competitive advantages that enable a new venture to get a foothold in the market. The authors argue that such competitive advantages arise from the exploitation of innovative opportunities and individuals with high human capital are more likely to exploit innovative opportunities when they develop entrepreneurial self-confidence. The empirical analysis is based on a random sample of individuals from the adult population who are in the process of creating a new venture. Findings – The results suggest that although human capital inputs and human capital output in the form of entrepreneurial self-confidence are significant factors in influencing the decision to exploit innovative opportunities, human capital inputs interact in different ways with human capital output in influencing this decision. Research limitations/implications – The main limitation of the authors’ study is the use of single item measures as indicators of innovative opportunity and human capital output (entrepreneurial self-confidence). Practical implications – From a macro-perspective, the main implication of the study is that it is possible to assess the quality of entrepreneurship in an economy through individuals’ human capital and the proportion of innovative opportunities in the economy. Moreover, because not all types of human capital inputs influences the exploitation of innovative opportunities, policy makers can be selective in their policy interventions in spawning quality entrepreneurship in their economy. Originality/value – Based on population-level data the authors’ study provides empirical evidence of the nature of entrepreneurial decisions being at the earliest phases of the entrepreneurial process. The study shows the importance of founders’ human capital inputs and outputs in influencing the quality of entrepreneurship in an economy. Moreover, the study extends the understanding the individual-opportunity nexus in promoting innovative entrepreneurship in an economy.
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Reiner, Bruce I. "A Crisis in Confidence: A Combined Challenge and Opportunity for Medical Imaging Providers." Journal of the American College of Radiology 11, no. 2 (February 2014): 107–8. http://dx.doi.org/10.1016/j.jacr.2013.10.022.
Full textDissertations / Theses on the topic "Opportunity Confidence"
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Liu, Hong, and Ying Wang. "Female's Career Advancement in Tertiary Educational Field : University of Gävle and Guizhou University." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18202.
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Aim: The aim of the study is to investigate the impact of national culture on female’s career advancement and different barriers that females may confront in University of Gävle and GuizhouUniversity Method: Both qualitative and quantitative methods are employed in the current study. Qualitative data is collected by sixteen interviews including ten participants from University of Gävle and six participants from GuizhouUniversity. And the quantitative data is collected by one hundred questionnaires in the two universities. Result and Conclusions: The study finds out that Hofstede’s six cultural dimensions: power distance, collectivism vs. individualism, uncertainty avoidance, masculinity vs. femininity, long-term orientation vs. short-term orientation and indulgence vs. restraint could affect female’s career advancement in varying degree in which power distance and masculinity vs. femininity differentiate the two universities to a large extent. Moreover, the study shows gender stereotyping, lack of networking, and lack of mentorship are most obvious barriers for female’s career advancement while the impact of glass ceiling, opportunities and self-confidence is relatively. Suggestion for further studies: Future studies could take more cultural models into consideration. Bigger samples in two countries should be collected to view a whole picture of female’s situation in Swedish and Chinese tertiary education field. Contribution of the thesis: The model of relationship between national culture and female’s career advancement provides a framework for the further studies relating to female’s under-representation in tertiary field. Barriers identified by the authors remind the universities to improve their organizational management.
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Modi, Navikkumar. "Machine Learning and Statistical Decision Making for Green Radio." Thesis, CentraleSupélec, 2017. http://www.theses.fr/2017SUPL0002/document.
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Cette thèse étudie les techniques de gestion intelligente du spectre et de topologie des réseaux via une approche radio intelligente dans le but d’améliorer leur capacité, leur qualité de service (QoS – Quality of Service) et leur consommation énergétique. Les techniques d’apprentissage par renforcement y sont utilisées dans le but d’améliorer les performances d’un système radio intelligent. Dans ce manuscrit, nous traitons du problème d’accès opportuniste au spectre dans le cas de réseaux intelligents sans infrastructure. Nous nous plaçons dans le cas où aucune information n’est échangée entre les utilisateurs secondaires (pour éviter les surcoûts en transmissions). Ce problème particulier est modélisé par une approche dite de bandits manchots « restless » markoviens multi-utilisateurs (multi-user restless Markov MAB -multi¬armed bandit). La contribution principale de cette thèse propose une stratégie d’apprentissage multi-joueurs qui prend en compte non seulement le critère de disponibilité des canaux (comme déjà étudié dans la littérature et une thèse précédente au laboratoire), mais aussi une métrique de qualité, comme par exemple le niveau d’interférence mesuré (sensing) dans un canal (perturbations issues des canaux adjacents ou de signaux distants). Nous prouvons que notre stratégie, RQoS-UCB distribuée (distributed restless QoS-UCB – Upper Confidence Bound), est quasi optimale car on obtient des performances au moins d’ordre logarithmique sur son regret. En outre, nous montrons par des simulations que les performances du système intelligent proposé sont améliorées significativement par l’utilisation de la solution d’apprentissage proposée permettant à l’utilisateur secondaire d’identifier plus efficacement les ressources fréquentielles les plus disponibles et de meilleure qualité. Cette thèse propose également un nouveau modèle d’apprentissage par renforcement combiné à un transfert de connaissance afin d’améliorer l’efficacité énergétique (EE) des réseaux cellulaires hétérogènes. Nous formulons et résolvons un problème de maximisation de l’EE pour le cas de stations de base (BS – Base Stations) dynamiquement éteintes et allumées (ON-OFF). Ce problème d’optimisation combinatoire peut aussi être modélisé par des bandits manchots « restless » markoviens. Par ailleurs, une gestion dynamique de la topologie des réseaux hétérogènes, utilisant l’algorithme RQoS-UCB, est proposée pour contrôler intelligemment le mode de fonctionnement ON-OFF des BS, dans un contexte de trafic et d’étude de capacité multi-cellulaires. Enfin une méthode incluant le transfert de connaissance « transfer RQoS-UCB » est proposée et validée par des simulations, pour pallier les pertes de récompense initiales et accélérer le processus d’apprentissage, grâce à la connaissance acquise à d’autres périodes temporelles correspondantes à la période courante (même heure de la journée la veille, ou même jour de la semaine par exemple). La solution proposée de gestion dynamique du mode ON-OFF des BS permet de diminuer le nombre de BS actives tout en garantissant une QoS adéquate en atténuant les fluctuations de la QoS lors des variations du trafic et en améliorant les conditions au démarrage de l’apprentissage. Ainsi, l’efficacité énergétique est grandement améliorée. Enfin des démonstrateurs en conditions radio réelles ont été développés pour valider les solutions d’apprentissage étudiées. Les algorithmes ont également été confrontés à des bases de données de mesures effectuées par un partenaire dans la gamme de fréquence HF, pour des liaisons transhorizon. Les résultats confirment la pertinence des solutions d’apprentissage proposées, aussi bien en termes d’optimisation de l’utilisation du spectre fréquentiel, qu’en termes d’efficacité énergétiqueFuture cellular network technologies are targeted at delivering self-organizable and ultra-high capacity networks, while reducing their energy consumption. This thesis studies intelligent spectrum and topology management through cognitive radio techniques to improve the capacity density and Quality of Service (QoS) as well as to reduce the cooperation overhead and energy consumption. This thesis investigates how reinforcement learning can be used to improve the performance of a cognitive radio system. In this dissertation, we deal with the problem of opportunistic spectrum access in infrastructureless cognitive networks. We assume that there is no information exchange between users, and they have no knowledge of channel statistics and other user's actions. This particular problem is designed as multi-user restless Markov multi-armed bandit framework, in which multiple users collect a priori unknown reward by selecting a channel. The main contribution of the dissertation is to propose a learning policy for distributed users, that takes into account not only the availability criterion of a band but also a quality metric linked to the interference power from the neighboring cells experienced on the sensed band. We also prove that the policy, named distributed restless QoS-UCB (RQoS-UCB), achieves at most logarithmic order regret. Moreover, numerical studies show that the performance of the cognitive radio system can be significantly enhanced by utilizing proposed learning policies since the cognitive devices are able to identify the appropriate resources more efficiently. This dissertation also introduces a reinforcement learning and transfer learning frameworks to improve the energy efficiency (EE) of the heterogeneous cellular network. Specifically, we formulate and solve an energy efficiency maximization problem pertaining to dynamic base stations (BS) switching operation, which is identified as a combinatorial learning problem, with restless Markov multi-armed bandit framework. Furthermore, a dynamic topology management using the previously defined algorithm, RQoS-UCB, is introduced to intelligently control the working modes of BSs, based on traffic load and capacity in multiple cells. Moreover, to cope with initial reward loss and to speed up the learning process, a transfer RQoS-UCB policy, which benefits from the transferred knowledge observed in historical periods, is proposed and provably converges. Then, proposed dynamic BS switching operation is demonstrated to reduce the number of activated BSs while maintaining an adequate QoS. Extensive numerical simulations demonstrate that the transfer learning significantly reduces the QoS fluctuation during traffic variation, and it also contributes to a performance jump-start and presents significant EE improvement under various practical traffic load profiles. Finally, a proof-of-concept is developed to verify the performance of proposed learning policies on a real radio environment and real measurement database of HF band. Results show that proposed multi-armed bandit learning policies using dual criterion (e.g. availability and quality) optimization for opportunistic spectrum access is not only superior in terms of spectrum utilization but also energy efficient
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Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
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Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.
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Chen, Po-Wei, and 陳泊瑋. "Opportunity to Start Cross-Strait Peace: From the Construction of Military Confidence-Building Measures." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/91546912695299062689.
Full textBooks on the topic "Opportunity Confidence"
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Marmilova, Ekaterina, Ekaterina Kudryashova, Lyudmila Kashirskaya, Malvina Karabasheva, Rafik Usmanov, and Igor' Lisyanskiy. On the potential of increasing voter turnout in Russia and abroad. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1876937.
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The monograph reflects the results of a comparative political science study of new increasing models of voter turnout and the abolition of qualifying characteristics of the participation of certain groups of the population in elections in Russia and abroad in the framework of solving the problem of low voter turnout.
The use of qualification characteristics and the reduction of restrictive voter turnout models make it possible to increase the number of voters in elections and prevent a decrease in voter turnout. In 2020 they have become even more actively used in elections of all types. The most popular of them are postal voting, remote electronic voting, multi-day voting, and lowering the age of voters. However, in Russia, the abolition of the voting qualification for people with mental problems, foreigners, convicts is not considered as an opportunity to increase voter turnout in elections. The solution to the problem of low voter turnout is expressed in the confidence of the population in the current political and legal institution of elections, and on the part of the state - in the ordering of ways to strengthen it.
For a wide range of readers interested in increasing voter turnout. It can be useful for students, postgraduates and teachers of political science universities and faculties.
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Townsend, Jerald D. Power of Confidence: Having Self-Confidence Is a Great Opportunity for You to Archive Your Goal Quickly. Independently Published, 2022.
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Courage For Life: Discover a life full of confidence, hope, and opportunity! Insight International Inc., 2018.
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White, Ann. Courage for My Life: Discover a Life Full of Confidence, Hope, and Opportunity. White Ministries, Ann, 2021.
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Courage For Life Study Guide: Discover a life full of confidence, hope, and opportunity! Insight International Inc., 2018.
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Arrington, Karen. Your Next Level Life: 7 Rules of Power, Confidence, and Opportunity for Black Women in America. Mango, 2021.
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Arrington, Karen. Your Next Level Life: 7 Rules of Power, Confidence, and Opportunity for Black Women in America. Mango Media, 2019.
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Corwin, Lisa A., Louise K. Charkoudian, and Jennifer M. Heemstra, eds. Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers. Council on Undergraduate Research, 2022. http://dx.doi.org/10.18833/cf/20.
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In this open-access book, authors from a range of disciplines—from geosciences to drama—capture how failure manifests and can be productively supported in a range of undergraduate research experiences. Whether the learning environment is a STEM research lab, a course-based undergraduate research experience (CURE), a humanities summer undergraduate research experience, a library, or the stage, students can benefit from support when they experience a gap between an expected/desired result and their lived experience. These perspectives and disciplinary contexts address failure from different vantage points and lenses, with the common focal point of nurturing undergraduate success through leveraging failure as an opportunity to build confidence and resilience. Represented are different institutional types, classroom and non-classroom environments, and programmatic and individual efforts.
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Antis, Gabriel. How to Get on Track after Being Fired : a Great Opportunity to Build a New You with Confidence: Five Key Areas of Your Life. Independently Published, 2021.
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Ginsburg, Kenneth R. Congrats-You're Having a Teen! American Academy of Pediatrics, 2022. http://dx.doi.org/10.1542/9781610026017.
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Dads and moms of adolescents are often warned about parenting teenagers by other well-meaning adults. But pediatrician Dr. Ginsburg is out to prove that these years are parents' best opportunity to effectively guide their children toward adulthood and should be celebrated! He shows how to help teens build confidence in their ability to handle the world on their own while laying the groundwork for a stronger relationship for life. Available for purchase at https://shop.aap.org/congrats-your-having-a-teen-paperback/
Book chapters on the topic "Opportunity Confidence"
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Rigby, Michael. "Keeping Confidence in Confidentiality: Linking Ethics, Efficacy, and Opportunity in Health Care Computing — A Case Study." In Personal Medical Information, 129–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59023-8_11.
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Kunz, Raffaela. "Teaching the World Court Makes a Bad Case: Revisiting the Relationship Between Domestic Courts and the ICJ." In Remedies against Immunity?, 259–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62304-6_14.
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AbstractSentenza 238/2014 once more highlights the important role domestic courts play in international law. More than prior examples, it illustrates the ever more autonomous and self-confident stance of domestic courts on the international plane. But the ruling of the Italian Constitutional Court (ItCC) also shows that more engagement with international law does not necessarily mean that domestic courts enhance the effectiveness of international law and become ‘compliance partners’ of international courts. Sentenza 238/2014 suggests that domestic courts, in times of global governance and increased activity of international courts, see the role they play at the intersection of legal orders also as ‘gate-keepers’, ready to cushion the domestic impact of international law if deemed necessary. The judgment of the ItCC thus offers a new opportunity to examine the multifaceted and complex role of these important actors that apply and shape international law, while always remaining bound by domestic (constitutional) law. This chapter does so by exploring how domestic courts deal with rulings of the World Court. It shows that despite the fact that in numerous situations domestic courts could act as compliance partners of the International Court of Justice, in reality, more often than not, they have refused to do so, arguing that its judgments are not self-executing and thus deferring the implementation to the political branches. Assessing this practice, the chapter argues that domestic courts should take a more active stance and overcome the purely interstate view that seems at odds with present-day international law. While it seems too far-reaching to expect domestic courts to follow international courts unconditionally, the chapter cautions that there is a considerable risk of setting dangerous precedents by openly defying international judgments. Domestic courts should carefully balance the different interests at stake, namely an effective system of international adjudication on the one hand and the protection of fundamental domestic principles on the other hand. The chapter finds that the ItCC’s attempt to reintroduce clear boundaries between legal orders lacks the openness and flexibility needed to effectively cope with today’s complex and plural legal reality.
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Silveira, José, and Patricia Rockman. "Uncertainty as Teacher." In Managing Uncertainty in Mental Health Care, 157–74. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197509326.003.0011.
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Aspects of education, training, and practice that are impacted by irreducible uncertainty and the field’s intentional and unintentional minimization of its influence on mental health care are addressed in this chapter. Teaching approaches that account for the limitations of knowledge, biases, automatic processing, and error in mental health care are necessary for reducing the unwarranted confidence in the field. The opportunity for clinicians to improve the alignment between their confidence and objective success, based on feedback, is explored. In addition, barriers to achieving clinical expertise such as inadequate feedback and constraints on accurate judgment in the mental health domain are elucidated.
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Morphet, Janice, and Ben Clifford. "Austerity’s legacy: risk, opportunity and a new form of central–local relations?" In Reviving Local Authority Housing Delivery, 123–44. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447355748.003.0005.
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This chapter reviews how local authorities in England have taken a range of initiatives to respond to super-austerity and face the twin crises of managing housing demand and supply. It discusses the restructuring of the form of local government and the creation of new unitary authorities or merging council administrations. It also explores the involvement of a range of direct activities for the local government to meet specific needs for housing and generate more income through property acquisition and investment. The chapter investigates the extent to which local authorities have engaged in asset- and income-generation approaches. It describes how councils have continued to extend their activities in a cumulative way, as they gain more confidence and learn from others.
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Bolt, Neville. "The Insurgent Image." In The Violent Image, 107–32. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197511671.003.0005.
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Pictures speak louder than words. Violent acts create opportunity spaces––a hiatus in the political status quo shaken beyond comprehension for a brief time. In that moment, the state struggles to control the normality of its monopoly on violence and people’s confidence in the state’s ability to deliver security. If that space is prepared before the event with stories of struggle and grievance, the act caught on camera becomes a metaphor and an icon through which audiences connect to frames of understanding. Complex problems are simplified. And for a brief time an opportunity space opens to be exploited. This may be called shock doctrine. Chapter 4 explores the meaning of violent images from Iran to Pakistan and Northern Ireland.
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Naqvi, Jeff. "Putting Industry Into WIL Teaching Praxis." In Applications of Work Integrated Learning Among Gen Z and Y Students, 38–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6440-0.ch003.
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A 2008 review identified the need for Australia to get more citizens into higher education. With this increase in participation, the student cohort began to diversify. Qualitative research showed that final-year students experienced anxiety and a lack of confidence towards their impending transition into professional practice. The WIL course in this case study encouraged students to view career management proactively, as more than generating professional sustenance, but to connect to individual values and working preferences. Students reported that the WIL course helped them gain confidence in their existing skillsets to approach the market. There is an evidence base that as graduates the ‘lifelong' career management benefits of the course continue to be valued. Considerations for WIL praxis include earlier adoption of work-based learning, leverage internal stakeholders to understand the student cohort, and educating academics on assessment design to enhance students' opportunity to learn.
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Freiermuth, Mark, and Ikuko Tomida. "Culture, confidence and connections: Telecollaboration as a springboard for successful JFL learning." In Proceedings of the XXIst International CALL Research Conference, 99–106. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-14.
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This study employed Zoom as a telecollaborative tool to connect 53 (28 on one day and 25 the next) Thai university students learning Japanese as a foreign language (JFL) with four Japanese university students. The study was an outgrowth of a concern about Thai students’ waning confidence when using Japanese, and as such, we considered the activity employed in this study as an opportunity for them to develop more self-confidence. In addition, by sharing personalized cultural values with one another, it was hoped that their cultural acuity would be sharpened and enhanced via the interaction that took place. We also wanted to assess the value of using Zoom as a platform—especially regarding Breakout Rooms—a feature which allowed us to address the imbalance in student numbers from each side. The activity was a success regarding all three aims. In a posttest questionnaire Thai students indicated a boost in their L2 confidence, while both groups of students claimed they benefited from the mutual exchange of cultural ideas. In addition, Zoom worked quite well as a tool to facilitate the interaction. This is good news for L2 teachers, especially those in foreign language settings, who can use telecollaborative activities to increase their students’ motivation and cultural learning.
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Abbey, Robert M., and Mark B. Richards. "2. Taking instructions and other initial matters." In A Practical Approach to Conveyancing. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198823087.003.0002.
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This chapter begins with a look at the process of initial interviews with clients. At the start of any transaction it is important to establish a good working relationship with the client. The first interview marks the perfect time to do this, for it gives practitioners the opportunity to instil confidence in the client of their abilities as a conveyancer. The chapter then deals with estate agents; client care and advice on costs; advice on co-ownership; advice on finance; advice on survey; Law Society Conveyancing Protocol; professional conduct; and considerations for acting for either seller or buyer.
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Abbey, Robert M., and Mark B. Richards. "2. Taking instructions and other initial matters." In A Practical Approach to Conveyancing, 50–74. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198838586.003.0002.
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This chapter begins with a look at the process of initial interviews with clients. At the start of any transaction it is important to establish a good working relationship with the client. The first interview marks the perfect time to do this, for it gives practitioners the opportunity to instil confidence in the client of their abilities as a conveyancer. The chapter then deals with estate agents; client care and advice on costs; advice on co-ownership; advice on finance; advice on survey; Law Society Conveyancing Protocol; professional conduct; and considerations for acting for either seller or buyer.
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Abbey, Robert M., and Mark B. Richards. "2. Taking Instructions and Other Initial Matters." In A Practical Approach to Conveyancing, 50–73. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198860372.003.0002.
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This chapter begins with a look at the process of initial interviews with clients. At the start of any transaction it is important to establish a good working relationship with the client. The first interview marks the perfect time to do this, for it gives practitioners the opportunity to instil confidence in the client of their abilities as a conveyancer. The chapter then deals with estate agents; client care and advice on costs; advice on co-ownership; advice on finance; advice on survey; Law Society Conveyancing Protocol; professional conduct; and considerations for acting for either seller or buyer.
Conference papers on the topic "Opportunity Confidence"
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Spence, L. M., and Georges Sangis. "The CFM56 Engine Family: An International Development." In ASME 1988 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1988. http://dx.doi.org/10.1115/88-gt-296.
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During the 1970’s General Electric of the United States and Societe Nationale d’Etude et de Construction de Moteurs d’Aviation (SNECMA) of France took advantage of a unique market opportunity to develop a modern, fuel efficient, quiet turbofan engine in the 20000 to 25000# thrust class. Both companies had confidence that there would be a significant demand for such an engine to warrant the large total investment of both money and resources.
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Karim, Anak, Hairulirwan Abu Hassan, Sayyid M Izdihar Muslimin, Roberto Fuenmayor, Ammar Kamarulzaman, and Mohamad Mustaqim Mokhlis. "Value Tracking Thru Digital Fields Countrywide Solution Big Data Analytics Project." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/31046-ms.
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Abstract The Digital Field initiative is transforming the daily operations on the oilfield and it is now part of PETRONAS corporate wide digital strategy. This transformation is done by onboarding multiple disciplines such as subsurface team, facilities, and operations, HSSE and Business Planning and is designed to replicates the performance of an oilfield in the computer, combining business process management and technical workflows. Digital Field has enabled the customer to execute their work collaboratively, by providing decision support system (technical workflows and business process management tools) subsequently improving their process efficiencies and optimizing their production. It is believed that by conducting a systematic review of the improvement and tracking the values that has been achieved, it will help to promote and accelerate digital adoption faster. The main objectives of the Automated Value Tracking are: To promote opportunity generation through collaborative environment. To track stages of every opportunity of the following categories of Production Optimization, Unplanned Deferment and Process Cycle Efficiencies. To quantify values associated with opportunities generated from automated workflows and current business process. To promote ownership of the actions associated with the assigned opportunity and to help to quantify on individual level contribution to the corporate goal in terms of production volume and time savings. To measures optimized number of opportunities generated against production volume associated with Production Optimization activity according to Field category and Quality of Opportunity Generated from Optimization Advisor. The process is summarized as follow: Opportunity generation: Automated opportunity generation generated through current Production Optimization Advisory framework. Integration with existing Petronas business process tools i.e. Daily Operational Tracking System, Alpha projects, Opportunity Management system, etc. Manual opportunity generation. Opportunity evaluation and analysis: Provide quantitatively confidence level of production incremental volume from automated Optimization Advisory through machine learning. Establish relationship between numbers of opportunity completed and categories versus production volume gain. Opportunity tracking and approval: Tracking the opportunity generation according to the process level. Escalating Opportunity and value recognition through business process approval. This workflow helps to improve to understand the current update of the different levels such as well, field, region and upstream with the help of integrating the value realization and allows "cards" to show information that can trigger opportunities to increase production, reduce time of decision and fast action.
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Clegg, Nigel, Seth Nolan, Alban Duriez, Katharine Cunha, Lesley Hunter, Hsu-Hsiang Wu, and Jin Ma. "Confidence in Subsurface Inversion Models Generated from Electromagnetic Logging While Drilling Data." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210374-ms.
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Abstract Identifying a well's stratigraphic position from azimuthal electromagnetic (EM) data requires integrating data from multiple depths of investigation. As a well's position within the stratigraphy can be constantly changing, and formations and fluids show considerable lateral variability, this process is difficult to do manually. To simplify this, inversion algorithms are deployed to represent EM logging while drilling (LWD) measurements as models reflecting the geology. Inversion results are not a direct measurement, therefore confidence in the results is critical. Real-time well placement decisions are routinely made on the output of EM inversions. It is critical to understand that these are models, not direct measurements, therefore verification of the results is essential. This paper discusses the workflows and tools available to interrogate the models generated to give high confidence in the results with a focus on a new deep EM tool deployed in a complex geological environment. The deployment of established EM tools in the same bottom hole assembly (BHA) provides independent verification of the results alongside statistical analysis of the inversion. In many complex depositional environments, the resultant geology is not layer cake. Formations can pinch out or show considerable lateral variability. In these environments it is extremely challenging and sometimes impossible to track a single layer or boundary. We examine a case study from Alaska in a complex shallow marine depositional environment. The target sands were expected to show considerable lateral variability with pinch outs and multiple shale lenses and layers. Deployment of a new, deep azimuthal EM tool with an associated inversion algorithm provided a geological model representing the distribution of the target formations. The stratigraphy was comprised of a complex distribution of sands and shales, many penetrated by the wellbore, with others distributed away from the wellbore based on the depth of investigation of the EM measurements. If this model is the primary tool for mapping the formations and steering to penetrate the most productive zones, it is critical to understand the results and have high confidence in them. The second tool in the BHA, the established azimuthal resistivity tool, provided an opportunity to directly compare the azimuthal data with the inversion result from the new tool to critique the inversion results and help to understand this complex geological environment. The complexity of integrating the data from multiple azimuthal images with different depths of investigation, based on multiple transmitter-receiver spacings and transmission frequencies, demonstrates the need for inversion algorithms to convert the EM field data to a simple-to-understand representation of the geology. This case study provides proof of the quality of the model, especially in such a complex geological environment, allowing high confidence in the deployment of this new tool for well path optimization.
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Del Prete, Antonio, Teresa Primo, and Alfredo Elia. "CAE Tools as Valid Opportunity to Improve Quality Control Systems Performances for Sheet Metal Formed Components." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59299.
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The numerical simulation of the forming process is a consolidated technique to verify, a priori, the effectiveness of the designed “method” to realize components obtained by sheet metal forming. As it is used in the industrial field at present, the limit of the forming simulation is that simulation results are based on an initial hypothesis that isn’t really true, that is on the hypothesis that the forming process is deterministic. Facts prove such affirmation is wrong considering that each input variable/datum of the simulation is non-deterministic by definition [1]. Therefore, a more realistic approach that uses the process simulation should consider this uncertainty by treating the process parameters as uncertain in an admissible domain. The authors are, at the moment, engaged in the development of an on line control and test system based on acquisition modules composed by a laser and two CCD video cameras. Its aim is to allow the statistical monitoring of the forming process through the investigation of the produced parts, and to point out, with a sufficient confidence level, situations of incipient process drift. The sampling frequency is 1, 2 parts per minute depending on the part main dimensions, therefore an express loading system of the part has been designed without clamps adoption [2]. The support provided by the non-deterministic simulation to the on line control system is very important. In fact, in the first phase of the production screening, for each produced part it allows to verify the areas that have a higher “risk” of defect on the basis of the simulation results. Moreover, as well as the simulation supplies useful suggestions on the areas of each piece at top priority where the quality control is executed, the quality control system can also provide interesting information for the non-deterministic process simulation system, thanks to the data and the measurements carried out on line, in order to increase the numerical-experimental correlation of the designed control system.
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Pishchalnik, V., A. I. Brovin, and V. V. Tambovsky. "A Method of Assessment for Wind Forecasts Developed for the Sakhalin Offshore Ice Service Operations on the Vityaz Oil Production Complex." In SNAME 7th International Conference and Exhibition on Performance of Ships and Structures in Ice. SNAME, 2006. http://dx.doi.org/10.5957/icetech-2006-152.
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A group of authors worked out a method for wind forecast quality assessment (WFA-2000). The method core is in gradual step-by-step validations for forecast wind speed and direction values in comparison to observed data, and consequently, a single value calculation for the forecast quality. The method of quality forecast assessment has more strict criteria for wind speed and direction parameters than ones currently used in Russia and other countries. The method has been successfully tested in ice drift forecasting service for the Vityaz oil production complex at the northeastern Sakhalin offshore for more than five years. It gives an opportunity to provide an appropriate assessment for wind forecasts issued by any national meteorological center, and its confidence and simplicity allow using it in operative conditions.
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Harris, B. Michelle. "Addressing Challenges of COVID-19 for Virtual College Nutrition Courses with Practicum Components." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.3.
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A combination of a review of the literature and a survey of practices by fellow Nutrition and Dietetics Program faculty at the University of the District of Columbia were conducted to discover ways to maintain student engagement in practicum courses required for a dynamic undergraduate Didactic Program in Dietetics. This reviewer found through a comprehensive examination of the literature, along with a survey of her program colleagues, that flexibility and planning provide the opportunity for faculty to improve lecture and practicum courses during a pandemic. Emphasis on a high level of engagement enabled students to maintain their ability to apply the theory covered in their nutrition courses to practical problems. This approach will prepare students to enter post-graduate supervised practice and entry into careers as registered dietitians and licensed nutritionists with the confidence and skills that they need to succeed.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Haskett, William. "Four Simple Questions: Decision-Centered Risk and Project Management." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205848-ms.
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Abstract A decision-centric approach to projects creates confidence, improves value, and shortens time to revenue. A straight-forward objective based approach to managing project decisions is presented in the form of four primary questions. Those questions are:Does the issue/threat/opportunity make a material difference to the project? (Materiality)Can anything be done to affect the outcome? (Influence)Can you afford to do anything about it? (Value)What if you are wrong? (Confidence) Materiality – An issue/threat/opportunity must make a material difference to a project decision to be worth receiving attention. The concept of materiality will vary in size and consequence from project to project, so it is important to maintain a decision focus. Understanding the variability in the project with respect to decision thresholds can provide an indication of materiality. We must also ask how different our current assessment of the project, or its environment could get before we would like to change our decision. Affective ability – Accepted risk-management options of avoidance, mitigation, transfer, and acceptance present the decision options within this category. In considering the consequences the options, decision tools such as Indifference Assessment and Pain and Regret Assessment. Avoidance, Mitigation, or Transfer – while most projects can benefit through risk reduction, such effort must make economic sense. Risk reduction paths must add value to the project through added upside or elimination of at least a portion of downside threat. The value of these efforts is aided by use of tools such as Value-of-Information, Value-of-Control, and Value-of-learning. Being wrong – Making a regretful decision is always a possibility but the source of the "wrongness" and its likely impact is often overlooked by teams. In project planning and execution, decision-makers are often presented with a plethora of issues, threats, and opportunities. From development planning through implementation significant time and resource waste can be cut by prioritizing effort to the issues that matter. Understanding the issues in the context of materiality and then what to do, if anything, about an issue, becomes key to maximizing success. This approach cuts waste and focuses the attention on what matters. Decision Intelligence not only increases the probability of making the best decisions, but it also prioritizes work to those items that matter either for value or decision path. While most of the decision tools referenced are well documented in the literature, placing them into the context of the Four Question Approach allows teams and management to focus more closely on efficiently mitigating issues, shortening workflow, and creating significantly higher decision confidence. This novel approach works well in all phases of project planning through project management implementation.
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Richter, Donald C., Hani S. Saad, and Martin W. Weiser. "Using Open Ended Undergraduate Robotics Projects to Teach Innovation to Today’s Engineering Students." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65024.
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Engineering and Engineering Technology students need to learn to innovate and embrace new technologies as they develop and progress through their careers. The undergraduate degree program needs to provide this first opportunity at innovation allowing the student to gain experience and confidence at solving technological problems. This paper describes the learning experiences in innovation using an undergraduate course in robotics and automation. The course is composed of Mechanical Engineering and Mechanical Engineering Technology students. The paper relates the successful attempt the students had in developing and using innovation through the creation opened-ended industrial robot system projects. The undergraduate student project teams in the course are self-directed and have to use innovation to develop a robotic project of their own design. This breaks the cycle of students just doing the same preset experiments that others have done before them. Although doing preset experiments can reinforce theory given in classroom, it does little to develop skills in innovation, which will be the key to success in the global economy. The course provides an excellent framework for the student teams to demonstrate their ability to innovate using new technology to solve a complex problem while having the mentorship from instructors as they take their first steps in actually doing innovation. The confidence and process used to solve these problems will provide a basis upon which they can formulate new strategies to incorporate new technologies throughout their career.
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N K, Sudeepkumar, Selvaraju M, Neeta Singh, Thamizoli P, and Venkataraman Balaji. "Technology Enabled Continuing Veterinary Education through agMOOCs." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2152.
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Designing continuing veterinary education programme for practicing veterinarians has been challenging due to several reasons like higher demand from farmers in addressing specific animal health/production issues, scattered location of veterinarians working in remote rural background, lack of time and resources to visit advanced institutions for capacity building, and tracking their knowledge to serve the farming community. In this study agMOOCs platform was used to provide Continuing Veterinary Education (CVE) for veterinarians which was a pioneering effort in India to address the knowledge and skill gap of veterinarians and to address their professional needs. The study concludes that such online programmes are much needed to address, veterinary professionals since it provides greater opportunity to the learner in a convenient time and place with a scope of peer and teacher(s) interaction. The audio-visual also provide opportunity to understand the application of various test, procedure and skills required to apply and improve learners’ knowledge and skill level besides building confidence and achieving the primary objective of capacity building, bridging the knowledge gap and skill to sustain the livelihood of the poor cattle farmer by increasing the production potential of their cattle. The paper discusses on the theoretical frame work, methodology and results in terms of course design, profile of learners, interaction, course support, assessment besides discussing the advantages and limitations, and feedback on the course. Overall, the course was rated good and useful with 841 (29.97 %) of active learners being certified.
Reports on the topic "Opportunity Confidence"
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Barrett, Kali A., Jordana Feldman, Justin Trent, Ashini Weerasinghe, Gerald Lebovic, Shujun Yan, Laura Desveaux, et al. COVID-19 Vaccine Confidence in Ontario and Strategies to Support Capability, Opportunity, and Motivation Among at Risk Populations. Ontario COVID-19 Science Advisory Table, October 2021. http://dx.doi.org/10.47326/ocsat.2021.02.47.1.0.
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Smith, Hinekura, Aotea Frandi, Danielle Squire, Irene Farnham, Eruera Morgan, Dan Keepa, and Piripi Morunga. Growing Kaupapa Māori Research Capabilities and Confidence Through Whanaungatanga as Research Mentorship. Unitec ePress, September 2022. http://dx.doi.org/10.34074/ocds.098.
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The Ngā Wai a Te Tūī – Hiringa Hauora Summer Research Mentorship is a kaupapa Māori collaboration to increase hauora Māori (Māori wellbeing) research capacity. The idea of research internships is not new, nor is a focus on hauora Māori. What is distinctive about this summer mentorship is its kaupapa Māori approach to support a diverse range of Māori into research that is by Māori, for Māori, and holds Māori values, beliefs and aspirations at its centre. Holding fast to our ways of being throughout the programme has produced a set of learnings and experiences amongst six ‘interns’ that we suggest offers a useful example of how to grow kaupapa Māori research in the hauora space, and beyond. Like many great Māori ideas, this mentorship programme was enabled through whanaungatanga (relationships) – in this case an email from one colleague to another that went something like, “Hey mete I have an idea I want to run past you.” A senior researcher at Te Hiringa Hauora, an evidence-based health-promotions organisation, approached her colleague, co-author Hinekura Smith, a senior lecturer and researcher at Unitec’s Ngā Wai a Te Tūī Māori and Indigenous Research Centre, with a funding opportunity to develop and facilitate a summer internship programme.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.
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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.
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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.