Relevant bibliographies by topics / Professional awareness

Academic literature on the topic 'Professional awareness'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Professional awareness"

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Iusupov, I. M. "The Educator's Professional Self-Awareness." Soviet Education 33, no. 3 (March 1991): 74–83. http://dx.doi.org/10.2753/res1060-9393330374.

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Andersson, Pia, Lotta Dellve, Gunnar Gillberg, and Hans Lindgren. "Building perspective awareness as a workplace practice." Journal of Workplace Learning 34, no. 4 (December 28, 2021): 373–87. http://dx.doi.org/10.1108/jwl-06-2021-0076.

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Purpose The present study aims to describe the implementation of a facilitated dialogue model intended to improve communication across professional logics and knowledge boundaries in two units of a large health-care organization in Sweden. Design/methodology/approach This is a mixed-methods study with interviews, field observations and follow- up questionnaires that were conducted during the implementation process. Findings The conclusion drawn in this study is that it is possible to change and improve the dialogue between health-care professionals with the help of a tailored, facilitated dialogue model. The authors found that different professional logics can indeed meet and share perspectives if the right conditions are provided. Moreover, an improved dialogue between different professional groups may contribute to work satisfaction, engagement, social cohesion and communication between professionals. Practical implications This study shows that the right organizational conditions, such as support from managers, must exist if the model’s inherent possibilities are to be used. Inhouse facilitation may be a sustainable model for facilitated workplace dialogue when its implementation is supported by the overall organization. Originality/value The contribution is an empirically based analysis of a new form of model for mediating perspectives within an organization with distinct professional roles. This study shows how, under the right conditions, the model can contribute to a perspective awareness and thus a more mature work organization.
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Okoye, Peter Uchenna, Isaac Abiodun Odesola, and Kevin Chuks Okolie. "Optimising the Awareness of Benefits of Sustainable Construction Practices in Nigeria." Baltic Journal of Real Estate Economics and Construction Management 9, no. 1 (January 1, 2021): 62–77. http://dx.doi.org/10.2478/bjreecm-2021-0006.

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Abstract Awareness of the benefits of sustainable construction practices has been acknowledged as the fundamental principle that underlies its implementation. This survey study examined the level of awareness of the benefits of sustainable construction practices among building construction stakeholders and the strategies for optimising the awareness level through the use of questionnaire. The Mann–Whitney U Test result revealed that there was significant difference in the awareness level of benefits of sustainable construction practices between building professionals and non-professionals, in spite of a general moderate high level of awareness; due to difference in the training background and experience of the professionals and non-professionals. The Relative Importance Index (RII) result further showed that these differences could be narrowed through the adoption of 12 strategies for promotion of awareness. For maximum optimisation, the study suggested that six high level importance strategies had to be operationalised. However, when these are not readily available or very difficult to apply, alternative medium-high level importance strategy could be adopted. Thus, since non-professional stakeholders such as clients and non-professional contractors do not have opportunity of learning as professionals, the study suggested that the professionals should engage in such strategies as community or professional group engagement and local partnership with the non-professional stakeholders so as to create an interface that would promote awareness of benefits of sustainable construction practices among the stakeholders. Similarly, relevant authorities, such as government agencies and regulatory bodies need to embark on other alternative strategies such as advertisement promotion, etc.
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Bagness, Carmel. "FGM: raising awareness in community-based health practice." Practice Nursing 30, no. 10 (October 2, 2019): 502–6. http://dx.doi.org/10.12968/pnur.2019.30.10.502.

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FGM occurs in the UK, therefore every health professional working with women must be aware of this illegal practice and the effects it has on survivors. Carmel Bagness explains how professional curiosity and cultural competence are necessary skills Female genital mutilation (FGM) causes major challenges for many girls and women wishing to live a normal and fulfilled life. The physical, psychological and/or psychosexual damage can adversely impact their ability to live a healthy life. Health professionals have an important role to play in caring for girls and women who have experienced FGM. Exercising their professional curiosity and cultural competence can help to eradicate this violation of human rights that many girls and women continue to experience across the UK.
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Margarita Yu., Plotnikova. "Professional Self-awareness of Future Psychologists." Scholarly Notes of Transbaikal State University 15, no. 2 (February 2020): 110–17. http://dx.doi.org/10.21209/2658-7114-2020-15-2-110-117.

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Majzobi, Shaghayegh, Hana Sohrabi, Ronak Shahoei, and Mahsa Sohrabi. "Awareness of professional ethics in midwifery." Scientific Journal of Nursing, Midwifery and Paramedical Faculty 3, no. 4 (June 1, 2018): 58–66. http://dx.doi.org/10.29252/sjnmp.3.4.58.

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Mitina, L. M. "Shaping the Teacher's Professional Self-Awareness." Soviet Education 33, no. 2 (February 1991): 33–43. http://dx.doi.org/10.2753/res1060-9393330233.

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Омельченко, М. "INVESTIGATING PROFESSIONAL AWARENESS OF THE CORRECTIONAL PEDAGOGUE." Вісник ХНПУ імені Г. С. Сковороди "Психология", no. 61 (2019): 40–59. http://dx.doi.org/10.34142/23129387.2019.61.02.

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Aim: The paper is devoted to highlighting the results of investigating the peculiarities of professional awareness of correctional pedagogues. Research methods: To achieve the goals of the investigation, business games, testing, evaluation of correctional pedagogues by the supervisor (curator, director), analysis of special documentation, activity monitoring and the method of solving professional tasks have been used. The results have been processed mathematically and accumulated in the database. They have been developed and represented in the form of tables. To determine the levels of development of professional awareness of correctional pedagogues both theoretical and empirical approaches have been used. Results: In the paper the detailed description of the developed levels of each component of professional awareness (cognitive, reflexive, axiological, motivational, affective) is presented, the main stages of the investigation work are determined: structuring of professional awareness; external evaluation of the correctional pedagogue’s activity; comparative analysis of the results of the investigation of the first and second stages of the experiment; dependencies between levels of professional awareness and different factors of professional activity development are established. The numerical results obtained during the experiment are also given. The factors of influence on the levels of development of professional awareness of correctional pedagogues are revealed: experience professional activity, working conditions, personal circumstances, awareness of issues of importance of the level of professional awareness and its components in the professional development of the employee. The results obtained during the investigation have provided the bases for developing the ways to optimize the forming professional awareness of correctional pedagogues: expanding the experience of professional activity; creating optimal professional conditions; adapting personal circumstances; disseminating the knowledge on issues of importance of level of professional awareness and its components in professional development of correctional pedagogues. Conclusions: The materials covered in the paper indicate the need: to increase the levels of development of the professional awareness of correctional pedagogues; to form the adequate professional self-esteem; to establish the dependency between professional awareness and the level of professional competence; to ensure positive impact of identified factors of professional awareness development; to form the developing technology for optimization of the process of professional awareness development in correctional pedagogues with different work experience.
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Simas, Vini, Wayne Hing, Rodney Pope, and Mike Climstein. "Australian surfers’ awareness of ‘surfer’s ear’." BMJ Open Sport & Exercise Medicine 6, no. 1 (February 2020): e000641. http://dx.doi.org/10.1136/bmjsem-2019-000641.

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ObjectivesTo assess awareness of external auditory exostosis (EAE) among Australian surfers.MethodsThis is a cross-sectional observational study, assessing professional and recreational Australian surfers. Currently, active surfers over 18 years of age, surfing year-round, were eligible to participate. After initial screening, individuals were asked to complete a questionnaire. All included volunteers underwent bilateral otoscopic examination, to assess the presence and severity of EAE.ResultsA total of 113 surfers were included in the study and were divided into two groups, based on surfing status: 93 recreational surfers and 20 professional surfers. Recreational surfers were significantly older (p<0.005), more experienced (greater years surfing; p<0.005), with lower prevalence of otological symptoms (p<0.05). The most common symptoms were water trapping, impacted wax and hearing loss. Prevalence of EAE was high for both groups (95% in the professional surfers and 82.8% in the recreational surfers); however, recreational surfers had mild grade EAE (grade 1) as the most common presentation, as opposed to professionals who had severe grade EAE (grade 3) as the most common presentation (p<0.05 between groups). Awareness of the term ‘surfer’s ear’ was high for both groups, as was knowledge of prevention options. However, fewer considered the condition to be preventable, and an even lower number reported regular use of prevention methods.ConclusionAustralian surfers had a high level of awareness of EAE; however, few reported using prevention methods, despite having a high prevalence of the condition. Health practitioners should screen susceptible individuals in order to recommend appropriate preventive measures.
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Lundgren, Berit, Eileen Scheckle, and Denise Zinn. "Teachers’ professional development: Awareness of literacy practices." South African Journal of Education 35, no. 1 (February 27, 2015): 1–11. http://dx.doi.org/10.15700/201503062347.

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Dissertations / Theses on the topic "Professional awareness"

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Bailey, Judith (Judy) Lyn. "Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness." The University of Waikato, 2004. http://hdl.handle.net/10289/2472.

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Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. The first of these centres around the use of mathematical investigations as a vehicle for supporting pre-service primary teachers to consider what the learning and teaching of mathematics may entail. As part of this process the author personally undertook several mathematical investigations. This resulted in significant learning about previously unrecognised personal beliefs about the nature and learning of mathematics. These beliefs were discovered to include ideas that 'real' mathematicians solve problems quickly, do so on their own and do not get stuck. Surprisingly, all of these subconscious assumptions were contrary to what the author espoused in the classroom. A consequence of this learning included some changed beliefs and teaching practices. One such change has been moving from a conception of mathematics as a separate body of 'correct' mathematical ideas, and where the emphasis when doing mathematics was on attaining the correct answer, to now viewing mathematics as a sense-making activity involving discovering, doing and communicating in situations involving numbers, patterns, shape and space. Thus, mathematics is now perceived to primarily be found in the 'doing' rather than existing as a predetermined body of knowledge. As such one's interpretations of a mathematical problem are important to consider. Changes in teaching include using mathematical investigations as a teaching approach with the belief that students can effectively learn mathematical ideas using this approach; an acceptance that this may involve periods of being 'stuck' and that this does not mean that the teacher needs to immediately support the students in becoming 'unstuck'; more in-depth interactions, including questioning, to support this mathematical learning; and an acceptance that mathematics can be learned by people working in a collaborative manner. The second theme encountered in this narrative inquiry involves the exploration of narrative as a powerful means with which to pursue professional development. Narrative inquiry, including a mention of differing forms of narrative writing, is described. Issues also considered include the place of reflection in narrative; the notion of multiple perspectives that are encountered in qualitative research such as this; issues of validity and authenticity; a consideration of what the products of narrative research might be and who may benefit from such research; a brief mention of collaboration; and the place of emotion in qualitative research. The concept of change occurring within a narrative inquiry is not seen to imply an initial deficit position. Rather the research process is regarded as the building of a narrative layer that supports and grows alongside the writer's life as it occurs (Brown Jones, 2001). Thus there is not a seeking of perfection or an ideal, but a greater awareness of one's professional practice. The results of narrative research therefore, are not definitive statements or generalisations about an aspect of that which is being researched (e.g., Winkler, 2003). As such, a definitive statement about how to be a teacher of pre-service students learning mathematics is not offered. Rather, a story is shared that may connect with the stories of the reader.
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Murray, Ron, and s. a. james@unimelb edu au. "Analysis of Professional Practice of Being an Indigenous Cultural Awareness Trainer." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091022.163724.

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The purpose of this research project has been to gain a deeper awareness of the practice of Cultural Awareness Training and to develop resources that will support other practitioners in the field. My hope in undertaking this project is to make the wider community more aware of what it means to be Aboriginal, at a time when jail is replacing initiation for many young Indigenous people. I want to engender a greater understanding about social, cultural and political issues in the Aboriginal community, by building bridges of awareness between Indigenous and Western cultures. My research question is: How does my approach to Cultural Awareness Training deal with uninformed and racist attitudes towards Aboriginal people in ways that effect positive, constructive change? In the documentation of my professional practice, I have examined critical incidents that have shaped my responses to uninformed and racially stereotyped attitudes within an educational context. This includes stories of overt racism in the classroom experience. In undertaking critical reflection about my professional practice as a Cultural Awareness Trainer, I have aimed to provide insights, as well as practical resources, to support the professional practice of others in this field.
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Rees-Davies, Laura Nicole. "Anorexia nervosa in Wales : patient treatment experience and healthcare professional awareness." Thesis, University of South Wales, 2016. https://pure.southwales.ac.uk/en/studentthesis/anorexia-nervosa-in-wales(f14bc8a9-0628-4315-bcf4-547d7d44c295).html.

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Study one explored the service user experience of treatment for anorexia nervosa in the Welsh healthcare service. Factors such as treatment expectations, satisfaction, therapeutic alliance, motivation to change and engaging in treatment were considered by conducting indepth interviews with participants who had a diagnosis of anorexia nervosa and were receiving secondary care. Qualitative data were analysed using thematic framework analysis revealing six main concepts: service user description of anorexia; expectations of treatment for anorexia; the journey through the health service for anorexia; therapeutic alliance during treatment for anorexia; satisfaction with the health service; and service user recommendations to improve the health service. Mapping and interpretation of the concepts drawn from the interviews resulted in a model exploring the relationship between expectations and satisfaction of treatment for patients with anorexia nervosa, and the effect upon motivation to engage in treatment and recover. Another model describing factors that affect therapeutic alliance was developed. The results are described with particular reference to the Self-Determination Theory (Ryan & Deci, 2000). Study two used a four-stage, mixed-methods approach to develop and evaluate an anorexia nervosa awareness campaign for healthcare professionals. The campaign was developed using an integrative social marketing approach (NSMC: 2013): including formative research, process evaluation and outcome evaluation. Formative research included audience research (interviews and focus groups with healthcare professionals and healthcare professionals in training) in combination with theories of social cognition and persuasion to develop four posters. Process evaluation included campaign evaluation by healthcare professionals using questionnaires (open and closed ended questions). Appropriate modifications to the posters were made following the process evaluation, and two posters were chosen as the final intervention. Outcome evaluation of the campaign was conducted by using a brief, four-item evaluation questionnaire completed by healthcare professionals (General Practitioners and nurses). Results from all phases indicated that the use of posters as the medium of the anorexia Study three included development of a comprehensive audio-visual intervention to increase nursing students’ self-effcacy regarding initial management of patients with anorexia nervosa. The intervention was developed and underpinned using the Transtheoretical Model Framework (Levesque et al., 2001), and then evaluated using a pre-post-test design. The intervention was successful in significantly increasing nursing students’ self-efficacy regarding the initial management of anorexia nervosa. Furthermore, the nursing students’ self-efficacy was high prior to the intervention, indicating that nursing students already feel confident to manage patients with the disorder. The methodological and theoretical implications are discussed. nervosa awareness campaign did not sufficiently raise awareness of anorexia nervosa, and therefore the limitations of the second study were considered.
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Warren, Janet Lydia. "Young carers : the development of professional awareness and service provision in Luton." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420536.

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Risberg, Gunilla. ""I am solely a professional - neutral and genderless" : on gender bias and gender awareness in the medical profession /." Doctoral thesis, Umeå : Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-300.

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Paterson, A. S. F. "Conditions of experimental learning : a case study of INSET." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301697.

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Markham, Scott Alan. "Returning the Self to Professional Psychology." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370857863.

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Krantz, Michelle. "Diversity-Awareness Training Experiences of School of Education Employees." NSUWorks, 2012. http://nsuworks.nova.edu/fse_etd/51.

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This qualitative case study was designed to investigate employee involvement in a voluntary diversity-training program. There is limited research on what motivated employees to be involved in the diversity workshops. The data collected from the study may give workshop facilitators information on ways to enhance the modules of future workshops in order to reach out to those who have not attended and to sustain the participation of those who do. The researcher interviewed workshop participants to examine their experiences with the voluntary, diversity-training workshops provided by the School of Education. The interview examined the reasons why employees were motivated to become involved in the workshops, employee expectations of the workshops, and participants’ overall experiences with the workshops. The researcher also observed and noted the participants’ body language and facial expressions during the interview to determine their ease with the questioning strategies and to interpret whether to probe them for additional responses. The agenda and flyer was shown to the participants to see how those documents influenced their decision to participate in the workshops. Additionally, to provide a description of the sample, the participants completed a demographic questionnaire. The study took place at a university in the southeastern region of the United States. Data collection included interviews and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that curiosity, a sense of belonging, peer interaction and a desire to learn has on an individual’s motivation to become involved in a voluntary, diversity-awareness workshop.
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Christensen, Jamie Lynn. "Enhancing Students' Science Content Knowledge Through Text Structure Awareness." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2564.pdf.

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Soto, Jill Marie. "Effect of Vignette-Based Demonstration on Preschool Teachers' Awareness of Intentional Teaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5129.

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Early childhood programs enhance children's knowledge and skills when teachers intentionally engage with children during free play. Preschool teachers' ability to notice and capitalize on teachable moments has been questioned in the literature. The purpose of this mixed-methods study was to examine the efficacy of professional development designed to increase teachers' awareness of teachable moments in their informal interactions with young children during independent play, and teachers' intentionality in responding to those opportunities. The study was grounded in Vygotsky's principles of socially constructed learning, including teachers adjusting their intentional interactions to accommodate the thinking of learners. Qualitative data were collected using reflective journals kept before and after the vignette-based professional development sessions and focus group responses by 11 preschool teachers in the Southwestern United States. Chi square analysis of qualitative findings revealed significant positive change in teacher intentionality for the themes of daily schedule, awareness, and scaffolding. Vignette-based professional development coupled with reflective journaling appears to be an effective method to increase teacher awareness of intentional teaching, which may positively influence the education of preschool children.
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Books on the topic "Professional awareness"

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Sakamoto, Nami. Teacher Awareness as Professional Development. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88400-0.

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Design, Council for National Academic Awards Committee for Art and. Professional and business awareness in art and design degree courses. London: Council for National Academic Awards, 1986.

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Rubsamen, David S. The obstetrician's professional liability: Awareness & prevention : $120 million of case illustrations. Hercules, Ca: Professional Liability Newsletter, Inc., 1993.

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Stress and self-awareness: A guide for nurses. London: Heinemann Nursing, 1986.

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Mraz, Maryann. Evidence-based instruction in reading: A professional development guide to phonemic awareness. Boston: Pearson/Allyn and Bacon, 2008.

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Colin, Myers, ed. Professional awareness in software engineering, or, Should a software engineer wear a suit? London: McGraw-Hill, 1995.

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Business management and professional practice in the design industry (one day conference) (Wednesday, 15 March, 1989 Regents College, London). The business of design: Professional practice and business awareness in design degrees : summary report. [s.l.]: CNAA, 1989.

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Foerstel, Herbert N. Surveillance in the stacks: The FBI's library awareness program. New York: Greenwood Press, 1991.

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Dwon, Larry. Attitudes of electrical engineering department heads and deans of engineering on introducing students to professional awareness. Washington, D.C. (1111 19th St., N.W., Washington 20036-3690): Washington Office, Institute of Electrical and Electronics Engineers, 1985.

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Foerstel, Herbert N. Surveillance in the stacks: The FBI's library awareness program. New York: Greenwood Press, 1991.

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Book chapters on the topic "Professional awareness"

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Friedland, Julian. "Moral Self-Awareness." In Encyclopedia of Business and Professional Ethics, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-23514-1_1272-1.

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Kagan, Carolyn, and Josie Evans. "Self and self-awareness." In Professional Interpersonal Skills for Nurses, 6–25. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4463-4_2.

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Johnstone, Art, Ron Klein, Steven Wells, Ned Mitenius, and Sharon Thompson. "Food Defense Awareness." In Regulatory Foundations for the Food Protection Professional, 325–44. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-0650-5_21.

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Swanson, Charles. "Security risk management and strategic business awareness." In Professional Security Management, 28–46. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429323065-3.

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Grimmett, Helen. "Developing Situated Conscious Awareness." In The Practice of Teachers’ Professional Development, 127–45. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-610-3_6.

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Sakamoto, Nami. "Tracing Process 4: Fostering Collegiality in Cooperative Practice." In Teacher Awareness as Professional Development, 113–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_8.

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Sakamoto, Nami. "Teacher Awareness, Kizuki: A Form of Professional Development." In Teacher Awareness as Professional Development, 19–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_3.

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Sakamoto, Nami. "Tracing Process 5: Sociocultural Perspectives on ALTs’ Professional Development." In Teacher Awareness as Professional Development, 121–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_9.

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Sakamoto, Nami. "Tracing Process 3: Investments and Crossing the Boundaries in the Classroom." In Teacher Awareness as Professional Development, 95–111. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_7.

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Sakamoto, Nami. "Tracing Process 1: Their Stories Begin." In Teacher Awareness as Professional Development, 41–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_5.

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Conference papers on the topic "Professional awareness"

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Vanbaelen, Ruth, and Jonathan Harrison. "Plagiarism awareness." In 2013 IEEE International Professional Communication Conference (IPCC 2013). IEEE, 2013. http://dx.doi.org/10.1109/ipcc.2013.6623925.

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Compagno, Giuseppa, Giuseppa Cappuccio, and Francesca Pedone. "MEDIA SKILLS AND PROFESSIONAL AWARENESS IN TEACHER TRAINING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1244.

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Sergienko, Polina, Alla Minyar-Beloroucheva, Olga Vishnyakova, and Elizaveta Vishnyakova. "Professional vocabulary awareness within PR specialist’s personality development." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.01001v.

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The article deals with the concept of language personality of public relations (PR) undergraduates as well as the process of its terminological awareness, being part of general linguistic competence. This issue is regarded as one of the most important ones, however it has not been in the focus of linguistic attention. The concept in question is based on the anthropocentric approach to modern linguistic research. The study of the undergraduates’ linguistic personality development reflects individual characteristics as well as the professional orientation of the second language thus encompassing a wide range of issues. Within the scope of cognitive linguistics concepts identification that represent the mental space of the language personality of the undergraduates reveal the essence of the phenomenon and stages of its development. The findings testify to the maxim that thought can be understood through language. At the present stage the development of linguistic personality is fostered by the advances of e-learning. The authors come to the conclusion that PR undergraduates should be taught the terminology constituent of the professional language to be successful in the acts of professional communication.
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Hummel, Hans, Rob Nadolski, Aad Slootmaker, and J. Eshuis. "MINI GAMES FOR PROFESSIONAL AWARENESS IN INTRODUCTORY PSYCHOLOGY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0086.

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Birta Szekely, Noemi. "SUPPORTING TEACHERS’ PROFESSIONAL SELF-AWARENESS WITH BIBLIOTHERAPY METHODS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1663.

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Martin, Breeanne Matheson. "Broadening our view of audience awareness: Writing for posthuman audiences." In 2016 IEEE Professional Communication Society (ProComm). IEEE, 2016. http://dx.doi.org/10.1109/ipcc.2016.7740487.

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Hughes, Andrew. "Promoting Preservice Science Teachers' Metacognitive Awareness: Professional Development Designed to Improve Teacher Metacognitive Awareness." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573078.

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Buggy, CJ, N. Coffey, M. Lawless, and S. Kelly. "1266 Occupational safety and concussion injury awareness of irish professional and semi-professional footballers." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.69.

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Burikova, Svetlana. "Developing Students’ Intercultural Awareness And Skills." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.14.

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Mejia, Jorge. "The Teacher’s Hunch and its Foundations: A Case for Epistemological Awareness in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.37.

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Certainty, opinion throughout faculties and schools of architecture, teachers and students engaged in conventional education exchange an enormous amount of information, in a process intended to provide the latter with the skills required to become independent professionals. While part of the exchanged information can be recognized as clearly fitting within that formative goal, it is not uncommon for tutors to also suggest possible lines of inquiry that might sometimes seem arbitrary. Rather than taking those apparently incoherent indications for confusing or diversionary, I am convinced that they play a key role, not only in the education of the architect, but – most importantly – in the development of the architectural profession as a whole. In order to recognize the origin, importance and value of the architecture teacher’s hunch, in the following pages I will make a case for epistemological awareness as a sine qua non for the teacher’s hunch to become a productive source of professional knowledge. Without that awareness, what are taken for hunches might indeed be interpreted as whimsical, mysterious and fundamentally inoperative information.
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Reports on the topic "Professional awareness"

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Woolley, Karen, Slavka Baronikova, Alice Choi, Mary Gaskarth, Anna Geraci, Mieko Hamana, Jackie Marchington, Elizabeth Whann, Chris Winchester, and Fran Young. Survey evidence to advance advocacy: Awareness of publication professional initiatives at the Peer Review Congress. Caudex, January 2018. http://dx.doi.org/10.21305/ismppeu2018.003.

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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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KALUGINA, N., and N. BELAN. FORMATION AND DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY OF STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-40-47.

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The author presents the results of a study of the resourcefulness of the educational environment of the Far Eastern Federal University from the perspective of a subjective approach, which involves students’ awareness and acceptance of the availability of objective resources, and concludes that there is a need for tutor support of their educational and practical activities.
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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4129.

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The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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UDAL'TSOVA, M. O. ON THE PROBLEM OF SELF-ASSESSMENT OF MANAGERIAL COMPETENCIES OF MODERN TECHNICAL MANAGERS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-128-135.

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This article reveals the features of self-assessment of managerial competencies of technical managers by comparing data with the assessments of experts and potential managers: the importance of self-assessment as a structural part of professional self-awareness is revealed, expert assessment of managerial competencies of managers is studied, differences in self-assessment of current and potential managers are noted, conclusions describing the dependencies of self-assessment of managers and experts are presented.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Kravtsov, Hennadiy M., and Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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TANG, Denise Tse-Shang, Stefanie TENG, Celine TAN, Bonnie LAM, and Christina YUAN. Building inclusive workplaces for lesbians and bisexual women in Hong Kong’s financial services industry. Centre for Cultural Research and Development, Lingnan University, April 2021. http://dx.doi.org/10.14793/ccrd2021001.

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Workplace inclusion is a core component of corporate social responsibility (CSR) in Hong Kong. Workplace inclusion points to the need for employers to recognize diversity among employees, to acknowledge their contributions to the work environment and to raise professional standards for the work force. Diversity within a workplace indicates inclusion of persons with different backgrounds as in racial, ethnic, sex, health status, sexual orientation and gender identity. Women are already less represented at senior levels across various business sectors in Hong Kong. Lesbians and bisexual women face a double glass ceiling in the workplace as a result of both their gender and sexual orientation. Funded by Lingnan University’s Innovation and Impact Fund, and in partnership with Interbank Forum and Lesbians in Finance, Prof. Denise Tse-Shang Tang conducted an online survey and two focus groups targeting lesbians and bisexual women working in Hong Kong’s financial and banking industry. The aim of the study is to examine the specific challenges and barriers faced by lesbians and bisexual women in Hong Kong’s financial services industry. We found that only 37% of survey respondents were out at work, with 23% partially out to close colleagues. In other words, there are still key concerns with being out at work. On the issue of a glass ceiling for LGBT+ corporate employees, 18% of the survey respondents agreed and 47% somewhat agreed that such a ceiling exists. When asked whether it is harder for lesbians and bisexual women to come out in the workplace than it is for gay men, 32% agreed and 46% somewhat agreed. 27% agreed and 39% somewhat agreed with the statement that it is difficult for lesbians and bisexual women to climb up the corporate ladder. Other findings pointed to the low visibility of lesbians and bisexual women in corporate settings, lack of mentorship, increased levels of stress and anxiety, and the fear of being judged as both a woman and a lesbian. Masculine-presenting employees face significantly more scrutiny than cisgender female employees. Therefore, even though discussion on diversity and inclusion has been on the agenda for better corporate work environment in Hong Kong, there still remain gaps in raising awareness of lesbian and bisexual women’s issues.
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Fotta, Martin, Mariya Ivancheva, and Raluca Pernes. THE ANTHROPOLOGICAL CAREER IN EUROPE: A complete report on the EASA membership survey. NomadIT, November 2020. http://dx.doi.org/10.22582/easaprecanthro.

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This report presents the results of the survey conducted among EASA members in 2018. The survey was a collaboration between EASA and the PrecAnthro Collective, whose members have worked together and mobilised since 2016 to raise awareness about the challenges of developing an academic career in anthropology. The themes explored in the survey reflect existing academic research on changes to the academic profession and the casualisation of labour in Europe and beyond. The survey enquired into the extent to which and how trends already documented in other disciplines, and in academia as a whole, affect anthropologists. These trends include a growing division between research and teaching, the deprofessionalisation of academic labour through multiple contract types, the imperatives of international mobility and cyclical fundraising, and weak labour unions. This report captures overall trends as well as regional differences in the anthropological profession in Europe.
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