Relevant bibliographies by topics / Professional concerns

Academic literature on the topic 'Professional concerns'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Professional concerns"

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Bailey, Arlie. "Professional concerns." Physics World 7, no. 5 (May 1994): 21–22. http://dx.doi.org/10.1088/2058-7058/7/5/20.

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&NA;. "PROFESSIONAL CONCERNS." American Journal of Nursing 99, no. 6 (June 1999): 10. http://dx.doi.org/10.1097/00000446-199906000-00005.

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Templer, Donald I., and Hiroko Arikawa. "Concerns about professional schools." American Psychologist 59, no. 7 (October 2004): 646–47. http://dx.doi.org/10.1037/0003-066x.59.7.646.

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Browne, Kevin D., and Margaret A. Lynch. "Professional and public concerns." Child Abuse Review 2, no. 1 (March 1993): 1–2. http://dx.doi.org/10.1002/car.2380020102.

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Campbell, Mark Robin, and Linda K. Thompson. "Perceived Concerns of Preservice Music Education Teachers: A Cross-Sectional Study." Journal of Research in Music Education 55, no. 2 (July 2007): 162–76. http://dx.doi.org/10.1177/002242940705500206.

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The purpose of this study was to explore perceived concern.s of preservice music education teachers across four different points in professional development. A 45-item Teacher Concerns Checklist (Borich, 2000), based upon Fuller and Bown's (1975) three-stage model of teacher development, identified respondents' levels of self-concerns, task concerns, and impact concerns. Participants included 1,121 preservice music educators from 16 institutions of higher education in the United States. Data analysis indicated Field Experience/Practicum students held higher levels of concern than did students in Introduction to Music Education, Methods, and Student Teaching. Fernales consistently held higher concerns than did males. Students indicating a preference to teach elementary level or university level held higher concerns than those intending to teach high school. At all professional development points, impact concerns ranked highest, followed by self concerns, with task concerns ranked lowest. Implications for music teacher educators and suggestions for further research are discussed.
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Blackburn, Sharon. "Sharing professional concerns and expertise." Nursing Older People 12, no. 3 (May 1, 2000): 24. http://dx.doi.org/10.7748/nop.12.3.24.s18.

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Ebersole, Priscilla. "Professional issues and public concerns." Geriatric Nursing 16, no. 3 (May 1995): 97–98. http://dx.doi.org/10.1016/s0197-4572(05)80036-9.

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Alnujaidi, Sulaiman. "Adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabian EFL Classrooms." Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 312. http://dx.doi.org/10.17507/jltr.1202.13.

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This study aimed to examine EFL teachers' concerns about the adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabia. The Concerns-Based Adoption Model (CBAM) was used to analyze the participants' stages of concern (SoC) about MALL. The study also investigated whether some specific demographic and technographic variables (gender, age, teaching experience, and professional development) had any statistically significant effect on EFL teachers’ stages of concern about MALL. The participants in this study were (130) Saudi EFL public school teachers. The results revealed that the participants had high concerns at the Informational, Personal, and Management stages and minimal concerns at the Awareness, Refocusing, Collaboration, and Consequence stages. The MANOVA analysis revealed no significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their gender, age, and teaching experience. Such findings indicate that Saudi EFL teachers' gender, age, and teaching experience have no effect on their concerns about using and implementing MALL. However, The MANOVA analysis yielded a significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their professional development. These results entail that Saudi EFL teachers' professional development has a significant effect on their concerns about MALL. The study concluded that technology-related professional development could help decrease teachers’ self-concerns and increase their impact-concerns. The study recommended providing EFL teachers with technology-related professional development to ensure successful MALL adoption.
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Perlman, Baron, and Lee I. McCann. "Concerns about “Teaching” at Professional Conferences." Psychology Learning & Teaching 2, no. 1 (March 2002): 23–24. http://dx.doi.org/10.2304/plat.2002.2.1.23.

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Templer, Donald I. "Addendum to Concerns about Professional Schools." Psychological Reports 97, no. 1 (August 2005): 117–18. http://dx.doi.org/10.2466/pr0.97.1.117-118.

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The present research adds to the October 2004 comments in the American Psychologist of Templer and Arikawa who reported that traditional clinical psychology graduate students had greatly higher mean GRE scores than professional school students. The traditional and professional students had mean undergraduate GPAs of 3.62 ( SD = .13) and 3.36 ( SD = .14), respectively. The mean respective percentages of applicants to 148 traditional and 50 professional programs accepted were 10.4 CSD = 9.5) and 44.4 ( SD =19.5), respectively.
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Dissertations / Theses on the topic "Professional concerns"

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Rajeh, Mona. "Female dentists: their professional lives and concerns." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121500.

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Over the last 40 years, there has been a consistent increase in the proportion of women in the dentistry profession. In this study, we intended to gain insight into the issues and concerns that influence the work characteristics of female dentists. A number of studies have shown that gender differences exist in choice of specialisation, practice patterns, and professional attitudes; some have revealed that women are attracted to primary care management ahead of other dental specialties. It is also evident that women work fewer hours, work part-time and see fewer patients than men, and are less likely to own their practice than their male counterparts. There is also a net income discrepancy between male and female dentists. We used a qualitative description methodology to guide this pilot study, for which we recruited a purposive sample of six female dentists from the dental clinics of Montreal General Hospital, in the greater region of Montreal in Quebec, Canada. These dentists were at different stages of their practice (i.e., general practitioners and specialists). All interviews were fully transcribed, with the data managed with NVivo vr.9 software to facilitate the analysis. The findings suggest that female dentists consider it a challenge to balance work and childcare responsibilities. Taken together, the increased number of women in dental practice, and the additional demands of household activities, suggests that the relationship between work status and family happiness is an important matter to explicitly consider. Therefore, in order for female dentists to achieve balance between these two domains of life, a deeper understanding of the effect of family and society, and the work place is required.
Au cours des 40 dernières années, il y à eu une augmentation constante de la proportion de femmes qui occupent la profession de dentiste. Dans cette étude, j'ai l'intention de mieux comprendre les questions et les préoccupations qui influencent les caractéristiques du travail des femmes dentistes. Un certain nombre d'études ont montré que les différences existent entre les sexes dans le choix de spécialisation, les modes de pratique et les attitudes professionnelles. Ces études ont révélé que les femmes sont plus attirées par les soins dentaires primaires que par d'autres spécialités dentaires. Il est également évident que les femmes travaillent moins d'heures; travaillent à temps partiel et de voir moins de patients que les hommes et sont moins susceptibles de posséder leur propre pratique. Il y a aussi une différence de revenu net entre les dentistes masculins et féminins. Une description qualitative a été utilisée comme méthodologie, pour guider cette étude pilote. Un échantillon composé de six femmes dentistes, à différents stades de leur carrière (i.e., les médecins généralistes et spécialistes) fut recruté dans la grande région de Montréal au Canada. Les participantes proviennent soit des cliniques dentaires de l'Hôpital Général de Montréal ou de cliniques dentaires privées. Toutes les entrevues ont été entièrement retranscrites avec les données gérées parle logiciel NVivo vr.9 pour faciliter l'analyse. Les résultats suggèrent que les femmes dentistes estiment qu'il est difficile de balancer travail et résponsabilitées familiales. Dans l'ensemble, l'augmentation du nombre de femmes dans les cabinets dentaires aux prises avec les exigences supplémentaires des activités ménagère, suggère que la relation entre le statut professionnel et le bonheur familial est une question importante à considérer par chacune d'elles. Par conséquent, pour que les femmes dentistes puissent atteindre un équilibre entre ces deux domaines de la vie, une meilleure compréhension est nécessaire entre l'effet de la famille, de la société et le lieu de travail.
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Tzavellas, Georgia. "Public school teachers' concerns about their professional lives." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102222.

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A historic turnover in the teaching profession has begun. There is no doubt that worldwide demand for teachers is on the rise and will continue to increase over the next decade. Yet many new teachers leave the profession, stating reasons such as low salaries, lack of professional opportunities and career advancement, and heavy workloads. The present study examined the concerns (in-school, external and personal) of elementary and secondary school teachers. The purpose of this research was to determine if teachers in Quebec, Canada, have concerns similar to teachers in other countries where studies are more common. This study also examined if there were any differences related to teachers' stages of teaching, level of education, and gender. Four hundred and fifty-seven teachers (335 females and 120 males) from five school boards in Quebec participated in this study. The five school boards represented urban, suburban, rural, large and small English-language boards. The instrument designed for this study was a questionnaire based on the teacher concerns identified in the literature. The questionnaire, named the Public School Teacher Concerns Questionnaire, has seven sub-scales and 64 items. Quantitative and qualitative analysis of respondent thinking reveal similar concerns regarding eight factors (37 items) derived by factor analysis: student characteristics and behaviour, teacher/administration relationship, student behaviour (non-academic), material and temporal resources, teachers control of day-to-day activities, professional development and opportunities, status of profession, and degree of non-teaching duties. Implications of the findings and directions for future research are offered.
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Treleaven, Lorraine Dawn Clemes. "Midlife professional women envisage retirement, aspirations, attitudes and concerns." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ41080.pdf.

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Tolan, Linda A. "Career concerns, pathing, and professional development of high-school technology educators /." Link to Dissertation, 2008. http://eprint.cc.andrews.edu/39/.

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Hwu, Shih-Hsung. "Concerns and professional development needs of university faculty in adopting online learning." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13129.

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Doctor of Philosophy
Curriculum and Instruction
Rosemary Talab
The purpose of this mixed methods study was to explore concerns and professional development needs of faculty at the University Alaska Fairbanks (UAF) on the adoption of online learning (OL). This study was also in response to Title 24 of the Alaska Statute’s Recommendation #3, which required sufficient faculty training in distance education technologies for teaching UAF distance courses. This study utilized the Concerns Based Adoption Model (CBAM) as its theoretical framework. A mixed methods design was used to address the research questions. Both quantitative and qualitative methods were used to collect and analyze data. A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire (SoCQ). Quantitative measures included surveys were sent out to 253 UAF faculty. Ninety-six surveys were returned and usable, with a final response rate of 39%. MANOVA analyses were used to identify potential variables predictive of faculty member’s concerns and professional development needs regarding the implementation of OL. Qualitative measures included three open-ended questions and sixteen faculty interviews, chosen through stratified sampling. The Stages of Concern Questionnaire indicated that the majority of UAF faculty members displayed a typical SoCQ “nonuser” profile in adopting OL. Faculty’s highest concerns were unrelated, self, and task concerns, with a slight tailing-up of impact-refocusing concerns, indicating resistance to OL. Individual variables found to potentially be predictive of faculty members’ concerns included years of teaching experience, administrative support of technology and academic rank. Qualitative measures revealed that overall themes were administrative support, including workload consideration and tenure recognition. Professional development needs included current technology and LMS (Blackboard) workshops. At the same time, faculty voiced their concerns about OL through the themes of instructional quality and support (technical assistance and equipment) concerns. Several faculty members also stated that they needed no support and their resistance of OL. Recommendations for UAF included holistic approach to administrative support, proper recognition of achievements OL achievements, promotion of learner-centered methodology in the transition to OL, professional development that lead to a more collaborative community, an enhanced role for centralized support for staff engaged in OL and LMS training. Recommendations for future studies included further qualitative studies to elucidate faculty concerns within the University of Alaska system. A national study was recommended to help faculty and administrators create better university OL policies and discover mutual expectations of how teaching and developing OL courses could be viewed as part of a new approach to workload considerations in a changing university climate, including the tenure and promotion process.
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Yoho, Sarah E. "Professional issues and concerns in school-based speech-language pathology a survey /." Connect to resource, 2009. http://hdl.handle.net/1811/37284.

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Khizanishvili, Anna. "Counseling international students : presenting concerns and implications for the college mental health professional /." Full-text of dissertation on the Internet (260.54 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/khizanax/khizanax_masters_04-16-2010_01.pdf.

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Doughney, John F. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9107/.

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As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1979) revealed a strong focus on stage 0, awareness, concerns and no statistically significant gain in teacher efficacy as teachers engaged in job-embedded professional learning. Qualitative data were gathered through Levels of Use Focused Interviews (Loucks, Newlove, & Hall, 1975) and revealed more teacher involvement with the innovation than quantitative data suggested. Further investigation into the inconsistencies between dominance of teacher concerns and perceptions of levels of use is warranted.
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Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.

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VanEaton, Sunny F. C. "An investigation of the attitudes of selected professional classical solo singer-actors toward specific concerns of the music profession." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332850/.

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The purpose was to investigate attitudes of successful full-time performing classical singer-actors toward career concerns of the music profession. Five research problems were formulated to: (1) describe attitudes toward control of work conditions; (2) describe attitudes toward entrapment; (3) describe attitudes toward dependency; (4) report attitudes concerning current practices of training the solo singer; and (5) identify commonalities among the subjects regarding demographic, the attitudes described in problems one through four, and demeanor during the interviews.
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Books on the topic "Professional concerns"

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Sheila, Clyne-Jackson, ed. Professional conduct and legal concerns in mental health practice. Norwalk, Conn: Appleton & Lange, 1988.

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Basthomi, Yazid. Situated professional concerns in applied linguistics: Observations, convictions & actions. Malang: Bintang Sejahtera Press, 2011.

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Bascia, Nina. Unions in teachers' professional lives: Social, intellectual, and practical concerns. New York: Teachers College Press, 1994.

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Is sports nutrition for sale?: Ethical issues and professional concerns for exercise physiologists. New York: Nova Science Publishers, 2005.

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Office, General Accounting. Securities markets: Competition and multiple regulators heighten concerns about self-regulation : report to congressional committees. Washington, D.C. (441 G Street NW, Room LM, Washington, 20548): U.S. GAO, 2002.

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Pembroke, Bud. Professional programming concepts. Portland, OR: Management Information Source, 1988.

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Kittrell, Chitty Kay, ed. Professional nursing: Concepts & challenges. St. Louis, Missouri: Elsevier, 2014.

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Perry, Black Beth, ed. Professional nursing: Concepts & challenges. 5th ed. St. Louis, Mo: Saunders/Elsevier, 2007.

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Carole, Kenner, ed. Professional nursing: Concepts and issues. Sudbury, MA: Jones and Bartlett, 2009.

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United States. Congress. House. Committee on Energy and Commerce. Subcommittee on Oversight and Investigations. NIH ethics concerns: Consulting arrangements and outside awards : hearings before the Subcommittee on Oversight and Investigations of the Committee on Energy and Commerce, House of Representatives, One Hundred Eighth Congress, second session, May 12, May 18, and June 22, 2004. Washington: U.S. G.P.O., 2004.

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Book chapters on the topic "Professional concerns"

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Backman, Margaret E. "Interpersonal/Professional Concerns." In The Psychology of the Physically Ill Patient, 99–102. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0903-9_12.

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Langvardt, Arlen W. "Capping Damages: Ethical Concerns." In Encyclopedia of Business and Professional Ethics, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-23514-1_193-1.

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Rauner, Felix, Lars Heinemann, Andrea Maurer, Bernd Haasler, Birgitt Erdwien, and Thomas Martens. "Measuring Professional Competence." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 1–17. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4725-8_1.

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Rauner, Felix. "Measuring Professional Competence of Teachers of Professional Disciplines (TPD)." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 389–422. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0957-2_10.

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Lwin, Kyi Kyi. "Teacher Professional Development: Institution-Based Professional Development (IBPD) Centre Myanmar." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 167–82. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_11.

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Evers, Arnoud T., and Beatrice I. J. M. van der Heijden. "Competence and Professional Expertise." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 83–101. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_4.

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Ștefӑnicӑ, Florina, Stephan Abele, Felix Walker, and Reinhold Nickolaus. "Modeling, Measurement, and Development of Professional Competence in Industrial-Technical Professions." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 843–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_39.

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Golubina, Ekaterina, and Alexander Löser. "Competency-Based Exams in Professional Education." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 141–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_15.

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McCurdy, Barry L., Amanda L. Lannie, and Jennifer L. Jeffrey-Pearsall. "Evaluating Students with Emotional and Behavioral Concerns." In A Practical Guide to Building Professional Competencies in School Psychology, 121–39. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6257-7_8.

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Mulder, Martin. "Erratum: Competence-based Vocational and Professional Education." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, E1—E3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-41713-4_51.

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Conference papers on the topic "Professional concerns"

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Klekner, M., D. Carrier, M. Hanington, and L. McCormick. "123. Professional Liability Concerns for Industrial Hygienists." In AIHce 1996 - Health Care Industries Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2764783.

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Garner, Roberta, and Kenneth Fidel. "Computer workers: professional identity and societal concerns." In the conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/97344.97418.

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Orr, Thomas, Yoshimasa Ono, and Kumiko Morimura. "International Negotiation in the Field of Information Technology: A Survey of Critical Concerns." In 2007 IEEE International Professional Communication Conference. IEEE, 2007. http://dx.doi.org/10.1109/ipcc.2007.4464090.

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Lynch, Kathy. "Collaborative Work Skills for the Beginning IS Professional." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2840.

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One of the greatest concerns for many employers recruiting beginning information systems (IS) professionals is not the new recruit’s inadequacies in discipline skills or knowledge, but their general lack of the skills required to work effectively within a collaborative team in a changing workplace environment. It is the responsibility of education institutions to prepare beginning IS professionals for this change in how work is done and the change in the workplace for which they are to be employed. The research reported here examined what industry purports to want and what the literature says they need. Findings from the research identified a number of skills, attitudes and knowledge required for a team member to be effective on a collaborative work effort in the IS profession.
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Emeagi, Maurel C., Hester Rina De Swardt, and Martjie De Villiers. "Abstract 5291: Professional nurses' awareness and practice with sexual concerns of the oncology patient." In Proceedings: AACR Annual Meeting 2018; April 14-18, 2018; Chicago, IL. American Association for Cancer Research, 2018. http://dx.doi.org/10.1158/1538-7445.am2018-5291.

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Camacho-Zuñiga, C., M. Peña-Becerril, M. Cuevas-Cancino, and EG Avilés-Rabanales. "INVESTIGATION OF FACULTY EMOTIONS DURING THE COVID-19 PANDEMIC AND THE STRATEGIES TO ASSURE THEIR EMOTIONAL WELL-BEING." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7141.

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This paper analyses faculty’s emotions during the Covid-19 pandemic and identifies their characteristics and possible emotional vulnerability in order to provide decision makers with the information necessary to better serve this community. This action is important since teaching is catalogued as the fourth most stressful profession in the world, and due to adverse conditions, this could increase, as reported by the literature. This research, carried out in Mexico during April 2020, answers the questions: What are the main concerns of instructors at the beginning of the COVID-19 lockdown in a private Mexican university? What are their perceptions about their health and the demographic characteristics of these instructors during the COVID-19 lockdown? We conducted a survey for 104 professors of the South-Centre Region of the Tecnologico de Monterrey and the results were analysed using a mixed methodology which included text analysis and descriptive and inference statistics. Results indicated that the mayor concerns were health, getting sick, contagion and uncertainty. Other concerns included socio-economic consequences of lockdown and their teaching performance under the online modality. Regarding health, the faculty reported feeling more frequently concerned, followed by feeling calm, excellent, at risk and vulnerable and 36% revealed having negative feelings regarding their health. Based on their generation, negative feelings increased the older the faculty member was, from 28% of Millennials to 55% of Boomers. Main concerns of professoriate are dependent of gender and generation; however, these are independent of the academic degree, the professional experience and the relationship status. Furthermore, we mention the strategies implemented by the Tecnologico de Monterrey to assure the emotional wellbeing of its faculty. Keywords: Professors’ well-being, faculty concerns, support during pandemic, higher education, educational innovation
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Kerr, Zachary, Samuel Walton, Benjamin Brett, JD DeFreese, Erianne Weight, Avinash Chandran, Ruben Echemendia, Michael McCrea, William Meehan, and Kevin Guskiewicz. "4A.003 Post-career transition experiences of professional American football players retiring from brain-health concerns." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.99.

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Akinshipe, Olushola, Matthew Ikuabe, and Clinton Aigbavboa. "Digital Transformation in Quantity Surveying: Where Lies the Issues?" In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002658.

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Most industries are embracing digitalisation as a result of the fourth industrial revolution. However, the construction industry has lagged in this bid as it only recently embraced technological innovations. In recent times, quantity surveying firms are continually adopting technological innovation in their work practices. The current study will provide relevant knowledge about the impact of digitalisation within quantity surveying firms in South Africa. Hence, the study explores the stumbling blocks to digitalisation in quantity surveying. Data for the research was gathered through a survey of professional quantity surveyors working in South Africa. Theoretical review highlights that the value added by digital transformation greatly outweighs the problem, hence the need to ensure that the quantity surveying profession is fully digitalised. Theoretical findings classified the barriers to digital transformation in quantity surveying four significant categories; personnel competency, cost and affordability, data and cyber security issues and stakeholders concerns. Empirical findings rank the barriers in the order of impact as follows: first - cost and affordability, second - personnel competency, third - stakeholders concerns data and last - cyber security issues. These costs include the cost of purchase, installation and operation of digital tools, as well as training and development of staff to deploy digital transformation within activities and processes. Finally, it is recommended that governmental and professional institutions support the digital transformation in funding, educational reforms and sensitisation programmes.
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Libin, Alexander V. "Integrated disciplines and future competencies: A blueprint for ethically aligned curriculum for IT, CS, ITC & beyond." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11241.

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Autonomous and intelligent technical systems are specifically designed to reduce the necessity for human intervention in our daily lives. In so doing, these new computer-based systems are also raising concerns about their impact on individuals and society. Because of their innovative nature, the full benefit will be obtained only if the technology is aligned with society's defined values guided by ethical principles. Through the proposed ethically aligned curriculum (ETHIKA) for computer sciences (CS) and information technology (IT) specialties we intend, therefore, to establish frameworks to guide and inform dialogue and debate around the non-technical implications, in particular related to ethical dilemmas. Hereby we understand "ethical" to go beyond universal moral constructs, such as trust, harm, good or bad, and include ethical designs for AI-based technologies, socially-oriented computer sciences, and ethical risks of digital society. As digital economy prospers, more CS/IT-professionals realize the power of education-driven intellectual capacity (InCED). It is hypothesized, that InCED has direct impact on learning competencies of students, warranting future successful management of professional and life ethical challenges. ETHIKA elucidate, through both methodological and experimental inquiries, the impact of global digitalization and related ethical risks on learning and professional competencies in both professional CS/IT-community and the University students.
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Helmers, Annemarie, Marina Ekkel, Loes van Dusseldorp, Yvonne Zwaagstra, and Ruth Veenhuizen. "H53 Views of case managers on their professional role in relation to informal caregivers’ concerns in huntington’s disease." In EHDN 2022 Plenary Meeting, Bologna, Italy, Abstracts. BMJ Publishing Group Ltd, 2022. http://dx.doi.org/10.1136/jnnp-2022-ehdn.217.

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Reports on the topic "Professional concerns"

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Allegretto, Sylvia A., and Dave Graham-Squire. Monopsony in Professional Labor Markets: Hospital System Concentration and Nurse Wages. Institute for New Economic Thinking Working Paper Series, January 2023. http://dx.doi.org/10.36687/inetwp197.

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Rolling waves of consolidation have significantly decreased the number of hospital systems in the U.S. potentially affecting industry quality, prices, efficiency, wages and more. This research concerns the growth in hospital system consolidation in local labor markets and its effect on registered nurse wages. We first use a nonparametric preprocessing data step via matching methods to define MSA-specific samples of workers analogous to nurses outside of the hospital sector. This step enables an accounting of heterogeneous MSA-specific baseline wage growth, and yields a standardized measure of nurse wage growth across MSAs used to set up a multi-site quasi-experiment. We then run a parsimonious linear model; market size matters, for every 0.1 increase in consolidation in smaller-MSAs, real hourly nurse wage growth decreased by $0.70 (p-value of 0.038). Though not the primary aim of this study, a secondary finding is that real hourly wages for nurses grew less than that of comparable workers by $4.08.
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Triakina, Olga O., Olena O. Pavlenko, Nataliia P. Volkova, and Darja Kassim. Usage of E-learning Tools in Self-education of Government Officers Involved in Global Trade Activities. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2670.

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The article concerns the issue of e-learning tools implementation, including the Customs Learning and Knowledge Community electronic platform designed by the World Customs Organization and the Trade Facilitation Implementation Guide case studies collected by the United Nations Economic Commission for Europe, into the self-education process of current government employees (within in-service training) and future public officers (within master’s programs) connected with international trade transactions. The authors give a description of the content and characteristical features of existing e-learning instruments related to training of professionals in Customs and trade fields as well as of certain tasks developed by the authors. The efficiency of the abovementioned e-learning tools has been experimentally proved in the paper, which has shown that these tools promote the growth of the professional competence of government officers and give a great opportunity for them to be involved in life-long learning to acquire various professional knowledge and skills.
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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
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Okwundu, Charles I., and Charles Shey Wiysonge. Which interventions improve the management of dual practice? SUPPORT, 2016. http://dx.doi.org/10.30846/160811.

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Dual practice in the healthcare setting refers to the holding of more than one job, in unrelated health facilities, by a health professional. In many low-income countries, low pay and difficult working conditions lead many health professionals in the public sector to add to their income by taking on private patients who pay for the services that they receive. Dual practice has both negative and positive consequences and there are concerns that its negative impacts may exceed the positive ones. By allowing public sector workers to supplement their income, it may be easier for the public health sector to keep their skilled workers. However, dual practice may also lead health professionals to spend less time in their public sector job; take time off without permission to work in their private positions; lower the quality of their services in the public sector in order to drive patients to their private practice; or take resources from their public sector workplace to use in their private sector jobs. Various interventions have been implemented to manage dual practice e.g. banning dual practice, regulating the number of hours that public sector workers are allowed to do private practice, regulating how much public sector workers are allowed to earn from private practice, salary increases and promotions for workers who agree to only work in the public sector, and allowing limited private practice within public facilities.
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Rada, Gabriel, and Lilian Dudley. Does Internet based learning in the health professions improve learning outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608083.

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Internet based learning is increasingly used in the training and ongoing education of health professionals. Concerns about the effects of this medium of teaching and learning have stimulated a large body of research. This summary describes a review and meta-analysis of research on the effectiveness of internet based learning by health professions.
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Owens, Janine, Rosie Allen, Amelia Pearson, Susan Davies, Catherine Robinson, and Alys Young. The impact of COVID-19 on social care and social work in the UK: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0174.

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Review question / Objective: What are the medium and long-term effects of the COVID-19 pandemic on practitioners and organisations providing social work and social care to adults in the UK? Rationale: The pandemic has exerted adverse effects on staff morale and well-being, with sickness absence rises across the sector and increased difficulties in recruiting staff from agencies, despite a pre-COVID government recruitment campaign (https://www.gov.uk/government/news/adult-social-care-recruitment-care-campaign-launched-to-boost-workforce). Care home providers report extreme anxiety and distress, burnout and financial concerns (CQC, 2020). These worsened during the proposed introduction of mandatory vaccination care home workers (Bell et al. 2021). Social care workers report a lack of support in terms of training and equipment, sleep disturbances and increasing levels of mental ill health (Pappa et al. 2020; Williamson et al. 2020; Donnelly et al. 2021). They also report experiencing conflicts in terms of caring for people with diverse needs (Greenberg et al. 2020). Some research suggests that workers experienced professional growth during the pandemic, but that this came at a cost to their own mental health (Billings et al. 2021). Other research reported increased team unity and more reflection on what mattered in life (Aughterson et al. 2021). One editorial claims that the pandemic created a reduction of bureaucracy and the emergence of more efficient ways of working in social care in Local Authorities (Golightley & Holloway 2020). The evidence appears conflicting and frequently fails to separate health care and social care work, when the roles and structures of service delivery organisations are different. There is also a lack of differentiation in reporting on effects on the social care workforce in general, and specifically social workers and statutory social work.
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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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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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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Young, Alys, Natalia Rodríguez Vicente, Rebecca Tipton, Jemina Napier, Sarah Vicary, and Celia Hulme. A Scoping Review of interpreter-mediated assessments under the Mental Health Act (1983) and international equivalents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0086.

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Review question / Objective: The purpose of this scoping review is to identify and evaluate available evidence concerning assessments under the Mental Health Act (1983) (MHA) (and international equivalents) which are carried out with the assistance of a spoken or signed language interpreter. ‘International equivalents’ refers to pieces of legislation in countries other than England and Wales that concern formal assessment for compulsory assessment and treatment, including hospital detention, with respect to a mental disorder. [Both the specific Act that applies to England and Wales and its international equivalents are henceforth referred to as MHA]. The guiding questions are: • What are the enablers and barriers to good practice in interpreter mediated MHA assessments? • To what extent and how might interpreter mediation support or impede the legal rights and best interests of those assessed under the MHA? The aim is to determine whether the body of research available to date is sufficient to inform evidence-based guidelines for interpreters and for mental health professionals, in particular those who have the duty to make decisions under the MHA, known in England and Wales as Approved Mental Health Professional (AMHPs), to work in a joint and effective manner.
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