Academic literature on the topic 'Professional Dev'
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Journal articles on the topic "Professional Dev"
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Irwin, Scott A. "The role of glutamate in my professional life: From molecular neuroplasticity to the relief of suffering." Developmental Psychobiology 53, no. 5 (June 15, 2011): 482–88. http://dx.doi.org/10.1002/dev.20558.
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Komarov, V. A., E. A. Nuyanzin, and M. I. Kurashkin. "Provision of Mastering of Professional Competences in Agricultural Engineering Specialties." Machinery and Equipment for Rural Area, no. 6 (June 27, 2022): 6–10. http://dx.doi.org/10.33267/2072-9642-2022-6-6-10.
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A list of tools for the formation of professional competencies is given. The factors determining the level of their mastering are considered and a model of their formation for engineering areas of training is dev eloped. The ways of mastering professional competencies in the innovative laboratories of the university are described.
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Lvov, L. V., and I. M. Zalyaletdinova. "MODEL OF THE DEV ELOPMENT OF SOCIAL AND PROFESSIONAL MOBILITY OF LINGUISTS." «Современная высшая школа инновационный аспект», no. 4 (2015): 59–70. http://dx.doi.org/10.7442/2071-9620-2015-4-59-70.
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Gangannagaripalli, J., S. Yaakob, and M. Watson. "MEdication Management in older people with Intellectual Disabilities (MEMID): a scoping review." International Journal of Pharmacy Practice 30, Supplement_1 (April 1, 2022): i44—i45. http://dx.doi.org/10.1093/ijpp/riac019.062.
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Abstract Introduction Globally, around 1 in 100 adults have intellectual disabilities (ID) (synonymous with learning disability in the UK) (1) yet their needs in terms of healthcare in general and medication management in particular, are under-researched. People with ID have more comorbidities compared with those without ID and around one third of older people (≥ 50 years) with ID (OPwID) have two or more chronic conditions, putting them at risk of polypharmacy (use of multiple medicines) (2). Aim To undertake a scoping review to gather evidence on the barriers and facilitators in the medication management of OPwID from a multi-stakeholder (patient, carer and healthcare professional) perspective. Methods Standard scoping review methods were used. Electronic databases (Medline, PsycINFO) were searched from 2011-2021 using a range of search terms. Studies were included if they involved: OPwID without dementia (all types); healthcare professionals or caregivers caring for individuals with ID; problems related to medication use. The review was restricted to studies in the English language. The PRISMA-ScR checklist and reporting standards was used to conduct and report the review. Independent duplicate screening and data extraction was undertaken. The quality of studies was not formally assessed. A narrative synthesis was conducted to summarise the results and included barriers and facilitators associated with medicines management from patients’/carers’ and professionals’ perspectives. Results Eight studies were included, of which seven used qualitative methods. The majority of studies were undertaken in Europe ((the Netherlands (2), Norway (1), Belgium (1), UK (3)) and one was conducted in the US. Patients/carers reported several barriers/facilitators: The most cited barriers to medication management of OPwID from professionals’ perspective included: limited knowledge of, and training about, ID; nonadherence to guideline recommendation; and lack of coordination between different professionals in multidisciplinary teams. Conclusion/Discussion The review was restricted to two databases and the English language due to resource- and time-constraints. All the included studies were conducted in developed countries with different healthcare settings/practice. As such, the findings might not be generalisable to other less/under-developed countries or settings. There is limited empirical evidence regarding the medication management of OPwID, in particular, facilitators to medicines management from professionals’ perspective. OPwID are a highly vulnerable population for whom medications have an important role in managing their multiple morbidities. This review highlights an evidence gap regarding the medication management of these individuals. The results will be used to inform the development of personalised intervention(s) to improve the safe and effective use of medication in this population. References (1) Maulik PK, Mascarenhas MN, Mathers CD, Dua T, Saxena S. Prevalence of intellectual disability: a meta-analysis of population-based studies. Res Dev Disabil. 2011 Mar 1;32(2):419-36. (2) Hermans H, Evenhuis HM. Multimorbidity in older adults with intellectual disabilities. Res Dev Disabil. 2014;35(4):776–83.
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Vallières, Nicole. "Le secret professionnel inscrit dans la Charte des droits et libertés de la personne au Québec." Les Cahiers de droit 26, no. 4 (April 12, 2005): 1019–30. http://dx.doi.org/10.7202/042700ar.
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Professional secrecy is expressly defined in section 9 of the Québec Charter of Human Rights and Freedoms. Hence, the substance of this section acquires major importance and an analysis of it must precede any other procedure. Professional secrecy as described therein is a right vested in the person and as such, is an obligation that all professionals governed by the law must respect. This right originates in the professional relationship and only concerns the confidential content of information disclosed at that time. Lastly, the professional's duty to discretion may be suspended by a specific statutory provision without there being an express need to derogate therefrom in the Charter of Rights.
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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (April 19, 2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.
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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.
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Şmşek, Kerem Yıldırım. "Structure of Turkish leisure industry." Journal of Human Sciences 19, no. 2 (April 16, 2022): 133–49. http://dx.doi.org/10.14687/jhs.v19i2.6227.
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The potential of a society or the developed facilities can play a central role for improving the economy of a country. The leisure industry has been growing to be a giant industry that can contribute to Turkey’s economy which is placed in low ranks of the better life index between Organisation for Economic Co-operation and Development (OECD) countries. However, one of the most significant elements that slow down the progress in Turkey is that the professional competence framework has not been drawn leading to problems in the employment of professional specialists. The guiding element for the determination of the professional competence framework is a model that can define the industrial dimensions related with the profession. The models and literature knowledge for the leisure industry has been found limited when the international literature is examined. In the scope of this research, four leisure models that were stated within international literature were examined and a new model that would be suitable for the Turkish leisure industry was proposed in the light of previous models. In addition, the Turkish leisure industry was discussed in detail in order to fill the deficiency within international literature about Turkish leisure industry. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bir toplumun sahip olduğu potansiyel ya da geliştirdiği olanaklar, ülke ekonomisinin daha iyi olması için merkezi bir rol üstlenebilir. Ekonomik Kalkınma ve İşbirliği Örgütü (OECD) ülkelerinin daha iyi yaşama indeksi sıralamasında alt sıralarda olan Türkiye için rekreasyon endüstrisi gelecekte ülke ekonomisine önemli katkılar sağlayabilecek dev bir endüstri olma yolunda ilerlemektedir. Ancak Türkiye’deki bu ilerlemeyi yavaşlatan en önemli unsurlardan biri meslek uzmanlarının istihdamında sorun yaratan mesleki yeterlilik çerçevesinin henüz çizilememiş olmasıdır. Mesleki yeterlilik çerçevesinin belirlenmesinde kılavuz unsur ise meslekle ilişkili endüstriyel boyutları tanımlayabilen model olabilir. Uluslararası literatür incelendiğinde rekreasyon endüstrisine yönelik model ya da literatür bilgisi sınırlı durumdadır. Araştırma kapsamında uluslararası literatürde ön plana çıkmış dört rekreasyon modeli incelenmiş ve bu modeller doğrultusunda Türk rekreasyon endüstrisinin yapısına uygun bir model önerilmiştir.
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Eilts-Köchling, Katrin, Cornelia Heinze, Petra Schattner, Martin Voß, and Theo Dassen. "Knowledge of professional codes of ethics among nursing professionals." Pflege 13, no. 1 (February 1, 2000): 42–46. http://dx.doi.org/10.1024/1012-5302.13.1.42.
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In den letzten Jahren erschienen vielfältige Veröffentlichungen zum Thema «Ethik» in der deutschen Krankenpflegeliteratur. PflegetheoretikerInnen beziehen sich dabei immer wieder auf den Ethikkodex des Weltbundes der Krankenpflegenden (ICN). Im Rahmen der Diskussion über die Entwicklung einer eigenständigen Pflegeethik wird die Implementierung berufsethischer Kodizes als eine notwendigerweise zu durchlaufende Stufe beschrieben. Dabei ist unklar, ob die Pflegenden in Deutschland die berufsethischen Grundregeln des ICN oder anderer Organisationen kennen. Das Anliegen der AutorInnen ist es, mehr über den Bekanntheitsgrad von berufsethischen Grundsätzen bei Pflegenden aus der Praxis in vier ausgewählten Krankenhäusern zu erfahren. Darüber hinaus ist von Interesse, welchen Nutzen Pflegende in berufsethischen Grundsätzen sehen und welche Informationsquellen sie sich wünschen. Die Studie zeigt, daß nur 25% der Befragten berufsethische Grundsätze kennen und daß die interne Fortbildung und Ausbildung als wichtigste Informationsquellen gesehen werden. Die Befragten sehen den größten Nutzen von berufsethischen Grundregeln in Entscheidungshilfen für ethische Konfliktsituationen in der Pflegepraxis und in der Wahrung der Pflichten und Rechte gegenüber den PatientInnen und Angehörigen. Diese Ergebnisse können als Hinweis dafür gesehen werden, daß die Inhalte des ICN Ethikkodex bei Krankenschwestern und -pflegern unzureichend bekannt sind und von PflegepraktikerInnen und PflegetheoretikerInnen ausführlicher diskutiert werden müßten.
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Cornacchia, Matteo, Gina Chianese, and Elisabetta Madriz. "Il piano di sviluppo personale: strumento-processo di orientamento e prefigurazione professionale." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (April 2021): 37–48. http://dx.doi.org/10.3280/erpoa1-2021oa11491.
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Nell'ambito del progetto SUPER, l'Unità di Trieste, in linea con l'obiettivo generale di "strutturare un sistema di orientamento al lavoro e tutorato", ha sviluppato e realizzato un Personal Development Plan – Piano di Sviluppo Individuale (PDP), uno strumento-processo di accompagnamento rivolto agli studenti del corso di studio in Scienze dell'educazione (L-19) per la progettazione, il monitoraggio e la valutazione dei propri percorsi di sviluppo professionale attraverso l'utilizzo in contesto di pratiche narrativo-riflessive. Il PDP si configura quale misura di accompagnamento e orientamento narrativo per gli studenti in un momento di definizione della propria identità personale e professionale secondo il paradigma dell'Emerging Adulthood; risponde altresì alla necessità di promuovere il loro successo universitario e professionale e di sostenerli nel processo di prefigurazione e costruzione di una professionalità "riflessiva".Dal punto di vista tecnico, il PDP è sostenuto dal software Mahara per consentire la realizzazione di uno strumento-processo paperless, condivisibile (con tutor di tirocinio, tutor aziendali e altri studenti), capace di supportare diverse forme di prove autentiche (filmati, foto, progetti, …) relative alla traduzione in contesto dello sviluppo di abilità e competenze chiave che caratterizzano il profilo professionale dell'educatore socio-pedagogico e che funga – altresì – anche da repository delle proprie buone pratiche professionali.
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Gębal, Przemysław, and Sławomira Kołsut. "Teaching foreign languages for professional purposes in central Europe. Defining professional language competences based on market needs." Studia Neofilologiczne 15 (2019): 61–71. http://dx.doi.org/10.16926/sn.2019.15.05.
Full textDissertations / Theses on the topic "Professional Dev"
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GIACOMAZZI, MAURO. "A contextualised approach to understanding and fostering critical thinking in Ugandan secondary schools: Evidence from a teacher professional development action research study." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/357983.
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Nell'Africa subsahariana, i governi hanno dichiarato che lo sviluppo del pensiero critico è una delle principali priorità educative al fine di aumentare la competitività economica globale e promuovere l'indipendenza economica, politica e culturale. La revisione della letteratura ha mostrato che nella regione mancano approcci contestualizzati per coltivare e valutare il pensiero critico. I pochi tentativi di studi empirici per migliorare il pensiero critico in contesti a basso reddito si sono basati esclusivamente su approcci pedagogici e strumenti di valutazione importati da altri contesti culturali, generando problemi di comparabilità e mancanza di familiarità con i processi di adattamento e validazione. Questo solleva questioni di rilevanza culturale.
Questa ricerca aveva l'obiettivo a lungo termine di promuovere metodi per l'insegnamento e la valutazione del pensiero critico nell’ambito scolastico che fossero rilevanti per il contesto. La ricerca è stata realizzata in tre fasi. Nella prima fase la revisione della letteratura ha esplorato il concetto di pensiero critico e le strategie implementate a livello globale e regionale per migliorarlo e valutarlo. La seconda fase, propedeutica alla terza, mirava a colmare il divario di conoscenza rispetto al pensiero critico nelle regioni più svantaggiate, e in particolare a indagare la concettualizzazione del pensiero critico in Uganda. L'ultima fase dello studio mirava a generare un apprendimento trasformativo negli insegnanti su come progettare e implementare piani didattici in grado di attivare le capacità critiche degli studenti all’interno della disciplina.
La seconda fase della ricerca ha adottato un disegno qualitativo nella tradizione della grounded theory costruzionista. Per la raccolta dei dati, è stato utilizzato un campionamento teorico per selezionare 54 informatori chiave che hanno partecipato a interviste etnografiche per generare una definizione teorica e operativa contestualizzata del pensiero critico tra i vari stakeholder in Uganda. I risultati di tale studio sono stati strumentali allo sviluppo, nella terza fase della ricerca, di una tassonomia contestualizzata del pensiero critico che fosse rilevante per l'implementazione di metodologie di insegnamento-apprendimento che favoriscano il pensiero critico e offrano agli insegnanti strumenti per valutarne l'acquisizione.
La terza fase dello studio ha adottato un disegno di ricerca azione formazione. Lo studio è stato implementato in Uganda con 16 insegnanti di matematica, inglese e storia delle scuole secondarie. I risultati hanno mostrato come in un periodo di 7 mesi, gli insegnanti hanno acquisito conoscenze sul pensiero critico e hanno migliorato la loro competenza nella progettazione didattica per promuovere strategie di insegnamento che favoriscano lo sviluppo del pensiero critico. Gli insegnanti hanno migliorato la capacità di riflettere sui risultati del loro, hanno mostrato maggiore apertura mentale e una maggiore disponibilità a essere corretti e a dare suggerimenti ai loro colleghi. Inoltre, hanno migliorato la capacità di riflettere sulle loro strategie di insegnamento per verificare l'efficacia del loro lavoro in relazione alle competenze e ai risultati degli studenti. L'intervento ha promosso un cambiamento nelle credenze e negli approcci pedagogici degli insegnanti e ha cambiato la loro prospettiva sul significato dell’educazione scolastica. Gli studenti che hanno partecipato alle lezioni hanno evidenziato che il modo in cui gli insegnanti hanno implementato le attività in classe li ha tenuti impegnati per tutta la lezione e che queste strategie didattiche hanno migliorato il loro pensiero critico.
Questo studio fornisce la prova che uno sviluppo professionale contestualizzato basato sulla ricerca che è sostenuto, partecipativo e adeguatamente supportato può avere un impatto significativo sulla promozione del pensiero critico in classe.In sub-Saharan Africa, governments have declared critical thinking skills to be a major educational priority in order to increase global economic competitiveness and to promote economic, political, and cultural independence. The review of the literature showed that in the region, there is a dearth of contextualised approaches to nurturing and assessing critical thinking. The few attempts at empirical studies to enhance critical thinking in low-income contexts have relied solely on pedagogical approaches and assessment instruments imported from other cultural contexts, generating problems with comparability, and lack of familiarity with adaptation and validation processes. This raises questions of cultural relevance. This research had the long-term goal of developing methods for teaching and assessing critical thinking at the classroom level that are relevant to the context. The research was implemented in three phases. The first phase was the literature review to investigate the critical thinking concept and the strategies implemented at global and regional level to enhance and assess critical thinking. The second phase, necessary for the third, aimed to address the knowledge gap surrounding critical thinking in less-resourced regions, and specifically to investigate the conceptualisation of critical thinking in Uganda. The last phase of the study aimed to generate transformative learning in teachers on how to design and implement instructional plans that are capable of activating learners’ critical thinking skills as specific to the various subject domains. The second phase of the research adopted a qualitative design within the tradition of constructionist grounded theory. For the data collection, theoretical sampling was used to select 54 key informants who participated in ethnographic interviews to generate ideas for a contextualised theoretical and operational definition of critical thinking among various stakeholders in Uganda. The findings from that study were instrumental in the development, in the second phase of the research, of a contextualised taxonomy of critical thinking that was relevant for implementing teaching–learning methodologies that foster critical thinking skills and offer teachers tools for assessing learners’ acquisition of these competences. The third phase of the study adopted a professional development action research design; it was implemented in Uganda with 16 secondary school teachers of mathematics, English and history. The results showed how over a period of 7 months, the teachers acquired knowledge of critical thinking skills and enhanced their competence in developing coherent lesson plans that presented teaching strategies that fostered critical thinking skills. The teachers also showed improved ability to reflect on the output of their work in terms of instructional design and lesson delivery, greater levels of mind-openness, and greater readiness to be corrected and to give suggestions to their colleagues. Moreover, they exhibited improved ability to reflect on their teaching strategies to verify the effectiveness of their work in relation to the learners’ competencies and outcomes. The intervention promoted a shift in the teachers’ beliefs and approaches to education, and changed their perspective on what should be taught in class and how. The students participating in the lessons that teachers had designed highlighted that the way teachers implemented the classroom activities kept them engaged throughout the lesson and that teachers’ instructional strategies improved their thinking skills. This study provides evidence that contextualised research-based professional development that is sustained, participatory, and adequately supported can have a significant impact on fostering critical thinking in the classroom.
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Håberget, Fredrik, and Fredrik Hansson. "Clash of Professions : Civila chefer i den militära professionen." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42298.
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Försvarsmakten är en av Sveriges största myndigheter och ungefär en tredjedel av alla medarbetare är civila. Myndigheten har som strategisk inriktning att tillväxa och andelen civila chefer ökar. Denna studie utforskar dynamiken, förutsättningar och friktioner för samverkan, mellan militära och civila chefer inom den militära professionen, för att skapa en djupare förståelse för deras påverkan på den operativa effekten. Många civila chefer jobbar med att stödja och effektivisera arbetet i myndigheten och har samma befogenheter som militära chefer när det kommer till verksamhetsledning. I en friktionsfri miljö fungerar samverkan mellan civila och militära chefer, och synergieffekterna gynnar organisationen. Trots ett kollegialt förhållningssätt har civila och militära chefer olika utgångspunkter för sina normer och värderingar. Vid en beredskapshöjning ökar kraven på personalen i Försvarsmakten, och den civila personalen övergår till militär personal. De civila cheferna har då lagligt stöd att fatta beslut om våldsanvändning, även om det kan vara direkt olämpligt. Förutsättningarna mellan civila och militära chefer blir då mer och mer diffusa och är därav inte längre lika tydliga. Försvarsmaktens befattningsstruktur och mandatförhållanden behöver ses över. Det måste finnas förutsättningar för uppdragstaktik, och fördelningen mellan kärnverksamhet och stödjande verksamhet behöver utredas. De civila cheferna måste ges möjlighet att förstå den militära kontexten och spänningarna mellan professionerna inom den militära professionen måste omhändertas. Kärnan av studien är en empirisk kartläggning som inhämtats genom intervjuer och är en kvalitativ studie med en induktiv ansats där analysen är inspirerad av Grounded Theory.The Swedish Armed Forces is one of Sweden's largest government agencies. Approximately one third of all employees are civilians and its strategic focus is currently to grow and the proportion of civilian managers is increasing. This study explores the dynamics, conditions and frictions for collaboration, between military and civilian leadership within the military profession, in order to create a deeper understanding of their impact on operational outcome. One of the main duties for civilian managers is to support and increase the efficiency of the work for the Swedish Armed Forces. When it comes to operational management civilians have the same authority as the officers in a frictionless environment. The organization benefits of the collaboration between civilian and military leadership, when the operational is running smoothly. Despite a collegial approach, civilian and military managers have different point of views regarding their norms and values. At a contingency escalation, the demands on the personnel in the Swedish Armed Forces elevate. The civilian personnel will switch to military personnel and the civil managers then have legal support to make decisions about the use of force, although this may be directly inappropriate. The basic presumptions between civilian and military leadership are becoming more diffuse and less clear. The staff structure and mandate conditions need to be reviewed. There must be prerequisites for mission-type tactics, and the distribution between core and support activities needs to be investigated. The civilian managers must be given the opportunity to understand the military context and the tensions between the professions in the military profession must be dealt with. The core of this thesis is an empirical mapping of data, which were obtained through interviews. The study is based on a qualitative research method with an inductive approach where the final analysis is inspired by Grounded Theory.
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Deret, Lydia. "Les savoir-agir langagiers professionnels des enseignants débutants." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC027/document.
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Ce travail s’inscrit dans la lignée des recherches portant sur la professionnalité des enseignants. Nous nous intéressons plus particulièrement à l’activité langagière des débutants. L’hypothèse centrale est qu’il est possible d’identifier, au sein du discours des enseignants en interaction avec leurs élèves, des indices de leur développement professionnel. Le cadre théorique croise les apports de la didactique professionnelle avec ceux de la pragmatique du langage et de la théorie interactionniste linguistique. Replacé dans un contexte didactique, nous envisageons le langage comme premier instrument stratégique pour enseigner et nous nous situons dans une approche instrumentée de l’activité enseignante. Nous avons mené une enquête ergonomique auprès de trois néo-titulaires, à partir de vidéos réalisées au cours de séances de mathématiques et d’entretiens d’auto-confrontation. Les interactions langagières entre les enseignantes et leurs élèves ont été analysées quantitativement et qualitativement, en relation avec l’identification de fonctions pédago-didactiques. Les résultats caractérisent des savoir-agir-langagiers-professionnels, révélateurs de la professionnalité et du développement professionnel de chacune des enseignantes enquêtéesThis work takes place within a line of research regarding teachers’ professionalism. We are looking particularly at the language activity of beginners. The central hypothesis is that it is possible to identify, within teachers’ conversations as they interact with pupils, clues regarding their professional development. The theoretical framework links the contributions made by professional didactics with those of language pragmatic and interactional linguistic theory. Set within a didactical context, we consider language as the first strategical tool to teach and we are placed within an approach orchestrated by teacher activity. We lead an ergonomic investigation alongside three newly qualified teachers, from videos shot during mathematics lessons and from self- confrontation interviews. Language interactions between teachers and their students have been analysed qualitatively and quantitatively, in relation with the identification of pedago-didactic functions. Results highlight professional language know-hows, revealing of the professionalism and the professional development of each of the teachers investigated
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Merlo, Giulia. "La formazione professionale continua tra responsabilizzazione dell'impresa e individualizzazione dei percorsi professionali. Lezioni dal modello francese." Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/242312.
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This research aims to explore the most relevant legal tools developed to support the access of people, already active in the labour market, to vocational training measures; focusing on the protective role they may play both in the individual employment relationship and in the labour market. Regarding the first thematic core, the research will point out that current flexible productive structures require continuous realignment process of workers’ professional capital vis-a-vis the organizational needs. As far as the labour market dimension is concerned, according to the most recent theoretical perspectives, it is highlighted how training tools can assume an essential function in the dimension of professional security when projected towards the preventive protection of employment transitions. Starting from these premises, this research investigates possible regulatory answers to empower employers in order to maintain their workers professionalism, as well as to guarantee the employment security dimension. 2 In order to identify the most pertinent regulatory solutions, different approaches and instruments are analysed. In particular, the French and Italian legal systems are compared. These systems have adopted extremely different approaches to vocational training: in France the development of a complete and organic continuing training framework has been one of the absolute priorities in the field of social legislation, while in Italy, at the moment, there is no structured and unitary discipline on the matter. In particular, the comparative analysis reveals that in the French legal system, both the needs of adapting professional skills to organizational changes, and the "preventive" protection of employment transitions have found suitable regulatory responses. They have been provided through the provision of a complex system of employers’ duties, as well as by forecasting specific tools allowing direct and individual access to training measures. To the contrary, the Italian legal framework lacks clear requirements designed to empower companies with regard to the adaptation or development of the human capital of their workforce Furthermore, the Italian legal system does not provide for an individual right to training, which would allow workers to independently access training, on the basis of a personal and conscious prospect of professional development.
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Nguyen, Do Thien Vu. "La professionnalisation des enseignants de langues étrangères vietnamiens : entre tradition et industrialisation : étude comparative entre enseignants des secteurs public et privé." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC009/document.
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Au cours de ces dernières années, l’éducation et la formation connaissent des phénomènes d’industrialisation accrus notamment sous l’effet du développement des TIC. Le domaine de l’enseignement et de l’apprentissage de langues vivantes étrangères (LVE) est également confronté à des transformations dues à l’internationalisation des normes de certification et au développement d’une offre de formation privée à caractère marchand. Le champ des LVE au Vietnam n’échappe pas à ces évolutions qui entraînent inévitablement des changements relatifs au processus de professionnalisation du corps enseignant. Notre recherche vise à mettre en lumière la façon dont les enseignants de LVE, dans les secteurs public et privé, se représentent leur professionnalité dans ce nouveau contexte et les priorités qu’ils estiment importantes en termes de développement professionnel. Pour ce faire, nous avons mené une enquête empirique en deux temps : une pré-enquête par entretiens auprès des enseignants de Dalat et une enquête complémentaire par questionnaire en ligne. L’analyse des entretiens semi-directifs (N 14) nous a aidé à construire le questionnaire, destiné à un public d’enseignants plus large dans le pays. L’étude des réponses (N 364) nous permet de dessiner une typologie d’enseignants qui se positionnent différemment vis-à-vis des évolutions de l’enseignement des LVE. La discussion des déterminants des trois profils identifiés nous amène à mieux cerner la dynamique du développement professionnel des enseignants de LVE vietnamiensDuring recent years, education and training have experienced greater phenomena of industrialization in particular under the influence of the development of technologies. The field of foreign language teaching and learning (FLT) has also undergone changes due to the internationalization of certification standards and the growth of private training sector. The foreign language teaching field in Vietnam is not immune to these developments that inevitably lead to significant changes in the process of professionalization of the teaching staff. Our research aims at highlighting the way foreign language teachers in both public and private sectors represent their professionalism in this new context and the priorities they consider important in terms of professionalization. To do this, we conducted our empirical research in two stages: a pre-survey by interviews with colleagues in Dalat and a supplementary survey by an online questionnaire. The analysis of the 14 semi-structured interviews of the first phase helped us to build the questionnaire that was intended for a wider audience of teachers in the country. Our questionnaire survey (N 364) allowed us to draw three different profiles which are differently positioned in terms of the evolution of FLT. The discussion of the determinants of each profile provides a better understanding of the professional development dynamics of Vietnamese foreign language teachers
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Zuberovic, Meliha, and Miranda Zander. "Det är ju också en del av professionen tycker jag : En fenomenografisk studie av förskollärares profession." Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144814.
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Denna studie har som syfte att synliggöra de uppfattningar förskollärare har om sin egen profession. För att undersöka detta har vi förhållit oss till kvalitativa metoder med fenomenografi som perspektiv och ansats, övergripande genom hela studien. Fenomenet och begreppet som är i fokus är profession och med hjälp av kvalitativa intervjuer och tidigare forskning bearbetar vi vad detta kan innebära för förskollärarna. I vårt resultat får vi fram fem olika huvudkategorier som synliggör variationen i förskollärarnas uppfattningar. Det komplexa uppdraget och förskollärarnas kompetens kommer fram som viktiga delar, men även det förhållningssätt som förskollärare har till professionen. Förskollärarna har också varierande uppfattningar av hur professionen framställs i övriga samhället och de har olika uppfattningar över vilka insatser som krävs för att stärka och synliggöra professionens betydelse i syfte att höja dess status.
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Pellinghelli-Steichen, Sylvie. "L'évolution de la profession libérale : L'exemple des professions juridiques et médicales." Nice, 1995. http://www.theses.fr/1995NICE0024.
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Longtemps située hors de la logique de marché, la profession libérale est aujourd'hui englobée dans un contexte général de marchandisation du non marchand qui affecte la spécificité revendiquée par les professionnels. Ainsi, le juridique et la santé ne relèvent plus du monde du "sans prix". L'émergence de la concurrence et de la concentration est particulièrement sensible en ce qui concerne les professions libérales les plus emblèmatiques: les professions juridiques et médicales mais les évolutions connues par ces professions sont opposées. Les professions juridiques sont dans une phase d'expansion du fait de l'incessant développement du marché du droit. Afin de conquérir celui-ci une réforme des professions judiciaires et juridiques a été opéree en 1990. Cette modernisation de la profession d'avocat notamment a entrainé une remise en cause de l'image de la profession libérale dans ses rapports avec la société. S'agissant des professions médicales, il apparait un important phénomène d'intégration des médecins liberaux par les cliniques étant avec elles les assureurs et les grands groupes de services. On assiste de ce fait à une transformation de la profession libérale dans ses rapports avec le client.
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Bejot, Laurent. "La professionnalisation des agriculteurs par la formation professionnelle continue : représentations et usages différenciés de la FPC." Thesis, Reims, 2015. http://www.theses.fr/2015REIML015.
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Cette thèse traite de la Formation Professionnelle Continue (FPC) des agriculteurs. Nous avons fait le choix d'avoir recours aux concepts et notions de la sociologie anglo-saxonne et française des professions, des groupes professionnels et de la professionnalisation. Les agriculteurs se sont vus confier un ‘mandat' issu des politiques publiques et de la demande sociale : l'autosuffisance alimentaire élargie aujourd'hui à la sécurité sanitaire et au respect de l'environnement. Les agriculteurs constituent un groupe professionnel qui voit alors son métier évoluer.Les instances professionnelles agricoles, à partir de relations complexes tissées avec les pouvoirs publics, se sont engagées dans la dynamique de professionnalisation du groupe par la formation à travers des questions d'entrée dans le métier, de savoirs, de compétences.Notre thèse interroge l'idée que les agriculteurs constituent un groupe professionnel en mutation, dont la composition identitaire apparait complexe, fragmentée et en évolution. L'intellectualisation et l'entrepreneuriat deviennent des dimensions majeures du métier que le groupe doit s'approprier. Nous montrons que la détention d'une ‘licence' accordée par les pouvoirs publics permet à ce groupe professionnel un usage différencié de la FPC. Cette différenciation marque l'émergence d'identités plurielles et complexes mettant le profil de ‘chef d'entreprise' au cœur de la dynamique de reprofessionnalisation engagée.C'est l'analyse des mécanismes entre les processus de professionnalisation, la construction des identités professionnelles des agriculteurs, et le recours à la formation qui est au cœur des résultats développésThis thesis deals with continuing vocational training (CVT) for farmers. The choice has been made to resort to Anglo-Saxon and French sociological concepts and notions when linked to occupations, professional groups and continued professionalization. Farmers have been given a mandate stemming from public policy and social demand: food self-sufficiency, coupled with today's greater need for food security and respect for the environment. Farmers therefore constitute a professional group whose occupation is constantly evolving.The agricultural professional bodies, by means of complex relationships forged with the governing bodies, have engaged themselves in the dynamics of professionalization of farmers through questions about job access, professional knowledge and skills.This thesis questions the idea that farmers constitute a changing professional group, whose identity composition appears complex, fragmented and evolving. Intellectualization and entrepreneurship are becoming major dimensions of the occupation which the group must adapt to. It is shown that the possession of a licence granted by public authorities offers farmers different uses of the CVT provided. This differentiation brings about the emergence of multiple and complex identities while emphasizing the entrepreneurial aspect at the heart of the dynamics of reprofessionalization.It is the analysis of the mechanisms between the professionalization processes, the construction of professional identities of farmers and the use of training that is at the heart of the obtained results
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Binon-Davin, Pierre. "Le départ des associés de sociétés professionnelles." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM1104.
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Les sociétés professionnelles, même si elles ne bénéficient pas d'une définition établie sont celles par lesquelles les professionnels libéraux choisissent d'exercer en groupe. Au titre de celles-ci les sociétés civiles professionnelles et les sociétés d'exercice libéral sont de loin les plus répandues. Dans tout exercice d'une profession au moyen d'une structure sociale, existe le risque de voir des intérêts s'affronter, ou survenir des circonstances imprévues. Il faut entendre sous le terme de « départ », plusieurs situations qui représentent des manières intentionnelles ou non de quitter la société. Il peut ainsi s'agir du retrait volontaire de l'associé, de la cession de ses parts, mais également de son exclusion, voire de son décès. S'il convient tout d'abord d'évoquer les différentes hypothèses permettant ou imposant à l'associé de sortir de la structure, il faut également en étudier les conséquences, nécessairement importantes, tant pour l'associé que pour la société. S'agissant de professionnels libéraux, les questions de la responsabilité professionnelle, de l'obligation aux dettes et du non rétablissement sont primordiales. Enfin, il ne faut pas négliger les conséquences fiscales de ce départ, tant pour l'associé sortant que pour la société. La présente étude devrait offrir une utilité pour tous les professionnels libéraux, et plus spécialement ceux du droit, du fait de l'éparpillement actuel des règles juridiques"Professional" companies, even if they do not have an accurate definition, are those by which the self-employed professional choose to practice in group. The most widespread are the “sociétés civiles professionnelles” (civil professional companies) and the “sociétés d'exercice liberal” (commercial professional companies). In every professional exercise, by means of a social structure, lies the risk to assist to conflicts between some interests, or the occurrence of unexpected circumstances. By the notion of « exiting », we must include several situations which represent intentional or unintentional ways to leave the company. The voluntary withdrawal of the associate is one of many, such as the transfer of his share and also his possible exclusion or even his death. Considering the various possibilities allowing to the associate to leave the structure, it is as well required to examine the necessarily important consequences, both for the associate and the company. Regarding professional companies, the questions of the professional liability, the obligation to the debts and the non-re-establishment clauses are fundamental. Finally fiscal consequences regarding this kind of departure must not be neglected both for the associate and the company. The present study should be useful for the whole professional corporations and more specifically those of the Law, due to the current dissipation of the legal rules
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Moussa, Mouloungui Aude. "Processus de transformation des intentions en actions entrepreunariales." Phd thesis, Université Charles de Gaulle - Lille III, 2012. http://tel.archives-ouvertes.fr/tel-00870880.
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L'étude des facteurs psychosociaux qui déterminent les comportements liés à la création d'entreprise est essentielle à l'explication de l'intention entrepreneuriale et du processus cognitif de sa transformation en action. Dans cette perspective nous nous sommes intéressés à la dynamique personnelle impliquée dans les conduites de création d'entreprise. Trois catégories de personnes ont participé à cette étude : les étudiants, les entrepreneurs en création et les entrepreneurs actifs. Cela nous a permis de contourner la difficulté méthodologique liée à la réalisation d'une observation longitudinale. A partir de la littérature internationale sur le sujet, nous présentons l'entrepreneuriat comme un processus téléologique qui s'élabore dans le temps. Ainsi, nous avons construit un modèle d'analyse par équations structurales établissant les liens entre les variables déterminantes de l'intention entrepreneuriale, les variables intermédiaires en particulier en référence au modèle du comportement planifié, à celui de Gollwitzer sur les phases de l'action et à Kuhl sur le contrôle de l'action et les conduites de création d'entreprise. Nos résultats nous ont permis de proposer un modèle théorique dit de la hiérarchisation de la mobilisation des capacités volitionnelles. Son postulat est semblable à celui de la théorie des besoins de Maslow. Toutefois, contrairement à la pyramide des besoins, nous faisons l'hypothèse d'une remobilisation possible des capacités volitionnelles d'une phase inférieure du processus
Books on the topic "Professional Dev"
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Chapman, David. Dev eloping urban design at UCE: Working across disciplinary, professional and organisational borders. Birmingham: University of Central England in Birmingham, 2002.
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Chambrier, Anne de. Die Verwirklichung des Binnenmarktes bei reglementierten Berufen: Grundlagenbericht zur Revision des Bundesgesetzes über den Binnenmarkt. Bern: Staatssekretariat für Wirtschaft (SECO), 2004.
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Chambrier, Anne de. Die Verwirklichung des Binnenmarktes bei reglementierten Berufen: Grundlagenbericht zur Revision des Bundesgesetzes über den Binnenmarkt. Bern: Staatssekretariat für Wirtschaft (SECO), 2004.
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1933-, Guillaume Pierre, ed. La professionnalisation des classes moyennes. Talence: Editions de la Maison des sciences de l'homme d'Aquitaine, 1996.
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Plantholz, Markus. Funktionelle Selbstverwaltung des Gesundheitswesens im Spiegel der Verfassung. Berlin: Berlin-Verlag Arno Spitz, 1998.
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Leroy, Michel. Contribution à l'étude des obligations du professionnel: Le devoir de répondre des risques créés et de maîtrise professionnelle. Toulouse: "Gazette du Midi", 1998.
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Chateauraynaud, Francis. La faute professionnelle: Une sociologie des conflits de responsabilité. Paris: Métailié, 1991.
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Michalski, Lutz. Das Gesellschafts- und Kartellrecht der berufsrechtlich gebundenen freien Berufe. Köln: O. Schmidt, 1989.
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Las profesiones modernas: Dilemas del conocimiento y del poder : un análisis para y desde el trabajo social. Buenos Aires: Espacio Editorial, 2007.
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Die Freien Berufe und das Vertrauen in der Gesellschaft: Ansätze zu einem Aufbruch. Baden-Baden: Nomos, 2009.
Find full textBook chapters on the topic "Professional Dev"
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Wicklund, Phil, and Jason Wilkerson. "Back-End Dev Architectures." In Professional Sitecore 8 Development, 115–49. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2292-8_4.
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Wicklund, Phil, and Jason Wilkerson. "Front-End Dev Techniques." In Professional Sitecore 8 Development, 187–208. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2292-8_6.
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Jaehrling, Karen, and Christin Stiehm. "Politische Professionalisierung: Deutungs- und Beratungsangebote für die Vergabepraxis." In Der Staat als ‚Guter Auftraggeber‘? Öffentliche Auftragsvergabe zwischen Vermarktlichung und Sozialpolitisierung, 163–205. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38026-7_6.
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ZusammenfassungNeben der Reform von Gesetzen und Verordnungen ist auch die Ausdeutung von formalen Normen ein politisches Feld, auf dem unterschiedliche Akteure und Interessen um Einfluss ringen. Dies gilt auch für das breite Spektrum an nicht verbindlichen Informations- und Beratungsangeboten, wie die formalen Regeln in der Praxis implementiert werden können. Diese Deutungsangebote wurden auch im Gefolge der Doppelbewegung von Vermarktlichung und Sozialpolitisierung stark ausgebaut. Sie richten sich mit dem Anspruch an die Vergabepraxis, diese zu professionalisieren und so bei der Bewältigung der gestiegenen (und diversen) Ansprüche an die öffentliche Auftragsvergabe zu unterstützen. Berufsverbände der Vergabefachkräfte selbst spielen dabei keine so zentrale Rolle wie im Falle der klassischen Professionen des Gesundheits- und Sozialwesens. Vielmehr werden die professionellen Standards von einer Vielzahl auch ex-terner Akteure mitentwickelt, die mit unterschiedlichen Interessen und politischer Stoßrichtung den Vergabepraktiker*innen ihre Expertise in Form von Leitbildern, Beratungen, Wissenssammlungen und Standards einer ‚guten‘ Auftragsvergabe andienen. Ihre Aktivitäten lassen sich daher als 'politische Professionalisierung' bezeichnen
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Mäsgen, Johanna. "Einleitung." In Empirische Forschung in den gesellschaftswissenschaftlichen Fachdidaktiken, 1–7. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40663-9_1.
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ZusammenfassungDie Einleitung beschreibt den bildungspolitischen Wandel, der zur Einführung beziehungsweise funktionalen Umdeutung des Zentralabiturs und zu veränderten Lehrplänen in den deutschen Bundesländern geführt hat. Außerdem wird ein Überblick über den Forschungsstand und Forschungsdesiderate gegeben. Daraufhin wird die Stellung der Arbeit zwischen fachlicher Bildungsforschung, geographiedidaktischer und bildungssoziologischer Forschung erläutert. Das Ziel der Untersuchung wird dann aus einem strukturtheoretischen Verständnis von Profession heraus als das Nachvollziehen verschiedener Möglichkeiten kontingenten Handelns vorgestellt und damit die metatheoretische Rahmung durch die Systemtheorie nach Luhmann begründet. Die forschungsleitende Frage „Wie ist Geographieunterricht angesichts des Zentralabiturs möglich?“ wird anhand von Subfragen präzisiert, denen in zwei Studien – einer quantitativen Analyse der Aufgabenkultur im Zentralabitur und einer qualitativen Interviewstudie zum Lehrer_innenhandeln angesichts des Zentralabiturs – nachgegangen wird. Schließlich werden zentrale Ergebnisse zu den Auswirkungen von Standardisierung und die Gliederung der Arbeit vorgestellt.
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Rieck, Louise Ina Hannah. "Modellskizze eines anderen, zukunftsorientierten Marketing." In Das Potenzial von Marketing für eine ressourcenorientierte Transformation des Konsumsystems, 319–60. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40346-1_13.
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ZusammenfassungZum vorläufigen Ende meiner Erkundungsreise ist ein Modell eines zukunftsorientierten Marketing entstanden, wie ich es mir zu Beginn meines Forschungsweges nicht hätte ausmalen können: Die Zukunftsfähigkeit der Profession liegt nicht in einer Fortsetzung des herkömmlichen Mindset, wie es in Komposita wie „Nachhaltigkeitsmarketing“ respektive „Green Marketing“ semantisch zum Ausdruck kommt. Notwendig scheint vielmehr, Marketing radikal anders zu denken.
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Briese-Neumann, Gisa. "Der Text." In Professionell Schreiben, 123–30. Wiesbaden: Gabler Verlag, 1993. http://dx.doi.org/10.1007/978-3-322-86153-5_10.
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Briese-Neumann, Gisa. "Der Textproduzent." In Professionell Schreiben, 102–9. Wiesbaden: Gabler Verlag, 1993. http://dx.doi.org/10.1007/978-3-322-86153-5_8.
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Briese-Neumann, Gisa. "Der Textrezipient." In Professionell Schreiben, 110–22. Wiesbaden: Gabler Verlag, 1993. http://dx.doi.org/10.1007/978-3-322-86153-5_9.
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Augustoni, Bruno. "Der Präsentator." In Professionell präsentieren, 46–70. München: Carl Hanser Verlag GmbH & Co. KG, 2014. http://dx.doi.org/10.3139/9783446443358.004.
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Vennewald, Werner. "Herrschaft der “Professionals”." In Singapur: Herrschaft der Professionals und Technokraten — Ohnmacht der Demokratie?, 36–105. Wiesbaden: VS Verlag für Sozialwissenschaften, 1993. http://dx.doi.org/10.1007/978-3-663-11369-0_3.
Full textConference papers on the topic "Professional Dev"
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Tasios, Stergios, Evangelos Chytis, Evangelia Proniou, and Alexandra Charisi. "COVID-19 pandemic and its impact on the accounting profession." In Corporate governance: Theory and practice. Virtus Interpress, 2022. http://dx.doi.org/10.22495/cgtapp9.
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The pandemic significantly altered the working environment due to the shift to remote working, redesigned office functions and reengineered working protocols (Parker, 2020). In addition, employee stress levels increased, their autonomy and perception of hierarchy changed and relatedness within organizations was impaired (Delfino & van der Kolk, 2021). While most accounting literature focused mainly on public budgeting, accounting education, financial markets, public sector and corporate disclosure (Rinaldi, 2022) little research has been conducted on the accounting profession per se. Early results suggest that professionals employed in the accounting industry were significantly affected by the COVID-19 pandemic (Carungu, Di Pietra, & Molinary, 2021, Heltzer & Mindtak, 2021, Papadopoulou & Papadopoulou, 2020). The purpose of this study is to examine the impact of the pandemic on the accounting profession focusing on professionals who provide bookkeeping and taxation services to corporations and individuals
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Leite, Dênis, Higor Santos, Ariane Rodrigues, Cléviton Monteiro, and Alexandre Maciel. "A Hybrid Learning Approach for Subjects on Software Development of Automation Systems, Combining PBL, Gamification and Virtual Reality." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218455.
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Despite the practical classes in laboratories and simulations, the traditional automation engineering teaching and learning process remains with little adherence to the reality professional. In this context, this research proposes a hybrid teaching and learning approach for subjects on software development of automation systems based on problems with virtual reality features and gamification strategies. Its main objective is to enhance the alignment between theory and practice, playfully and engagingly mirrored in the industry's need. The proposed approach was developed based on Design Science Research and evaluated in seven classes of an undergraduate subject from the perspective of students and industrial professionals. The results evidence the evolution of the approach over the time and the ability to promote the connection between theory and professional practice.
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Pordeus, Paulo, Carla Bezerra, and Emanuel Coutinho. "ReqStore: Um Repositório de Requisitos de Projetos de Software como Apoio a Metodologia PBL." In XI Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2015. http://dx.doi.org/10.5753/sbsi.2015.5866.
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With the growth of the Information Technology market (IT), a strong demand for different ways to develop software quality has arisen, and therefore a demand for qualified professionals. To enable these professionals, an effective teaching model is necessary for the development and improvement of skills and competencies oriented to the development of real projects with similar complexity to those found in the labor market. For this, the method of teaching Problem based Learning (PBL) has been applied in different market areas. The PBL use problems designed to initiate, motivate and focus in the acquisition of knowledge through practice, and encourage the development of skills, needed in a professional context. This study aims to develop a tool, called ReqStore, to help the teacher while using the PBL methodology with a project requirements repository. As a result of this work, we carried out an experiment in a class of Programming Fundamentals of discipline to validate tthe effectiveness of tool with use of PBL methodology.
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Xavier Terra, Stela, José Francisco Ruschel Reckziegel, and Tarcísio Abreu Saurin. "ANALYSIS OF CORRELATIONS BETWEEN BURNOUT AND CENTRALITY IN SOCIAL NETWORKS: A STUDY OF AN EMERGENCY DEPARTMENT." In Congresso Internacional de Conhecimento e Inovação (ciKi). Congresso Internacional de Conhecimento e Inovação (ciKi), 2023. http://dx.doi.org/10.48090/ciki.v1i1.1363.
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Healthcare environments are known to be intense in knowledge and constant stress. Exchanging information through social interactions in the work environment was addressed in this study of an emergency department in order to answer the following research question: “Regarding knowledge management, what are the relationships between resilient performance and burnout?”. To do so, we used the resilience social network questionnaire and the Maslach Burnout Inventory. Results showed that resilience is positively correlated to burnout. Nurses are the most resilient actors. In addition, professional experience and participating in huddles relate to a greater contribution to the organisation's resilience performance. Therefore, the constant use of resilient capacity takes a toll on health care professionals. Knowledge sharing also promotes informal leadership, providing more skilled professionals and highly qualified human capital.
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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.
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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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Dunk, Richard. "Den-Building as Arts-Based Professional Reflection/Diffraction." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581438.
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Zubenschi, Mariana. "The Impact of Innovative Technologies on Professional Balance State in pandemic COVID-19." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p39-44.
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Innovative technologies significantly influence the employee's professional balance, at the level of its axes model: "I-I", "I-Profession" and "I-Environment". This relations relays on the divergent psychological structure of professional balance state, which is a representation of the social structure, the way of thinking and the organizational model, where employees play a central role. Where managers, teachers, doctors, nurses, workers, mayors and entrepreneurs have a strong sense of current reality. They can perceive how the workload and time pressure increase, without feeling that the professional finality is achieved. The research of the professional balance and the adaptation of the internal aspects to the external peculiarities of the career will alienate the alternatives of admitting an imbalance and will thus ensure a positive general state, therefore the innovative technologies are perceived both negatively and positively at work. These expressions are current not only on the axes of the professional balance state model, but also on the level of the circular model of career anchors, described by Voss (conservation, openness to change, self-transcendence and effectiveness. Thus, the impact of innovative technologies on professional balance state is no longer an enigma but a fact that can influence the well-being of the employee at work, stressed him or brings out to the brink of emotional burnout. In this article we come up with pros and cons of the impact of innovative technologies on the human psyche.
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Kjellberg, S., L. Dorthé, A. Ohlsson, and L. Wogensen. "Forskarnas galleri – forskningskommunikation i det trovärdiga rummet." In Mötesplats Profession Forskning 2018. Linnaeus University Press, 2020. http://dx.doi.org/10.15626/mpf.2018.skldaollw.
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Zhao, Jianyou, Yubo Jiang, and Xixi Zhang. "Research on Transportation Efficiency Evaluation Based on DEA Model." In 15th COTA International Conference of Transportation Professionals. Reston, VA: American Society of Civil Engineers, 2015. http://dx.doi.org/10.1061/9780784479292.219.
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Antun, Juan Pablo. "Corporative Trends in Urban Distribution of Goods in Mexico City." In CIT2016. Congreso de Ingeniería del Transporte. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/cit2016.2016.3257.
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The Logistics processes in urban-metropolitan distribution are constantly changing, both technological support and technical implementation in the processes themselves and in the management of these. It is necessary to monitor the substantive changes outlined in the metropolitan urban-physical distribution of goods, because they contribute to a better competitive position of companies in the market, and also to a better development of city life. It is a professional scientific and technical task that contributes, by its impact on "benchmarking", the improvement of engineering practices in the professional community of executives in logistics and supply chains. Based on three extensive field research (ANTÚN, JP; LOZANO, A; HERNÁNDEZ, R; ALARCÓN, R et al 2007; ANTÚN, JP; LOZANO, A; MAGALLANES, R; ALARCÓN, R; GRANADOS, F 2009, ANTUN JP ALARCON R; 2014) on Logistics Distribution of Goods in Mexico City, this article presents and discusses major corporate trends on a set of key logistics processes, and bring examples from Case Studies.DOI: http://dx.doi.org/10.4995/CIT2016.2016.3257
Reports on the topic "Professional Dev"
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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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Flandin, Simon, Germain Poizat, and Romuald Perinet. Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation. Fondation pour une culture de sécurité industrielle, February 2021. http://dx.doi.org/10.57071/948rpn.
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In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement – but also sometimes as a counterpoint – to management approaches based on anticipation and preparedness, resilience-based approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors’ approach are worth emphasizing: - They adopt a broad definition of “training”, which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. - They are more interested in activities and methods that develop professionals’ ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. - They see safety as resulting as much from the daily work activities that develop professionals’ ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: - Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. - Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulation-based methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
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Elias, Peter. La classification des professions (CITP-88). Organisation for Economic Co-Operation and Development (OECD), January 1997. http://dx.doi.org/10.1787/554385158062.
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Deutsch-Heng, Mikhael, Benoit Dostie, and Geneviève Dufour. Documenter l’évolution de la demande des compétences liée aux STIM. CIRANO, January 2022. http://dx.doi.org/10.54932/hajn9336.
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Quel est l’impact des changements technologiques sur la demande de compétences ? Qu’en est-il pour les compétences plus particulièrement liées aux professions STIM ? Pour le déterminer, nous apparions les données occupationnelles des Recensements canadiens de 2006 et 2016 à des données détaillées qui associent à chaque occupation des mesures d'habileté et compétences requises pour occuper ces dernières. Nous trouvons que la demande des compétences liées aux mathématiques a augmenté pendant cette période, mais que l’augmentation est concentrée chez les professions STIM et les professions liées aux STIM. Nous trouvons aussi que les changements dans la demande de compétences s’observent à l’intérieur d’occupations définies finement, plutôt que par des changements dans la structure occupationnelle.
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Torres-Mancera, Rocio, Carlos de las Heras-Pedrosa, Carmen Jambrino-Maldonado, and Patricia P. Iglesias-Sanchez. Public Relations and the Fundraising professional in the Cultural Heritage Industry: a study of Spain and Mexico / Las relaciones públicas y el profesional de la captación de fondos en la industria del patrimonio cultural: un estudio de España y México. Revista Internacional de Relaciones Públicas, June 2021. http://dx.doi.org/10.5783/rirp-21-2021-03-27-48.
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The present research aims to understand the current situation of strategic communication and public relations applied in the professional field of fundraising in the cultural heritage environment. It observes the current patterns used in the sector to obtain and generate long-term sustainable funding, through the stimulation of investors and International Cooperation projects from the European Union in line with UNESCO. Two international case studies are compared: Spain and Mexico, through the selection of territorial samples in Malaga and San Luis Potosi. The methodology used is based on a combination of in-depth interviews with key informants and content analysis. In the first instance, the degree of application of communication and public relations tools for strategic purposes to directly attract economic resources to the management of cultural heritage (tangible and intangible) in the region is studied. In line with the results obtained, the current parameters and key indicators of the profile of the fundraising professional in public and private cultural management are presented.
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Charest, Francine. Enjeux professionnels et organisationnels des Relations Publiques Web 2.0. Professional and organisational issues of Web 2.0 Public Relations. Revista Internacional de Relaciones Públicas, December 2012. http://dx.doi.org/10.5783/rirp-4-2012-02-31-50.
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Studsrød, Ingunn, Ragnhild Gjerstad Sørensen, Brita Gjerstad, Patrycja Sosnowska-Buxton, and Kathrine Skoland. “It’s very complex”: Professionals’ work with domestic violence (DV): Report – FGI and interviews 2022. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.249.
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This study explores Norwegian professionals' experiences of working within partner violence (PV) prevention area, including, cross-sectoral and interdisciplinary cooperation as well as possible successful strategies and measures in this area. This report is one of the deliverables of the “Integrated System of Domestic Violence Prevention” (ISDVP) project and of the agreement with The State Treasury, the Institute of Justice in Warsaw, Poland. This study contributes to research on professionals’ experiences of interprofessional collaboration in the domestic violence prevention area – a similar study was conducted in Poland. To facilitate an interdisciplinary and interagency group discussion, five focus groups (with 19 participants) were conducted. The analysis reveals that there is inter- and intra-sectoral collaboration in the domestic violence prevention area. There are marked challenges but also notable success stories. The participants talked about several barriers to cross-sectoral collaborations, such as i) professional requirements of confidentiality, mandate, and/or duty to report, especially in the domestic violence prevention stages; ii) the complexity and plethora of practical and organizational measures and initiatives as well as who does what and when, particularly when helping a client navigate through the system; and iii) the difficulty in defining as well as uncovering domestic violence because it can be understood differently by various parties, especially from a cross-cultural perspective and gender stereotypes. In terms of effective management of multisectoral collaboration, the participants mentioned i) several tools and models, e.g., SARA and Flexid, and ii) organization of emergency shelters; and iii) networking. Besides, the participants reported a need for a nuanced and multifocal approach to domestic violence prevention, including addressing the specificities of different vulnerable groups such as the elderly and the LGBQT+ community. They also talked about the importance of initiatives aimed at removing the stigma and taboo around domestic violence, also through targeting higher education establishments.
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Lovyanova, I. V., and Z. I. Vedrenkova. Caracterisation des objectifs et le contenu de la formation professionnelle visant a les mathematiques profil de l'ecole. Les Editions L'Originаlе, 2016. http://dx.doi.org/10.31812/0564/2359.
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L' article est consacré à la caractérisation des objectifs et le contenu de l'enseignement des mathématiques à orientation professionnelle dans les écoles spécialisées. Concentrez-vous sur la façon dont les objectifs de l'éducation et de la formation définie documents d'État sur l'éducation. Mettez en surbrillance les zones qui définissent les objectifs de l'enseignement des mathématiques. L'article définit le contenu de l'enseignement des mathématiques comme un système dans un système méthodique de formation professionnelle visant mathématiques qui vient dans une relation bilatérale étroite avec les objectifs du système et l'impact potentiel sur les autres composants du système d'orientation. V. Krajewski sont trois concepts de base qui déterminent le contenu de l'éducation et a souligné que le contenu de l'enseignement est plus large que le concept du contenu de l'apprentissage. Sur la base de généralisations dans l'article l'unité cible dans le cadre d'un enseignement des mathématiques à orientation professionnelle et des composants du système du contenu professionnel dirigé l'apprentissage des mathématiques.
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Armendáriz, Enrique. El nuevo perfil del profesional de la Comunicación y las Relaciones Públicas. Una visión desde la perspectiva del mercado / The new professional profile of Communication and Public Relations. A view from the market's perspective. Revista Internacional de Relaciones Públicas, May 2015. http://dx.doi.org/10.5783/rirp-9-2015-09-153-178.
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Gurieiev, Viktor, Yulii Kutsan, Anna Iatsyshyn, Andrii Iatsyshyn, Valeriia Kovach, Evgen Lysenko, Volodymyr Artemchuk, and Oleksandr Popov. Simulating Systems for Advanced Training and Professional Development of Energy Specialists in Power Sector. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4456.
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The crisis of the system of professional development and personnel training in the energy sector exists not only in Ukraine but also all over the world. The article describes the concept of development and functioning of the industry system of personnel training in the energy sector of Ukraine. The importance of using modern web-oriented technologies to improve the skills of operational and dispatching personnel in the energy sector of Ukraine is substantiated. The meth- ods of distributed power system operating modes modelling are presented. De- velopment and software tools for the construction of distributed simulating sys- tems and particular features of cloud technologies application for the creation of a virtual training centers network in the energy sector, as well as the ways to automate the process of simulating scenarios development are described. The ex- perience of introducing remote training courses for energy specialists and remote web-based training simulators based on a comprehensive model of the energy system of Ukraine is presented. An important practical aspect of the research is the application of software and data support for the development of personnel key competencies in the energy sector for rapid recognition of accidents and, if necessary, accident management. This will allow them to acquire knowledge and practical skills to solve the problems of analysis, modelling, forecasting, and monitoring data visualization of large power systems operating modes.