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Relevant bibliographies by topics / Professional groups

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Academic literature on the topic 'Professional groups'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 July 2024

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Journal articles on the topic "Professional groups"

1

Salzer, Mark S., Julian Rappaport, and Lisa Segre. "Professional appraisal of professionally led and self-help groups." American Journal of Orthopsychiatry 69, no. 4 (1999): 536–40. http://dx.doi.org/10.1037/h0080401.

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Purvlice, Baiba, Kristīne Mārtinsone, Anita Pipere, and Rolands Bortaščenoks. "IDENTITY OF PROFESSIONAL GROUPS PROVIDING PSYCHOLOGICAL HELP: A LITERATURE REVIEW." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 25, 2018): 229–39. http://dx.doi.org/10.17770/sie2018vol1.3296.

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Providing high quality mental health services is one of the key objectives for national governments declared by WHO, where professional groups providing psychological help play an important role. Confusion among the professional groups in the field poses difficulties both for the professionals and service users. The paper aims to review the studies focused on the identity of professional groups providig psychological help with a special emphasis on used methodological approaches. In the first section of the paper concepts used in the relevant studies are discussed, proposing collective professional identity as the most appropriate theoretical idea to ground the future research in the given field. The second section of this paper analyses the methodological approaches applied in mentioned studies. Collective identity of professionals is conceived by the sholars in given field as a multidimensional concept which is studied both quantitatively and qualitatively. Thus far quantitative research methods are more common, but benefits of qualitative research in the future are also stressed. The results of literature review will serve as the theoretical background for studying professional groups providing psychological help in Latvia.

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Henderson, Scott, Gillian Hyde, Simmy Grover, and Adrian Furnham. "Risk-Taking in Professional Groups." Psychology 12, no. 07 (2021): 1127–40. http://dx.doi.org/10.4236/psych.2021.127069.

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Doherty, Adele, Rueben C. Warren, and Jimmy Sheats. "Professional fees for special groups." Journal of the American Dental Association 114, no. 6 (June 1987): 764–66. http://dx.doi.org/10.14219/jada.archive.1987.0161.

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McCotter, Suzanne Schwarz. "Collaborative groups as professional development." Teaching and Teacher Education 17, no. 6 (August 2001): 685–704. http://dx.doi.org/10.1016/s0742-051x(01)00024-5.

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Vicente, Célia Cristina da Silva, Maria João Cardoso, and Raul Manuel da Silva Laureano. "Innovation in Accounting Tasks: Empirical Study in Two Professional Groups." Verslas: teorija ir praktika 17, no. 3 (September 29, 2016): 270–79. http://dx.doi.org/10.3846/btp.2016.649.

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The aim of this study is to contribute to the knowledge on innovation in accounting tasks, from the point of view of two professional groups. Its goals are: evaluating the importance given by the professionals to accounting tasks; identifying whether there is convergence between the two professional groups, regarding the importance of the tasks; examining whether there is an association between the professionals’ individual characteristics and the importance they attach to the tasks. Two professional groups were surveyed: 105 financial officers of the top 500 Portuguese companies; and 412 Chartered Accountants. The results obtained allowed us to conclude that the respondents attach more importance to the traditional tasks, linked to the concept of a monetary-oriented accountant, and less importance to the more innovative tasks, related to business strategy; there is no convergence between the two professional groups in terms of the importance of the accountants’ participation in the strategic tasks. Regarding the association between individual characteristics and the level of importance assigned to the accounting tasks, we found an influence of the following characteristics: gender; academic degree of the professionals; and the institution where that degree was obtained.

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Udem, Obiora Kingsley, Doris U. Aghoghovwia, and Ebikabowei Emmanuel Baro. "WhatsApp groups: channel for sharing information among LIS professionals in Nigeria." Electronic Library 38, no. 4 (September 8, 2020): 805–20. http://dx.doi.org/10.1108/el-12-2019-0289.

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Purpose The purpose of this study is to determine the type of information Library and Information Science professionals share in the WhatsApp groups in Nigeria. Design/methodology/approach The study adopted a quantitative content analysis research design. With a total of 739 participants, 1,385 posts of six different WhatsApp groups of Library and Information Science professionals for three months were analyzed. Findings The study found that the most shared information among the Library and Information Science professionals in Nigeria is post on professional information. This demonstrates that librarians are determined to share professional information among them to promote the profession. This was followed by political information basically on the Nigerian Library Association national executives’ election, and job advertisements related to the library. Although a few members violate the rules by posting the kind of information not required in the WhatsApp group, the erring members are quickly called to order and warned by the WhatsApp group administrator. Social implications Professional ties can grow among information specialists and library practitioners through participation in virtual communities such as WhatsApp group. The implication of this work is in showing that social media especially WhatsApp groups can be used as a knowledge sharing mechanism to share timely, current and relevant information among professionals in different occupations. Originality/value Findings on the use of WhatsApp group in sharing professional information will inform several other Library and Information Science professionals in other countries of the need to adopt this channel to disseminate timely information related to up-coming conferences, training opportunities, workshops, call for papers and so on among the professionals. The results of this paper are valuable for anyone interested in an avenue to share or receive much quicker and pertinent information that saves the time of professionals in any occupation.

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Schachter, Steven C., and Bernard J. Ransil. "Handedness Distributions in Nine Professional Groups." Perceptual and Motor Skills 82, no. 1 (February 1996): 51–63. http://dx.doi.org/10.2466/pms.1996.82.1.51.

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The relationships between profession and handedness were studied in approximately equal numbers of accountants, architects, dentists, lawyers, librarians, mathematicians, orthodontists, orthopedic surgeons, and psychiatrists ( ns = 133+36; N = 1196). Handedness was estimated using laterality scores derived from the Edinburgh Handedness Inventory and self-reported global handedness preference scores. Architects and lawyers had the most lefthanded average laterality scores. Orthopedic surgeons, mathematicians, and librarians had the most righthanded average laterality scores. Psychiatrists and lawyers had the most ambilateral laterality scores, mathematicians and librarians the least. These findings are discussed in relation to theories of handedness and cerebral localization of visuospatial and language function.

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Balgopal, Pallassana R., Paul H. Ephross, and Thomas V. Vassil. "Self-Help Groups and Professional Helpers." Small Group Behavior 17, no. 2 (May 1986): 123–37. http://dx.doi.org/10.1177/104649648601700201.

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Narayan, Mary Curry. "Special Interest Groups??? Shaping Professional Practice." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 11 (November 1998): 784. http://dx.doi.org/10.1097/00004045-199811000-00013.

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Dissertations / Theses on the topic "Professional groups"

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Esworthy, Ann. "Occupational stress in professional groups." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302878.

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Erasmus, Lucia. "Exploring the professional identity construction and negotiation of professionals from previously disadvantaged groups." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77813.

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Research purpose: This study aimed to explore the professional identity construction of accountants from previously disadvantaged groups. The study considered the significance of context and the influence of whiteness and racial micro-aggressions on individual identity construction. Motivation for this study: Little is known about the struggle that people from previously disadvantaged groups in South Africa have to go through to negotiate their professional identities. This study provided a platform for these individuals to share their journey in becoming a professional accountant and understanding the impact of context on their professional identity construction. Research design, approach and method: The study followed a qualitative design, and a multiple case study method was used. Semi-structured interviews were conducted through a narrative lens to explore the individual stories of the participants’ experiences. Non-probability purposive sampling was used. The sample consisted of five black professional accountants from previously disadvantaged groups. Data analysis took the form of individual case narratives followed by a thematic analysis across cases. Main findings: The history of apartheid is still present in South African organisations today in the form of racial micro-aggression and whiteness which create barriers to the professional identity construction of people from previously disadvantaged groups. It was found that the following contexts influence identity construction: political, legislative, socio-economic, educational, organisational, professional, family and cultural contexts. Practical Implications: Legislation such as BBEEE, AA and the EEA are in place to support the transformation agenda of South African organisations. However, in this study it became clear that legislation does not achieve its intended impact. If organisations do not start supporting professionals of colour, it will have a major impact on their skills and career development as well as on talent retention within organisations. Value/Study contribution: The results could become a valuable resource for educational institutions, professional bodies and managers within organisations to enable them to eliminate the barriers of whiteness and micro-aggression and to support people from previously disadvantaged groups to construct positive professional identities.
Dissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted

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Bunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /." Connect to dissertation online, 2008.

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Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.

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Lucas, Barbara Ann. "Whole-faculty study groups : impact on the professional community of schools /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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Ortakoyluoglu, (kucukavsar) Hale. "A Comparison Of Professional Qualities Of Two Groups Of Prospective English Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605437/index.pdf.

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The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquo
Language and Awareness&rdquo
domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo
perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.

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Adams, Kelvin. "The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/253.

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In an era of school reform it should not be uncommon for educators to review every strategy or tool to initiate changes that will result in increased student achievement and school improvement. The rhetoric is that the changes begin with the federal government, state board of education, local school board, superintendent, and central office, but the reality is that the changes must begin at the doors of the school. In the school, the changes must begin with the staff, students, and the parents. The school community must become alive with learning among the staff, students and parents. The school staff must see themselves as a community of learners, where the entire school learns together. The term used to describe a school where the faculty sees themselves as a community of learners is a "professional learning community" (Hord, 2004, p. 1). The purpose of this study is to determine how one school can become a professional learning community through the implementation of whole faculty study groups and peer observation. Professional learning communities do exist, but the manner in which they are created is nebulous. This study sought to evaluate a senior high school staff as they underwent the process of creating a professional learning community through the development of whole faculty study groups and peer observation. A questionnaire was given to the staff before, during, and after the implementation of peer observation and whole faculty study groups. A comparison was made of the results from the questionnaires over time. Critical incidents create the basis for an action research case study methodology. The critical incidents were ascertained through focus groups.

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Parker, Paul Rodney. "The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.

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Curtis, Vernon Glen Lagrotteria. "Incidence of football injuries in different age groups at a professional football club." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7312_1205416141.

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Football is the most popular sport in the world, and it continues to have a progressive annual increase in the number of active players and the number of games played per season, which in turn, leads to an increase in the frequency of injuries. Football is extensively researched worldwide, however, some current studies confirm that the results on football injury factors are limited, as well as inconsistent and incomplete. The main aim of this study was to examine interrelating factors of football injuries through the various age groups at a designated football club. The study aimed to expose the injury risk factors and patterns present in the various age groups.

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DiBenigno, Julia Marie. "Warriors versus experts : managing conflict between professional groups for US Army mental healthcare." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105291.

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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 114-123).
Organizational life is rife with conflict between groups with different interests who pursue different goals. Integrative mechanisms to promote goal alignment do not always work, particularly when conflicts involve professional groups with strong commitments to their professional identities and perspectives. I draw on data from a 30-month comparative ethnographic field study of conflict between US Army commanders privileging their professional group's goal of fielding a mission-ready unit and mental health providers privileging their professional group's goal of providing rehabilitative mental healthcare to active-duty soldiers suffering from conditions such as Post Traumatic Stress Disorder. All providers and commanders faced longstanding conflict related to their professional group differences in goals, identities, and perspectives, and all had access to a host of integrative mechanisms to overcome these differences. Yet, only those associated with two of the four combat brigades on the US Army post featured in this dissertation regularly handled these conflicts by co-constructing integrative solutions that accomplished both professional groups' goals and the organization's overarching goal to have both mentally healthy and mission-ready soldiers. I find that an organizational structure that enables what I call "anchored personalization" can help different professional groups overcome identity conflict and entrenchment in their home group's perspective to align their goals, without becoming coopted by the other group's perspective from personalized contact with the other group. Anchored personalization resulted from an organizational structure that provided a long-term personal connection with specific members of the other group, while anchoring group members in their home group identity from working surrounded by their fellow group members. Anchored personalization reduced longstanding identity conflict between groups by broadening and expanding each group's professional identity to incorporate elements of the other group's perspective, enabling what I call "anchored perspective-taking." Anchored perspective-taking practices led to the co-construction of integrative solutions to conflicts that aligned seemingly incompatible group goals to achieve the organization's superordinate goal. This dissertation contributes to our understanding of managing goal and identity conflict between professional groups in organizations and to our understanding of the dark side of personalization without anchoring.
by Julia Marie DiBenigno.
Ph. D.

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Books on the topic "Professional groups"

1

Self-help organizations and professional practice. Silver Spring, Md: National Association of Social Workers, 1987.

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Cierpiałkowska, Lidia. Alcoholism: Self-help groups and professional therapy. Delft: Eburon Publisher, 1994.

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Professional criminal groups and their crimes in Indonesia. [Jakarta: Jakarta Metropolitan Police, Indonesia?, 1988.

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Sturgess, D. A. Working together: Facilitating professional growth in teacher groups. Derby: Association of Teachers of Mathematics, 1988.

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The Use of Small Groups in Training. London: Taylor and Francis, 2018.

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Maeve, Groom, South East Staffordshire Health Authority., and University of Birmingham. Department of Social Policy and Social Work., eds. Establishing professional development groups: A handbook for the professions. [S.l.]: South East Staffordshire Health Authority in conjunction with the University of Birmingham, 1991.

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W, Lick Dale, ed. Whole-faculty study groups: Creating student-based professional development. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2001.

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Baaijens, Joan. Beleidsnetwerken in actie: Een analyse van de interactie tussen overheid en belangengroepen, naar aanleiding van het prijs-/inkomensbeleid vrije beroepsbeoefenaars. Deventer: Kluwer, 1988.

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Sarah, Robbins, ed. Teachers' writing groups: Collaborative inquiry and reflection for professional growth. Kennesaw, GA: Kennesaw State University Press, 2006.

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Institute, Pennsylvania Bar, ed. Qualified retirement & other employment benefits plans for small businesses & professional groups. [Harrisburg, Pa.] (104 South St., P.O. Box 1027, Harrisburg 17108-1027): Pennsylvania Bar Institute, 1992.

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Book chapters on the topic "Professional groups"

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Strauss, Anselm L., Lee Rainwater, and W. Lloyd Warner. "Major Groups within Chemistry." In The Professional Scientist, 36–48. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315134260-5.

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Kagan, Carolyn, and Josie Evans. "Working with groups." In Professional Interpersonal Skills for Nurses, 175–89. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4463-4_12.

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Farrell, Thomas S. C. "Professional Development." In Reflective Practice in ESL Teacher Development Groups, 17–31. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_2.

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Kessler, Sarah. "3.6 Focus group interviews with professional groups." In Competing Climate Cultures in Germany, 101–6. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839471432-020.

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D’Amico, Stefano. "Social Stratification and Professional Groups." In Spanish Milan, 35–60. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137309372_3.

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D’Anselmi, Paolo, Athanasios Chymis, and Massimiliano Di Bitetto. "The Role of Professional Groups." In Unknown Values and Stakeholders, 243–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32591-0_17.

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Allen, Kelly-Ann, Chelsea Hyde, Emily Berger, Joe Coyne, Simone Gindidis, Camelia Wilkinson, Zoe A. Morris, and Gerald Wurf. "Professional associations and member groups." In How to be an Educational and Developmental Psychologist, 109–19. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003330974-7.

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Storey, Valerie A., and Brendan M. Richard. "Critical Friends Groups: Moving beyond Mentoring." In Redesigning Professional Education Doctorates, 9–23. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137358295_2.

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Corlett, J. Angelo. "Compensatory Justice to Groups." In Encyclopedia of Business and Professional Ethics, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-23514-1_13-1.

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Corlett, J. Angelo. "Compensatory Justice to Groups." In Encyclopedia of Business and Professional Ethics, 368–72. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-22767-8_13.

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Conference papers on the topic "Professional groups"

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Zapolski, John. "Towards knowledge building in professional groups." In CHI '05 extended abstracts. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1056808.1056831.

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Karle, David, Lindsey Bahe, and Yong Gyun Noh. "Inclusive Mindset: Remote Professional Summer Experience." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.61.

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In response to the realities of the COVID-19 pandemic, a new pilot program at the University of Nebraska-Lincoln, College of Architecture was established in partnership with local design professionals by identifying opportunities to engage a diverse student population inclusively. Due to the reduction in internships, the pilot program provided an equitable edu¬cational experience to all students regardless of academic level, academic performance, previous work experience, financial ability, or geographic location while allowing them to maintain their academic paths to graduation. The partner¬ship provided students a three-week remote professional summer experience through a series of three one-credit sessions, including eleven sub-themes. The pilot program was established for two student groups. The first is upper-level students who are required to obtain internship experience before graduation but could not get these internships due to COVID-19. Another target group was students early in their educational careers who were interested in getting a firsthand look into practice by engag-ing with a multi-disciplinary professional design office. The course structure employs inclusive strategies for stu¬dents at various academic levels and physical locations to participate in the class and with professionals remotely. Because of this the developmental team believes the course experienced rapid interest and enrollment within a brief timeframe, suggesting strong student interest in having access to and engagement with professionals they previously lacked. This emerging professional participation model for accessible learning in diverse student groups cultivated inclusive excellence, providing impactful learning experiences about design practice with professional design communities to student populations who would otherwise have limited engagement opportunities and access to these communities.

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Rawashdeh, Nathir A., and Martin Loffler-Mang. "Establishment of mechatronics engineering professional groups in Jordan." In 2012 9th France-Japan & 7th Europe-Asia Congress on Mechatronics (MECATRONICS) / 13th Int'l Workshop on Research and Education in Mechatronics (REM). IEEE, 2012. http://dx.doi.org/10.1109/mecatronics.2012.6451051.

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Гарусова, Ольга. "Professional occupations of the Russian population during the interwar period in Kishinev." In Simpozion internațional de etnologie: Tradiții și procese etnice, Ediția III. Institute of Cultural Heritage, Republic of Moldova, 2023. http://dx.doi.org/10.52603/9789975841733.20.

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Being one of the most urbanized ethnic groups in Bessarabia, the majority of Russian population was engaged in professional activities. Th e article analyzes the specialized occupations of the Russian-speaking intellectuals from Kishinev when this region was a part of Royal Romania. Changes taken place in the labor market during this transitional historical period have transformed the formerly existing hierarchy of employment, moving the Russians from managerial and administrative structures to economic and cultural spheres of activity. Based on the materials that deal with the life trajectories of diff erent professional groups of intellectuals (offi cials, employees, lawyers, doctors, journalists, artists, etc.), the author reviews a less studied plot of adaptation of the Russian-speaking specialists to new political and socio-economic conditions, determining the ways and chances of their self-realization. Previous professions or the acquisition of new ones, able to realize the creative potential, could emphasize their signifi cance as the “owner of the profession” and allowed them to consistently maintain their habitual lifestyle and cultural traditions, contributing to social adaptation to the new reality.

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Kaulēns, Oskars, and Reinis Upenieks. "Understanding of Teachers and Healthcare Professionals about their Professional Development." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.64.

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Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.

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Merkulova, A. G., S. A. Kalinina, and E. V. Dmitrieva. "MENTAL WORKERS MENTAL HEALTH ASSESSMENT PROFESSIONAL LONGEVITY PROLONGATION." In The 4th «OCCUPATION and HEALTH» International Youth Forum (OHIYF-2022). FSBSI «IRIOH», 2022. http://dx.doi.org/10.31089/978-5-6042929-6-9-2022-1-156-160.

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Introduction: Timely assessment and prevention of negative mental states that may develop during professional activity period are necessary to maintain efficiency, reliability of activity and longevity of work not only for particular employee, but for organization as a whole functioning also. Research goal: Mental workers mental health state assessment, taking into account gender and age characteristics and labor intensity class. Research methods: The study involved 359 employees of 13 professional groups 30-59 years aged. Labor intensity according to Guidelines R 2.2.2006-05 and psychological testing using questionnaires were evaluated to assess the degree of chronic fatigue, acute mental fatigue, work stress, professional burnout and depression were carried out. Mental states level was assessed depending on gender, age and class of work intensity; the predictors of professional burnout were determined. Results: Comparison of the severity of psychological states depending on the class of labor intensity, gender and age revealed the presence of statistically significant differences between studied groups (p<0.05). With an increase of working conditions class, all indicators increase average score were observed. More pronounced negative states were noted in the group of men. Worsening of results in the senior age groups was shown. As predictors of professional burnout, the level of depression, mental fatigue, work experience in the specialty were noted (adjusted R2 = 0.66). Conclusions: Programs to prevent of negative mental states development for mental workers, their gender, age group and work intensity class should be taken into account.

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Bulgakova, Oksana, Lesya Zbaravska, Ilmars Dukulis, and Adolfs Rucins. "Content of professionally oriented training in course of physics for students of agricultural engineering specialties." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf134.

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The technology of professionally oriented education requires fundamental changes in the organization, content and methods of the educational process. This is, first of all, the transfer of emphasis of theoretical training to theoretical and applied, professionally oriented training. On the scientific and methodological level, the relevance of this investigation is determined by the need to design the process of forming professional competence and to identify didactic conditions that contribute to its efficient implementation. The purpose of this study is the problem of forming professional competence of the future engineers in the process of teaching a physics course. As a result of the investigation the efficiency of the proposed methodology for the formation of professional competence of the future agricultural engineers was scientifically substantiated and experimentally verified. A comparative analysis of the results of the study in the reference and the experimental group showed that the quantitative indicators and qualitative characteristics of the levels of formation of the components of the readiness of the future agricultural engineer to implement professionally oriented training in the experimental groups increased significantly compared to the reference group. In the experimental groups the number of students with a low level of knowledge decreased by 48% and increased with an average of ( 29% and sufficient by 18.5%. The positive dynamics of the level of knowledge revealed as a result of experimental verification gives reason to assert the efficiency of the proposed organizational and pedagogical conditions of this methodology for the implementation of professionally oriented education in the course of physics.

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Wang, Mingyu, Shaojunn Zhang, Chunxiao Jiang, Chengda Zhang, and Fengguang Jia. "Cooperative Development of High Level Professional Marine Engineering Groups." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.36.

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Schumann, Hans, Louis Rosenberg, and Gregg Willcox. "'"Human Swarms” of novice sports fans beat professional handicappers when forecasting NFL football games." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003287.

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The biological phenomenon of Swarm Intelligence (SI) enables social species to converge on group decisions by interacting in real-time systems. Studied in schools of fish, bee swarms, and bird flocks, biologists have shown for decades that SI can greatly amplify group intelligence in natural systems. Artificial Swarm Intelligence (ASI) is a computer-mediated technique developed in 2015 to enable networked human groups to form real-time systems that can deliberate and converge on decisions, predictions, estimations, and prioritizations. A unique combination of real-time HCI methods and AI algorithms, ASI technology (also called “Human Swarming” or “Swarm AI”) has been shown in many studies to amplify group intelligence in forecasting tasks, often enabling small groups of non-professionals to exceed expert level performance. In the current study, small groups of approximately 24 amateur sports fans used an online platform called Swarm to collaboratively make weekly predictions (against the spread) of every football game in four consecutive NFL seasons (2019 - 2022) for a total of 1027 forecasted games. Approximately 5 games per week (as forecast by the human swarm) were identified as “predictable” using statistical heuristics. Performance was compared against the Vegas betting markets and measured against accepted performance benchmarks for professional handicappers. It is well known that professional bettors rarely achieve more than 55% accuracy against the Vegas spread and that top experts in the world rarely exceed 58% accuracy. In this study the amateur sports fans achieved 62.5% accuracy against the spread when connected as real-time “swarms.” A statistical analysis of this result (across 4 NFL seasons) found that swarms outperformed the 55% accuracy benchmark for human experts with significance (p=0.002). These results confirmed for the first time that groups of amateurs, when connected in real-time using ASI, can consistently generate forecasts that exceeded expert level performance with a high degree of statistical certainty.Keywords: Swarm Intelligence, Artificial Swarm Intelligence, Collective Intelligence, Wisdom of Crowds, Hyperswarms,

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Posukhova, Oxana. "Сareer Aspirations Of Socially Oriented Professional Groups In Russian Megalopolises." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.351.

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Reports on the topic "Professional groups"

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Austin, Velda R., and Wayne R. Wilson. Classification of Champus Professional Services to Ambulatory Patient Groups and Assignment of Resource-Based Relative Values. Champus Professional Services Classification Study (CPSCS). Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada251256.

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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.

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Rebelo, André, João R. Pereira, Diogo V. Martinho, and João Valente-dos-Santos. Rating of Perceived Exertion in Professional Volleyball: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0034.

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Review question / Objective: The purpose of the current review was to systematically and critically evaluate the use RPE-based methods in professional volleyball. Condition being studied: Monitoring athlete load is better understood through sub-dividing load into two groups – internal and external. Internal training load (ITL) refers to the physiological stress that a training session induces in the athlete. Rating of perceived exertion (RPE) has become the most common method of monitoring ITL. The RPE method was originally developed by Borg, and Foster et al. created a simple technique to quantify ITL using a modification of this scale. This technique is known as the session RPE (sRPE) and is derived by multiplying the overall RPE obtained at the end of a training session (or match), using the Borg Category-Ratio 10 scale (BORG-CR10) by the total duration (in minutes) of the training session, to provide a modified training impulse (TRIMP) score.

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Mian, Anam. ARL Annual Salary Survey 2022. Association of Research Libraries, November 2023. http://dx.doi.org/10.29242/salary.2022.

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This report analyzes salary data for professional staff working in 125 of the 126 ARL member libraries during 2022. Data are reported for 10,715 professional staff from the 119 university ARL libraries in Canada and the United States and for 1,116 professional staff of the 6 US federal, nonprofit, and public ARL libraries. In the Salary Survey, data for university library staff are usually reported in three distinct groups: general library systems, health sciences libraries, and law libraries.

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Morrill, Gene. Attitudes of mental health professional groups toward mental health treatment modalities as measured by the semantic differential technique. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3214.

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Marold, Juliane, Ruth Wagner, Markus Schöbel, and Dietrich Manzey. Decision-making in groups under uncertainty. Fondation pour une culture de sécurité industrielle, February 2012. http://dx.doi.org/10.57071/361udm.

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The authors have studied daily decision-making processes in groups under uncertainty, with an exploratory field study in the medical domain. The work follows the tradition of naturalistic decision-making (NDM) research. It aims to understand how groups in this high reliability context conceptualize and internalize uncertainties, and how they handle them in order to achieve effective decision-making in their everyday activities. Analysis of the survey data shows that uncertainty is thought of in terms of issues and sources (as identified by previous research), but also (possibly a domain-specific observation) as a lack of personal knowledge or skill. Uncertainty is accompanied by emotions of fear and shame. It arises during the diagnostic process, the treatment process and the outcome of medical decision making. The most frequently cited sources of uncertainty are partly lacking information and inadequate understanding owing to instability of information. Descriptions of typical group decisions reveal that the individual himself is a source of uncertainty when a lack of knowledge, skills and expertise is perceived. The group can serve as a source of uncertainty if divergent opinions in the decision making group exist. Three different situations of group decisions are identified: Interdisciplinary regular meetings (e.g. tumor conferences), formal ward meetings and ad hoc consultations. In all healthcare units concerned by the study, only little use of structured decision making procedures and processes is reported. Strategies used to handle uncertainty include attempts to reduce uncertainty by collecting additional information, delaying action until more information is available or by soliciting advice from other physicians. The factors which ultimately determine group decisions are hierarchy (the opinion of more senior medical staff carries more weight than that of junior staff), patients’ interest and professional competence. Important attributes of poor group decisions are the absence of consensus and the use of hierarchy as the predominant decision criterion. On the other hand, decisions judged to be effective are marked by a sufficient information base, a positive discussion culture and consensus. The authors identify four possible obstacles to effective decision making: a steep hierarchy gradient, a poor discussion culture, a strong need for consensus, and insufficient structure and guidance of group decision making processes. A number of intervention techniques which have been shown in other industries to be effective in improving some of these obstacles are presented.

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Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

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In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.

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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, June 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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