Academic literature on the topic 'Professional Knowledge Bases'
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Journal articles on the topic "Professional Knowledge Bases"
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Tether, B. S., Q. C. Li, and A. Mina. "Knowledge-bases, places, spatial configurations and the performance of knowledge-intensive professional service firms." Journal of Economic Geography 12, no. 5 (September 1, 2012): 969–1001. http://dx.doi.org/10.1093/jeg/lbs015.
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Rosu, Sebastian Marius, George Dragoi, Costel Emil Cotet, and Luminita Rosu. "PROFESSIONAL RISK ASSESSMENT USING KNOWLEDGE BASES IN SMALL AND MEDIUM ENTERPRISES." Environmental Engineering and Management Journal 9, no. 4 (2010): 489–93. http://dx.doi.org/10.30638/eemj.2010.068.
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Ngan, Duong Thi Ngoc, Maria Hercz, and Nguyen Van Thong. "Teachers’ Professional Knowledge and their Professional Identity If they Relate or not?" International Journal of Childhood Education 2, no. 4 (December 3, 2021): 17–31. http://dx.doi.org/10.33422/ijce.v2i4.93.
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There exist some evidence that research on knowledge of teachers has led to new insights and that studies on teachers’ professional identity is of increasing interest for research in the field of education. In reality, there has been no attempt documented in opening the black box of teachers’ professional identity and professional knowledge to see how they actually internally related. The current paper fills this gap and bases its reasoning of teachers’ professional knowledge presumably seen as the reflection of their professional identity on 3 central parts of teachers’ professional knowledge (conceptions, relations, conditions) and 3 aspect of their professional identity (subject matter experts, pedagogical experts and didactic experts). Significantly potential implication can be drawn for the identification of instructor’s trends of teaching through having a sufficient and comprehensive understanding about what they believe about them as the instructors. Also to be considered is its potential contribution to the advancement of educational studies regarding proposing the new pedagogical and didactical intervention and adapting the currently-employed measures for quality assurance to approach the teaching development.
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Krasnovа, Nataliia. "Interactive Methods of Preparation of the Future Social Worker for Professional Activity in the Context of the Competence Approach at Studying of an Educational Component «Technologies of Social Work»." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 59–74. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-59-74.
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The article examines the methods of training future social workers as competent and effective professionals capable of social practice in the study of the educational component «Social Work Technologies», based on alternative, large-scale, advanced, problematic, activity bases, which define dialogue, context, game, modular, information and computer and other technologies that consider them as system-forming means of training. The following interactive methods are defined and characterized: training (aimed at the formation of professional competencies and the development of relevant practical skills and abilities that meet the goals of professional action); independent work (formation of knowledge, skills and abilities of professional activity); integrated media-educational technologies (forms a dialogic space of the student's personality promotes the development of such skills: reconstruction of intentions (motivational-target attitudes), diagnostics of intentionalities of subjects, argumentation, establishing associative and professionally significant connections between media texts and social phenomena); case study method, which involves open discussion, work in microgroups, participation in webinars on relevant topics, stimulating self-educational activities (aimed at: forming a set of knowledge and professional competencies, ability to work in a team to make decisions; group performance evaluation); coaching (aimed at stimulating self-learning, the possibility of self-realization, the disclosure of internal potential, and the activation of the system of motivation of each individual).
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Wilson, Jean, and Arnold J. Moore. "Writing the Knowledge Bases for Professional Education Standard of the NCATE Report." Action in Teacher Education 11, no. 4 (January 1990): 48–53. http://dx.doi.org/10.1080/01626620.1990.10463101.
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Dwyer, Anne, Caroline Jones, and Lee Rosas. "What digital technology do early childhood educators use and what digital resources do they seek?" Australasian Journal of Early Childhood 44, no. 1 (March 2019): 91–105. http://dx.doi.org/10.1177/1836939119841459.
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Continuing professional learning is vital to early childhood professionals, and the use of digital technology can potentially reduce costs and improve access. In this study, 74 educators across 17 early childhood services in Australian urban and regional locations completed a questionnaire about their personal and professional uses of digital technology to find resources. The results indicate most early childhood educators use digital technology to construct their own professional knowledge bases, and though they make some use of formal resources around national standards, they make greater use of informal resources and discussion groups. They tend to seek practical information and activity ideas and ways to connect with other professionals, although this varies somewhat by years of professional experience, age and the socioeconomic context they work in. Results highlight early childhood educators’ professional learning desires and the potential value of mobile learning for providing access to professional learning for early childhood educators working in resource-limited and geographically limited settings.
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Tergenbayeva, Zh T., and L. N. Karasholakova. "Pedagogical bases of formation of professional competence of future teachers." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 60–67. http://dx.doi.org/10.31489/2021ped4/60-67.
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This article presents the features of the pedagogical foundations of the formation and development of vocational competence of future teachers. Essence of vocational competence is defined. The efficiency of the basis that ensures the formation and development of vocational competence of future teachers is demonstrated. The main objectives of the study are: to reveal the essence of the principle of «professional competence» of a teacher; to define the components of professional competence of a future teacher; to determine the state of the problem of formation of future professional competence of teachers of general pedagogy; improvement of the theoretical principles of pedagogy as a science for the formation and development of professional qualities of future teachers; research and analysis of the most effective ways to develop professional competence and literacy of students of a pedagogical university in the preparation of future teachers. The formation of competencies of personal qualities of future teachers, which consists of four components, structural components of personal qualities is determined. These components increase the personal qualities and form the professional competence of future teachers. The article analyzes the basic concepts of the formation of professional competencies of future teachers of the educational process, studies and discusses the scientific works of Kazakh and Russian researchers. It is revealed that the pedagogical foundations of the formation and development of vocational competence and literacy of future teachers are the ability to independently solve problems and tasks in the field of biology, the ability to self-development based on knowledge, skills and abilities. The theory of the article leads to the understanding that the teacher must have new knowledge, personal qualities of professional significance.
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Kamolova, Nargiza. "Scientific and methodological bases of professional training of future chemistry teachers." Общество и инновации 2, no. 10/S (December 10, 2021): 506–10. http://dx.doi.org/10.47689/2181-1415-vol2-iss10/s-pp506-510.
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The purpose of this article is to study the knowledge of teachers in the field of chemical and technological science. Using new learning modules, new principles of computational chemistry for chemistry teachers are explored.
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AKMALDINOVA, V. "CHARACTERISTICS NORMATIVE LEGAL BASES FORMATION OF READYNESS OF FUTURE MASTER IN TRANSPORT TECHNOLOGIES (BY AIR TRANSPORT) FOR PROFESSIONAL ACTIVITY IN TECHNICAL UNIVERSITY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 5–9. http://dx.doi.org/10.33989/2075-146x.2021.27.246973.
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The article analyzes the features of professional training of future masters in transport technology (by air transport) in the institution of higher technical education. The normative-legal and organizational-pedagogical bases of formation of readiness of future masters іn transport technologies (by air transport) to professional activity in experience of technical establishments of higher education of Ukraine are characterized. It is noted that the educational process should be aimed at preparing future professionals for independent professional activity. It was found that the process of forming the readiness of future specialists in transport technology (by air transport) begins in the system of their training and is inextricably linked with the content, methods of knowledge presentation, pedagogical competence of teachers, individualization of education, educational and cognitive activities of students. the educational environment of the institution of higher technical education, the level of motivation of students. The basis of professional training should be classroom and independent search and creative activity of the student, in the process of which the professional knowledge, abilities and skills, personal qualities set by the educational and qualification characteristic will be formed. The main directions of modernization of the content of professional training of future masters in transport technologies (by air transport) are substantiated: harmonization of normative-legal base on professional training of masters in transport technologies, their better adaptation to new requirements of European educational space, modern national and European labor markets; combination of theoretical and practical training; modernization of forms and methods of teaching; wider use of the potential of information technology, e-learning.
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Жернов, Евгений, and Evgeny Zhernov. "Intrafirm Culture of Knowledge Update: Humanistic Approach." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2019, no. 1 (April 18, 2019): 70–76. http://dx.doi.org/10.21603/2500-3372-2019-4-1-70-76.
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The present research features the culture of knowledge in the organization (firm). The purpose of the research is to substantiate the need to apply the humanistic approach to the formation of a culture of knowledge in the personnel policy of a modern firm. The research employed a qualitative analysis of knowledge orientation in the typologies of organizational culture. The author determines the areas of application of types of organizational culture according to their orientation on the knowledge of workers. The paper reveals the main and almost the only way to transfer tacit knowledge – socialization and its form, mentoring. The author proposes to create knowledge bases of intrafirm professional communities as the joint ownership of employees who possess personal knowledge. The results can be used for the development of the personnel and social policies of the firm, taking into account the proposed humanistic approach to the formation of the culture of knowledge and its update. Conclusions: 1. The culture of knowledge as a source of its update should be considered in personnel management, and not in knowledge management, since knowledge is the personal property of employees, not firms. 2. Organizations should create not corporate knowledge bases, but knowledge bases of intrafirm professional communities. 3. The proposed humanistic approach will ensure the creation of the cognitive environment that is adequate to the culture of knowledge, which in turn, will give a positive socio-economic effect to the activities of the organization (firm) by updating the knowledge of its employees.
Dissertations / Theses on the topic "Professional Knowledge Bases"
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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Exley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.
Full textAbstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as ‘New Times’ (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999).
A review of the literature on teachers’ professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers’ knowledge of their own and students’ pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers’ knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times.
More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semi-structured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers’ descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design.
The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers’ professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students’ pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet.
The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers’ pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation.
These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students’ or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners’ needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.
Full textAbstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
4
Pina, Katia Oliveira. "Into the black box of Knowledge Intensive Business Services : understanding the knowledge bases, innovation and competitiveness of KIBS." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/into-the-black-box-of-knowledge-intensive-business-services-understanding-the-knowledge-bases-innovation-and-competitiveness-of-kibs(6e9139fc-5a82-4378-88bd-5712d2aeef5b).html.
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This dissertation focuses on Knowledge Intensive Business Services (KIBS). It aims to understand what these businesses are and to examine variety among them. In seeking to understand their diversity, I focus especially on the ‘knowledge bases’ at the core of their activities. The dissertation is based on three complementary studies. The first is a systematic review of the literature on KIBS. This is based primarily on a review of 130 carefully selected, relevant articles, and focuses on three questions: how are KIBS defined? how do KIBS compete? and how do KIBS innovate? The review shows that: (i) the literature is fragmented; most research does not build substantially on previous methods or findings; and (ii) while evidently heterogeneous, most of the literature has overlooked variety among KIBS. I also highlight what still needs to be known about KIBS.The second and third papers then focus on variety among KIBS, by classifying them according to their ‘knowledge bases’. In the first of these papers, I classify KIBS according to their primary knowledge bases, following the SAS Model, which identifies three: ‘analytical knowledge’, ‘synthetic knowledge’ and ‘symbolic knowledge’. Firms in three KIBS sectors: ‘architecture and engineering consultancy’; ‘specialist design’; and ‘computer and IT services’ are classified by their primary knowledge base according to information drawn from company websites. I then relate this classification to firm behaviour with respect to innovation, finding differences by primary knowledge base in the nature of the investments firms make to innovate, and in their propensities to innovate. In the second of the papers which relates ‘knowledge bases’ to KIBS, I develop the ‘knowledge bases’ approach conceptually, methodologically and empirically. Conceptually, I identify a hitherto unrecognised knowledge base: ‘compliance knowledge’. This relates to the knowledge of, and to interpretations of, laws and regulations. This knowledge base does not fit with any of the existing SAS types. Methodologically, I extract fuller information from company websites, and develop more sophisticated approaches to measurement, which allows multiple knowledge bases to be present in any one firm. Empirically, I successfully identify ‘compliance knowledge’, alongside ‘analytical’ and ‘symbolic knowledge’. I show that these are unevenly distributed across KIBS industries, including ‘advertising and design’, ‘architecture’, ‘engineering consultancy’ and ‘market research’, but importantly there is no one-to-one mapping between knowledge bases and industries. I discuss the implications of this, including for understanding the diversification of KIBS. This dissertation therefore contributes conceptually, methodologically and empirically to both understanding variety among KIBS and to the ‘knowledge bases’ literature.
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Cummings, Gregory Aaron. "Defining the knowledge base of our profession: a look at agricultural and extension education in the 21st century." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2279.
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The profession of agricultural and extension education has increased in
complexity in response to the demands of the changing field of agriculture and the need
for educators who are responsive to those demands. A standardization of the knowledge
base of the profession is seen as necessary in light of geographic mobility, the
nationwide emphasis on assessment, and the need for a public relations tool that clearly
articulates the concepts forming the framework of agricultural and extension education.
In this study a panel of experts consisting of agricultural and extension education
leaders nationwide, responded to open-ended and Likert-type surveys online as part of a
Delphi technique to establish the knowledge base for agricultural and extension
education. Three rounds of the Delphi technique were used. A minimum of 13 of the 24
panel members were required to respond to each round. Ninety-five statements were
initially generated by 16 panel members in response to an open-ended statement in
Round I which asked the participants ??What are the articulated understandings, skills,
and judgments that serve as the foundation of knowledge (??the body??) for professionals
in agricultural and extension education??? These statements were presented to the panel
members in Round II. Two-thirds of the panelists had to ??Strongly Agree?? or ??Agree??
with each item for it to be retained for Round III. Based on the responses of 14
panelists in Round II, 67 items were retained for Round III, and one item was added
based on panel input. After Round III, three items were eliminated due to lack of twothirds
achievement of ??Strongly Agree?? and ??Agree?? ratings by 17 respondents. Thus,
65 statements established the knowledge base of agricultural and extension education in
this study. Among the knowledge base are concepts related to traits of effective
educators; management issues; environmental impacts on instruction; curriculum
development; learner-based contextual, applied pedagogical strategies; leadership
development; communications; assessment strategies; community and collegial
connections; integration of technology; critical thinking and problem solving; and
teaching as a changing process grounded in sound theory.
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Tokode, Olukayode. "Collaborative knowledge construction in problem-based learning : a corpus-based study." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42602/.
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Background Effective disease diagnosis and treatment relies on a conceptual knowledge base that is both expansive and well-networked. The problem-based learning (PBL) curriculum is considered as being well-suited to creating this kind of knowledge. The facilitator plays a crucial role in establishing and maintaining the knowledge construction discourse as students interact to resolve case problems. An exploration of tutorial talk could provide opportunities to understand and improve verbal interactions of this nature. Many of the previous studies have only analysed a small amount of tutorial talks owing to methodological constraints, and the existing literature on the subject matter only scarcely touches upon the utility of lexicogrammatical methods for the development of an understanding of knowledge construction in medical PBL tutorials. In this research, a blend of corpus linguistics methodology and a lexicogrammatical approach was employed for the analysis of talk in 8 PBL tutorial groups in order to deepen our understanding of how students jointly construct knowledge and how the facilitator guides the process. Aims In this study, a corpus of 2,37,820 comprising eight PBL students’ and facilitators’ tutorial talk was created to achieve the following aims: I. To use the students’ subcorpus to answer the research question (1) by measuring the frequencies and describing the functions of the frequently occurring (1) referring expression indicators; (2) shared knowledge indicators; (3) knowledge extension indicators; and (4) knowledge enhancement indicators. II. To use the facilitators’ subcorpus to answer the research question (2) by measuring the frequencies and describing the functions of the commonly occurring (1) facilitators’ questions; (2) facilitators’ directive expression indicators; and (3) facilitators’ probability indicators. III: To make recommendations based on the results of the study. Methodology Wmatrix 3 was used to retrieve defined linguistic indicators relating to the research questions. A quantitative analysis of the indicators was performed through word frequency computation and a keyword-in-context analysis. Descriptive statistics with SPSS version 22 was used to computer frequency profile of the indicator functions, and the Log likelihood calculator was used to determine the variation of the functions across the eight PBL groups. Extracts from the dataset were provided to illustrate the indicators’ functions. I. Results of Students’ talk analysis The subcorpus contained 2,10,077 words. The most frequent contents of the students’ talk comprised biomedical science and cause-effect vocabularies. 1. Analysis of referring indicators There were 2,325 referring expression indicators. They were used to mark verbal expressions, amounting to 44.04%; mental expressions, amounting to 42.24%; and learning situation and materials, amounting to 13.72%. The referring expressions were used for providing peer commendation, sharing knowledge, fostering social and cognitive regulation, and for constructing knowledge; the mental referring expressions were used to generate hypotheses, achieve mutual understanding, and define group tasks; and learning referring expressions were used to share learning resources, explain concepts, as well as guide discussions and resolve conflicts. 2. Analysis of shared knowledge indicators There were 3,437 shared knowledge expression indicators, which are the following: affirmation (73%), negation (17%), and non-lexical content (10%). Affirmative indicators were mostly used for integration-oriented knowledge sharing (42.31%); negation affirmation expressions were mostly used for conflict-oriented knowledge sharing (70%); and non-content indicators were mainly used for idea and information orientation. Shared knowledge was commonly achieved among group members through information addition, repetition and rephrasing, paraphrasing, causal and noncausal elaboration, correction of ideas and information recollection, and by establishing orientation to ideas and information from the group members. 3. Analysis of knowledge extension indicators There were 6,520 retrieved knowledge extension indicators, which comprised the following: additive 4,227 (63.54%), alternative 1,001 (15.05%), and adversative 1,424 (21.41%). Adversative indicators were more frequently used for knowledge construction compared to additive (33% versus 16%; LL 32.58, p < 0.01) and alternative indicators (33% versus 13%; LL 95.74, p < 0.01). The students commonly used additive indicators for simple, temporal, causal-conditional, elaborate, contrastive, and indefinite additions. Alternative indicators were commonly used for offering alternative questions and ideas while adversative indicators were frequently used to link elaborative, contrastive, concessional, and causal-conditional clauses. 4. Analysis of knowledge enhancement indicators A total of 6,402 indicators were retrieved. The most frequent among the retrieved 6,402 indicators were because, so, as, when, and that. Between 16.94% and 29.24% of the indicators were used for knowledge co-construction. The most frequent indicators’ functions were conditional, extension, report, consequence, inference, and feature specification. The reporting functions regularly concerned biomedical theory, previous peer knowledge, research evidence, professional opinion, as well as cognitive tools and criticism; extension function related to biomedical knowledge; and feature specification functions involved biomedical attributes and explanation; the conditional functions were frequently used to state logical conditions for disease presence, manifestation, and treatments; the inferential functions were more consistently used to link biomedical deductions to their premise; and the consequential functions commonly related to the linking of physiological mechanism and organ function to their respective consequences. II: Results of facilitators’ talk analysis The subcorpus contained 27,743 words. The most frequent content comprised biomedical science and cause-effect vocabularies. 1. Facilitators’ questions There were 35 types of question indicators. The facilitators asked 0.78 lower-order questions per 100 tokens, and 0.25 higher-order questions problem-based per 100 tokens. The questions functioned to stimulate elaboration, elicit information, prompt students, and the offering of suggestions. 2. Analysis of directive expressions ‘Should’, ‘have to’, ‘need’, ‘supposed’, ‘would’, and ‘can’ directive expression indicators were found to be most frequent. They were used to mark expectation, indirect question, and they were commonly used to preface requirement, exhortation, and intention. The indicators functioned frequently to facilitate group process (53.45%) and direct learning (42.00%). 3. Analysis of probability expression indicators There were of 27 types, out of which 9 were frequently occurring. The probability expression indicators were frequently used to mark possibility, prediction, hedging, and logical deductions. The indicators functioned to preface content information given to the students, to mark process facilitation remarks, and to mark facilitators’ questions. Discussion and conclusion The study demonstrated the feasibility of using corpus linguistics to study medical students’ knowledge construction talk; provided evidence of knowledge construction through prior knowledge mobilisation, knowledge extension, and enhancement; and signified the attainment of shared knowledge. The facilitators frequently asked lower-order questions; the directive expressions indicators were used to mark content-related and learning behaviour expectations and requirements; and the probability expression indicators were frequently used to mark content information given to the students. This study shows that students construct knowledge in their PBL tutorials. The pedagogic issues that emerged from the study relates to subversion of the PBL facilitation principles. A wholistic understanding of the factors that affect the behaviours of the facilitators in the classroom is important to resolve this problem. This may involve tutor pedagogic education and recalibration of administrative policies and institutional culture to provide an enabling environment for PBL instructional approach.
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Leitera, Michael Thomas. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.
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Johnstun, Kevin Landon. "Spanish for Lunch: Engaging Young Interpreters in Teacher Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7404.
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Across the United States, schools are largely segregated by race and ethnicity, resulting in schools that are densely Latino and teaching staff who are overwhelming monolingual English speakers, as most teachers are white women. This has created difficulty in home communication in these schools. Given the positive impacts of personal and frequent home communication, a greater capacity of teachers to communicate with parents may be an important asset in school improvement efforts. This study looks at ongoing design-based research efforts to engage bilingual students in helping their teachers become more capable of communicating in Spanish. Through online-delivered challenges, teachers and students work together to complete a series of tasks that help teachers learn about communicating across cultures and preparing several communication aids to help them reach out to Latino immigrant parents more frequently. Through a narrative profile analysis, we uncover the influences the five-week intervention had on teachers' home communication efforts, beliefs in their own ability to develop stronger language skills, and relationships with students. The findings inform a set of preliminary procedures for a new method of research into understandings skills they use outside of school. We call this new method Integrating Funds of Knowledge. The findings also inform a set of core conjectures on how this method can help educators partner with their students to work toward solving a problem in their school.
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Mckee, Esther Chao. "Evidence-Based Practice Attitudes, Knowledge and Perceptions of Barriers Among Juvenile Justice Professionals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5271.
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This mixed methods study examined the attitudes, knowledge and perceptions of barriers toward Evidence-Based Practice (EBP) among Florida Juvenile Justice Service Professionals (JJSP). Previous research established individual factors such as age, gender, years of professional experience and educational attainment are related to attitudes and perceptions of barriers among social service and mental health professionals, but scant research has been conducted among juvenile justice providers (Aarons 2004, 2010; Rubin & Parrish, 2007, 2012; Jette et al., 2003). Most individual factors were found to have no significant effect on attitude and knowledge scores within this population with exception of gender and major of study as predictors to barrier scores. Qualitative analysis to a question asking JJSPs to list their top three perceived barriers confirmed quantitative results and revealed Lack of Time to be the most frequently endorsed barrier among JJSPs. By adapting existing instruments to measure primary research variables with a new population, this study advances knowledge in both social work and criminal justice fields. The study's results also support the use of Rogers's Theory of Innovation Diffusion and Ajzen's Theory of Planned Behavior
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Nesbitt, Jason L. "Journal Clubs: A Two-Site Case Study of Nurses' Continuing Professional Development." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20309.
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Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs.
Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004).
Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes.
Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified.
Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.
Books on the topic "Professional Knowledge Bases"
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Developing professional knowledge and competence. London: Falmer Press, 1994.
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Dawson, Ross. Developing knowledge-based client relationships: Leadership in professional services. 2nd ed. Amsterdam: Elsevier/Butterworth-Heinemann, 2005.
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Dawson, Ross. Developing knowledge-based client relationships: The future of professional services. Boston: Butterworth-Heinemann, 2000.
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Administration, United States Substance Abuse and Mental Health Services. Addiction counseling competencies: The knowledge, skills and attitudes of professional practice. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment, 2014.
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Empowering the children's and young people's workforce: Practice based knowledge, skills and understanding. London: Routledge, Taylor & Francis Group, 2014.
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Semenova, Elena. Actual problems of designing the educational process. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1013701.
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The textbook is an author's development formed on the basis of actual achievements of several areas of scientific knowledge related to various aspects of intellectual activity and implemented in the practice of professional pedagogical activity of different educational groups and forms of education (both higher and additional professional education). Structure of the study involves theoretical facts, the availability of practical tasks, allowing to assess the level of dynamics of development of the future specialist and workshop, contributing to the expansion of personal pedagogical tools. Compiled in accordance with the requirements of the society for socially oriented professions of the future, presented on the portal of new professions atlas100.ru. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is addressed to students, undergraduates, postgraduates studying in pedagogical directions, teachers of educational organizations.
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Kazimagomedov, Abdulla. Structure and function of the Central Bank of the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1020430.
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The textbook covers the basic issues related to the activities of the Central Bank of the Russian Federation. A short and accessible educational material presented on organizational bases of activities, operations and functions of the Central Bank of the Russian Federation. Additionally, to consolidate the knowledge the students are given control questions and tests.
Meets the requirements of Federal state educational standard of secondary professional education in the specialty 38.02.07 "Banking", approved by order of Ministry of education of Russia from 28.07.2014 No. 837.
For students and teachers, and anyone interested in issues related to the activities of the Central Bank of the Russian Federation.
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Eshelman, Darla A. The instructional knowledge of exemplary elementary general music teachers: Commonalities based on David J. Elliott's model of the professional music educator. [Norman]: University of Oklahoma, 1995.
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Mayorova, Elena, and Vladislav Popov. Environmental law: a workshop. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/975794.
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The workshop provides a brief theoretical course on the General part of environmental law, as well as tests and tasks based on material developed in accordance with Federal state educational standards. The solution presented in the workshop tasks, under the guidance of a teacher, and independently, designed to consolidate and expand students ' knowledge of the course "Environmental law". The Appendix contains the author's review of Chapter 26 of the criminal code.
Meets the requirements of Federal state educational standards of secondary professional education of the last generation.
For students of educational institutions, implementing educational activity on educational programs of secondary professional education and (or) the program of professional training on "Jurisprudence", as well as for students of educational institutions of higher education.
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Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.
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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
Book chapters on the topic "Professional Knowledge Bases"
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Lunenberg, Mieke, and Jurriën Dengerink. "Designing knowledge bases for teacher educators." In Teacher Educators and their Professional Development, 65–81. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in teacher education: Routledge, 2021. http://dx.doi.org/10.4324/9781003037699-6.
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Kleschev, Alexander, and Elena Shalfeeva. "Knowledge Bases’ Control for Intelligent Professional Activity Automatization." In Lecture Notes in Computer Science, 519–25. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22053-6_55.
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Dragoi, George, Anca Draghici, Sebastian Marius Rosu, Alexandru Radovici, and Costel Emil Cotet. "Professional Risk Assessment Using Virtual Enterprise Network Support for Knowledge Bases Development." In Communications in Computer and Information Science, 168–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16419-4_17.
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Gruber, Hans, and Michael Mohe. "Professional Knowledge Is (Also) Knowledge About Errors." In Professional and Practice-based Learning, 71–87. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-90-481-3941-5_5.
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Nick, Markus, Christian Denger, and Torsten Willrich. "Experience-Based Support for Code Inspections." In Professional Knowledge Management, 121–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_15.
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Scheller-Houy, Astrid, Ruth Bartels, and Dieter Scheidhauer. "Knowledge-based Telecooperation." In Intelligent Workstations for Professionals, 259–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-07954-6_16.
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Markauskaite, Lina, and Peter Goodyear. "Inscribing Professional Knowledge and Knowing." In Professional and Practice-based Learning, 265–302. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-4369-4_10.
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Markauskaite, Lina, and Peter Goodyear. "Professional Work and Knowledge." In International Handbook of Research in Professional and Practice-based Learning, 79–106. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8902-8_4.
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Puppe, Frank, Georg Buscher, Martin Atzmueller, Matthias Hüttig, and Hans-Peter Buscher. "Clinical Experiences with a Knowledge-Based System in Sonography (SonoConsult)." In Professional Knowledge Management, 319–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_37.
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Karni, Reuven, and Maya Kaner. "Agile Knowledge-Based Decision Making with Application to Project Management." In Professional Knowledge Management, 400–408. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_47.
Full textConference papers on the topic "Professional Knowledge Bases"
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Wang, Ye, Daniele Grandi, Dixun Cui, Vivek Rao, and Kosa Goucher-Lambert. "Understanding Professional Designers’ Knowledge Organization Behavior: A Case Study in Product Teardowns." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-68589.
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Abstract Knowledge organization is an essential component of engineering design, and a deeper understanding of how designers organize knowledge could enable more effective insights in support of the design process. To explore this, we examine 23 professional designers’ knowledge organization practices as they virtually engage with data collected during a teardown of a consumer product. Designers organized this data by forming groups of related data, nesting subgroups of data within groups, and creating directional links between groups of data and individual data. Our results indicate three insights about how designers organize and acquire knowledge from product teardowns. First, we observe that while designers find grouping data to be more effective for learning, linking proved more helpful for knowledge transfer. Second, we find that designers employ links between data much more frequently than they do nests, and that links primarily serve to identify trade-offs, requirements, and opportunities for team collaboration. Finally, a graph analysis indicates that design features, product housing, cost, and manufacturing coexist as separate but central groups in designers’ knowledge organization, reflecting the diversity of perspectives on knowledge organization emergent in a constrained teardown activity. These findings provide insight into professional designers’ knowledge organization practices, and represent a preliminary step toward design knowledge bases that more accurately reflect designer behavior, ultimately enabling more effective data-driven support tools for design.
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Cindori, Sonja. "NON-FINANCIAL SECTOR AS A MONEY LAUNDERING BARRIER." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.133.
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The variety of professions in a scope of non-financial sector offers the possibility to operate as professional money launderers. As intermediaries, they can support money launderers in concealing the true nature or source of illegally obtained proceeds. Their role in concealing the beneficial ownership while hiding, collecting and moving illegally acquired property is becoming increasingly attractive. The attractiveness of active or passive engagement depends on the ability to act within the specificity of the profession, as well as their competencies in conducting transactions.
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"From Ignorance Map to Informing PKM4E Framework: Personal Knowledge Management for Empowerment." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3984.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The proposed Personal Knowledge Management (PKM) for Empowerment (PKM4E) Framework expands on the notions of the Ignorance Map and Matrix for further supporting the educational concept of a PKM system-in-progress. Background: The accelerating information abundance is depleting the very attention our cognitive capabilities are able to master, one key cause of individual and collective opportunity divides. Support is urgently needed to benefit Knowledge Workers independent of space (developed/developing countries), time (study or career phase), discipline (natural or social science), or role (student, professional, leader). Methodology: The Design Science Research (DSR) project introducing the novel PKM System (PKMS) aims to support a scenario of a ‘Decentralizing KM Revolution’ giving more power and autonomy to individuals and self-organized groups. Contribution: The portrayal of potential better solutions cannot be accommodated by one-dimensional linear text alone but necessitates the utilization of visuals, charts, and blueprints for the concept as well as the use of colors, icons, and catchy acronyms to successfully inform a diverse portfolio of audiences and potential beneficiaries. Findings: see Recommendation for Researchers Recommendations for Practitioners: The PKM4E learning cycles and workflows apply ‘cumulative synthesis’, a concept which convincingly couples the activities of researchers and entrepreneurs, and assists users to advance their capability endowments via applied learning. Recommendation for Researchers: In substituting document-centric with meme-based knowledge bases, the PKMS approach merges distinctive voluntarily shared knowledge objects/assets of diverse disciplines into a single unified digital knowledge repository and provides the means for advancing current metrics and reputation systems. Impact on Society: The PKMS features provide the means to tackle the widening opportunity divides by affording knowledge workers with continuous life-long support from trainee, student, novice, or mentee towards professional, expert, mentor, or leader. Future Research: After completing the test phase of the PKMS prototype, its transformation into a viable PKM system and cloud-based server based on a rapid development platform and a noSQL-database is estimated to take 12 months.
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Maksimović, Jelena, Jelena Osmanović Zajić, and Milica Dimitrijević. "Professional Development of Teachers in the Context of Modern Education." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.263.
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Professional development of teachers is a current issue today. Professional development and professional training of teachers are defined as changing and upgrading themselves and their work, in accordance with their own needs, the needs of science and profession, all in the direction of achieving a certain goal and achieving the most efficient results in work. The paper discusses the role of pedagogues in the professional development of teachers. The cognitive goal of the research is aimed at examining: teachers’ attitudes about the role of pedagogues in their professional development, the most common forms of professional development of teachers in the field of education, professional development, cooperation between pedagogues and teachers, as well as potential obstacles in this important area of professional development. In the theoretical study of this problem, we used the method of theoretical analysis and descriptive method, while for data collection we used the scaling technique with the Likert-type rating scale (SPUSN), whose reliability was examined with stress parameters as metric characteristics. 123 teachers in the territory of the Republic of Serbia participated in the research. The findings were considered in relation to the work experience of teachers and the education cycle, p <,> 0.05.
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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.
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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.
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Wu, Hong, Claude Faidy, Xiaokang Wu, Ding Yuan, and Lei Gong. "Sino-French Cooperation on Publication of RCC Codes in Chinese Version." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29939.
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The present Chinese nuclear program is developing vastly and rapidly. The main type of nuclear units under construction currently is the improved generation II PWR (G2+). Taking into account that G2+ is designed based on French M310 type, and one of the technical bases and guidance that NNSA uses to evaluate G2+ is the French RCC codes, AFCEN has authorized CNPRI to translate RCC codes into Chinese version and publish them, in order to facilitate Chinese manufacturers to better apply RCC codes. CNPRI organizes several sub-groups to perform translation, revise, publication and coordination working groups, meanwhile AFCEN provides technical support. Translation is realized based on RCC codes English version, with some reference of French version. Translators work with professional technical background and knowledge, in case of non-clear understanding, including language and technical issues, they raise question list to AFCEN experts for clarification, afterward the answers and comments are merged accordingly into Chinese version translation, to assure the accuration, better understanding and the guidance to Chinese G2+ program.
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Karatalov, Omurbek. "World Financial Crisis and its Affects on the Kyrgyz Economy." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00842.
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Аbstract
This paper has been investigated the main reasons world financial and economic crisis and defined the bases of split of the world financial environment. The paper offers ways of overcoming on financial and economic crisis in conditions of Kyrgyzstan within development of Eurasian economy. Priorities and strategy of development of the country on the near-term outlook for recovery from the crisis has been developed.In this paper has been used empirical, available historical data and individual professional knowledge in determination of priorities and strategy of development of the country on the near-term outlook for recovery from the crisis, improvement and preservation of stability of a macroeconomic situation, ensuring stability of a banking system, improvement of food, energy, industrial and ecological security are defined.This paper has been stated the main reasons of world financial and economic crisis and defined the bases of split of the world financial environment. The paper has identified the ways of overcoming on financial and economic crisis in conditions of Kyrgyzstan within development of Eurasian economy. The new economic model of development of the country is developed. Measures for demand stimulation are provided: reorientation to sectors with fast return; formation of the competitive environment for the purpose of the monopolist prevention, rendering financial support to subjects of small and average business.
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Matta, Nada, and Oswaldo Castillo Navetty. "Learning from Profession Knowledge: Application on Knitting." In Internet-Based Systems (SITIS 2009). IEEE, 2009. http://dx.doi.org/10.1109/sitis.2009.78.
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Christozov, Dimitar, and Iliana Nikolova. "Infobroker - an Emerging Profession of Informing Mediators?" In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2389.
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In this paper we share the interim results of an on-going research on the emerging profession "broker of information" (infobroker) in today's Information Society. The infobroker concept is developed and the required knowledge and skills for the infobroker successful professional performance are identified. The research findings are based on an extensive investigation and analysis of existing forms of information brokering and their evolvement and reshaping in the context of the rapid development of computer-based information and communication technologies, and Internet, in particular. The research reported here is limited to the market of information services in Bulgaria - a small, developing, non-English speaking country. The research objectives were to define the critical factors for professional success, including required knowledge, skills, and professional attitude, and to specify the job perspectives for an infobroker. Our further research aims at developing of a curriculum model for training infobrokers. We have found that in the last ten years the requirements for the infobrokers have changed significantly in two areas: professional attitude and computing skills. Changes were observed also in the requirements for foreign languages skills and narrow professional specialization. The research findings show that the infobroker profession nowadays differs significantly from the one in the pre-Internet era and we argue that it has to be considered a new emerging profession.
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Francois, Rauscher, Matta Nada, and Atifi Hassan. "How to Extract Knowledge from Professional E-Mails." In 2015 11th International Conference on Signal-Image Technology & Internet-Based Systems (SITIS). IEEE, 2015. http://dx.doi.org/10.1109/sitis.2015.113.
Full textReports on the topic "Professional Knowledge Bases"
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA, and N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, March 2022. http://dx.doi.org/10.12731/er0543.17032022.
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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Buyak, Bogdan B., Ivan M. Tsidylo, Victor I. Repskyi, and Vitaliy P. Lyalyuk. Stages of Conceptualization and Formalization in the Design of the Model of the Neuro-Fuzzy Expert System of Professional Selection of Pupils. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2669.
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The article describes the problem of designing a neuro-fuzzy expert system of professional selection at the stages of conceptualization and formalization, which involves the definition of concepts, relationships and management mechanisms necessary to describe the solution of problems in the chosen subject field. The structural model of the decision making system for determining the professional selection of students for training in IT specialties is substantiated. Three subsystems are proposed as structural components for studying: psychological peculiarities, personal qualities, factual knowledge, abilities and skills of students. The quality of the system’s operation is determined by the use of various techniques for acquiring knowledge on the basis of which the knowledge base of the neuro-fuzzy system and the combination of the use of fuzzy and stochastic data will be formed.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.
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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Rada, Gabriel, and Simon Lewin. Does collaboration among health and social care professionals improve practice or patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/1705172.
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Interprofessional collaboration is the process by which two or more health or social care professionals work together to improve the delivery of health and social care and health outcomes. Practice based interventions to promote interprofessional collaboration (i.e. better work interactions and teamworking among providers) in healthcare delivery are intended to respond to the needs of restructuring, reorganisation, and cost containment, and to the increasing complexity of healthcare knowledge and work.
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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.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.
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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.
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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.
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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.
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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.