Academic literature on the topic 'Professional lives'
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Journal articles on the topic "Professional lives"
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Egan, Bridget. "Professional Knowledge, Professional Lives." Journal of In-service Education 30, no. 1 (June 1, 2004): 173–92. http://dx.doi.org/10.1080/13674580400200458.
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MacLennan, David, Ivor F. Goodson, and Andy Hargreaves. "Teachers' Professional Lives." Canadian Journal of Education / Revue canadienne de l'éducation 22, no. 2 (1997): 226. http://dx.doi.org/10.2307/1585915.
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May, Stephen Anthony. "Reflection and our professional lives." Livestock 22, no. 1 (January 2, 2017): 33–37. http://dx.doi.org/10.12968/live.2017.22.1.33.
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Houliston, Victor, and David Colclough. "John Donne's Professional Lives." Sixteenth Century Journal 36, no. 3 (October 1, 2005): 842. http://dx.doi.org/10.2307/20477505.
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Homayoun, Saeid, Vahid Molla Imeny, Mahdi Salehi, Mahdi Moradi, and Simon Norton. "Which Is More Concerning for Accounting Professionals-Personal Risk or Professional Risk?" Sustainability 14, no. 22 (November 21, 2022): 15452. http://dx.doi.org/10.3390/su142215452.
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Personal and professional risks have been considered separately in research. However, these two concepts have not so far been investigated in research together. In this study, we first tested the importance of these two risks for Iranian accounting professionals through trade-off scenarios. The analysis of data gathered from an online survey of 487 Iranian accounting professionals shows that accounting professionals in Iran prefer to avoid personal risk rather than professional risk when facing a choice between personal and professional risk. Iranian accountants and auditors are personal risk averters and professional risk lovers, even though they think they are not risk-averse in their personal lives and not risk takers in their professional lives. Therefore, there is a gap between Iranian accounting professionals’ thoughts about their personal and professional risk aversion and their personal and professional risk aversion in practice. Furthermore, we found significant relationships between accounting professionals’ gender, religiosity, welfare, and personal risk aversion. In addition, there are significant relationships between accounting professionals’ gender and personal and professional risk aversion.
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Lock, Cally. "Fighting for Our Professional Lives." British Journal of Occupational Therapy 57, no. 4 (April 1994): 131–32. http://dx.doi.org/10.1177/030802269405700407.
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Polick, Therese J. "Professional Innovations: Lifting Up Lives." Journal of the American Psychiatric Nurses Association 6, no. 4 (August 2000): 133–34. http://dx.doi.org/10.1067/mpn.2000.106158.
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May, Stephen Anthony. "Reflection and our professional lives." Companion Animal 22, no. 1 (January 2, 2017): 32–36. http://dx.doi.org/10.12968/coan.2017.22.1.32.
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Ellickson, Judy L., and Janet R. Latona. "Balancing Personal and Professional Lives:." Women & Therapy 9, no. 4 (June 26, 1990): 37–47. http://dx.doi.org/10.1300/j015v09n04_04.
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Hamid, Aamir, and Muhammad Shahid Soroya. "Continuing education for LIS professionals: why." Library Review 66, no. 1/2 (February 7, 2017): 83–89. http://dx.doi.org/10.1108/lr-01-2015-0001.
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Purpose The purpose of this study is to determine the outcomes of continuing education programs that are being carried out, either having positive or negative effects on the personal and professional lives of the participants. Design/methodology/approach The research method used for this study was a survey, which had been based on findings derived from a comprehensive literature review. The data collection tool was an online questionnaire with a five-point Likert scale. Questionnaires were circulated to the 120 library professionals equally divided among three online discussion groups which have high rate of library professionals’ memberships: Pakistan Library Automation Group, Pakistan Librarians Welfare Organization (PLWO) and Pakistan Library Club through emails. The 100 completely filled questionnaires were received and so the response rate was 83 per cent. Findings The study concluded that continuing education programs (CEPs) had positive effects on the participants’ professional as well as personal lives. The results revealed that CEPs improved librarians’ professional knowledge about digital resources, library automation and management systems, searching techniques, library management and skills regards team work. The effect on their personal lives was also noticeable: helped them to build confidence, increased personal interaction and developed their ability to research, leadership, communication and managerial skills. Therefore, the study clearly indicates that CEPs proved very helpful in capacity building of professional librarians. Practical implications The paper clearly addresses the effects of CEPs on participants’ professional and personal lives. As expressed, the results CEPs are playing an important role in the capacity building of professional librarians. This study will stimulate CEPs managing associations or organizations to check outcomes, whether they are valuable for the participants. Originality/value This paper reports the effects of formal or informal training sessions on LIS professionals’ professional and personal lives.
Dissertations / Theses on the topic "Professional lives"
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Samson, Florence Georgina Down. "The personal/professional lives of women educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/NQ41502.pdf.
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Rajeh, Mona. "Female dentists: their professional lives and concerns." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121500.
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Over the last 40 years, there has been a consistent increase in the proportion of women in the dentistry profession. In this study, we intended to gain insight into the issues and concerns that influence the work characteristics of female dentists. A number of studies have shown that gender differences exist in choice of specialisation, practice patterns, and professional attitudes; some have revealed that women are attracted to primary care management ahead of other dental specialties. It is also evident that women work fewer hours, work part-time and see fewer patients than men, and are less likely to own their practice than their male counterparts. There is also a net income discrepancy between male and female dentists. We used a qualitative description methodology to guide this pilot study, for which we recruited a purposive sample of six female dentists from the dental clinics of Montreal General Hospital, in the greater region of Montreal in Quebec, Canada. These dentists were at different stages of their practice (i.e., general practitioners and specialists). All interviews were fully transcribed, with the data managed with NVivo vr.9 software to facilitate the analysis. The findings suggest that female dentists consider it a challenge to balance work and childcare responsibilities. Taken together, the increased number of women in dental practice, and the additional demands of household activities, suggests that the relationship between work status and family happiness is an important matter to explicitly consider. Therefore, in order for female dentists to achieve balance between these two domains of life, a deeper understanding of the effect of family and society, and the work place is required.Au cours des 40 dernières années, il y à eu une augmentation constante de la proportion de femmes qui occupent la profession de dentiste. Dans cette étude, j'ai l'intention de mieux comprendre les questions et les préoccupations qui influencent les caractéristiques du travail des femmes dentistes. Un certain nombre d'études ont montré que les différences existent entre les sexes dans le choix de spécialisation, les modes de pratique et les attitudes professionnelles. Ces études ont révélé que les femmes sont plus attirées par les soins dentaires primaires que par d'autres spécialités dentaires. Il est également évident que les femmes travaillent moins d'heures; travaillent à temps partiel et de voir moins de patients que les hommes et sont moins susceptibles de posséder leur propre pratique. Il y a aussi une différence de revenu net entre les dentistes masculins et féminins. Une description qualitative a été utilisée comme méthodologie, pour guider cette étude pilote. Un échantillon composé de six femmes dentistes, à différents stades de leur carrière (i.e., les médecins généralistes et spécialistes) fut recruté dans la grande région de Montréal au Canada. Les participantes proviennent soit des cliniques dentaires de l'Hôpital Général de Montréal ou de cliniques dentaires privées. Toutes les entrevues ont été entièrement retranscrites avec les données gérées parle logiciel NVivo vr.9 pour faciliter l'analyse. Les résultats suggèrent que les femmes dentistes estiment qu'il est difficile de balancer travail et résponsabilitées familiales. Dans l'ensemble, l'augmentation du nombre de femmes dans les cabinets dentaires aux prises avec les exigences supplémentaires des activités ménagère, suggère que la relation entre le statut professionnel et le bonheur familial est une question importante à considérer par chacune d'elles. Par conséquent, pour que les femmes dentistes puissent atteindre un équilibre entre ces deux domaines de la vie, une meilleure compréhension est nécessaire entre l'effet de la famille, de la société et le lieu de travail.
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Tzavellas, Georgia. "Public school teachers' concerns about their professional lives." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102222.
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A historic turnover in the teaching profession has begun. There is no doubt that worldwide demand for teachers is on the rise and will continue to increase over the next decade. Yet many new teachers leave the profession, stating reasons such as low salaries, lack of professional opportunities and career advancement, and heavy workloads. The present study examined the concerns (in-school, external and personal) of elementary and secondary school teachers. The purpose of this research was to determine if teachers in Quebec, Canada, have concerns similar to teachers in other countries where studies are more common. This study also examined if there were any differences related to teachers' stages of teaching, level of education, and gender. Four hundred and fifty-seven teachers (335 females and 120 males) from five school boards in Quebec participated in this study. The five school boards represented urban, suburban, rural, large and small English-language boards. The instrument designed for this study was a questionnaire based on the teacher concerns identified in the literature. The questionnaire, named the Public School Teacher Concerns Questionnaire, has seven sub-scales and 64 items. Quantitative and qualitative analysis of respondent thinking reveal similar concerns regarding eight factors (37 items) derived by factor analysis: student characteristics and behaviour, teacher/administration relationship, student behaviour (non-academic), material and temporal resources, teachers control of day-to-day activities, professional development and opportunities, status of profession, and degree of non-teaching duties. Implications of the findings and directions for future research are offered.
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Carroll, Jean Ada. "Reflexive accounts : the lives of retired professional women." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268123.
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Flora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.
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In instances where many universities offer off-campus programs in a single locale, a supplier network exists. These supplier networks, or higher education centers (HECs) are beneficial to students and regions where the programs are delivered (Baus, 2007; Peterson, 2007). Few empirical studies have focused on consortium educational environments, such as HECs and most studies of off-campus education have taken an outsider-looking-in approach.
One window into the world of HECs is to examine the professional lives of administrators who work in the HEC environment. Professional life can be explored by eliciting data about work, relationships and rewards (Hirt, 2006; Hirt et al., 2006; Hirt et al., 2004).The purpose of this case study was to examine the professional lives of administrators who work at a HEC.
Data collection included engaging the participants in four exercises where they created social artifacts. Diagrams, graphs, concept maps and drawings are complementary additions to the traditional interview and encourage contributions from interviewees that might not otherwise be obtained (Crilly, Blackwell, & Clarkson, 2006; Enger, 1998). Data from the social artifacts were used to customize the semi-structured interview protocol.
Findings indicate that those who work at HECs define their work, in large part, by those who benefit from that work: students, communities, and member institutions. The organizational dynamics that drive the work of HEC administrators are competition, collaboration and balance. HEC professionals view their primary role as being the face of their institution or the Center in the local community. They describe their work as a culminating experience that is both rewarding and challenging. At the core of this work are the relationships that HEC professionals establish and sustain with others. These relationships are defined by resource coordination, advocacy, and appreciation. Findings suggest that institutions would benefit from engaging in greater reciprocity with HEC professionals to include expertise reciprocity, relationship reciprocity, and resource reciprocity. In general, professional life at HECs is rich, varied, challenging, but rewarding.Ph. D.
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SIMOES, JANAINA CARDOZO BERNARDES. "CAREER UNDER FIRE: THE PROFESSIONAL LIVES OF THE MILITARY WIVES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25532@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O presente estudo teve como objetivo central desenvolver uma investigação sobre a vida profissional da mulher do militar e apoiou-se na literatura que aponta que a carreira no Exército apresenta demandas que se estendem a toda a família. A pesquisa de campo foi realizada com oito esposas de oficiais do Exército brasileiro, com idades entre vinte e cinco e quarenta e três anos, com formação e experiência profissional. A partir da análise do conteúdo das entrevistas, concluímos que essas demandas, especialmente os frequentes deslocamentos geográficos, têm aumentado as dificuldades das mulheres em conciliar a vida profissional e familiar/conjugal. As transferências foram associadas a perdas, estagnação e retrocesso nas carreiras. A imprevisibilidade marca a vida das entrevistadas, gerando insegurança quanto aos projetos, além de sentimentos de incerteza, falta de controle e limitação no tocante ao próprio destino. A distância dos familiares e, em muitos momentos, dos cônjuges tem influenciado a relação dessas mulheres com suas carreiras, passando elas a priorizar empregos com maior flexibilidade de horário ou abrindo mão de trabalhar, ao menos temporariamente. Mesmo com o incentivo dos maridos e com todos os benefícios que foram atribuídos ao trabalho feminino, os interesses da carreira do militar estão sempre em primeiro plano, orientando as decisões mais significativas dos casais. O modelo de família idealizado pelo Exército, a adesão das esposas aos valores da instituição e à carreira do militar contribuem para que as mulheres secundem os maridos, adaptem suas carreiras às deles e, muitas vezes, abdiquem de seus próprios projetos profissionais. Constatou-se que há ambivalência de sentimentos relacionados a ser mulher de militar. As mulheres reconhecem que possuem papel relevante na carreira dos maridos, mas revelam sentimentos de pesar pelos projetos profissionais colocados em segundo plano ou abandonados.
This study s objective is to develop a research on the professional lives of military wives. It was based on the literature that indicates that a career in the Army presents demands that involve the whole family. The field research was conducted with the participation of eight officer s wives of the Brazilian Army, ages between twenty-five and forty-three, all of them having a major degree and professional experience. Using the content analysis, we conclude that these demands, especially the frequent geographic moving, have increased women s difficulties in reconciling work, family, and marital life. The constant changes of address were associated with loss, stagnation and retrogression in careers. Unpredictability makes an impression in the interviewees lives, leaving them insecure about their projects, in addition to feelings of uncertainty, lack of control and limitation on their own destiny. The distance from relatives, and in many cases also from the spouses, has influenced the relationship of these women with their careers, making them prioritize jobs with more flexible hours or giving up working at all, at least temporarily. Even with the encouragement of their husbands and all the benefits that have been attributed to women s work, the interests of the military career of their husband are always in the foreground, guiding the most significant couple decisions. The family model devised by the Army, the requirement of wives adherence to the values of the institution and to their husbands military career, they all contribute to women s submission, so wives adapt their professional lives and often abdicate of their own work projects. We can conclude that there is an ambivalence of feelings related to being a military wife. Women recognize that they have an important role in their husbands careers, but they also show feelings of regret about their own professional projects, placed in the background or abandoned.
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Cameron, Sandra Ellen. "Teachers as learners: Professional learning in the lives of teachers." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/fc30c83344b3be126197aadd1f6c36e0bce96a49fd822c04e43f401e5af32df6/3996679/64811_downloaded_stream_36.pdf.
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This interpretative study explored the professional learning practices of teachers in a range of Queensland State schools. While teacher learning is regarded as cornerstone of school reform, our knowledge of the role professional learning plays in changing teacher practice is scant. Therefore, the purpose of this research was to listen to the voices of practitioners in order to better understand the situated worlds of teacher-learners and how to support them and their learning in this time of constant and inescapable change and to answer the question: What experiences foster teacher learning to enhance the quality of the experience of schooling offered to students? The following three research foci guided the study towards answering this important question. Research Question 1: How do teachers and those who support teacher-learners understand 'professional learning'? Research Question 2: How and why do teachers engage with professional learning throughout their careers? Research Question 3: How do schools and school systems support teacher learning? This study was situated in Queensland and invited participation from 47 government schools (Appendix 1) that were the workplaces of approximately 800 teaching staff. A selection of school administrators and classroom practitioners from sites within this cohort provided in-depth case studies for the research. The participants inhabited an extensive geographic area so data were gathered using a variety of written, face-to-face and electronic methods. A focus group interview was used to gather contextual information from school administrators about the ways in which teacher learning contributed to the effectiveness of their schools, and 50 teachers completed an open-ended questionnaire about their professional learning experiences.;From this cohort, 22 teachers participated in semi-structured interviews in which practitioners shared with the researcher, the narratives about their experiences as teacher-learners. The philosophical framework of Constructionism underpinned this research with the understanding that knowledge is socially constructed and multiple views of reality are possible based on individuals' experiences. Learning is viewed as a process of discovering new understandings as the learner interprets their contexts and actions in their environment. Language and culture are our ways of making meaning from our experiences; hence the theoretical perspective of Symbolic Interactionism was employed in this study to understand the meanings participants made of their professional learning journeys. An Interpretive Educational Case Study approach was used to acknowledge the unique contexts of teacher-learners and to reveal the conditions under which teacher learning might be possible. Together these strategies revealed a comprehensive picture of the learning journeys of the participants and the ways in which their career-long learning contributed to the capacity of their schools to provide quality learning experiences for their students.The research proposes a new framework through which to appreciate the intricate interconnection between teachers and professional learning across their careers.
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Sum, Kim Wai Raymond. "The professional lives of Hong Kong primary school physical education teachers." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7855.
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This thesis investigates the professional lives of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers’ worklives in Hong Kong brought about by education and curriculum reforms. The central research question is, “How do Hong Kong PSPETs manage their professional lives”. The study aims at inductively developing a grounded theory of how Hong Kong PSPETs manage their professional lives in relation to a conceptual framework based on the following interrelated concepts - identity, socialization, professionalization, and career trajectory. A qualitative research design is adopted to gain an in-depth understanding of the meaning that participants make of their professional lives. The methodological approach uses grounded theory methods, based on the meta-theory of symbolic interactionism. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), eleven Hong Kong PSPETs participated in this study. Data were analyzed through three major types of coding, namely, open coding, axial coding and selective coding. The grounded theory that was constructed from the study is termed the Theory of Diversified Adaptation. The theory developed from four dovetailing categories each of which is built on “clusters” of concepts related specifically to the professional lives of Hong Kong PSPETs: “switching”, “interplaying”, “diversifying” and “assimilating”. The associations between the above categories are moderated by patterns of data that suggest a threefold typology for PSPETs in Hong Kong – “Engagers”, “Adherers” and “Dissenters”. This typology represents three distinct types of PSPETs based on differences in how they manage their work lives. Additionally, four main different sets of inter-related propositions are drawn from the findings of the study. They are the Theory of Diversified Adaptation; the categories and major processes of the theory; the context of PSPETs’ work lives, identity, socialization experience and career trajectory; and the typology of PSPETs. The construction of the substantive theory thus contributes to an increased appreciation of the diversity of PSPETs’ work in Hong Kong and to the literature on physical education teachers’ professionalization and professionalism. Recommendations include the professional development of PSPETs concerning multiple roles in schools are made to different stakeholders including policy-makers, teacher education institutions, school principals, and teachers. Although the theory is generalizable only to PSPETs in situations similar to the present cohort, it has implications that further studies might seek further theory development by testing the theory in similar and different contexts.
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Ramedupe, Rachel. "Investigation into the lives of professional women in the construction industry." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97410.
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Thesis (MBA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this study is to make industry employers, teachers and career guides aware of the barriers that continue to hold back women from pursuing careers in the construction industry. This research study focused on females working in the construction industry and investigated the experiences of women who chose to study construction-related degrees. The goal was to communicate what influenced their choice to study degrees in the construction industry, and what factors are currently influencing their career development. This was done with the purpose of finding solutions to re-engineer and transform the industry and make a form of transformation. A quantitative research methodology was used as a means of collecting and analysing data. This comprised of questionnaires which were designed and distributed, using targeted sampling, to 82 women studying construction-related degrees and 54 women actively employed in professional positions in the South African construction industry. Respondents’ experiences were captured with quantitative data on education, course preference, family involvement, mentors, self-efficacy, women involvement, cultural influence, image of industry, reason for entering industry, motivator/influencer, traditional beliefs, social and cultural beliefs, government involvement, time, slow career progression, inclusive environment, queen bee syndrome, site conditions, discrimination and harassment. The data was analysed by using quantitative methods. Questionnaires were developed and ranked on a scale of one to five, namely strongly agree to strongly disagree and interpreted by means of counting the frequency of occurrence of answers to each ranked question. Percentages were then calculated and responses weighted according to average means. The findings and conclusions indicate the choices women make, what motivates women in South Africa to choose careers in the construction industry and the barriers encountered by them. The results from this study highlight the need for a shift in the industry; and the findings give employers, teachers and career guiders insight into what draws women into the industry and what underlying issues women face once in the industry. This provides as a guide for strategic change within educational environments and within the industry to encourage more women not only to draw themselves to find careers in the construction industry, but also retain them.
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Qamaniq-Mason, Mary Clarissa. "The Impact of Meditation Practice on Teachers’ Personal and Professional Lives." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38102.
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This narrative study of schoolteachers’ experiences of yogic meditation employs the theoretical framework of yoga. It poses the research question: How do teachers story their life experiences following their adoption of a regular meditation practice? Narrative research methods are used to reveal the participants’ own perceptions of their experiences of meditation. The narratives presented include that of an educator and meditation teacher who has been practising yogic meditation for over 40 years, as well as three schoolteachers who more recently came to the practice of meditation and were experienced classroom teachers before and after taking up this practice. The findings reveal that (1) the teachers perceive their meditation practice to have a beneficial impact on their lives, and by extension their work as teachers; (2) the impact their meditation practice has on their classroom teaching may not be obvious to an outside observer. Instead it is experienced by the participants to be an internal enrichment: a transformation of their thought patterns and perceptions of feelings and events; and (3) the longer the participant has been practising meditation, and the more they have immersed themselves in the philosophical study that traditionally accompanies yogic practice, the more complex may be their understandings of their meditation experience. This research also highlights the problems with imposing Western knowledge frameworks on practices that have traditionally been accompanied by an existent theoretical framework. The researcher argues for further study of classical yogic meditation practices in light of their potential benefits for educators, with the caveat that such research should be undertaken by researchers who have experienced authentic immersion in the study of yoga and its classical philosophies.
Books on the topic "Professional lives"
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Ivor, Goodson, and Hargreaves Andy, eds. Teachers' professional lives. London: Falmer Press, 1996.
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Bascia, Nina. The role of unions in teachers' professional lives. Ann Arbor, Mich: UMI Dissertation Services, 1993.
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Schmidt, Jeff. Disciplined minds: A critical look at salaried professionals and the soul-battering system that shapes their lives. Lanham, Md: Rowman & Littlefield, 2000.
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Psychotherapy: Lives intersecting. New Brunswick: Transaction Publishers, 2011.
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Ann, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.
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Ronald, Nuttall, ed. Childhood abuse: Effects on clinicians' personal and professional lives. Thousand Oaks: Sage Publications, 1997.
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LaPointe, Terosky Aimee, and Neumann Anna, eds. Faculty careers and work lives: A professional growth perspective. San Francisco, Calif: Jossey-Bass, 2008.
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1934-, Bloom Martin, ed. Changing lives: Studies in human development and professional helping. Columbia, S.C: University of South Carolina Press, 1992.
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Bascia, Nina. Unions in teachers' professional lives: Social, intellectual, and practical concerns. New York: Teachers College Press, 1994.
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Fuchs, Epstein Cynthia, ed. The part-time paradox: Time norms, professional lives, family, and gender. New York: Routledge, 1999.
Find full textBook chapters on the topic "Professional lives"
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Evans, Karen. "Bounded Agency in Professional Lives." In Professional and Practice-based Learning, 17–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60943-0_2.
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Goodson, Ivor. "Listening to Professional Life Stories: Some Cross-Professional Perspectives." In Teachers' Career Trajectories and Work Lives, 203–10. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2358-2_12.
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Hilgard, Josephine Rohrs. "My Life as a Professional, a Wife, and a Mother." In Lives of Career Women, 85–101. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-6447-2_7.
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Bayer, Martin, and Ulf Brinkkjær. "Teachers' Professional Learning and the Workplace Curriculum." In Teachers' Career Trajectories and Work Lives, 93–115. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2358-2_6.
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Juliá, María, and Diane Belcher. "A Professional Academic Life in Two Languages: An Interview with María Juliá." In Reflections on Multiliterate Lives, edited by Diane Belcher and Ulla Connor, 177–90. Bristol, Blue Ridge Summit: Multilingual Matters, 2001. http://dx.doi.org/10.21832/9781853597046-019.
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Sinduja Vummidi and Sandhya Limaye. "Synergies Between Personal and Professional Lives of Counsellors." In Counselling in India, 55–73. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0584-8_4.
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Mäkinen, Katariina. "Negotiating the Intimate and the Professional in Mom Blogging." In The New Normal of Working Lives, 129–46. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66038-7_7.
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Vasquez, Melba J. T. "My Professional Journey." In Journeys to Professional Excellence: Stories of Courage, Innovation, and Risk-Taking in the Lives of Noted Psychologists and Counselors, 161–73. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2018. http://dx.doi.org/10.4135/9781071800669.n13.
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Sugrue, Ciaran. "The Personal in the Professional Lives of School Leaders." In Explorations in Narrative Research, 91–105. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-988-6_9.
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Castleman, Tanya, and Rosslyn Reed. "Fortunate Lives: Professional Careers, Social Position and Life Choices." In Ways of Living, 99–119. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230273993_5.
Full textConference papers on the topic "Professional lives"
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Mohamed, Reham Ebada, Thais Bardini Idalino, and Sonia Chiasson. "When private and professional lives meet." In the 8th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3097286.3097334.
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Marcean, Crin, and Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.
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"Professional identity is the concept that describes how we perceive ourselves in our occupational context and how we communicate it to others. Professional identity is not static, but fluid. It is strongly influenced by how we see ourselves, how we perceive others and how we are viewed by society. Professional values are inherent characteristics of every profession and are part of the professional identity. Personal values are a powerful tool that influences our lives. They are the standards that each of us defines in order to live according to them and often influence our attitude and behavior. The profession of nurse/ midwives is defined by the values that each practitioner experiences every day in relation to his profession and each patient with whom he interacts. The professionalism of nursing profession requires that the nurses, midwifes to be able to provide quality health care services adapted to the society healthy needs, no matter age, social position, gender, political and sexual orientation or other differentiation criteria. In this way they will be able to increase the population’s health level. The Order of Nurses and Midwives of Romania implemented POLMED project which objective was to develop a set of fundamental professional values for nurses and midwives, for the benefit of the medical-patient staff relationship. The project aimed at developing an analysis of European public policies on the values of nursing and midwifery, conducting a survey of the current situation in Romania on the values of nursing and midwifery by involvement of 200 nationally selected nurses and midwives, as well as the training of 45 nurses and midwives in the design and evaluation of public policies. As a result, the ability of medical personnel to meet the citizen’s need to have quality health system is directly linked first and foremost to the reform of the educational system of professional training, which internalizes a values system centered on professionalism, empathy towards the patient and cooperation with patients and other categories of professionals in the medical system. The paper work is divide in two parts, the first part presents a survey in order to develop a set of fundamental professional values for nurses and midwives, and the second part presents the way these values were transposed in the nursing education. The paper presents a study on the ways of transposing the professional identity and profession values into the nursing education."
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Alhudithi, Ahlam. "The Daily Professional Lives of Arab Female Principals." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431231.
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"Women in Endurance Sports: Linking Competitive and Professional Work Lives." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4054.
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Aim/Purpose: Explore the benefits of participating in competitive endurance sports. Beyond the obvious health and social benefits, endurance competitions offer significant psycho/social growth that translates into more a more effective professional life. Background: Utilizes triadic agentic theory to explain the transference of learning from di-vergent experiences. Methodology: Mixed method using a validated instrument for measuring work engagement, and a structured interview for investigating and explaining additional phenomena. Contribution: Though it is unlikely that the elements of this study would affect men and women differently, because of social constructs, women are often at a disadvantage when presented with competitive situations, or the consequences of learning gained from serious competition. This study shows one way that inequality can be neutralized. Findings: Given the time consuming and physically demanding nature of endurance sports, one would imagine that participation would be a detriment to work life. This research details a much more positive effect Recommendations for Practitioners: Recognizing the importance of competition greatly improves the quality of life, and work for those participating, and for those who work with, and live with the competitors Recommendation for Researchers: Examination of the various factors investigated in this research will hopefully inspire additional study Impact on Society: Women are under-represented in both endurance sports, and in executive offices. If there is greater understanding of the link between healthy competition and professional success, perhaps some headway can be gained in reducing inequities. Future Research: Additional research into other forms of competition, or performance will determine if there are equal or similar benefits to activities that contain elements of endurance competition, without the extreme physical stress that puts such competition out of reach for many people.
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Tan, Grace, and Anne Therese Venables. "Impact of a cross-institutional assessment designed to shape future IT professionals." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2169.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Xxxx University and Yyyy University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again. This paper reports on the surveys’ results noting changes in student perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives.
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Self, Mary Jo. "OUR PROFESSIONAL LIVES AS EDUCATORS AND THE IMPLICATIONS OF THE CAREER STAGES THEORY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2037.
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Petrova, Daniela. "LEGAL REGULATION OF THE HEALTH MEDIATOR AND ITS IMPACT ON THE SUSTAINABLE DEVELOPMENT OF SOCIAL CAPITAL." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.22.
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The activity of the health mediator has a sustainable impact on people's lives, both in the smaller community groups and on the overall educational, health and economic growth of the society. During the Kovid 19 pandemic, the practice of the profession of health mediator is of utmost importance and significance, with a view to informing and preventing health. The author of this article presents the legal framework of the health mediator in the national and European legislation. The aim of the author is to present the legal and professional requirements for the health mediator. The health mediator is already an established and legally regulated profession, which operates in the individual municipalities in the Republic of Bulgaria.
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Petrova, Daniela. "LEGAL REGULATION OF THE HEALTH MEDIATOR AND ITS IMPACT ON THE SUSTAINABLE DEVELOPMENT OF SOCIAL CAPITAL." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.243.
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The activity of the health mediator has a sustainable impact on people's lives, both in the smaller community groups and on the overall educational, health and economic growth of the society. During the Kovid 19 pandemic, the practice of the profession of health mediator is of utmost importance and significance, with a view to informing and preventing health. The author of this article presents the legal framework of the health mediator in the national and European legislation. The aim of the author is to present the legal and professional requirements for the health mediator. The health mediator is already an established and legally regulated profession, which operates in the individual municipalities in the Republic of Bulgaria.
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Rosales, Elizabeth. "The Interplay of Teachers' Personal Lives and Professional Learning: Evidence From a Qualitative Longitudinal Study." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574944.
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Topkaraoglu, Mert, and Ece Siklar. "PROFESSIONAL DEVELOPMENT IN THE LIVES OF ENGLISH AS A FOREIGN LANGUAGE TEACHER: THE TURKISH CONTEXT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0297.
Full textReports on the topic "Professional lives"
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Davies, Andrew L. B., Valeria Liu, and Elisa Torossian. The Rural Texas Sheriff. SMU Dedman School of Law, April 2021. http://dx.doi.org/10.25172/dc.7.
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The Rural Texas Sheriff reports on a focus group conducted in conjunction with the Deason Center's 2019 Rural Criminal Justice Summit. The report places rural Texas sheriffs and their agencies in a national context. It also offers insight into the focus group's perceptions of rural law enforcement and jail management. With first-hand accounts of these sheriffs’ experiences, the report offers a compelling look at the personal and professional lives of Texas’ rural sheriffs.
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Buttigieg, Pier Luigi. An interpretation of the FAIR principles to guide implementations in the HMC digital ecosystem. HMC-Office, GEOMAR Helmholtz Centre for Ocean Reaearch Kiel, 2022. http://dx.doi.org/10.3289/hmc_publ_01.
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Findable, accessible, interoperable and reusable (FAIR) set principles that determine best practice for managing the dissemination and ensuring longevity of digital resources. The Helmholtz Metadata Collaboration (HMC) provides guidance on metadata and related topics to those working in the Helmholtz ecosystem. Given the complexity - both of the FAIR principles, and the Helmholtz ecosystem - we interpret the principles so they can be directly applicable to the Helmholtz context. In this interpretation we consider managers, tool-developers, data managers, and researchers amongst others; and provide guidance to these disparate roles on applying the FAIR principles in their professional lives.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.
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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Greer, Stephen, and Bryony White. Live Art Scotland Practitioner Directory. University of Glasgow, January 2022. http://dx.doi.org/10.36399/gla.pubs.265874.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.
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The main recommendations of the panel report can be summarised under five key headings: HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world. MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world. PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies. COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems. REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Deutsch-Heng, Mikhael, Benoit Dostie, and Geneviève Dufour. Documenter l’évolution de la demande des compétences liée aux STIM. CIRANO, January 2022. http://dx.doi.org/10.54932/hajn9336.
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Quel est l’impact des changements technologiques sur la demande de compétences ? Qu’en est-il pour les compétences plus particulièrement liées aux professions STIM ? Pour le déterminer, nous apparions les données occupationnelles des Recensements canadiens de 2006 et 2016 à des données détaillées qui associent à chaque occupation des mesures d'habileté et compétences requises pour occuper ces dernières. Nous trouvons que la demande des compétences liées aux mathématiques a augmenté pendant cette période, mais que l’augmentation est concentrée chez les professions STIM et les professions liées aux STIM. Nous trouvons aussi que les changements dans la demande de compétences s’observent à l’intérieur d’occupations définies finement, plutôt que par des changements dans la structure occupationnelle.
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Gattenhof, Sandra, Donna Hancox, Sasha Mackay, Kathryn Kelly, Te Oti Rakena, and Gabriela Baron. Valuing the Arts in Australia and Aotearoa New Zealand. Queensland University of Technology, December 2022. http://dx.doi.org/10.5204/rep.eprints.227800.
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The arts do not exist in vacuum and cannot be valued in abstract ways; their value is how they make people feel, what they can empower people to do and how they interact with place to create legacy. This research presents insights across Australia and Aotearoa New Zealand about the value of arts and culture that may be factored into whole of government decision making to enable creative, vibrant, liveable and inclusive communities and nations. The COVID-19 pandemic has revealed a great deal about our societies, our collective wellbeing, and how urgent the choices we make now are for our futures. There has been a great deal of discussion – formally and informally – about the value of the arts in our lives at this time. Rightly, it has been pointed out that during this profound disruption entertainment has been a lifeline for many, and this argument serves to re-enforce what the public (and governments) already know about audience behaviours and the economic value of the arts and entertainment sectors. Wesley Enoch stated in The Saturday Paper, “[m]etrics for success are already skewing from qualitative to quantitative. In coming years, this will continue unabated, with impact measured by numbers of eyeballs engaged in transitory exposure or mass distraction rather than deep connection, community development and risk” (2020, 7). This disconnect between the impact of arts and culture on individuals and communities, and what is measured, will continue without leadership from the sector that involves more diverse voices and perspectives. In undertaking this research for Australia Council for the Arts and Manatū Taonga Ministry for Culture & Heritage, New Zealand, the agreed aims of this research are expressed as: 1. Significantly advance the understanding and approaches to design, development and implementation of assessment frameworks to gauge the value and impact of arts engagement with a focus on redefining evaluative practices to determine wellbeing, public value and social inclusion resulting from arts engagement in Australia and Aotearoa New Zealand. 2. Develop comprehensive, contemporary, rigorous new language frameworks to account for a multiplicity of understandings related to the value and impact of arts and culture across diverse communities. 3. Conduct sector analysis around understandings of markers of impact and value of arts engagement to identify success factors for broad government, policy, professional practitioner and community engagement. This research develops innovative conceptual understandings that can be used to assess the value and impact of arts and cultural engagement. The discussion shows how interaction with arts and culture creates, supports and extends factors such as public value, wellbeing, and social inclusion. The intersection of previously published research, and interviews with key informants including artists, peak arts organisations, gallery or museum staff, community cultural development organisations, funders and researchers, illuminates the differing perceptions about public value. The report proffers opportunities to develop a new discourse about what the arts contribute, how the contribution can be described, and what opportunities exist to assist the arts sector to communicate outcomes of arts engagement in Australia and Aotearoa New Zealand.
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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.
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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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Lazonick, William, Philip Moss, and Joshua Weitz. Equality Denied: Tech and African Americans. Institute for New Economic Thinking, February 2022. http://dx.doi.org/10.36687/inetwp177.
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Thus far in reporting the findings of our project “Fifty Years After: Black Employment in the United States Under the Equal Employment Opportunity Commission,” our analysis of what has happened to African American employment over the past half century has documented the importance of manufacturing employment to the upward socioeconomic mobility of Blacks in the 1960s and 1970s and the devastating impact of rationalization—the permanent elimination of blue-collar employment—on their socioeconomic mobility in the 1980s and beyond. The upward mobility of Blacks in the earlier decades was based on the Old Economy business model (OEBM) with its characteristic “career-with-one-company” (CWOC) employment relations. At its launching in 1965, the policy approach of the Equal Employment Opportunity Commission assumed the existence of CWOC, providing corporate employees, Blacks included, with a potential path for upward socioeconomic mobility over the course of their working lives by gaining access to productive opportunities and higher pay through stable employment within companies. It was through these internal employment structures that Blacks could potentially overcome barriers to the long legacy of job and pay discrimination. In the 1960s and 1970s, the generally growing availability of unionized semiskilled jobs gave working people, including Blacks, the large measure of employment stability as well as rising wages and benefits characteristic of the lower levels of the middle class. The next stage in this process of upward socioeconomic mobility should have been—and in a nation as prosperous as the United States could have been—the entry of the offspring of the new Black blue-collar middle class into white-collar occupations requiring higher educations. Despite progress in the attainment of college degrees, however, Blacks have had very limited access to the best employment opportunities as professional, technical, and administrative personnel at U.S. technology companies. Since the 1980s, the barriers to African American upward socioeconomic mobility have occurred within the context of the marketization (the end of CWOC) and globalization (accessibility to transnational labor supplies) of high-tech employment relations in the United States. These new employment relations, which stress interfirm labor mobility instead of intrafirm employment structures in the building of careers, are characteristic of the rise of the New Economy business model (NEBM), as scrutinized in William Lazonick’s 2009 book, Sustainable Prosperity in the New Economy? Business Organization and High-Tech Employment in the United States (Upjohn Institute). In this paper, we analyze the exclusion of Blacks from STEM (science, technology, engineering, math) occupations, using EEO-1 employment data made public, voluntarily and exceptionally, for various years between 2014 and 2020 by major tech companies, including Alphabet (Google), Amazon, Apple, Cisco, Facebook (now Meta), Hewlett Packard Enterprise, HP Inc., Intel, Microsoft, PayPal, Salesforce, and Uber. These data document the vast over-representation of Asian Americans and vast under-representation of African Americans at these tech companies in recent years. The data also shine a light on the racial, ethnic, and gender composition of large masses of lower-paid labor in the United States at leading U.S. tech companies, including tens of thousands of sales workers at Apple and hundreds of thousands of laborers & helpers at Amazon. In the cases of Hewlett-Packard, IBM, and Intel, we have access to EEO-1 data from earlier decades that permit in-depth accounts of the employment transitions that characterized the demise of OEBM and the rise of NEBM. Given our findings from the EEO-1 data analysis, our paper then seeks to explain the enormous presence of Asian Americans and the glaring absence of African Americans in well-paid employment under NEBM. A cogent answer to this question requires an understanding of the institutional conditions that have determined the availability of qualified Asians and Blacks to fill these employment opportunities as well as the access of qualified people by race, ethnicity, and gender to the employment opportunities that are available. Our analysis of the racial/ethnic determinants of STEM employment focuses on a) stark differences among racial and ethnic groups in educational attainment and performance relevant to accessing STEM occupations, b) the decline in the implementation of affirmative-action legislation from the early 1980s, c) changes in U.S. immigration policy that favored the entry of well-educated Asians, especially with the passage of the Immigration Act of 1990, and d) consequent social barriers that qualified Blacks have faced relative to Asians and whites in accessing tech employment as a result of a combination of statistical discrimination against African Americans and their exclusion from effective social networks.
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Striuk, Andrii M. Software engineering: first 50 years of formation and development. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2880.
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The article analyzes the main stages of software engineering (SE) development. Based on the analysis of materials from the first SE conferences (1968-1969), it was determined how the software crisis prompted scientists and practitioners to join forces to form an engineering approach to programming. Differences in professional training for SE are identified. The fundamental components of the training of future software engineers are highlighted. The evolution of approaches to the design, implementation, testing and documentation of software is considered. The system scientific, technological approaches and methods for the design and construction of computer programs are highlighted. Analysis of the historical stages of the development of SE showed that despite the universal recognition of the importance of using the mathematical apparatus of logic, automata theory and linguistics when developing software, it was created empirically without its use. The factor that led practitioners to turn to the mathematical foundations of an SE is the increasing complexity of software and the inability of empirical approaches to its development and management to cope with it. The training of software engineers highlighted the problem of the rapid obsolescence of the technological content of education, the solution of which lies in its fundamentalization through the identification of the basic foundations of the industry. It is determined that mastering the basics of computer science is the foundation of vocational training in SE.