Relevant bibliographies by topics / Professional participation

Academic literature on the topic 'Professional participation'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Professional participation"

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Leemeijer, Aukje, and Margo Trappenburg. "Patient Centered Professionalism? Patient Participation in Mental Health Professional Frameworks." Professions and Professionalism 6, no. 2 (September 27, 2016): e1474. http://dx.doi.org/10.7577/pp.1474.

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Patient participation is an important development in Dutch mental health care. Notwithstanding a generally positive attitude towards patient participation, mental health professionals show ambivalent responses to it due to tensions that may occur between professional values and societal values like (more) patient participation. Professionals vary in their degree of professionalization which is translated to their formal professional frameworks like professional profiles and codes of conduct. To explore how formal professional frameworks of mental health professionals mirror how and to what degree they accommodate patient participation the professional frameworks of four types of mental health care professionals were studied: psychiatrists, psychologists, nurses, and social workers. We hypothesized that the higher professionalized professions were less open to patient participation. The results partly support this hypothesis. Professional frameworks of social workers and nurses indeed show more openness to patient participation, but the picture for psychiatrists and psychologists is ambiguous—more professionalized psychiatrists being more inclined to incorporate patient participation than less professionalized psychologists.
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Claybaugh, Craig C., and Peter Haried. "Professional Social Network Site Participation." International Journal of Virtual Communities and Social Networking 4, no. 4 (October 2012): 19–32. http://dx.doi.org/10.4018/jvcsn.2012100102.

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Online professional social networks have become a noteworthy tool to help professionals create, strengthen, and maintain valuable business connections. However, the question remains as to who is actually using online professional social networks and how the diffusion of the social network has occurred. Looking at diffusion and usage through innovation diffusion theory, critical mass and a network effects lens, this paper seeks to examine the diffusion of an online professional social network (LinkedIn) for a specific population of university business schools. Using longitudinal analysis (2008 compared to 2011) our findings advocate network dynamics of homogeneous populations display consistent patterns of participation and non-participation. The authors’ findings suggest LinkedIn diffusion is not consistent across all business schools examined. A greater critical mass and network effect appears to have been achieved across larger research universities when compared to smaller university populations. An analysis of the results and future research directions are presented.
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Lancaster, Jennifer N., Bettye Myers, David L. Nichols, and Kerry S. Webb. "Professional Involvement: Requirements as Students and Trends After Certification." Athletic Training Education Journal 9, no. 1 (May 1, 2014): 12–21. http://dx.doi.org/10.4085/090112.

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Context The field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals. Objective To determine the difference in professional involvement of athletic trainers (ATs) based upon their participation in professional activities while completing their entry-level athletic training program (ATP). Design Online surveys to determine ATP requirements of students and to determine the involvement of ATs in 5 professional activities after their certification by the Board of Certification. Perception questions were also included. Patients or Other Participants Included 120 ATs from across the United States. All AT participants graduated within the 2004–2005 academic year and obtained certification in 2005. Data Collection and Analysis Online surveys were administered through PsychData. The McNemar test was used to determine changes in participation levels of participants as students and as professionals. Frequency of yes/no responses was used to present perceptions, and participants' comments were included in the discussion section. Results Student participation in community service, mentoring other students, and submitting presentation proposals did influence participation in these activities as a professional. However, professional involvement was not influenced by student membership in organizations, research, or mentoring by a health care professional. Conclusions Participation in some professional activities as students should be encouraged or required in order to promote continued participation in these activities when the students become athletic training professionals.
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Grosse, MS, Susan J. "The role of the aquatic professional in the collaboration process." American Journal of Recreation Therapy 11, no. 3 (July 1, 2012): 7–16. http://dx.doi.org/10.5055/ajrt.2012.0022.

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The professional in therapeutic recreation has the potential to interact with a variety of other persons who are involved in the life of an individual with a disability. If that individual participates in an aquatic program, one of the persons with whom a therapeutic recreation staff member interacts is the professional in aquatics. To make that interaction as productive as possible, this article will explore several aspects of the interaction between professionals in therapeutic recreation and professionals in aquatics. There are two aspects to the role of the aquatic professional and that professional’s interaction with therapeutic recreation staff participating in the collaboration process when working with individuals with disabilities. The aquatic professionals’ first job is to obtain information that can possibly impact the aquatic participation of the individual with a disability. If the aquatic program is part of a broader therapeutic recreation program, the primary source for that information may be the therapeutic recreation staff. Second and more often overlooked, there is information that the aquatic professional can provide to other individuals, professionals in therapeutic recreation, and caregivers alike, who also interact with the person with a disability. Because of the unique nature of staffing and participation in aquatics, participation in the collaborative process may be difficult. This article explores the specific details of the interactions of the aquatic professional in the collaboration process. Barriers to collaboration are discussed and possible solutions are presented.
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Kouper, Inna. "Professional participation in digital curation." Library & Information Science Research 38, no. 3 (July 2016): 212–23. http://dx.doi.org/10.1016/j.lisr.2016.08.009.

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Hopkins, William A., and Candace Wilt Barnett. "Pharmacists’ Participation in Professional Organizations." American Pharmacy 29, no. 8 (August 1989): 12–14. http://dx.doi.org/10.1016/s0160-3450(15)31711-6.

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Morgan, H. G. "Participation in continuing professional development." Psychiatric Bulletin 23, no. 4 (April 1999): 240–41. http://dx.doi.org/10.1192/pb.23.4.240-a.

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Michael, Kimberly, Shelby Keller, Xuan Tran, Harlan Sayles, and Tanya Custer. "Student Participation in Professional Organizations." Journal of Diagnostic Medical Sonography 32, no. 6 (September 27, 2016): 336–42. http://dx.doi.org/10.1177/8756479316667079.

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Newton, Wayne T. "Trustee participation in professional activities." New Directions for Community Colleges 1985, no. 51 (September 1985): 49–53. http://dx.doi.org/10.1002/cc.36819855109.

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Smith, Brendan T., and Arjumand Siddiqi. "Professional Football Participation and Mortality." JAMA 320, no. 1 (July 3, 2018): 91. http://dx.doi.org/10.1001/jama.2018.6701.

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Dissertations / Theses on the topic "Professional participation"

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Pickering, Charles A. L. "Institutional Participation Effects on Individual Market Framing among Engineers." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1145536125.

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Kamalodeen, Vimala. "Exploring teachers' participation in an online professional social network." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4284/.

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This thesis considers new ways of facilitating in-service teacher training and development in Trinidad and Tobago. ICT is linked by policy to National Development and teachers are urged to use available tools and technologies to enhance student learning. I argue that current models of training and professional development do not result in sustained and efficient use of some of these tools. In this study, a new model of teacher professional development is considered where a learning space is created and mediated through Web 2.0 tools and the Internet. In particular, the use of a social networking space is designed purposefully as a professional learning space for teachers. The design elements were selected to facilitate a dynamic learning environment catering to flexibility in teachers’ learning needs and wants. Through analysis of teacher interactions, the data shows how the social network supports the development of a professional identity while allowing teachers to seek support from one another and to share knowledge. Examination of teacher activity reveals how teachers chose to participate in this space and their preference for certain tools and topics. It further shows the inclination to seek knowledge rather than to share and their willingness to upgrade their skills using free online learning courselets. This study concludes that a social network can act as a professional learning space that enables teachers’ ongoing learning through real-time communication with peers, just-in- time support from mentors and coaches and opportunities to make their practice public.
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Akintade, Aribigbola. "An Investigation of Factors Deterring Participation in Continuing Professional Education." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331928/.

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This study was conceived as an attempt to determine .and analyze factors deterring participation in continuing professional education among social workers in environments where continuing education for relicensure is mandatory and voluntary. The specific research design implemented to complete this study was the ex-post facto descriptive design. The sample included 106 social workers randomly selected in the state of Texas where continuing education is mandatory and 94 social workers in the state of Louisiana where continuing education is voluntary. The instrument used was the Deterrent to Participation Scale developed by Scanlan (1983) and a demographic inventory. Scanlan (1983) earlier identified six factors deterring participation in continuing professional education: Disengagement, Lack of Quality, Family Constraints, Cost, Lack of Benefit, and Work Constraints. The study concluded that social workers in both states considered work constraint as a major factor deterring participation in continuing professional education. Also the factors of cost and lack of quality were also considered as crucial barriers in their efforts to participate in continuing professional education. The Wilks' multivariate test of significance of the means and univariate F tests at alpha level p < .05 revealed differences in the combined mean scores of social workers in both states when the variables of age, marital status, and position held were tested. In comparing the ranking of the six factors deterring participation in continuing professional education, a Spearman rank correlation coefficient revealed respondents in both states rank the six factors in the same order. The findings were congruent with earlier studies of barriers to participation in continuing education among professionals. The researcher recommended a study which would include a larger number of social workers and a longitudinal study to measure changes in barriers to participation in continuing professional education.
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Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.

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Alselaimi, Raneem Abdul Wahab A. "Increasing Saudi women's participation in professional occupations: a Saudi perspective." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/788.

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This research endeavours to provide a deeper understanding of the Saudi male-dominated system that is embedded in the Saudi social and cultural spheres. In particular, the thesis examines the different layers of meaning interconnected to each other which affect the Saudi system and the system’s ability to provide equal opportunities for both male and female nationals.
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Jones, Tracey. "FLOTE-ing and sinking: Teacher participation in online professional development." Thesis, Jones, Tracey (2012) FLOTE-ing and sinking: Teacher participation in online professional development. Professional Doctorate thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/15320/.

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This study examines the engagement of two groups of teachers, in successive years, with an online professional development program designed to support teachers in facilitating the learning of languages other than English. The study examines the factors that impacted the teachers’ ability to engage with the FLOTE online professional development programme. In particular, the study identifies what aspects of the programme encouraged or supported teachers, and what aspects hindered teachers. It also examines the impact of personal factors on the capacity of teachers to be successful in completing the FLOTE online programme. A mixed methods approach is used in the study. Quantitative data provide demographic information, as well as information about participant teachers’ initial level of competence with information communication technologies. The online tracking facility, incorporated into the programme, also recorded teachers’ time on task across all programme modules. Qualitative data are used to report on teacher participants as online learners, and to capture their individual lived experiences as they interacted with the FLOTE programme. Also significant within the study are the lived experiences of the researcher. She occupies multiple roles – co-creator of elements of the programme, programme facilitator, data collector and analyst. The study projects her multiple voices as she engages with the two participant cohorts and this, inturn, adds to the richness of the investigation. This research is contextualised within the development of the FLOTE online professional development programme. This programme uses a range of nautical themes to encapsulate key programme elements. So too does this study. It draws on a range of nautical analogies and uses these as a framework to present the study, as well as a mechanism to reflect and represent ideas and themes. The findings of this study identify a number of factors that supported and hindered participants’ engagement with the FLOTE programme. These included ICT competence, experiences and expectations of professional development, as well as personal factors. However, the most critical factor to emerge from the study relates to the capacity for teacher participants to be self-directed and autonomous in their own learning. The study shows that the low level of programme completion reflects the inability of most participants in this study to take responsibility for their own learning.
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Yong, Karen Elizabeth. "Continuing professional education : a study of geoscientists' participation, attitudes and felt CPE needs in one professional organization." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29893.

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Little data exist on continuing professional education (CPE) participation among geoscientists. This study sought to establish an understanding of CPE participation amongst geoscientists through their behaviour, attitudes toward CPE and felt need of CPE. Members in the Mineral Deposits Division (MDD), an affiliate of the Geological Association of Canada (GAC), were used as the population for the survey. A mail survey questionnaire of the 819 members of MDD produced a response rate of 72%. The findings revealed the majority of geoscientists held positive attitudes toward voluntary participation in CPE. The respondents participated in both instructional and informal activities such as, attending field trips and reading professional journals. Eighty percent of the respondents indicated having participated in instructional CPE activities during the previous 12 months, with a mean of 6 activities. In addition, 100% reported participating in the informal activity of reading professional journals for an average of 0.5 hours per week. Contrary to findings in the literature, no significant relationships were found between educational level, attitude, occupational positions, barriers to participation and the extent of CPE participation. These findings reflect the homogeneity of the sample's socio-economic status: high education levels (39% B.A's/B.Sc's, 32% M.A's/M.Sc's and 27% PhD's), with a mean income of $44K. The general character of a MDD member is one who specializes in geology (68%), works for industry (60%), holds an occupational position of either project geoscientist or middle management (57%). Few barriers to participation were identified: scheduling difficulties and lack of time. The anticipated future of the geoscience profession was reflected in the perceived CPE needs of the group. Geostatistics (59%), oral presentations (49%), mining laws (50%), and geochemistry (49%), were items most frequently cited. Sixty five percent reported that sponsors of CPE other than their own institution were better providers of CPE activities. Although the lecture format was the most frequented CPE format during the previous year, field trips were the preferred format. T.V and video as CPE delivery systems were not favoured by geoscientists which contrasts trends amongst other professionals, particularly engineers in the United States (Greenburg & Beidenburg, 1987). These findings are of importance to those in geoscience who sponsor, plan, provide, or evaluate CPE activities, but particularly the MDD in developing its CPE policy, and to those in the field of adult education conducting participation research because data has been gathered specifically pertaining to mineral deposit geoscientists in Canada. Recommendations were proposed for the national umbrella organization, the Canadian Geoscience Council, which has the structure and influence to establish CPE as a priority within geoscience in the areas of programme planning, CPE policy development and resource management.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Simmons, Jane. "A multi-capital approach to understanding participation in professional management education." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9674/.

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This study explores the reasons why adult learners take part in professional management education courses, their social and cultural capital together with their human and economic capital. The author has responsibility for these programmes in a university in the north of England. It is framed by a multiple capital approach which reflects, and illuminates, the rationale for engagement in lifelong learning and professional management education. The underlying research was phenomenological, as it explored the direct experiences of the participants in relation to professional management education. Two methods were used sequentially, quantitative which provided numerical data by the use of questionnaires, and qualitative, by the use of interviews. The results of the interviews were used to construct the stories of the respondents. Fifty questionnaires were completed by employees and fifteen interviews were undertaken, out of a total population of eighty one. The entire population of twenty four employers completed a questionnaire and six of them were interviewed. The outcomes of this research highlight the workplace in the twenty-first century, together with the impact of the current economic climate. This has led to a need for the acquisition of new skills by workers at all hierarchical levels in organisations. Cultural capital was evidenced by the desire of employees to equip themselves with new skills and knowledge, in order to remain in employment and to advance their careers. Many of the respondents gained cultural capital through their early life experiences of home and school and their relationships with mentors. The social capital of employers was found to be important in mentoring, and encouraging, employees to engage in learning. Economic capital was expressed through engagement in lifelong learning by employees to enhance their knowledge and skills, and to improve their employment prospects.Human capital was evidenced by both employers and employees as engagement in professional management education facilitates the acquisition of new skills and knowledge.
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Becker, Robert Roy. "The Narrative of the Professional: The Value of Collegiate Forensics Participation." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/29513.

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Forensics, or competitive speech and debate, has a history stretching back to the ancient Greeks. Although practitioners, students, and coaches have long sung its praises, limited research has been done to demonstrate the long-term value of forensics competition for students. This study used narrative interviews to discover the perceived value of forensics competition to individuals who were at least ten years removed from competition and had not remained active in forensics. After interviewing 34 individuals, this study used grounded theory (Glaser, 1965; 2002; Glaser & Strauss, 1967) to analyze the results. Analysis revealed that individuals followed a similar pattern of becoming involved in forensics and remaining as participants. Additionally, they believed they learned academic skills, social skills, and had more opportunities because of their participation in forensics, despite having to overcome some negative effects of participation. Participants noted that they used many of the skills they developed in forensics every day. Participants also demonstrated that forensics was a part of their identity and many remained connected to former teammates, former competitors, and their alma mater. Analysis led to the development of the Narrative of the Professional, which is the story of the forensics competitor.
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Inge, Richard. "A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2419.

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The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Books on the topic "Professional participation"

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Krille, Claudia. Teachers' Participation in Professional Development. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38844-7.

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Lambert, Carmen. Questionnaire on the role and participation of women in professional associations. Ottawa: Social Science Federation of Canada, 1991.

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Lambert, Carmen. Questionnaire on the role and participation of women in professional associations. Ottawa: Social Science Federation of Canada, 1991.

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Zin, Razali Mat. Participation and commitment among Malaysian professionals. Bangi: Penerbit Universiti Kebangsaan Malaysia, 1998.

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Professional parents: Parent participation in four Western European countries. London: Falmer Press, 1985.

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Contemporary issues in sports economics: Participation and professional team sports. Cheltenham: Edward Elgar, 2011.

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1941-, Schoonmaker Frances, and Falk Judith McConnell, eds. Teacher renewal: Professional issues, personal choices. New York: Teachers College Press, Teachers College, Columbia University, 1987.

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Ahmann, Elizabeth. Changing the concept of families as visitors: Supporting family presence and participation. Bethesda, Md: Institute for Family-Centered Care, 2003.

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Usakov, V. I. Olimpiĭskoe sozvezdie Krasnoi︠a︡rska: Ocherki o sportsmenakh Krasnoi︠a︡rskogo krai︠a︡, uchastvovavshikh v Olimpiĭskikh igrakh. Krasnoi︠a︡rsk: Platina, 2008.

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Angeconeb, Chris. A guide for professional caregivers: Self-advocation for First Nations clients. Sioux Lookout, Ont: Equay-Wuk (Women's Group), 2006.

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Book chapters on the topic "Professional participation"

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Kahane, David, and Kristjana Loptson. "Negotiating Professional Boundaries." In The Professionalization of Public Participation, 165–88. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315637983-8.

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Corona, Víctor. "Professional language in automotive maintenance training." In Plurilingual Classroom Practices and Participation, 177–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-20.

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Krille, Claudia. "Reasons for Participation in Professional Development." In SpringerBriefs in Education, 15–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38844-7_3.

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Krille, Claudia. "Barriers to Participation in Professional Development." In SpringerBriefs in Education, 27–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38844-7_4.

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Sindi, Ingrid. "Participation of Children in Residential Care." In Professional Practice in Child Protection and the Child's Right to Participate, 89–101. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003150688-7.

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Viteritti, Assunta. "Practice-Based Learning of Novices in Higher Education: Legitimate Peripheral Participation (LPP) Revisited." In Professional and Practice-based Learning, 127–40. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9502-9_9.

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Krishnamurthy, Sukanya. "Participation Caught In-Between Projects and Policies?" In Neo-liberalism and the Architecture of the Post Professional Era, 229–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76267-8_14.

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Hellawell, Beate. "Professional Ethics : Partnership and Collaboration in the Early Years." In Special Needs in the Early Years: Partnership and Participation, 95–113. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526418418.n7.

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Edwards-Groves, Christine, and Peter Grootenboer. "Learning Spaces and Practices for Participation in Primary School Lessons: A Focus on Classroom Interaction." In Exploring Education and Professional Practice, 31–47. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2219-7_2.

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Rozensky, Ronald H. "Medical or professional staff membership and participation in rural hospitals." In Practicing psychology in rural settings: Hospital privileges and collaborative care., 19–36. Washington: American Psychological Association, 1997. http://dx.doi.org/10.1037/10246-002.

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Conference papers on the topic "Professional participation"

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Mata Hernández, Gloria. "PARTICIPATION IN PROJECTS IN PROFESSIONAL TRAINING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1320.

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Zhbankova, O. V., O. I. Yushkova, and A. V. Kapustina. "DIAGNOSIS OF PSYCHO-EMOTIONAL STRESS IN PROFESSIONAL RECRUITMENT." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-195-198.

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Abstract. Introduction. Professional selection of workers in extreme occupations associated with increased danger and responsibility is an important task of labor physiology. The study of psychomotor skills under conditions of acute stress, the assessment of the physiological reactions of the cardiovascular system will determine the professional suitability of candidates for various specialties (technical or intellectual-analytical). Purpose of work. The study of diagnostic methodological approaches to assessing the professional suitability of persons in hazardous professions in psychophysiological professional selection. Materials and methods. Psychophysiological studies included the study of psychomotor skills, psychological testing according to the MMIL and 16 FLO tests, physiological studies of hemodynamic features in candidates with different resistance to stress (calculation of stroke blood volume - SV, MC blood minute volume and peripheral resistance of PS), professional analysis of the labor activity of workers to identify the requirements that hazardous professions place on the body of workers, Research results. In candidates for engineering and technical specialties, the tension of the circulatory system reflected high values of the average dynamic pressure (105.73 ± 1.45 mm Hg), changes in the optimal hyperkinetic type of blood circulation to hypokinetic: 66.7% of those examined with low resistance to stress. In candidates for communicative specialties, a sufficient level of physical activity contributed to the stability of the indicators of the cardiovascular system. Conclusions. Informative indicators have been established for assessing the professional suitability of candidates to perform official tasks in extreme conditions: changes in handwriting signs, peculiarities of psychological status (anxiety, conformism), hemodynamic characteristics
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Kondrateva, O. E., N. V. Vasileva, and D. V. Morozov. "APPLICATION OF MODERN MONITORING TOOLS IN THE ASSESSMENT OF OCCUPATIONAL STRESS IN «MAN-MACHINE» TYPE PROFESSIONS." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-270-275.

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Abstract: Introduction. Professional stress is recognized as a factor of professional risk in organizations at the level of National standards of the Russian Federation and programs for reducing professional risks of many large enterprises. The introduction of modern means of monitoring occupational stress at enterprises allows improving the physical and mental indicators of the personnel resource due to timely diagnostics, as well as reducing the number of visits to specialists. Aim is to conduct a comparative analysis of hardware systems for diagnosing occupational stress to assess the possibility of their use in professions of the «man-machine» type. Research methods. The analysis of stress factors affecting labor activity in professions of the «man-machine» type and the legal framework in the field of labor protection is carried out. Results. The factors of the production process and stress factors in the selected type of professions are highlighted. The main indicators for assessing professional stress and the means of monitoring stress, the use of which is most appropriate, are determined.
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Slinkova, Olga Konstantinovna. "Humanities Technologies as a New Paradigm in Professional Education." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75814.

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Thomas, Liz, and Vicky Duckworth. "Maintaining the diversity of the professional healthcare workforce through higher education qualification routes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8198.

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In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.
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Malinauskas, Ramualdas Kazemirovich, and Kazys Grigonis. "Professional burnout among different age swimming coaches." In Аll-Russian scientific and practical conference with international participation. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-508226.

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The aim of the study is to answer the question of whether there are significant differences in the professional burnout among different age swimming coaches. To achieve this goal, the CBQ questionnaire was used for investigation of burnout among sport coaches. The results showed that coaches of "middle" age (31-60 years) have a higher scores of burnout compared to coaches under the age of 30 years.
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Baranova, Polina Alekseevna. "Difficulties in adapting young teachers to professional activities: psychological context." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-104986.

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The article reveals the difficulties of young teachers at the beginning of their professional development. The author pays special attention to the psychological features of the adaptation of novice teachers. To solve this problem, it is important to know what psychological difficulties young teachers face and what psychological features in the first years of work can accompany their professional activities. Knowing this will help determine the direction of psychological work with teachers and facilitate their adaptation within the walls of educational institutions.
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Verzhitskaia, Elena Nikolaevna, Alena Evgen'evna Stepanenko, and Iuliia Iur'evna Tishkova. "Professional Burnour and Individual and Typological Features of Corps Employees." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98850.

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Jones, Mary Kathryn, Kelsey N. Dunn, Jill R. Hershman, Alston H. Pike, Sarah E. Johnson, and Beth A. Todd. "Best Practices in Student Section Participation and Professional Development." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64164.

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ASME student sections have a strong tradition of serving the needs of undergraduate students at universities across the country and around the globe. Similar to senior sections, student sections can learn from one another by sharing best practices. This paper describes best practices in four areas of student section programming: 1) membership, 2) STEM outreach, 3) section leadership development, and 4) inclusion of graduate students. Through these and other best practices, student sections can remain effective in their role as a partner in workforce development.
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Tejera-Hernández, Dayana Caridad, Febe Angel Ciudad-Ricardo, and Arno Libotton. "Participation in software projects as professional communities of practice." In TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3284179.3284351.

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Reports on the topic "Professional participation"

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
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Gaponenko, Artiom, and Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/www.gaponenko.info.

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The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.

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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.
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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Maubert, Camille, Jeremy Allouche, Irene Hamuli, Eustache Kuliumbwa Lulego, Gauthier Marchais, Ferdinand Mushi Mugumo, and Sohela Nazneen. Women’s Agency and Humanitarian Protection in North and South Kivu, DRC. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.076.

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This Working Paper analyses the role and practices of women’s groups in relation to women’s protection in the provinces of North and South Kivu in the Democratic Republic of the Congo (DRC). Contrasting qualitative materials from communities in Congo with the literature on women’s agency, we explore the spaces, strategies, and repertoires used by women to increase their participation in community protection structures. Using case studies from North and South Kivu, including protection projects supported by ActionAid and Oxfam, we show how women’s leadership groups can constitute an empowering space and vehicle for women’s collective negotiation for protection which spans across several interrelated spheres: domestic, community, and professional, as well as legal, religious, and customary. Through our analysis of how women’s groups shape protection discourses and progressively change practices, we aim to contribute to a more nuanced understanding of what a women-led approach to protection means in practice as well as the challenges and opportunities that women face in order to expand their agency in a conflict-affected and patriarchal context.
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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