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Journal articles on the topic 'Professionnal groups'
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Abbott, Marilyn L., Kent K. Lee, and Marian J. Rossiter. "Research Mobilization in TESL Learning Communities: Benefits, Challenges, Supports, and Procedures." Alberta Journal of Educational Research 67, no. 1 (March 3, 2021): 3–19. http://dx.doi.org/10.55016/ojs/ajer.v67i1.56703.
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To enhance English as a second language (ESL) instructors’ understanding and utilization of peer-reviewed research for professional learning and development, we facilitated the establishment of and supported professional reading groups in nine adult ESL programs. We examined the benefits and challenges experienced by the 76 participants over five years, through focus group interviews, audio-taped group discussions, and monthly questionnaires. Analyses revealed that, despite the challenges reported, reading group involvement promoted reflection, confirmed current professional practices, fostered learning, impacted practice, emphasized the importance of professional development, and encouraged networking. Strategies for establishing and maintaining effective professional reading groups in ESL programs are provided. Key words: Professional Learning and Development; Professional Reading Groups; Research Utilization; Adult English as a Second Language (ESL) Education; Communities of Practice; TESL Pour augmenter, chez les enseignants d’anglais langue seconde (AL2), la compréhension et l’utilisation de la recherche examinée par des pairs dans le cadre de l’apprentissage et de la formation professionnels, nous avons facilité la création de groupes professionnels de lecture et appuyé leur emploi au sein de neuf programmes d’ALS pour adultes. Par des entrevues avec des groupes de réflexion, des discussions de groupe enregistrées et des questionnaires mensuels, nous avons étudié les avantages et les défis vécus par les 76 participants au cours de cinq ans. Les analyses ont démontré que malgré les défis signalés, la participation au groupe de lecture a favorisé la réflexion, confirmé les pratiques professionnelles actuelles, encouragé l’apprentissage, influencé la pratique, souligné l’importance du développement professionnel et encouragé le réseautage. Nous fournissons des stratégies pour l’établissement et le maintien de groupes professionnels de lecture efficaces au sein des programmes d’ALS. Mots clés : Apprentissage et développement professionnels; groupes professionnels de lecture; utilisation de la recherche; anglais langue seconde (ALS) pour adultes; communautés de pratique; TESL
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Alemanno, Sylvie P. "La communication organisationnelle et numérique : formation en mutation, profession en construction." Revue Communication & professionnalisation, no. 3 (February 29, 2016): 180–201. http://dx.doi.org/10.14428/rcompro.vi3.513.
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Le dispositif de l’apprentissage universitaire en communication paraît faire émerger de façon singulière la problématique de la construction des compétences du groupe professionnel des communicants. Nous supposons que ce type de dispositif pour une formation en communication à un niveau master soulève la problématique du primat du terrain dans la formation des compétences spécifiques à la communication des organisations. En d’autres termes, une appropriation de la formation des étudiants, notamment apprentis, par les professionnels, instaurés tuteurs d’apprentissage par le dispositif, pourrait-elle se faire aux dépends de la formation académique ? De récentes études montrent que la définition du groupe professionnel des communicants est fortement soumise aux mutations organisationnelles dues pour partie au numérique. Nous explorons, suivant une démarche compréhensive, cette écologie organisationnelle en cours de complexification et les effets d’une communication essentialisée par les professionnels dont le numérique est devenu l’instrument princeps. Nous avons procédé par questionnaires et entretiens auprès des étudiants et professionnels attachés à la formation par apprentissage d’un Master en communication à l’Université de Nice Sophia Antipolis.
The university learning device in communication seems to emerge in a singular way the issue of the construction skills of the professional group of communicators. We assume that this type of device for communication training at a master level raises the issue of the primacy of the field in the formation skills specific to the communication of the organizations. In other words, ownership of the training of students, including apprentices, by professionals, learning tutors introduced by the device, it could be done at the expense of academic training? Recent studies show that the definition of » professional groups » of communicators is highly subject to organizational changes due in part to digital. We explore, following a comprehensive approach, this organizational ecology being complexity and the effects of essentialised communication professionals whose digital has become the instrument originator. We conducted by questionnaires and interviews with students and professionals committed to the apprenticeship of a Master in Communication at the University of Nice Sophia Antipolis.
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Vicente, Célia Cristina da Silva, Maria João Cardoso, and Raul Manuel da Silva Laureano. "Innovation in Accounting Tasks: Empirical Study in Two Professional Groups." Verslas: teorija ir praktika 17, no. 3 (September 29, 2016): 270–79. http://dx.doi.org/10.3846/btp.2016.649.
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The aim of this study is to contribute to the knowledge on innovation in accounting tasks, from the point of view of two professional groups. Its goals are: evaluating the importance given by the professionals to accounting tasks; identifying whether there is convergence between the two professional groups, regarding the importance of the tasks; examining whether there is an association between the professionals’ individual characteristics and the importance they attach to the tasks. Two professional groups were surveyed: 105 financial officers of the top 500 Portuguese companies; and 412 Chartered Accountants. The results obtained allowed us to conclude that the respondents attach more importance to the traditional tasks, linked to the concept of a monetary-oriented accountant, and less importance to the more innovative tasks, related to business strategy; there is no convergence between the two professional groups in terms of the importance of the accountants’ participation in the strategic tasks. Regarding the association between individual characteristics and the level of importance assigned to the accounting tasks, we found an influence of the following characteristics: gender; academic degree of the professionals; and the institution where that degree was obtained.
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Udem, Obiora Kingsley, Doris U. Aghoghovwia, and Ebikabowei Emmanuel Baro. "WhatsApp groups: channel for sharing information among LIS professionals in Nigeria." Electronic Library 38, no. 4 (September 8, 2020): 805–20. http://dx.doi.org/10.1108/el-12-2019-0289.
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Purpose The purpose of this study is to determine the type of information Library and Information Science professionals share in the WhatsApp groups in Nigeria. Design/methodology/approach The study adopted a quantitative content analysis research design. With a total of 739 participants, 1,385 posts of six different WhatsApp groups of Library and Information Science professionals for three months were analyzed. Findings The study found that the most shared information among the Library and Information Science professionals in Nigeria is post on professional information. This demonstrates that librarians are determined to share professional information among them to promote the profession. This was followed by political information basically on the Nigerian Library Association national executives’ election, and job advertisements related to the library. Although a few members violate the rules by posting the kind of information not required in the WhatsApp group, the erring members are quickly called to order and warned by the WhatsApp group administrator. Social implications Professional ties can grow among information specialists and library practitioners through participation in virtual communities such as WhatsApp group. The implication of this work is in showing that social media especially WhatsApp groups can be used as a knowledge sharing mechanism to share timely, current and relevant information among professionals in different occupations. Originality/value Findings on the use of WhatsApp group in sharing professional information will inform several other Library and Information Science professionals in other countries of the need to adopt this channel to disseminate timely information related to up-coming conferences, training opportunities, workshops, call for papers and so on among the professionals. The results of this paper are valuable for anyone interested in an avenue to share or receive much quicker and pertinent information that saves the time of professionals in any occupation.
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Purvlice, Baiba, Kristīne Mārtinsone, Anita Pipere, and Rolands Bortaščenoks. "IDENTITY OF PROFESSIONAL GROUPS PROVIDING PSYCHOLOGICAL HELP: A LITERATURE REVIEW." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 25, 2018): 229–39. http://dx.doi.org/10.17770/sie2018vol1.3296.
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Providing high quality mental health services is one of the key objectives for national governments declared by WHO, where professional groups providing psychological help play an important role. Confusion among the professional groups in the field poses difficulties both for the professionals and service users. The paper aims to review the studies focused on the identity of professional groups providig psychological help with a special emphasis on used methodological approaches. In the first section of the paper concepts used in the relevant studies are discussed, proposing collective professional identity as the most appropriate theoretical idea to ground the future research in the given field. The second section of this paper analyses the methodological approaches applied in mentioned studies. Collective identity of professionals is conceived by the sholars in given field as a multidimensional concept which is studied both quantitatively and qualitatively. Thus far quantitative research methods are more common, but benefits of qualitative research in the future are also stressed. The results of literature review will serve as the theoretical background for studying professional groups providing psychological help in Latvia.
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Apple, Peggy, and Mary Benson McMullen. "Envisioning the Impact of Decisions Made about Early Childhood Professional Development Systems by Different Constituent Groups." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 255–64. http://dx.doi.org/10.2304/ciec.2007.8.3.255.
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In this article the authors explore the need for early childhood practitioners and scholars to engage in joint problem solving to create and support early childhood education and care (ECEC) professional development systems in which all constituents benefit. Primary constituent groups and principal decision-making bodies are defined and analyzed, and the interrelated influences within professional development systems are considered. At the heart of the discussion is how decisions made by all constituent groups are interrelated and affect all parts of the system. For instance, decisions made about professional qualifications have an impact upon pre- and in-service ECEC professionals, current ECEC professionals, children and their families, and individuals within ECEC businesses and communities. Although the discussion in this article is about these issues as they are played out within the USA, the authors believe that the implications raised may be usefully considered by ECEC professionals and those engaged in professional development in other cultures and contexts.
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Deryugin, P. P., V. P. Miletskiy, O. V. Yarmak, O. S. Bannova, and S. D. Kurazhev. "Social Relations of IT Professionals with Other Professional Groups: Network Modeling and Results of Empirical Analysis." Discourse 9, no. 3 (June 20, 2023): 113–33. http://dx.doi.org/10.32603/2412-8562-2023-9-3-113-133.
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Introduction. The relationship of IT specialists to representatives of other professional groups is built in different ways – from cooperation to conflicts. The important practical significance of the analysis of this problem actualizes the development of theoretical and methodological foundations for the study and diagnosis of relations between IT specialists and representatives of other socio-professional groups based on an appeal to values. This is important for a holistic understanding of the trends in the development of the social structure of modern society.Methodology and sources. The multi-paradigm platform of work is formed on the ideas of two directions. Firstly, the fundamental principles of the theory of P.A. Sorokin on the sociodynamics of values in the process of social development are used; the ideas of D.A. Leontiev on the connections of individual and group values; approaches to the construction of methodological procedures for diagnosing values, set out in the works of V.A. Yadov and N.I. Lapin. Another part of the study is formed on the provisions M. Grannoweter’s theory of the strength of weak ties. The methodological procedure of the study is based on the technologies for assessing the relevance of professions proposed by J. Holland.Results and discussion. On the basis of network models of relations between IT specialists, it is shown that interaction with professionals of various professional groups is carried out in different ways. The professional groups with which IT specialists develop tense relations are shown, which is due to the specifics of their professional competencies. The sociodynamics of changes in professional values is revealed as the status and role positions of IT specialists change.Conclusion. The conducted research shows that the attitudes of IT specialists to actors of other professional groups of external social interaction are built inconsistently and ambiguously. Relationships between IT professionals and other professions are formed more like relationships oriented towards different values and variables. In this sense, a group of IT professionals can be perceived as a special case. Unlike relationships within the group of IT professionals themselves, relationships with professionals of other specialties are predominantly situational in nature and are more likely determined by some specific conditions and circumstances, specific people and specific factors than by the unity or solidarity of professional values and interests.
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V.LAZAR, V. LAZAR, K. LALITHA K. LALITHA, and B. RAVINDRA B.RAVINDRA. "Attitude Towards Euthanasia Among Professionals and Special Concern Groups." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/may2014/224.
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Khryk, Vasyl. "PROFESSIONAL COMPETENCIES OF FUTURE FORESTRY PROFESSIONALS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 50–58. http://dx.doi.org/10.31499/2307-4906.1.2022.256174.
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The article reveals the essence of professional competencies of future forestry specialists and requirements for training of the future specialists (including the forestry ones) in three groups: society, employer, state – depending on who nominates them and for what purpose, it is in the “area of immediate interest”. It establishes that the general competencies of future forestry specialists include general cultural and professional ones. It also reveals that general cultural competencies include: awareness of the social significance of their future profession, high motivation to perform professional activities; ability to analyze socially significant problems and processes; the ability to imagine the modern picture of the world, to be guided by the values of life, culture, etc. It is established that the professional competencies of the future forestry specialist, depending on the specifics of his professional activity include: professional communication, management, environmental, research field, information. It proves that the essential characteristics of the professional competence of the future forestry specialist are: integrated characterization of personal qualities (mastery of thinking culture, ability to generalize, analyze, perceive information, set goals and choose ways to achieve them); mastering the knowledge and skills necessary to work in the specialty; developed cooperation with colleagues (willingness to cooperate, teamwork); unity of combination of knowledge, abilities, and attitudes (ability to logically correct, reasoned and clearly build oral and written language); the ability to do something good, effectively with a high degree of self-regulation, self-reflection, self-esteem; quick, flexible and adaptive response to the dynamics of circumstances and the environment (the ability to find organizational and managerial solutions in unusual situations and the willingness to take responsibility for them).
Keywords: forestry education; professional competencies; requirements; forestry industry; training; future specialists; professionally significant qualities; forestry; professional activity.
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Nina W. Brown. "In Support of Professional Writing: Response to “Thinking About Our Work: Work”." Group 41, no. 1 (2017): 59. http://dx.doi.org/10.13186/group.41.1.0059.
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Stewart, Miriam. "Preparation for Partnership: Reform of Professional Education." Canadian Journal for the Study of Adult Education 5, no. 2 (November 1, 1991): 1–16. http://dx.doi.org/10.56105/cjsae.v5i2.2285.
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This review paper examines factors in the evolution of self-help groups and lay support which challenge human service professionals to change traditional roles and ideologies. The inherent strengths and weaknesses of educational approaches for meeting this challenge are analyzed. Reported obstacles to collaboration with lay persons include deficiency in the professional knowledge and skill base and attitudinal misconceptions. Educational change efforts must be directed at attitudinal, skill and knowledge development. Given the historical and social construction of a discipline, health professionals and adult educators would be well-advised to reflect on the implications of professional socialization, paradigmatic shifting and social movements. Clearly, societal and institutional influences must be acknowledged and congruent changes in these spheres should accompany educational reform. Résumé Dans ce compte rendu on étudie les facteurs intervenant dans l'évolution des groupes d'entraide et dans l'assistance assurée par les non-spécialistes, qui incitent les professionnels des services sociaux à reconsidérer les rôles et les idéologies traditionnels. On y analyse les forces et les faiblesses inhérentes aux moyens utilisés par le système de formation pour relever ce défi. Parmi les raisons qui font obstacle à la collaboration avec les non-spécialistes, on compte une manque de connaissances, et d'habiletés professionnelles et des attitudes fondées sur de fausses conceptions. Les efforts visant à modifier le système de formation doivent porter sur le développement des attitudes, des habiletés et des connaissances. Etant donné qu'une discipline est le résultat d'une évolution historique et sociale, les professionnels des services de santé et les éducateurs d'adultes devraient prêter attention aux implications qu'entraînent le processus de socialisation professionnelle, un changement de paradigme et les mouvements sociaux. Il est clair qu'il faut tenir compte des influences sociétale et institutionnelle et que des changements appropriés dans ces domaines devraient aller de pair avec une réforme du système de formation.
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De Koninck, Rodolphe. "Measuring the Cultural Evolution and the Modernism of Chinese Farmers of Singapore : An Experiment in the Use of Gamma Measure and of the Guttman Scale." Cahiers de géographie du Québec 16, no. 38 (April 12, 2005): 243–62. http://dx.doi.org/10.7202/021055ar.
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In the analysis of data concerning the behavior of Chinese farmers and gathered through a sample survey of 209 households, three dominant variables kept recurring, namely the dialect group (Hokkien, Teochew, Hakka, Cantonese), the type of farm (livestock, crops, mixed), and the regional unit (8). An attempt was then made to obtain a comparative measure of the degrees of relationship that might exist between each of these dominant attributes and other variables. However the existence of a high degree of locational association between dialect groups and farm types made it particularly difficult to draw out a discriminatory measure. Furthermore, reliance on various measures of correlation was also hindered by the presence of nominal and ordinal variables, by the large number of frequencies inferior to 5, which limits the use of chi-square, etc. Finally, an adapted version of the gamma measure made it possible to distinguish comparative relations between the 3 major attributes and other socio economic characteristics. This methodological result is particularly interesting for it points to a fundamental conclusion. While in the past the dialect group had probably been the original form of group identity, it was now being succeeded by more local forms, forms more specific to Singapore, the professionnal group and mostly the belonging to a given region. In other words, in a Chinese community of the Nanyang, presumabiy in Singapore one of the most susceptible to retain strong ties with its cultural heritage, Singaporean attributes and even regional Singaporean attributes appear to be the most reliable socio-economic indicator. This essential statement is further refined by the use of a Guttman scale which serves to measure the modernism of the farming households. According to scorings on the scale, as might be expected, livestock keepers appear to be the most modem farmers ; however crop growers seem to be more modem than the mixed farmers. But what is even more important in the increasingly planned Singapore context, the farms of the part farming households seem to be just as modem as those of the households whose livelihood depends exclusively on farming.
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Anthony, Denise L., and Timothy Stablein. "Privacy in practice: professional discourse about information control in health care." Journal of Health Organization and Management 30, no. 2 (April 11, 2016): 207–26. http://dx.doi.org/10.1108/jhom-12-2014-0220.
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Purpose – The purpose of this paper is to explore different health care professionals’ discourse about privacy – its definition and importance in health care, and its role in their day-to-day work. Professionals’ discourse about privacy reveals how new technologies and laws challenge existing practices of information control within and between professional groups in health care, with implications not only for patient privacy, but also for the role of information control in professions more generally. Design/methodology/approach – The authors conducted in-depth, semi-structured interviews with n=83 doctors, nurses, and health information professionals in two academic medical centers and one veteran’s administration hospital/clinic in the Northeastern USA. Interview responses were qualitatively coded for themes and patterns across groups were identified. Findings – The health care providers and the authors studied actively sought to uphold the protection (and control) of patient information through professional ethics and practices, as well as through the use of technologies and compliance with legal regulations. They used discourses of professionalism, as well as of law and technology, to sometimes accept and sometimes resist changes to practice required in the changing technological and legal context of health care. The authors found differences across professional groups; for some, protection of patient information is part of core professional ethics, while for others it is simply part of their occupational work, aligned with organizational interests. Research limitations/implications – This qualitative study of physicians, nurses, and health information professionals revealed some differences in views and practices for protecting patient information in the changing technological and legal context of health care that suggest some professional groups (doctors) may be more likely to resist such changes and others (health information professionals) will actively adopt them. Practical implications – New technologies and regulations are changing how information is used in health care delivery, challenging professional practices for the control of patient information that may change the value or meaning of medical records for different professional groups. Originality/value – Qualitative findings suggest that professional groups in health care vary in the extent of information control they have, as well in how they view such control. Some groups may be more likely to (be able to) resist changes in the professional control of information that stem from new technologies or regulatory policies. Some professionals recognize that new IT systems and regulations challenge existing social control of information in health care, with the potential to undermine (or possibly bolster) professional self-control for some but not necessarily all occupational groups.
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Henderson, Scott, Gillian Hyde, Simmy Grover, and Adrian Furnham. "Risk-Taking in Professional Groups." Psychology 12, no. 07 (2021): 1127–40. http://dx.doi.org/10.4236/psych.2021.127069.
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Doherty, Adele, Rueben C. Warren, and Jimmy Sheats. "Professional fees for special groups." Journal of the American Dental Association 114, no. 6 (June 1987): 764–66. http://dx.doi.org/10.14219/jada.archive.1987.0161.
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McCotter, Suzanne Schwarz. "Collaborative groups as professional development." Teaching and Teacher Education 17, no. 6 (August 2001): 685–704. http://dx.doi.org/10.1016/s0742-051x(01)00024-5.
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Kass, Efrat. "“A Compliment is all I need” – Teachers Telling Principals How to Promote Their Staff's Self-Efficacy." Alberta Journal of Educational Research 59, no. 2 (April 15, 2014): 208–25. http://dx.doi.org/10.55016/ojs/ajer.v59i2.55640.
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The purpose of the present study is to compare the perceptions of teachers representing opposite ends of the self-efficacy spectrum regarding the effects of the principal’s behavior on their professional self-efficacy. In the first quantitative stage, a statistical procedure was conducted to identify the two groups of teachers: a group of 16 teachers with a high self-efficacy and a group of 14 teachers with a low self-efficacy. In the second and main stage, the qualitative stage, the teachers were asked about their professional successes and failures, using in-depth, open-ended interviews. Data were analyzed using grounded theory. Five categories of management style were found pertinent to both groups: modes of communication, feedback from the principal, social atmosphere, strength of the principal, and shared values. Differences found between the two participant groups regarding each management style category are discussed. Findings also indicate that the human aspect of teacher-principal relations is the decisive factor determining those teachers’ sense of professional self-efficacy. L’objectif de la présente étude est de comparer des perceptions d’enseignants quant à l’effet du comportement du directeur d’école sur leur auto-efficacité professionnelle. Les perceptions recueillies représentent les extrémités opposées du spectre. Pendant la première étape quantitative, on a identifié les deux groupes d’enseignants par une procédure statistique : un groupe de 16 enseignants jouissant d’une grande auto-efficacité et un groupe de 14 enseignants avec un faible degré d’auto-efficacité. Pendant l’étape principale, la deuxième et qualitative cette fois, nous avons interrogé les enseignants sur leurs réussites et leurs échecs professionnels par le biais d’entrevues approfondies à questions ouvertes. Les données ont été analysées conformément à la théorie reposant sur les faits. Les résultats ont révélé cinq catégories de style de gestion, applicables aux deux groupes : modes de communication, rétroaction du directeur, ambiance sociale, autorité du directeur et valeurs partagées. Nous discutons des écarts entre les deux groupes par rapport aux styles de gestion. Les conclusions ont également indiqué que l’aspect humain du rapport enseignant-directeur est le facteur déterminant dans le sentiment d’auto-efficacité professionnelle chez les enseignants.
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Nagyová, Lenka, and Jozef Matis. "Language Training of Members of Dispositional Groups." Security Dimensions 45, no. 45 (June 6, 2023): 107–42. http://dx.doi.org/10.5604/01.3001.0054.2504.
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This contribution focuses on theway of providing foreign language training of professional soldiers and members of thePolice Force and Fire and Rescue Services in theSlovak Republic (from thepoint of view of disposition groups they are members of military and paramilitary dipositionl groups), in particular with regard to their lifelong education in this field and thefulfillment of linguistic requirements in accordance with thetasks arising from theinternational obligations of theSlovak Republic within theframework of membership in NATO and theEU. We analyse theexisting systems of language training for military professionals, members of thePolice Force and Fire and Rescue Services, identify their possible shortcomings and present challenges that need to be addressed within theMinistry of Defence and theMinistry of Interior of theSlovak Republic.
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Naseem, Nadia. "Official WhatsApp groups - a communication burnout." BioMedica 38, no. 4 (December 30, 2022): 190–92. http://dx.doi.org/10.24911/biomedica/5-923.
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<p>The drive towards adopting modern ways of communication is nothing but a blessing in terms of quick, easy and valuable correspondence amongst professionals especially if they are working remotely. The provision of a group feature as a simple instant messaging platform in WhatsApp is a highly popular channel. Unfortunately, a number of poor practices have also arisen which call for designing and implementing specific communication related policies for monitoring and balancing this social media correspndence hub available officially to most of the employees in an organization. Because of the lack of control and breach in the borderline for personal and professional life, an unclear, disjointed, and disconnected workplace communication is taking place. WhatsApp groups are thus hurting productivity more than these can help.</p>
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Shamshiri, Sedigheh. "Evaluating the performance of educational groups using Effective Professional Learning Communities (EPLCs) model." International Academic Journal of Social Sciences 05, no. 01 (June 5, 2018): 223–28. http://dx.doi.org/10.9756/iajss/v5i1/1810020.
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Tikhоnova, Natalia. "Consequences of the 2020–2021 Crisis for Different Professional Groups in Russian Society." Sociological Journal 27, no. 2 (June 29, 2021): 46–67. http://dx.doi.org/10.19181/socjour.2021.27.2.8086.
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The economic crisis caused by the pandemic has had a profound impact on the economic situation and the employment of Russians. However the most common among its consequences appeared to be pay cuts and increased workload rather than the transition to telecommuting. The social security of employees has also decreased. Meanwhile certain effects of the crisis were present within different professional groups to varying degrees. Manual workers, especially those employed in the private sector of the economy, were, relatively speaking, more prone to face the most severe consequences. Working Russians’ situation deteriorated parallel to a further decline in their resourcefulness. From this perspective, the working portion of the general population is divided into three groups: high-resource managers and professionals; semi-professionals and ordinary office personnel occupying an intermediate position in terms of their recourses; mostly low-resource and no-resource trade and manual workers. Since the gains on resources in Russia for members of the mass layer of the population are relatively small and tend to decline in all of them, the role of the labor market in the strategies that Russians employ in order to improve their well-being is gradually decreasing, while the spread of passive and non-constructive strategies is growing. The low resourcefulness of the country’s general population also causes universality of means to improve material status among members of different professional groups. At the same time, within the different professional groups individual resourcefulness significantly affects the choice of means for improving material status, or the refusal to take any actions for that purpose. This, taking into account the specifics of the resources possessed by members of different professional groups, ensures their unequal resistance to consequences of the crisis and different effectiveness of their actions when it comes to improving their situation, which leads to the differences between them deepening even further.
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Khan, Faheemullah, and Abdurrehman. "Impact of Gender and Locality Differences upon Professional Attitude of Physical Education Professionals." Global Physical Education & Sports Sciences Review III, no. I (December 30, 2020): 21–26. http://dx.doi.org/10.31703/gpessr.2020(iii-i).04.
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Professional attitude has a key role in performing any duty. If a person lacks positive professional attitude or has natural attitude towards his/her profession then it creates many problems. So there for positive professional attitude has fruitful results in performing any task. This study was initiated to know the impact of demographic difference, locality and gender upon professional attitude of physical education professionals. Total 125 participants participated in this study which was selected through purposive sampling technique. Consents of 77 male and 48 female were taken for the purpose of gender based difference impact and in which 50 were from rural and 75 were from urban setup. It was for locality wise difference. Data was collected through questionnaire and was analyzed by using SPSS. The concluded results shown that gender differences has no significant impact upon professional attitude of physical education professionals and similarly locality is also has no significant impact upon professional attitude of physical education professionals. Both groups were found same in locality basis and gender basis. The mean score of both groups were found significantly same.
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Bruni, Elisa, Aurora Ricci, and Elena Luppi. "Analyzing training needs of those working in the care of frail elderly: results of a preliminary exploratory research." Form@re - Open Journal per la formazione in rete 24, no. 2 (June 30, 2024): 161–78. http://dx.doi.org/10.36253/form-15999.
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The literature highlights the need for innovation in the training of senior care professionals to enable them to respond to emerging challenges and provide services oriented towards the quality of life of older adults. The aim of the research is to explore the training needs of professionals in the care of frail older people, particularly in light of the Covid-19 experience, using an exploratory qualitative research design. Interviews and mini focus groups were conducted with 25 participants, and the data were analyzed using thematic analysis. The results suggest the need to promote caregivers’ social-emotional competencies and adopt person-centred approaches to ensure the professional well-being and quality of life of older persons. Analizzare bisogni formativi di chi opera nella cura di anziani fragili: gli esiti di una prima ricerca esplorativa. La letteratura sottolinea la necessità di innovare la formazione dei professionisti della cura della terza età, affinché siano in grado di rispondere alle sfide emergenti e fornire servizi orientati alla qualità della vita degli anziani. L’obiettivo della ricerca è quello di esplorare i bisogni formativi delle figure professionali della cura delle persone anziane fragili, anche alla luce dell’esperienza del Covid-19, adottando un disegno di ricerca qualitativo di tipo esplorativo. Sono state condotte interviste e mini focus group con 25 partecipanti e i dati sono stati analizzati con l’analisi tematica. I risultati suggeriscono la necessità di promuovere le competenze socio-emotive dei caregiver e di adottare approcci centrati sulla persona per garantire il benessere professionale e la qualità della vita degli anziani.
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Lund, Dale A., and Michael S. Caserta. "Older Bereaved Spouses' Participation in Self-Help Groups." OMEGA - Journal of Death and Dying 25, no. 1 (August 1992): 47–61. http://dx.doi.org/10.2190/0f2e-96vy-419k-kxaa.
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This study reports on bereaved spouses' assessments of their participation in twenty-six self-help groups which consisted of eight weekly meetings (short-term; N = 82) or ten monthly meetings in addition to the weekly ones (long-term; N = 52). Regardless of the duration of the groups whether they were led by a professional or a widowed peer, assessments were generally positive. The most commonly reported benefit the participants hoped to gain was emotional support. No statistical differences were noted between those in the short- versus long-term condition or between those in the widow- versus professional-led groups regarding perceived helpfulness of the meetings, level of participation, or the extent to which participants' primary needs were filled. Trends, however, seemed to favor those in the long-term groups. Statistically significant correlations were observed between the number of meetings attended and a composite index of perceived value of the meetings. Major recommendations include the importance of making self-help groups that allow for greater involvement over time available for older bereaved adults, and to make use of both professionals and widowed persons as group leaders.
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Ratcliffe, M. A. "Self help groups and professionals." BMJ 296, no. 6639 (June 25, 1988): 1797. http://dx.doi.org/10.1136/bmj.296.6639.1797.
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Atkinson, J. M. "Self help groups and professionals." BMJ 296, no. 6639 (June 25, 1988): 1797. http://dx.doi.org/10.1136/bmj.296.6639.1797-a.
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Logan, R. A. "Self help groups and professionals." BMJ 296, no. 6639 (June 25, 1988): 1797. http://dx.doi.org/10.1136/bmj.296.6639.1797-b.
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Binderkrantz, Anne Skorkjær. "Career paths among top executives in Danish interest groups." Politica 52, no. 1 (February 12, 2020): 76–77. http://dx.doi.org/10.7146/politica.v52i1.130797.
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In recent decades, interest groups in Denmark have become more professionalized. Many interest groups have large, professional secretariats, and even smaller groups have strengthened their administration. At the same time, researchers point to the emergence of a group of policy professionals occupying positions in management, politics and organizations – and frequently switching between the various sectors. The article maps the individuals who lead almost 200 Danish interest groups. It shows that many top executives are recruited from the public sector, while it is relatively rare for politicians to be recruited for top positions in interest groups. The organization elite is similar to other elites in terms of personal characteristics and educational backgrounds.
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Edqvist, Elisabet, and Lena Wiman. "Skupinsko svetovanje kot oblika profesionalnega razvoja ravnateljev: švedski primer." Vodenje v vzgoji in izobraževanju 19, no. 48 (2021): 103–17. http://dx.doi.org/10.59132/vviz/2021/1/103-117.
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Francis, Grace L., Ashley Stride, Sascha Reed, and Chun-Yu Chiu. "Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals." Inclusion 5, no. 4 (December 1, 2017): 263–78. http://dx.doi.org/10.1352/2326-6988-5.4.263.
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Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.
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Schachter, Steven C., and Bernard J. Ransil. "Handedness Distributions in Nine Professional Groups." Perceptual and Motor Skills 82, no. 1 (February 1996): 51–63. http://dx.doi.org/10.2466/pms.1996.82.1.51.
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The relationships between profession and handedness were studied in approximately equal numbers of accountants, architects, dentists, lawyers, librarians, mathematicians, orthodontists, orthopedic surgeons, and psychiatrists ( ns = 133+36; N = 1196). Handedness was estimated using laterality scores derived from the Edinburgh Handedness Inventory and self-reported global handedness preference scores. Architects and lawyers had the most lefthanded average laterality scores. Orthopedic surgeons, mathematicians, and librarians had the most righthanded average laterality scores. Psychiatrists and lawyers had the most ambilateral laterality scores, mathematicians and librarians the least. These findings are discussed in relation to theories of handedness and cerebral localization of visuospatial and language function.
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Balgopal, Pallassana R., Paul H. Ephross, and Thomas V. Vassil. "Self-Help Groups and Professional Helpers." Small Group Behavior 17, no. 2 (May 1986): 123–37. http://dx.doi.org/10.1177/104649648601700201.
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Narayan, Mary Curry. "Special Interest Groups??? Shaping Professional Practice." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 11 (November 1998): 784. http://dx.doi.org/10.1097/00004045-199811000-00013.
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Bourgeault, Ivy Lynn, Cecilia Benoit, and Kristine Hirschkorn. "Introduction: Comparative Perspectives on Professional Groups." Current Sociology 57, no. 4 (June 10, 2009): 475–85. http://dx.doi.org/10.1177/0011392109104350.
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Byrne, Carolyn. "FACILITATING EMPOWERMENT GROUPS: DISMANTLING PROFESSIONAL BOUNDARIES." Issues in Mental Health Nursing 20, no. 1 (January 1999): 55–71. http://dx.doi.org/10.1080/016128499248781.
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Fitzsimmons, Paul, and Tony White. "Crossing boundaries: communication between professional groups." Journal of Management in Medicine 11, no. 2 (April 1997): 96–101. http://dx.doi.org/10.1108/02689239710177747.
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Salzer, Mark S., Lisa McFadden, and Julian Rappaport. "Professional views of self-help groups." Administration and Policy in Mental Health 22, no. 2 (November 1994): 85–95. http://dx.doi.org/10.1007/bf02106543.
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Arbaugh, Fran. "Study Groups: Professional Growth Through Collaboration." Mathematics Teacher 96, no. 3 (March 2003): 188–91. http://dx.doi.org/10.5951/mt.96.3.0188.
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Professional development opportunities for mathematics teachers are abundant in the United States. School-and district-based workshops, college and university courses, summer institutes, and local, state, and national meetings for K–12 mathematics teachers all combine to provide numerous opportunities for professional growth. Individual teachers often return from these types of experiences with new activities to use in their classrooms and new ideas about teaching mathematics. What is often missing from many of these types of professional development experiences is the opportunity for teachers to build ongoing and collaborative learning relationships with mathematics teachers in their own school buildings.
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Griber, Yulia A. "Influence of vocational education on color vocabulary and color naming patterns." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 70–85. http://dx.doi.org/10.32744/pse.2021.3.5.
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Introduction. The professional education received and the professional activity carried out have a tangible impact on many spheres of human life. A professional environment influences a person’s consciousness, changes his/her conceptual thinking and lexical content of everyday communication. The purpose of the research is to test whether growing color competence affects the size, variability, and quality of the color vocabulary of native Russian speakers. Materials and methods. The data were collected in an online experiment involving 1737 native Russian speakers with different professional backgrounds and levels of color competence: 1103 participants were not professionally involved with color (hereafter referred to as non-professionals); 509 were students, in the process of professionally mastering the theoretical foundations of color science and colorism, and had basic color competence (hereafter referred to as novice professionals); 125 participants were practicing colorists and color consultants, designers and architects (hereafter referred to as experienced professionals). Results. The research showed that the growth of professional experience and coloristic competence noticeably affects the color vocabulary and color naming patterns. Compared to non-professionals, novice and experienced professionals use more complex color naming patterns and a greater variety of chromatic and achromatic modifiers (the Shannon diversity index increases from 6.55 to 7.52 and 7.12 respectively), but fewer basic color names (they account for 47% of non-professional, 43% of novice and 38% of experienced professionals’ vocabulary). The influence of professional education and professional culture is most pronounced in the choice of referent objects for describing connotations. 132 of the 320 referent objects proposed by non-professionals, and 113 of the 301 objects proposed by professionals, were “endemic” to each of these groups and were not used by representatives of other groups. Non-professionals most often described hues using naturally occurring substances, plants, flowers, artifacts, and body products as prototypes. Color specialists chose as referents dyes, pigments, paint brands, and exotic terms that fill modern advertising. Conclusions. The results confirm the hypothesis that, in addition to the universal perceptual factors that control color categorization, color-related cognitive processes are also influenced by social and cultural factors. The revealed professional differences of color vocabulary and color naming patterns can be used in the practical implementation of the process of formation of linguodidactic design of professional personality of a wide range of professionals, whose activities are directly or indirectly related to the choice of color and color design.
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Barber, Eric, and Jon M. Werner. "The impact of professional networking and burnout on the organizational and professional commitment of human resources professionals." International Journal of Human Resource Development: Practice, Policy and Research 8, no. 1 (September 1, 2024): 14–26. http://dx.doi.org/10.2478/ijhrd-2024-0003.
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Abstract Research on burnout has not focused much attention on human resource (HR) professionals, who are often the link between managers and employees. HR professionals have become more integral in organizations’ strategies, processes and protocols. Burnout and lack of both professional and organizational commitment from this group of employees could be detrimental to organizations. This study examines the effects of professional networking and burnout on the organizational and professional commitment of HR professionals, as well as the potential moderating relationship of professional networking on the relationships between job burnout and organizational and professional commitment through professional networking channels such as LinkedIn forums, professional memberships in organizations like the Society for Human Resource Management (SHRM), or other HR support work groups. A positivist approach using Ordinary Least Squares (OLS) was utilized to examine these relationships, and burnout was significantly and negatively related to both professional and organizational commitment. Further, professional networking had a significant positive influence on the relationship between burnout and commitment, meaning that burnout had a less negative impact on commitment when networking was higher. The results provide insight into factors that assist HR professionals in lessening the effects of burnout, while also increasing organizational and professional commitment.
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Strudwick, Ruth Mary, and Jane Marie Harvey-Lloyd. "Interprofessional interactions study." Journal of Practice Teaching and Learning 15, no. 1 (January 18, 2018): 81–93. http://dx.doi.org/10.1921/jpts.v15i1.1119.
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Abstract: This small scale study explored the interprofessional interactions that occur in practice between students and other professionals. The students completed a one week structured diary of their contact with other professionals, using these two proximity categories: Proximity 1 – within speaking distance but no interaction with the other professional or Proximity 2 – having direct interaction with the other professional. Eight students participated in the study and 31 different professionals were listed. The results varied between students from different year groups and on different courses. Each student recorded different experiences and there was a large variety in the interprofessional interactions that were recorded. The data collected will allow real experiences from practice to be used in interprofessional learning sessions and the results of this study can be used to illustrate to students which professional groups they are likely to encounter in practice.Keywords: Interprofessional education; Health and social care education; Communication; Interactions
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Michie, Susan, Harriet Drake, Theresa Marteau, and Martin Bobrow. "A comparison of public and professionals' attitudes towards genetic developments." Public Understanding of Science 4, no. 3 (July 1995): 243–53. http://dx.doi.org/10.1088/0963-6625/4/3/003.
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This study assesses the attitudes of the general public and of three professional groups to: genetic developments: the desired scope and availability of genetic testing in pregnancy; and decision-making about availability. Questionnaires were sent to 163 professionals and given directly to 973 members of the public by Gallup. Genetic developments were found to evoke both positive and negative feelings in all groups, but with the public being less positive overall than the professional groups. All groups endorsed the use of prenatal genetic screening and the offer of termination for serious conditions, but not for minor physical problems nor for non-disease characteristics. 54% of the general public did not want experts involved in decisions about the availability of new genetic tests, although 78% of professionals thought regulation should be by an advisory group including experts and members of the public. We need to develop ways of integrating public and professional views if the best decisions are to be made.
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Chernysh, Tеtiana, and Olga Korolenko. "Peer groups for medical professionals in Ukraine: experience of implementing an innovative format of continuing professional development." NaUKMA Research Papers. Sociology 6 (November 22, 2023): 72–84. http://dx.doi.org/10.18523/2617-9067.2023.6.72-84.
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The training of medical professionals does not end with graduation – continuing professional development (CPD) should be integrated in the professional life of each medical professional. Peer groups, an innovative format of CPD, were launched in the Netherlands in 1979. Subsequently, in 1980-1990, this format spread to other European countries and became an important method of quality improvement in primary health care. Research on peer groups is rare, and especially for Eastern Europe. The purpose of this study, which is unique for the region and Ukraine, is to describe the context and results of implementation and functioning of the first peer groups in Ukraine among doctors, nurses, and primary care managers. The methodology of the study is a case study, which was implemented through (a) data analysis – a description of the experience that was independently prepared by the facilitators of the newly created peer groups, reflected in text and graphic information on posters, and voiced their stories orally during the Congress of Peer Group Facilitators (October 2021), (b) analysis of facilitators’ publications on social media that highlight their experience, (c) analysis of semi-structured interviews during supervision and organizational meetings on the implementation and development of peer groups, (d) analysis of an expert interview with a Swiss medical doctor who was also involved in the development of peer groups in Ukraine. The results of the study are as follows: more than half of the trained facilitators have created their own peer groups; such groups have been functioning for several years despite COVID-19 and Russia’s full-scale invasion of the sovereign territory of Ukraine. Facilitators and participants of peer groups emphasize not only the educational contribution of peer groups to their profession, but also the social and psychological one. Barriers to the creation and sustainability of peer groups include lack of management support, lack of time, motivation and formal incentives (CPD points). Peer groups as one of the approaches to continuous professional development are gradually creating a culture of learning in healthcare facilities, bringing more trust in the interaction of professionals with each other and improving the quality of care provided.
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Scoffield, E. V. "Stepping through the looking glass: A new relationship between professional foresters and forest technologists." Forestry Chronicle 79, no. 5 (October 1, 2003): 850–52. http://dx.doi.org/10.5558/tfc79850-5.
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The regulation of forest professionals in British Columbia is undergoing dramatic change. The long-standing close working relationship between professional foresters and forest technologists is now entrenched in legislation. A new Foresters Act came into law on June 20, 2003. It authorizes the Association of British Columbia Professional Foresters to regulate forest technologists as well as professional foresters. This new approach to the regulation of the two groups will build upon their healthy relationship and strengthen the forestry team as it grapples with the challenges ahead. Key words: forest professionals, professional forester, forest technologist, British Columbia, Foresters Act, regulation
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SURKOV, Kostiantyn, Kateryna SURKOVA, and Maryna LOMAKINA. "Problems of flight dispatchers� professional adaptation." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 10 (2021): 64–69. http://dx.doi.org/10.33251/2522-1477-2021-10-64-69.
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The problems of professional adaptation and aspects of flight dispatchers� professional adaptation are considered in the work. The groups of difficulties encountered by flight dispatchers in the process of professional adaptation are presented. The main conditions and factors, on which the success of flight dispatchers� professional adaptation depends, are highlighted. Flight dispatchers perform a lot of tasks related to flight information service, with the calculation of flight parameters, flight planning, assistance to the crew in preparation for the flight, flight control. All these tasks must be performed quickly, confidently and with the great accuracy. All these working conditions result in certain difficulties in the young professionals� adaptation. When analysing different sources and surveys, it has been found that the airline young specialists in terms of professional adaptation can be divided into several groups: young professionals who easily master the profession and quickly join the service or division of the airline; young professionals who easily master the profession, but who need socio-psychological adaptation; young professionals who need all kinds of adaptation to the profession and to the team. It has been found that the most common difficulties, which the airline young employees face with, are the difficulties of adapting to the specifics of the content of specific professional tasks associated with their lack of training. The scientific literature on professional adaptation, factors and conditions of adaptation success have been analyzed; work on the factors of professional adaptation success has been revealed. An expert survey of airline specialists to identify problems, ways to overcome difficulties of adaptation, conditions and factors of flight dispatchers� professional adaptation in obtaining clearance to perform flights have been made. It has been established that young professionals within the professional adaptation are adapted to the peculiarities of professional activity, to the specifics of the content of specific professional tasks, as well as to the the airline staff. We consider the development and substantiation of the young aviation specialists� professional adaptation model components as further directions of the research. Key words: professional adaptation, flight dispatchers, factors and conditions of successful professional adaptation.
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Barton, S. S., W. G. Smith, and J. L. Swasey. "Using Focus Groups for Landscape Horticulture Curriculum Revision." HortScience 31, no. 4 (August 1996): 567e—567. http://dx.doi.org/10.21273/hortsci.31.4.567e.
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Curriculum revision for science-oriented degrees can be based on input from research journals and discipline-oriented society meetings, but the professional nature of a landscape horticulture degree requires more detailed industry input. The curriculum revision at the Univ. of Delaware started with discussions amongst faculty who were concerned with the current plant science curriculum. A mail survey of alumni from 1984 to 1993 and employers of Univ. of Delaware Plant and Soil Sciences Dept. graduates was conducted in 1994. Survey results were evaluated and incorporated into the development of two curricula: plant biology and landscape horticulture. Focus groups were used to seek industry input for the landscape horticulture curriculum. Two focus groups—established professionals in the landscape horticulture industry and recent graduates from the Plant and Soil Sciences Dept. with landscape horticulture positions—were convened in December 1995. Focus group members received a packet of information about the department including the proposed curricula prior to the meeting. A group of faculty presented information about departmental facilities, faculty, academic opportunities and practical experiences and accomplishments. The previous survey results and proposed curricula were reviewed. A professional facilitator, using a moderator's guide prepared by faculty members, led each focus group discussion. Tapes from each discussion were transcribed and summarized. Original transcriptions and executive summaries were distributed to focus group participants and faculty. Suggestions from focus group participants were incorporated into the final curriculum. Problems associated with the focus group technique include a reluctance of faculty to accept outside opinions, a reluctance to publicly air departmental concerns, and the cost associated with a professional facilitator and rented facilities. However, the focus group technique provided significant feedback in a short period of time and helped build liaisons with industry constituents by including them in the process. Several focus group participants will be invited to join an advisory council for the department.
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Gadolin, Christian, Thomas Andersson, Erik Eriksson, and Andreas Hellström. "Providing healthcare through “value shops”: impact on professional fulfilment for physicians and nurses." International Journal of Health Governance 25, no. 2 (April 6, 2020): 127–36. http://dx.doi.org/10.1108/ijhg-12-2019-0081.
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PurposeThe purpose of this paper is to empirically explore and demonstrate the ability of healthcare professionals to attain professional fulfilment when providing healthcare inspired by “value shops”.Design/methodology/approachA qualitative case study incorporating interviews and observations was conducted.FindingsThe empirical data suggest that the professional fulfilment of both physicians and nurses is facilitated when care is organized through “value shops”. Both groups of professionals state that they are able to return to their “professional core”.Originality/valueThe beneficial outcomes of organizing healthcare inspired by the “value shop” have previously been explored in terms of efficiency and quality. However, the professional fulfilment of healthcare professionals when providing such care has not been explicitly addressed. Professional fulfilment is vital in order to safeguard high-quality care, as well as healthcare professionals' involvement and engagement in implementing quality improvements. This paper highlights the fact that care provision inspired by the “value shop” may facilitate professional fulfilment, which further strengthens the potential positive outcomes of the “value shop” when utilized in a healthcare setting.
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Arndal, Lars, Britt Blaabjerg Hansen, and Andy Højholdt. "Samarbejde i sig selv løser intet!" Tidsskrift for Professionsstudier 13, no. 25 (September 8, 2017): 36–43. http://dx.doi.org/10.7146/tfp.v13i25.96970.
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Artiklen belyser, hvordan elever med svag skoletilknytning oplever deres skoledeltagelse, og hvordan eleverne forstår de tiltag, der organiseres for at fremme deres skoledeltagelse. Artiklen viser, at de professionelles samarbejde ikke formår at skabe en ny professionel praksis til glæde for de unge. Imidlertid viser det sig, at selvom forskellige professionelle mødes omkring en gruppe af unges udfordringer, har de svært ved bruge deres professionelle forskellighed konstruktivt. Det vises endvidere, at indsatsen ofte gennemføres uden en reel inddragelse af de unge. Det betyder bl.a., at de unge udvikler en indifferent attitude til tiltagene.The article describes how students with weak school affiliation experience their school life, and how they conceive the specially organized efforts made by the professionals to support their school participation. The article shows that teachers and other professionals in special functions not always can develop new practices from which the students can benefit. Yet, it also turns out that the professional groups face some difficulties in using their professional differences in a constructive way. Furthermore, it is shown how the specially organized efforts, of which the students are a part, often are carried through without involving the students themselves. This lead to the students distancing themselves to a certain extent of these efforts.
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Oliphant, Katrina. "Teacher Development Groups: Growth Through Cooperation." Íkala, Revista de Lenguaje y Cultura 1, no. 1-2 (March 17, 1996): 67–86. http://dx.doi.org/10.17533/udea.ikala.8035.
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As a student working towards a Master's Degree in ESL, I often ponder the career choices that will be available to me upon completion of the program. Having made the commitment to professional development implicit in my decision to return to university, I hope to find a postion in an EFL setting that will nurture my desire for continued growth as a teacher. But how realistic is that prospect? My experience has shown me that many of the private language schools abroad are indifferent to teacher development; in fact, they often hire teachers with no qualifications. Profit, rather than the quality of teaching guides their decision-making. As long as their students continue to accept unqualified (and thus low-paid) teachers, they will have no motivation to hire professionals who will demand higher salaries. Even many of the more serious teaching institutions provide little or no in-service training
How to reference this article: Oliphant, K. (1997). Teacher Development Groups: Growth Through Cooperation. Íkala, Revista de Lenguaje y Cultura, 1, 1(1-2). 67-86.
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Younes, Maha N., and Jody L. Vanlaningham. "In the Hot Seat: Teaching Students Through Experience With Self-Help Groups." Journal of Baccalaureate Social Work 22, no. 1 (January 1, 2017): 163–79. http://dx.doi.org/10.18084/1084-7219.22.1.163.
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This descriptive study examines the attitudes and experiences of students at a midwestern public university who attended self-help group meetings to fulfill an undergraduate social work course requirement and to promote professional preparation for social work and other helping professions. Questionnaires were administered in two social work courses, and self-assessment papers submitted by social work students were used to gain insight into their perspectives related to self-help groups and to understand their personal experiences before, during, and after completing the assignment. The outcome revealed the impact that attending self-help group meetings had on students, the personal and professional knowledge they gained, and the vital role human service professionals, especially social workers, play in supporting self-help groups. The experience triggered a powerful and personal journey where students confronted their fears and biases, gained a more compassionate view of addictions and mental health, and walked away with an improved sense of self-efficacy.