Academic literature on the topic 'Role responsibilities'

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Journal articles on the topic "Role responsibilities"

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Kaur, Gagandeep, and Paramjit Kaur. "Hospital transfusion committee: Role and responsibilities." Indian Journal of Pathology and Microbiology 57, no. 2 (2014): 352. http://dx.doi.org/10.4103/0377-4929.134753.

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The Lancet. "The role and responsibilities of coauthors." Lancet 372, no. 9641 (September 2008): 778. http://dx.doi.org/10.1016/s0140-6736(08)61314-8.

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CAMPIONE, BARBARA. "Five responsibilities shape the new role." Nursing Management (Springhouse) 31, no. 2 (February 2000): 38–39. http://dx.doi.org/10.1097/00006247-200002000-00026.

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Racine, Eric, and Judy Illes. "Neuroethical Responsibilities." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 33, no. 3 (August 2006): 269–77. http://dx.doi.org/10.1017/s0317167100005138.

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ABSTRACT:Neuroscience represents a dynamic area of biomedical research where neuroethical responsibilities for researchers are emerging. This paper is the companion piece to the French-language one also published in this issue of the Canadian Journal of Neurological Sciences. It serves as a review of recent advances in neuroethics through the lens of three cases: (1) incidental finding of anomalies in neuroimaging research; (2) creation of neurotechnologies that can lead to cognitive enhancement, and (3) responsible communication of research results. We propose and discuss a multidimensional framework of neuroethical responsibilities to help tackle these issues. The framework reiterates the fundamental role of scientific integrity, puts in the foreground social responsibilities pertaining to the eventual use of neuroscience knowledge, and highlights self-reflection in research and training of researchers.
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Chesnokova, N. N., S. V. Kononova, and S. V. Petrova. "Pharmacy head: the role, rights and responsibilities." Remedium. Journal about the Russian market of medicines and medical equipment, no. 1-2 (2014): 71–72. http://dx.doi.org/10.21518/1561-5936-2014-1-2-71-72.

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Parker, Hugh. "The company chairman—His role and responsibilities." Long Range Planning 23, no. 4 (August 1990): 35–43. http://dx.doi.org/10.1016/0024-6301(90)90150-3.

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Ryabinskaya, E. S. "FAMILY RESPONSIBILITIES THROUGH A STATUS-ROLE APPROACH." Vestnik of Lobachevsky State University of Nizhni Novgorod. Series: Social Sciences, no. 2 (2021): 133–39. http://dx.doi.org/10.52452/18115942_2021_2_133.

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Sonhera, Naume, Elmarie Kritzinger, and Marianne Loock. "ROLES AND RESPONSIBILITIES FOR SCHOOL ROLE PLAYERS IN ADDRESSING CYBER INCIDENTS IN SOUTH AFRICA." EURASIAN JOURNAL OF SOCIAL SCIENCES 9, no. 3 (2021): 123–37. http://dx.doi.org/10.15604/ejss.2021.09.03.001.

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Cyber incidents are causing major challenges for school officials who are called upon to respond to these incidents involving learners, globally. Online threats take place off the radar screen of educators and parents, and this makes it difficult to address cyber incidents in schools and more impossible to monitor off school premises. The overwhelming challenges in South African schools are that there are no clear roles and responsibilities for relevant role-players when handling cyber incidents. Therefore, this article is aimed to determine the responsibilities of role players in handling cyber incidents in South African schools. The research used a qualitative approach and purposive sampling to collect data from the learners, to get their experiences and perceptions on reporting cyber incidents. The rationale for selecting learners was based on the view that cyber aggression is a very concerning issue in the school environment. The research went on to document the responsibilities of various role-players, which include the school with its educators, principal and the learners, the Department of Basic Education, the community, and the parents. The article focused on highlighting the roles and responsibilities of role players when handling cyber incidents in South African Schools and the views of learners on adults when handling cyber incidents. The study concludes that if the role players seriously follow their roles and responsibilities, cyber incidents can be reduced in schools. It is also important to note that role players cannot work in isolation; rather, they need a coordinated approach to share the responsibilities, as cyber incidents are not restricted to the classroom or school grounds. This problem requires all role players to work together, in proactive ways to intervene and reduce cyber incidents.
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Sambhanthan, Arunasalam, and Vidyasagar Potdar. "Organisations' Responsibilities towards Corporate Sustinability." International Journal of Strategic Information Technology and Applications 7, no. 2 (April 2016): 44–58. http://dx.doi.org/10.4018/ijsita.2016040104.

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This paper analyses published literature to determine the organizational responsibilities towards business sustainability. Over two hundred published research papers in this space have been subjected to content analysis using NVivo qualitative analysis tool. The results reveal that there are three major types of responsibilities namely social responsibilities, environmental responsibilities and the role based responsibilities which the organizations have in terms of ensuring corporate sustainability. These responsibilities have been found to be effectively achieved through effective corporate sustainability reporting practices, policy level concerns backed by values and principles, coordination of consumer inputs, ensuring stakeholder understanding about their roles and responsibilities and effective risk management backed by proper definition of roles and responsibilities. A number of conclusions along with implications for practice have been derived as the outcome of the documented research.
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AKYÜZ, Elif, Mevlüde KARADAĞ, and Hülya Deniz BULUT. "The Nurse's Role and Responsibilities in Informed Consent: Review." Turkiye Klinikleri Journal of Nursing 8, no. 4 (2016): 348–53. http://dx.doi.org/10.5336/nurses.2016-49921.

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Dissertations / Theses on the topic "Role responsibilities"

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Reynolds, Sadie. "Investigating HR : its role and responsibilities." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557103.

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The thesis explores Human Resources in terms of its current role and responsibilities. It investigates whether or not the move from the title of the function from Personnel to Human Resources is an indication of a change of role. Perceptions of how HR sees itself and how it is seen by the other departments in the organisation have been elIcited in order to clarify the current situation. The data were collected using face-to-face interviews, focus groups and a postal questionnaire. In all, 232 interviews were held with the staff of five organisations, 42 HR staff took part in three focus groups, and self-response questionnaires were posted to 1,230 employees in 21 companies questionnaires and 206 responses were received. As the main thrust of the research was qualitative, the thesis does not suggest that the findings can be generalised. What can be said, however, is that the views of the 480 individuals who provided information concerning their HR department leans towards the negative. The central findings take the form of two paradoxes - firstly, while the other departments have firm views of what the role and responsibilities of their HR department are, they also maintain that they know nothing about their HR department and its services, and secondly, while the other departments state that their HR department is very necessary to the finn's wellbeing, they also declare that the firm woul~ manage just as well if the entire HR department were outsourced. These ne¥atIve perceptions that staff hold of their HR department produce a demoralising effect on an HR department's role and relationships within its organisation. It w?uld .seem that a repositioning of HR within its organisation is necessary so that the fu~ctlOn can be viewed as it wishes to be seen - as an innovate, value-adding, proactI.ve and important part of the organisation, providing services and advice app:eclated at all levels from the Board of Directors down to the shop t100r or its eqUivalent.
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Appell, Neil. "The role and responsibilities of a biblical evangelist." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Haley, James R. "School board and superintendent responsibilities : a study of role congruency /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901302.

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Holdsworth, Elizabeth Anne. "Grandmothers' performance in contemporary society : role, rules and responsibilities." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395202.

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Rangongo, Paul. "Role players' understanding of public school principals' legal responsibilities regarding financial management in Limpopo." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60974.

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Financial management is a very complex issue; at the dawn of democracy the full responsibility for the financial management in public schools was given to school governing bodies. The governing body usually asks the school principal to act as finance manager who executes the financial responsibilities on a daily basis. This puts the principal in a precarious position. The research investigates the role players' understanding of the public school principals' legal responsibilities regarding financial management in Limpopo province. It looks at how the school principals, finance officers and the departmental officials perceive the public school principals' understanding, interpretation and application pertaining to his or her legal responsibilities. It further looks at the knowledge of legislation, reporting of financial expenditure at school level, reporting of financial irregularity cases found in schools, as well as the legal responsibility of financial accountability. A predominantly qualitative research approach with nominal application of the quantitative approach, an interpretive paradigm and multiple case studies allowed the researcher to gain an in-depth understanding of how various role players view or perceive the public school principals' legal responsibilities regarding financial management. I interviewed six principals, six finance officers and six departmental officials about their understanding of the public school principals' legal responsibilities regarding financial management in Limpopo Province. A total of 53 principals, 22 finance officers and four departmental officials successfully completed a questionnaire about their understanding, perceptions and experiences of the public school principals' stipulated legal responsibilities regarding financial management. All these people were involved in the day-to-day management and administration of funds in public schools. Documents such as finance policies, finance files, minute books, school budgets and audited financial statements were analysed to build a clear picture of the state of financial management in the selected public schools. Findings from this study are that there are vast differences in how various role players understand and interpret the public school principals' legal responsibilities regarding financial management in Limpopo. The rationale for having the legislation is to make things uniform and give guidelines. There is a lack of implementation of legal responsibilities by principals who sometimes experience fear of intimidation and victimisation and threat from teacher unions defending their members, SGB and the community. There is lack of knowledge of legislation and sheer ignorance of the law. There are misconceptions that principals in South Africa are accounting officers for everything happening in their respective schools. I found misconceptions of the principals' responsibilities of reporting the financial expenditure and financial mismanagement cases which are not reported, but resolved in schools. There is a culture of non-accountability, non-adherence to prescripts as a result of limited knowledge of legislation, expertise and experience of the principal in financial management. The study has unearthed a number of challenges that are serious concerns for the role players such as the principals, finance officers and the departmental officials regarding financial management. These include issues such as limited understanding, interpretation and application of the law, inadequate knowledge of legislation and financial skills, ignorance of policy and legislation, lack of transparency and openness when dealing with public finances, signing of blank cheques, intimidation, threats and victimisation from victims, teacher unions' interference in the appointment of principals, a lack of proper monitoring and control of expenditure at school level by the principal as well as by departmental officials from circuit level up to provincial level characterise school financial management. Much work remains to be done to close the gaps identified and to make financial management in South African public schools even better. The findings of the study have led to recommendations to assist public school principals, finance officers, school governing body members and departmental officials to understand the legal responsibilities of the principal in this regard better. The recommendations include models for the understanding principals' legal responsibilities in financial management, internal financial control and monitoring in public schools by holding principals accountable for the use of every cent in the schools. Other recommendations include intensive training and capacitating, compliance with legislation and the centralisation of auditing of public school financial books.
Thesis (PhD)--University of Pretoria, 2016.
Education Management and Policy Studies
PhD
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Nkabinde, Mfulathelwa Maria Bongi. "The roles and responsibilities of foundation phase heads of department." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24454.

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The aim of this research project is to investigate the roles and responsibilities of foundation phase heads of departments (HoDs) in the Mpumalanga Province in South Africa. A quantitative research approach was used to assess the perceptions of the foundation phase HoDs. Questionnaires were distributed to 274 foundation phase HoDs in Mpumalanga and SPSS 20 was used to analyse the data. The findings show that HoDs perceive that they are overworked, whereas in reality, the amount of time they spend in school is not as expected in the Personnel Administrative Measures (PAM) document. It emerged that most educators leave school earlier than normal and thus experience a lack of time for supervision and administration, which then becomes a stress factor in the completion of their roles and responsibilities. Twenty two percent of the respondents indicated that they are not familiar with the HoD duties as outlined in the PAM document. Furthermore, the study uncovered issues such as lack of support and training for HoDs, the role of parents as motivators in terms of learner achievement, and the importance of evaluating and developing teachers to provide quality education in the 21st century. This research project utilises instructional leadership as a conceptual framework and maps out the roles and responsibilities of the HoD as outlined in the PAM document. Due to the low Annual National Assessment (ANA) results in literacy and numeracy, the research focuses on the challenges that HoDs in the foundation phase face regarding fulfilling their roles and responsibilities towards ensuring a quality education. On Tuesday 28 June 2011, the Minister of Basic Education, Angie Motshekga, revealed the results of the February 2011 ANA. In excess of 6.5 million learners from Grades 2 to 7 and a sample of G10s wrote tests in literacy/language and numeracy/mathematics. According to the statistics released by the Department of Basic Education (DBE), the average mark for literacy for G3 learners was a mere 35%. Grade 3 learners scored an average of 28% in numeracy. Amongst the Grade 3 learners, the Western Cape performed the best in both literacy and numeracy with 43% for literacy and 36% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only managed to score 19% for numeracy (DBE Report 40). If learners can’t read, write, spell and calculate at Grade 3 level, surely there is something wrong. Where are the foundation phase managers and how do they spend their time? Internationally, teachers responsible for supervising Grade R-3 are called middle managers. In South Africa, middle managers are called heads of departments (HoDs). The duties and roles of middle managers (or HoDs) in the foundation phase might be the cause of poor performance of learners in numeracy and literacy, due to insufficient support being provided to educators and learners. The role of HoDs in schools is not widely understood (Turner, 1996; Blandford, 1997; McLendon&Crowther, 1998). As a consequence, the literature relating to their role and functions is sparse. What is apparent, however, is the dual role that HoDs play, namely an administrative role within the school, as well as a teaching responsibility. A great deal of the work in managing the teaching-learning process operates at the middle management level in schools. However, management development often occurs at the senior management level, and HoDs remain the forgotten tier in schools. HoDs co-ordinate all educational activities between the top management of the school and the educators. Gold (1998:1) describes the role of HoDs as the most exciting and probably the most influential position in a well-organised school. Given the dual roles of HoDs, it is evident that they are exposed to a dilemma in executing duties carrying competing demands namely managing a department and being a class teacher at the same time (Blandford, 1997:13). This dual role becomes a particular challenge in the foundation phase, depending on the type of school, e.g. private school, former model C school, township or rural schools (which normally fall under Quintile 1-3), and lastly farm schools. It is challenging, especially in township and farm schools, to manage teaching, supervise educators, ensure learners cooperate positively in a class, and to be responsible for all the classes in a phase, including the own HOD’s class. Educators are experiencing overcrowding in their classrooms and schools are under staffed. A thorough study needed to be conducted to ensure that HoDs in the foundation phase are operating as effectively as those in the intermediate, senior and FET phases. It is critical to formulate strategies to ensure that learners progress positively in the foundation phase, especially in terms of their literacy and numeracy. HoDs must be able to perform their roles and responsibilities to ensure that learners can read and write at Grade 3 level. The PAM document clearly spells out the roles and responsibilities of the HoD; however when an HoD has 90% of their time allocated for teaching, one wonders if it is fair to expect them to carry out their administrative role in the remaining 10% of their time.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
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Griffin, Charles R. "The changing role and responsibilities of the independent school headmaster /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7875.

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Robinson, Keith Edward. "The senior pastor's role and responsibilities in leading a pastoral staff." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Mousa, Mohamed Gehan Abdel-Hady. "The auditors role and responsibilities towards auditing environmental performance of firms." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1737/.

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Reynolds, Nancy R. "HIV informal caregiving: role responsibilities and the effects of case management /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885777425.

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Books on the topic "Role responsibilities"

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Fishery Resources Program (U.S.). Statement of responsibilities & role. [Washington, D.C.]: The Program, 1985.

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Weber, Mark R. The library trustee's role and responsibilities. [Chicago, Ill.]: Illinois Library Trustee Association, 1987.

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General, Canada Governor. Role and responsibilities of the Governor General. Ottawa: Governor General of Canada, 1990.

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Nadvī, Abulḥasan ʻAlī. The Role and responsibilities of Muslims in the West. Leicester, UK: The Islamic Foundation, 1993.

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Sparrow, Andrew Peter. The role of company directors: A question of responsibilities. Hitchin: Technical Communications, 1996.

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Real men don't abandon their responsibilities. Lafayette, La: Huntington House Publishers, 1993.

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Clynch, Holly M. The role of the physical therapist assistant: Regulations and responsibilities. Philadelphia: F.A. Davis, 2012.

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50-50 parenting: Sharing family rewards and responsibilities. Lexington, Mass: Lexington Books, 1988.

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Helleiner, Gerald K. Poverty in the south: Northern responsibilities-- and a role for Canada. Guelph, Ont: Centre for International Programs, University of Guelph, 1995.

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Kogan, Eugene B. The War Congress: Shouldering the responsibilities of a U.S. global role. Washington, DC: Americans for Democratic Action Education Fund, [2005], 2005.

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Book chapters on the topic "Role responsibilities"

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Khan, Sharmin. "Responsibilities and Role of Project Participants." In Constructability, 105–13. Boca Raton : Taylor & Francis, a CRC title, part of the Taylor &: CRC Press, 2018. http://dx.doi.org/10.1201/9780429504426-8.

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Gilbert, P. H. "A-E/CM Role and Responsibilities." In Supercollider 3, 421–25. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3746-5_42.

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Sykes, Natalie. "Role and responsibilities of the board." In Effective Directors, 167–71. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201182-34.

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Dzikowska, Marlena. "Functional Responsibilities of Subsidiaries: Theoretical Perspective." In The Role of the Subsidiary in International Business, 13–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17527-6_2.

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Bennett, Sterling T. "Role and Responsibilities of the Laboratory Director." In Laboratory Hemostasis, 1–17. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08924-9_1.

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Dzikowska, Marlena. "Functional Responsibilities in Subsidiary Role Studies: Literature Overview." In The Role of the Subsidiary in International Business, 33–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17527-6_3.

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Dzikowska, Marlena. "Determinants of Functional Responsibilities of Subsidiaries: Empirical Verification." In The Role of the Subsidiary in International Business, 107–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17527-6_5.

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Balkin, Diane E., Laura A. Janssen, and Melinda D. Merck. "The Legal System: The Veterinarian's Role and Responsibilities." In Veterinary Forensics: Animal Cruelty Investigations, 1–16. West Sussex, UK: John Wiley & Sons, Inc.,, 2013. http://dx.doi.org/10.1002/9781118704738.ch1.

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de Zwart, Francesco. "Role, Responsibilities and Time Commitment for the Chairperson." In The Key Code and Advanced Handbook for the Governance and Supervision of Banks in Australia, 945–53. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1710-2_34.

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Galassi, Margherita, and Maria Estela Moreno-Martínez. "Role of Pharmacists." In The EBMT/EHA CAR-T Cell Handbook, 215–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94353-0_41.

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AbstractThe pharmacist has a key role in the management of CAR-T therapies. Selection, ordering, reception, storage, preparation of the product for infusion, and dispensing of CAR-T therapies are some of the pharmacy service responsibilities (Black 2018; Moreno-Martínez et al. 2020; Booth et al. 2020). The pharmacist requires specific training, ensuring coordination with all the professionals in the multidisciplinary team who are involved in the management of these therapies, as summarized in Table 41.1.
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Conference papers on the topic "Role responsibilities"

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Wilfred CG Peh. "Role and Responsibilities of Reviewers." In Workshop on Publishing for Biomedical Journal Editors and Reviewers. Kuala Lumpur, Malaysia: Department of Biomedical Imaging, University of Malaya, 2006. http://dx.doi.org/10.2349/biij.2.4.e54-5.

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Pei, Yulong, Jianpeng Zhang, George Fletcher, and Mykola Pechenizkiy. "DyNMF: Role Analytics in Dynamic Social Networks." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/531.

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Roles of nodes in a social network (SN) represent their functions, responsibilities or behaviors within the SN. Roles typically evolve over time, making role analytics a challenging problem. Previous studies either neglect role transition analysis or perform role discovery and role transition learning separately, leading to inefficiencies and limited transition analysis. We propose a novel dynamic non-negative matrix factorization (DyNMF) approach to simultaneously discover roles and learn role transitions. DyNMF explicitly models temporal information by introducing a role transition matrix and clusters nodes in SNs from two views: the current view and the historical view. The current view captures structural information from the current SN snapshot and the historical view captures role transitions by looking at roles in past SN snapshots. DyNMF efficiently provides more effective analytics capabilities, regularizing roles by temporal smoothness of role transitions and reducing uncertainties and inconsistencies between snapshots. Experiments on both synthetic and real-world SNs demonstrate the advantages of DyNMF in discovering and predicting roles and role transitions.
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Robatto, O., E. Quagliata, C. Santo, A. Sica, and M. Sponton. "The role of LATU as national metrology institute of Uruguay and its responsibilities." In TEMPERATURE: ITS MEASUREMENT AND CONTROL IN SCIENCE AND INDUSTRY, VOLUME 8: Proceedings of the Ninth International Temperature Symposium. AIP, 2013. http://dx.doi.org/10.1063/1.4819524.

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Hankiewicz, Krzysztof. "The Role of Ergonomics in Knowledge-Based Enterprises." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100427.

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The purpose of the paper is to call attention to the importance of human factors in the activities of knowledge-based enterprises. The role of ergonomics in enterprise success is also presented. This is based on the thesis which states companies that consider their human capital as their most important asset are successful companies.One may consider that in knowledge-based enterprises different ergonomic activities are important. Due to the form of industrial relations and organization, such elements are important: development and testing of integrated management systems according to ergonomic requirements, methods of personnel selection and consideration of stress in work conditions assessment criteria. Due to the form of cooperation in groups and human relations, such elements are important: problems of legal, economic and social responsibilities of team members and autonomy of the employees.
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Önce, Asım Günal, and Mehmet Marangoz. "The Role of Marketing in Sustainable Development." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00435.

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At the present time, with rapid increase of population and besides increase of consumption, misusage of resources, environmental pollution and climate changes, a lot of environmental problems are occurring and will continue to occur. In this respect, the businesses and especially the marketing function have important responsibilities on prevention of those factors which affect the sustainable development and consequently on providing sustainable development. Some of those businesses aim to increase their competitive power by using recyclable materials, reusing of packages and by using energy saving applications at production processes whereas the others aims to use the anxiety of the consumer segment, who are sensitive to environment and people’s health as a tool of differentiation. As a result, in spite of the increase on demand of environmentally friendly products, as from 1990’s neither at the number of businesses who apply strategies, nor the number of consumers who are interested on environmentally friendly products reached to expected level. However, the main problem here is not just the existence of businesses that are far from ethical and social responsibility, at the same time, it is based on whether the strategies that the businesses who act with social responsibility conscious are as supporter of sustainable development. The aim of this study is to suggest the marketing strategies and applications which can be applied for understanding how marketing can contribute to sustainable development and explaining its role in the development of sustainability.
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Muhlbauer, P. "Responsibilities, Role and Integration of Mission Operations Within the Complex Ground-Segment of the German TerraSAR-X Radar Mission." In SpaceOps 2006 Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-5760.

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Mobarhan, Kamran S. "The role and responsibilities of industrial photonics and laser companies in the training of the next generation of scientists and engineers." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207564.

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"The Role and Responsibilities of the Valuer and the Valuation Procedure Adopted in the Valuation of Commercial Property for Loan Purposes." In Third Conference of the European Real Estate Society: ERES Conference 1996. ERES, 1996. http://dx.doi.org/10.15396/eres1996_151.

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Boezeman, EJ, K. Nieuwenhuijsen, and JK Sluiter. "225 A role focused self-help course reduces stress and subsequent work functioning problems in workers who have informal care responsibilities." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1628.

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Roche, Joseph. "Strategies for Scientists in Higher Education." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2642.

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Scientists have had a role in higher education since the very first institutes of higher education. While this role has evolved considerably in the last century, the period that has seen the most significant changes has been the last four decades. The rapid expansion of the higher education sector and the massification of education through the commitment of the state to free education has seen the role of scientists in higher education in Ireland swell to incorporate new responsibilities and expectations. In this paper a brief history of the role of scientists in higher education and the recent changes to that role are presented. Although these changes are focused on the role of Irish scientists, similar changes can be identified across Europe. A new strategy for supporting scientists in higher education is proposed — a research-informed masters programme in science education that provides the necessary skills and experience for early career scientists in higher education to cope with the demands of their positions.
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Reports on the topic "Role responsibilities"

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Lumsdaine, Robin, and Stephanie J. C. Vermeer. Retirement Timing of Women and the Role of Care Responsibilities for Grandchildren. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20756.

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Setybold, Patricia. Roles and Responsibilities. Boston, MA: Patricia Seybold Group, March 2008. http://dx.doi.org/10.1571/roles_resp_coll.

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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.
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Jensen, Daniel J. Homeland Security: Roles and Responsibilities of the Army National Guard. Fort Belvoir, VA: Defense Technical Information Center, February 2002. http://dx.doi.org/10.21236/ada400964.

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Sisterson, Douglas. ARM Lead Mentor Selection Process and Key Roles and Responsibilities. Office of Scientific and Technical Information (OSTI), January 2018. http://dx.doi.org/10.2172/1418462.

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Taft, Jeffrey D. Roles and Responsibilities for Distribution Grids: DER Sensing and Communication Networks. Office of Scientific and Technical Information (OSTI), February 2017. http://dx.doi.org/10.2172/1631457.

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Seal, Thomas E. Military Support to Foreign Consequence Management Operations: Rethinking Roles, Functions, and Responsibilities. Fort Belvoir, VA: Defense Technical Information Center, May 1998. http://dx.doi.org/10.21236/ada351656.

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Flores, P., L. Griego, and J. Weeks. Production Capability Assurance Program (PCAP) data base support process/procedures and roles/responsibilities. Office of Scientific and Technical Information (OSTI), April 1994. http://dx.doi.org/10.2172/10158011.

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Tornatore, Laura. Risks, roles and responsibilities: Evaluating falls in inpatient mental healthcare settings for older people. National Institute for Health Research, February 2022. http://dx.doi.org/10.3310/nihropenres.1115181.1.

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Loebl, A. S., D. G. Trost, J. A. Pastel, S. G. Payne, and R. M. Fleenor. Standard process for the roles and responsibilities for facility reuse of DOE Oak Ridge Reservation Facilities. Office of Scientific and Technical Information (OSTI), April 1996. http://dx.doi.org/10.2172/395627.

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