Relevant bibliographies by topics / Specialist support

Academic literature on the topic 'Specialist support'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Specialist support"

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Pearce, Lynne. "Specialist support." Nursing Standard 27, no. 51 (August 21, 2013): 22–23. http://dx.doi.org/10.7748/ns2013.08.27.51.22.s27.

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Kaur, Mandeep, and Robert H. Melville. "Emergency Department Peer Support Specialist Program." Psychiatric Services 72, no. 2 (February 1, 2021): 230. http://dx.doi.org/10.1176/appi.ps.72102.

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Hamill, Carmel. "Specialist support for parents of twins." Journal of Health Visiting 2, no. 11 (November 2, 2014): 586–88. http://dx.doi.org/10.12968/johv.2014.2.11.586.

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Giddins, Grey. "Specialist support for hand surgery research." Journal of Hand Surgery (European Volume) 40, no. 9 (October 22, 2015): 899. http://dx.doi.org/10.1177/1753193415609508.

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Penfold, Julie. "Specialist role provides thyroid cancer support." Primary Health Care 25, no. 6 (June 26, 2015): 10. http://dx.doi.org/10.7748/phc.25.6.10.s9.

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Soopramanien, Anbananden, Shiva Jamwal, and Peter W. Thomas. "Digital Health Rehabilitation Can Improve Access to Care in Spinal Cord Injury in the UK: A Proposed Solution." International Journal of Telerehabilitation 12, no. 1 (June 30, 2020): 3–16. http://dx.doi.org/10.5195/ijt.2020.6312.

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Lack of specialist beds, inadequate finance and shortage of skilled staff make it difficult for Spinal Cord Injury Centres (SCICs) in the United Kingdom (UK) to admit all newly injured individuals. Length of stay of those admitted can be too brief. At discharge, follow-up care is sparse and inadequate. We therefore propose that specialist spinal units redefine their roles and act as catalysts to build capacity by enhancing expertise in the wider community. SCICs can devolve certain tasks locally to less specialised units with their support, training, and guidance. This Commentary further proposes that use of Digital Health Technologies, (i.e., to deploy telemedicine, telehealth, and telerehabilitation), can enhance rehabilitation opportunities. The authors set-forth their vision for a comprehensive web portal that will serve as a primary resource for evidence-based practice, information on guidelines, care pathways, and protocols of SCI management. At any stage during the acute management of SCI and following discharge, rehabilitation specialists could conduct remote consultation with persons with SCI and acute care specialists via the web portal, allowing timely access to specialist input and better clinical outcomes. The proposed portal would also provide information, advice and support to persons with SCI and their family members. The strategic use of digital health technologies has been shown to result in cost and time savings and increase positive outcomes.
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Hester, Marianne, and Sarah-Jane Lilley. "More than support to court." International Review of Victimology 24, no. 3 (December 6, 2017): 313–28. http://dx.doi.org/10.1177/0269758017742717.

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This article explores the involvement of specialist sexual violence services, including Independent Sexual Violence Advisers (ISVAs), in supporting victims/survivors of rape and sexual abuse to engage with the criminal justice system (CJS) in England and Wales. The underpinning research, conducted in one area of England, included referral data from the police and key specialist sexual violence services, interviews with 15 victims/survivors of sexual violence in contact with the police and specialist services, and interviews with 14 practitioners from sexual violence and related services. We examine the complex needs of victims/survivors of sexual violence (who have experienced historical child sexual abuse, acquaintance rape or rape in the context of intimate partner abuse), how their needs differ and vary over time, and the ways in which these diverse and changing needs are met by specialist sexual violence services. Non-specialist agencies, such as statutory mental health services, are unable to provide similarly targeted responses. The research found that specialist sexual violence services play particularly crucial roles through the use of approaches that can be characterised as flexible, enabling, holding and mending. However, this important work could easily be lost in the current climate of local service commissioning, to the great detriment of victims/survivors of sexual violence.
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Urquhart, Christine, Anne Brice, Janet Cooper, Siân Spink, and Rhian Thomas. "Evaluating the Development of Virtual Communities of Practice that Support Evidence Based Practice." Evidence Based Library and Information Practice 5, no. 1 (March 17, 2010): 48. http://dx.doi.org/10.18438/b8z628.

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Objective – The aim of this paper is to examine how virtual community of practice principles might be used by information professionals with emphasis on the work of the Specialist Libraries for health professionals in England, UK. An evaluation conducted in 2004-2005 examined the operation of the Specialist Libraries, which the National Library for Health had contracted out to various organisations, and assessed their stage of development as communities of practice. Methods – Evaluation methods included observation of a meeting of information specialists, interviews with clinical leads and information specialists, and evaluation of the content and format of the Specialist Library websites. The evaluation framework was based on a systematic review of the literature to determine the critical success factors for communities of practice and their role in supporting evidence based practice. An updated literature review was conducted for this paper. Results – Operational structures varied but were mostly effective in producing communities of practice that were at an “engaged” stage. Some Specialist Libraries wished to move towards the “active” stage by supporting online discussion forums, or by providing question and answering services or more learning activities and materials. Although the evidence from the literature suggests there are few clear criteria for judging the effectiveness of communities of practice, the evaluation framework used here was successful in identifying the state of progress and how information professionals might approach designing virtual communities of practice. Conclusions – Structuring library and information services around community of practice principles is effective. Careful and participative design of the information architecture is required for good support for evidence based practice.
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O'Sullivan, Belinda G., Matthew R. McGrail, and Johannes U. Stoelwinder. "Subsidies to target specialist outreach services into more remote locations: a national cross-sectional study." Australian Health Review 41, no. 3 (2017): 344. http://dx.doi.org/10.1071/ah16032.

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Objective Targeting rural outreach services to areas of highest relative need is challenging because of the higher costs it imposes on health workers to travel longer distances. This paper studied whether subsidies have the potential to support the provision of specialist outreach services into more remote locations. Methods National data about subsidies for medical specialist outreach providers as part of the Wave 7 Medicine in Australia: Balancing Employment and Life (MABEL) Survey in 2014. Results Nearly half received subsidies: 19% (n = 110) from a formal policy, namely the Australian Government Rural Health Outreach Fund (RHOF), and 27% (n = 154) from other sources. Subsidised specialists travelled for longer and visited more remote locations relative to the non-subsidised group. In addition, compared with non-subsidised specialists, RHOF-subsidised specialists worked in priority areas and provided equally regular services they intended to continue, despite visiting more remote locations. Conclusion This suggests the RHOF, although limited to one in five specialist outreach providers, is important to increase targeted and stable outreach services in areas of highest relative need. Other subsidies also play a role in facilitating remote service distribution, but may need to be more structured to promote regular, sustained outreach practice. What is known about this topic? There are no studies describing subsidies for specialist doctors to undertake rural outreach work and whether subsidies, including formal and structured subsidies via the Australian Government RHOF, support targeted outreach services compared with no financial support. What does this paper add? Using national data from Australia, we describe subsidisation among specialist outreach providers and show that specialists subsidised via the RHOF or another source are more likely to provide remote outreach services. What are the implications for practitioners? Subsidised specialist outreach providers are more likely to provide remote outreach services. The RHOF, as a formally structured comprehensive subsidy, further targets the provision of priority services into such locations on a regular, ongoing basis.
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lindsay, Margot. "Chronically ill people need regular specialist support." Nursing Standard 22, no. 35 (May 7, 2008): 33. http://dx.doi.org/10.7748/ns.22.35.33.s39.

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Dissertations / Theses on the topic "Specialist support"

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Hoover, Alan D. "An assessment of information technology skills for the computer support specialist /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559855791&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Golding, Kim. "Providing specialist psychological support to foster carers : the usefulness of consultation as a mechanism for providing support." Thesis, Cardiff University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394050.

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Benazzi, Leah R. "The role of the behavior specialist in the development of function-based behavior support /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181083.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-137). Also available for download via the World Wide Web; free to University of Oregon users.
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Brown, Kathleen. "An analysis of the perceptions impacting student enrollment in the Computer Support Specialist Degree." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009brownk.pdf.

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Edwards, Angela Catherine. "An Evaluation of a Specialist Multi-Agency Home Care Support Service for Older People with Dementia." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517848.

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Ojelel, Alfred. "From student academic to computer specialist: co-construction of student identity and a school computer-network." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/347.

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This study explores how student participation in the development of a school computer-network (SCN) motivated students to learn and promoted service and collegial relationships in the school. Students participated in a Technology Leadership (TL) community and engaged in activities that were central to the development of the SCN. The research examines the co-evolution of the SCN and student activities and the relationships between TL students and the school. In the study, data on students' experiences in the TL program came from non-participant observation, conversations, semi-structured interviews and document analyses. Using a sociocultural perspective of identity construction and informed by Lave and Wenger's notion of participation in a community-of-practice, with actor-network approaches, the analysis of the data showed that student level of engagement increased when the activities were relevant to their in-school and out-of-school technology experiences, or to their future career goals. Program participants provided technical support to the SCN and taught what teachers and students wanted to learn at a time when they needed to know it. In so doing, these leadership students moved towards greater technical expertise, improved interpersonal skills and increased leadership responsibilities as demonstrated by the availability of improved technical support services in the SCN. As newcomers to the TL community gradually advanced to full participation and old-timers became computer consultants to the school before they eventually graduated, the TL community was subjected to a continual process of renewal in terms of participants. With progressive student participation and with translations of diverse technology actors, the services the SCN provided to the school improved. Over time, the SCN's technical character changed and the relationships of service and collegiality between TL students and the school were enhanced. Thus, both participants and the school realized educational value. The implication for curriculum and pedagogy of discipline-based courses is that if students are to be attracted to school initiatives and retained, the curriculum and its delivery need to increase opportunities for students' changed relationships with the school community to take place, and for student participation in a relevant community-of-practice that is responsive to students' future aspirations.
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Wingham, Jennifer. "Living with heart failure : self management, informed support and the role of the heart failure specialist nurse." Thesis, Exeter and Plymouth Peninsula Medical School, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553683.

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People with heart failure frequently experience poor quality of life, often exacerbated by co-morbidities. This demands complex self-management activities, often supported by family members in care roles, and includes input from community Heart Failure Specialist Nurses (HFSNs) that is known to reduce hospital readmissions. There is, however, a paucity of knowledge about the perceptions of people living with heart failure concerning self-management strategies. Aim This thesis is a longitudinal study exploring emergent patterns and styles of self- management of persons with heart failure, the impact of family members and HFSNs. Method Thirty-one theoretically sampled participants with heart failure were recruited from a district general hospital between October 2004 and September 2006. The sample participated in home-based, audio-taped, semi-structured interviews prior to nurse intervention, describing how heart failure affected their lives, focusing on self-management strategies. The HFSNs conducted home visits and telephone contacts according to individual needs independent of the research. At five months, 23 participants completed a diary for 14 days. Twenty- seven participants (three died, and one withdrew) were interviewed at six 3 months to explore how self-management strategies had changed. The HFSNs participated in a focus group. Constructivist grounded theory and reflexive accounting informed data collection and analysis, leading to the inductive development of an explanatory framework for emergent themes, one of which, Informed Support, serves as an original and significant contribution to the literature. Results Successful management is a complex biopsychosocial activity, involving reconstructions of identity, symptom management, and relationship management, while living with a chronic and uncertain condition that severely compromises life activities. Central to successful management is Informed Support, where family members collaboratively develop a range of activities and attributes to augment self-management. This was perceived as most effective when the HFSNs were able to adopt a 'whole family' approach. Conclusion Heart failure self-management is a dynamic, complex and adaptive activity that can be positively and significantly shaped by Informed Support from family members. Community based HFSNs can influence, but need to recognise differing styles of, self-management.
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Buchwald, Leigh John. "Curriculum for enterprise networking specialist at Citrus College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3019.

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The purpose of the project was to develop a single-semester curriculum for Citrus College. The curriculum was directed at adults returning from the workplace to update their skills, and college students that are enrolled in the information technology (IT), or computer science (CS) tracks.
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Boström, Eva. "Proximity and distance : challenges in person-centred care for diabetes specialist nurses in primary health care." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-80908.

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Background Type 2 diabetes demands self-management over time, to maintain health and reduce the risk for diabetes complications. However, despite efforts, many persons with type 2 diabetes are not reaching the treatment targets. In diabetes, person-centred care and group education are recommended. Diabetes specialist nurses (DSNs) working in primary healthcare have an important role in supporting patients with type 2 diabetes in their self-management to adapt to the demands of the disease in everyday life. Therefore, it is important to explore the DSNs’ professional role and their experiences of practising person-centred care. The overall aim of the thesis was to explore the professional role of DSNs in primary healthcare, and to describe their experiences of person-centred diabetes care. Methods The thesis includes three studies with qualitative, and one with a quantitative, approach. Data collection consisted of focus group interviews, individual interviews, observations, and questionnaires. Qualitative content analysis and statistics were used in the analysis. In studies I and II, 29 and 31 DSNs participated, respectively. In study III, 10 DSNs and 44 persons with type 2 diabetes participated. Lastly, in study IV, 10 DSNs participated. Results The results in the thesis showed that DSNs have a complex and multifaceted professional role that entails striving to be an expert, a fosterer, a leader, an executive, and a role model, which they found challenging. The DSNs perceived high job demands, such as decision-making and learning. The thesis also showed that the interaction between DSNs and persons with type 2 diabetes shifted from empowerment to authority struggles during group support sessions based on person-centred care. The experience of person-centred care was described as enriching, but DSNs also expressed ambivalence, related to an altered professional role. Conclusion There is a desire by DSNs to be close to persons with type 2 diabetes, although they have several challenges to fulfil, which makes it difficult to uphold a relation with proximity; thus, distance is also present. Even though person-centred care is recommended in healthcare, and despite DSNs’ efforts to practise PCC, the result of this thesis shows that it also implies an altered professional role for DSNs that has to be addressed.
Diabetes intervention in Västerbotten, DIVA 2
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Wesson, Wendy. "Assessment of higher level practice in nursing : an exploration of the support required by practice assessors." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/621902.

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Nurse education is continually adapting to meet the requirements of employers to develop increasingly autonomous practitioners who can provide evidence-based, high quality care. The work-based project examines the support available to mentors, known as practice teachers, in their role as assessors of nursing students in higher level practice. A qualitative study: the project employs a grounded theory approach to the analysis of data elicited from practice teachers and academics. Semi-structured interviews and focus groups alongside regular reviews of the literature are utilised to elicit data, and via an inductive process, categories emerging from the analysis are constructed to present new insights and understanding of the subject under scrutiny. Whilst it is clear that a degree of support is available to practice teachers in response to a rudimentary understanding of their role in higher level practice, it is also clear that this support is limited by a number of factors. The product of practice assessment for the employer is a newly-qualified practitioner who is able to carry out a role based on a specified set of competencies. For the educator, whether within the higher education institution or in practice, the process of education is ongoing; producing a practitioner with the capability to utilise higher level practice in ever-changing contexts and situations. Support for the practice teacher can only be enhanced if recognition of the role is promoted. This requires a shared understanding of the importance of developing both competence and capability for higher level practice. Only then will the vital contribution made by the practice teacher in the student’s development be understood by those supporting them. Converging rather than competing philosophies of training for competence and educating for capability are necessary to maintain the status and commitment of the practice teacher and consequently the rigour required of assessment in practice.
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Books on the topic "Specialist support"

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Australian National University. Strategic and Defence Studies Centre, ed. Forewarned forearmed: Australian specialist intelligence support in South Vietnam, 1966-1971. Canberra: Strategic and Defence Studies Centre, Australian National University, 2007.

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Millar, Peter G. Curriculum provision in small primary schools: The role of curriculum support and the subject specialist. [s.l: The Author], 1991.

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BTEC National for IT practitioners : systems units: Core and specialist units for the systems support pathway. London: Elsevier, 2009.

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Classe, Alison. Software tools for re-engineering: A guide to specialist software for process analysis, modelling and redesign to support re-engineering and process improvement. London: Business Intelligence, 1994.

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National Advisory Council on Nurse Education and Practice (U.S.). Federal support for the preparation of the clinical nurse specialist workforce through Title VIII: Report to the Secretary of Health and Human Services. [Rockville, Md.?]: U.S. Dept. of Health and Human Services, Health Resources & Services Administration, Bureau of Health Professions, Division of Nursing, 1999.

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National Advisory Council on Nurse Education and Practice (U.S.). Federal support for the preparation of the clinical nurse specialist workforce through Title VIII: Report to the Secretary of Health and Human Services. [Washington, D.C.]: U.S. Dept. of Health & Human Services, HRSA, Bureau of Health Professions, Division of Nursing, 1999.

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Yull, Sharon. BTEC First ICT practitioners curriculum support pack: Core units and selected specialist units for the BTEC First Certificate and Diploma for ICT Practitioners. Amsterdam: Elsevier/Newnes, 2007.

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A Guide to computer user support for help desk and support specialists. 4th ed. Boston, MA: Course Technology, 2010.

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United States. Joint Chiefs of Staff. Joint doctrine for intelligence support to operations. [Washington, D.C.]: Joint Chiefs of Staff, 1993.

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Bolarev, Boris. Standardization, Metrology, conformity assessment. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047211.

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Study guide corresponds to the program discipline "Standardization, Metrology, confirmation of conformity" and contains the material for all learning units. The emphasis is on contemporary and topical issues of technical regulation and metrological support. Educational materials are supported by numerous examples. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for students in a direction "trading business", as well as for specialists in food technology, may be used by the specialists of the technical regulation, traders, marketers, merchandisers, experts of bodies of Rospotrebnadzor specialists of certification bodies and testing laboratories, centers of standardization and Metrology, the employees of the Customs Union, as well as economists and managers of enterprises, organizations, etc. Recommended for continuing training of employees in trade, food technology senior and middle managers.
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Book chapters on the topic "Specialist support"

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Ebersold, Serge, and Mary Kyriazopoulou. "Resourceful Specialist Support to Enable Inclusive Education." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_58-1.

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Ebersold, Serge, and Mary Kyriazopoulou. "Resourceful Specialist Support to Enable Inclusive Education." In Encyclopedia of Teacher Education, 1579–84. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_58.

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Morris, Betty J. "Principal Support of Media Specialist and Teacher Collaboration: A Research Study." In Educational Media and Technology Yearbook, 291–306. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_20.

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Biserko, Sonja. "The strategy behind the Serbian government’s support for the Kosovo Specialist Chambers." In Kosovo and Transitional Justice, 168–83. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003079781-9.

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Malpas, Margaret. "The Knowledge and Skills Required by a Specialist Tutor within the Field of Adult Support." In Supporting Dyslexic Adults in Higher Education and the Workplace, 167–76. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119945000.ch17.

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Püsküllüoğlu, Mirosława. "Improving Education: A Global Perspective." In Improving Oncology Worldwide, 3–7. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_1.

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AbstractImproving education is an important issue in oncology in order to assure better care for our patients and provide support for oncologists’ community. This chapter has been written by a former student of the Master Online Advanced Oncology program at the University of Ulm, a MSc graduate in Clinical Education at the University of Edinburgh, and a specialist in clinical oncology and clinical pharmacology who has been engaged last 12 years in under- and postgraduate education. The first part of the chapter summarizes challenges in oncology education. The second part focuses on practical examples and global perspective guiding the reader through exemplary projects performed by oncologists all over the world.
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Bibrowicz, Karol, Tomasz Szurmik, Anna Lipowicz, and Andrzej W. Mitas. "Application of Original System to Support Specialist Physiotherapy D4S in Correction of Postural Defects as Compared to Other Methods—A Review." In Advances in Intelligent Systems and Computing, 187–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49666-1_15.

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Ward, Harriet, Lynne Moggach, Susan Tregeagle, and Helen Trivedi. "Progress After Placement." In Outcomes of Open Adoption from Care, 199–222. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76429-6_7.

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AbstractThe chapter explores the progress made by the 93 adoptees in the core follow-up sample in terms of physical and mental health and education from the time they entered their adoptive homes until they were followed up, on average 18 years later. It draws on data collected through responses to an online survey concerning 93 adoptees (44% of the cohort) completed at follow-up, and interviews focusing on 24 adult adoptees. On entering their placements, 40% of adoptees were developmentally delayed; 13% had poor physical health; 38% were in poor mental health. Emotional and behavioural problems affected their academic progress; 76% required specialist help. After placement, 74% improved in physical health, 66% in mental health and 68% in academic performance. The challenges faced by adoptive parents provide a powerful case for careful preparation and long-term post-adoption support.
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Levy, Philippa. "Information Specialists and Networked Learner Support." In Networked Learning: Perspectives and Issues, 143–67. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0181-9_9.

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Oshima, Hideki. "GIS Specialists’ Support for Geography Education." In Geography Education in Japan, 163–71. Tokyo: Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54953-6_15.

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Conference papers on the topic "Specialist support"

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Teslya, E. V., S. M. Gurevich, and R. H. Bagautdinova. "ISSUES OF SCIENTIFIC AND PATENT SEARCHES FOR OPTIMIZING DECISION MAKING." In Dynamics of library and information support for education, science and culture. Omsk State Technical University, 2022. http://dx.doi.org/10.25206/978-5-8149-3568-7-2022-138-157.

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The article examines the modern competencies of a specialist in the field of library and IT. Competence-related issues in vocational education today are associated with the highly restricted demands of the environment for future specialist. Besides, soft skills challenge the hard ones in contemporary professionalism.The role of competencies related to analysis and processing of information are in focus. The immensely increasing amounts of research result in a coherent need in a well-organized information operation and analysis. Particular attention should be paid to patent research, since it directly answers the questions whether it is worth developing, or whether this topic is already taken up by competitors.The authors proposed the creation of cooperation between the information and analytical departments of libraries with specialized professionals, for example, scientists, patent experts, marketologists, etc., in order to optimize decision-making process for the relevant branches of science and business. This approach will upgrade the work of specialists and provide an opportunity to conduct a deeper analysis using modern tools.
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Marcos, Frank, John Wise, Michael Kendra, Bruce Bowman, and James Bass. "AFRL Neutral Density Support to HASDM." In AIAA/AAS Astrodynamics Specialist Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-4891.

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Sethi, Yuvraj, and Akash R. Nambiar. "iSkin Specialist – An Artificial Intelligence Aided Diagnostic Support System for Dermatology." In 2018 IEEE International Conference on Big Data (Big Data). IEEE, 2018. http://dx.doi.org/10.1109/bigdata.2018.8622499.

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Leigh, Abraham. "Navigation Solution for Tangential Maneuvering in Support of Resilient Space Operations." In AIAA/AAS Astrodynamics Specialist Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-5682.

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Dekina, E. V. "Innovative Technologies To Form Substitute Family Support Specialists’ Professional Culture." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.19.

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Haw, Alistair, and Karen Sutherland. "H04 Securing the support of national parliaments for specialist Huntington’s disease services." In EHDN 2022 Plenary Meeting, Bologna, Italy, Abstracts. BMJ Publishing Group Ltd, 2022. http://dx.doi.org/10.1136/jnnp-2022-ehdn.168.

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Rafikova, Lilia Kamilevna. "Support system for an ear, nose and throat specialist to make decisions." In International Research-to-practice conference, Chair Sergey Vladimirovich Zhernakov. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-340955.

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Cox, Skylar, Todd Mosher, and Kathryn Hamera. "Responsive Imaging Constellations for Support of Geographically Dispersed Theaters." In AIAA/AAS Astrodynamics Specialist Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2008. http://dx.doi.org/10.2514/6.2008-6612.

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Matos, Luis, Emma Harris, Nicola Simler, Muhunthan Thillai, Christine Fiddler, and Helen Parfrey. "Developing a specialist nurse telephone support line for patients with Interstitial Lung Disease." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa613.

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Peugh, James, and Michael Gabor. "Algorithm Support for Resource Allocation in Space Surveillance Architecture Studies." In AIAA/AAS Astrodynamics Specialist Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2008. http://dx.doi.org/10.2514/6.2008-7210.

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Reports on the topic "Specialist support"

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Alai, M., A. Askin, B. Buddemeier, L. Wogan, P. Doshi, and L. Tai. Radiological Operations Support Specialist (ROSS) Pilot Course Summary and Recommendations. Office of Scientific and Technical Information (OSTI), September 2016. http://dx.doi.org/10.2172/1331462.

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Mac Domhnaill, Ciarán, Seán Lyons, and Selina McCoy. Specialist support for persons with disabilities living in the community: Review of international practice. ESRI, September 2020. http://dx.doi.org/10.26504/sustat97.

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Filteau, Matthew, and Brandn Green. An examination of certified behavioral health peer support specialist experiences with providing care in Montana. JG Research and Evaluation, May 2022. http://dx.doi.org/10.36855/sor2022.1.

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Kistler, Harold Corby, Talma Katan, and Dani Zamir. Molecular Karyotypes of Pathogeic Strains of Fusarium oxysporum. United States Department of Agriculture, June 1995. http://dx.doi.org/10.32747/1995.7604927.bard.

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Genetic diversity of pathogenic strains of the fungus Fusarium oxysporum was determied by analysis of electrophoretic karyotype, as well as by DNA variation detected by Restriction Fragment Length Polymorphisms (RFLPs) and Random Amplified Polymorphic DNAs (RAPDs). The electrophoretic karyotypes for 130 isolates of the fungus pathogenic to tomato, melon, and banana were analyzed. Electrophoretic karyotype variation, reflected in differences in apparent chromosome number and genome size, was observed even among isolates from the same host and sub specific category. Sub specific categories studied were forma specialis, vegetative compatibility group (VCG) and race. Chromosome number and genome size variation was less for isolates within the same VCG than for the collection of isolates as a whole. RFLP and RAPD analysis were performed on 62 isolates of F. oxysporum from tomato and melon. Polygenetic trees were constructed from genetic diversity data. The results support the hypothesis that isolates belonging to the same VCG originate from a single ancestor compared to other isolates. The results do not support the hypothesis that all isolates belonging to the same forma specialis originate from a common ancestor. These conclusions have profound implication for breeding resistance to diseases caused by particular formae speciales of F. oxysporum.
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Gurieiev, Viktor, Yulii Kutsan, Anna Iatsyshyn, Andrii Iatsyshyn, Valeriia Kovach, Evgen Lysenko, Volodymyr Artemchuk, and Oleksandr Popov. Simulating Systems for Advanced Training and Professional Development of Energy Specialists in Power Sector. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4456.

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The crisis of the system of professional development and personnel training in the energy sector exists not only in Ukraine but also all over the world. The article describes the concept of development and functioning of the industry system of personnel training in the energy sector of Ukraine. The importance of using modern web-oriented technologies to improve the skills of operational and dispatching personnel in the energy sector of Ukraine is substantiated. The meth- ods of distributed power system operating modes modelling are presented. De- velopment and software tools for the construction of distributed simulating sys- tems and particular features of cloud technologies application for the creation of a virtual training centers network in the energy sector, as well as the ways to automate the process of simulating scenarios development are described. The ex- perience of introducing remote training courses for energy specialists and remote web-based training simulators based on a comprehensive model of the energy system of Ukraine is presented. An important practical aspect of the research is the application of software and data support for the development of personnel key competencies in the energy sector for rapid recognition of accidents and, if necessary, accident management. This will allow them to acquire knowledge and practical skills to solve the problems of analysis, modelling, forecasting, and monitoring data visualization of large power systems operating modes.
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