Bibliografie tematiche / Entry into the profession

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Letteratura scientifica selezionata sul tema "Entry into the profession"

Autore: Grafiati
Pubblicato: 14 dicembre 2024

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Articoli di riviste sul tema "Entry into the profession"

1

O’Reilly, Val, Mary McMahon e Polly Parker. "Career development: Profession or not?" Australian Journal of Career Development 29, n. 2 (22 giugno 2020): 79–86. http://dx.doi.org/10.1177/1038416219898548.

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Professions are recognised occupations that require specialised knowledge, training, and skills. Entry into professions is gained through high level qualifications, such as university degrees. The theoretical knowledge base and profession-specific qualifications distinguish professions from other occupations and create a unique identity for them and their members. Professions have defined entry pathways that assist members who practise in the field (practitioners) to construct their professional identity. Governments regulate entry to some professions, such as teaching and psychology. Career development lacks the regulation of other professions and the entry pathway is less defined. This article considers the professional status of career development against a critical reflection on professions, professionalism and professionalisation, and professional identity construction. Potential implications of the differences between career development and other professions related to professional standards and regulation are discussed and questions posed about the construction of a professional identity for the field and its members.
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2

Manley, Sandra. "Broadening entry to the profession". Architectural Research Quarterly 14, n. 4 (dicembre 2010): 295–96. http://dx.doi.org/10.1017/s1359135511000078.

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3

Reynolds, Larry. "Gatekeeping Prior to Point of Entry". Advances in Social Work 5, n. 1 (30 aprile 2004): 18–31. http://dx.doi.org/10.18060/50.

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Social work educators have an obligation to the profession to admit into its ranks those applicants judged to have the requisite knowledge, skills, and values for effective practice. Even though considerable disagreement exists as to what those specifics encompass, there is a general sense that students should be monitored throughout the curriculum and that, by making admission decisions for students, the profession and ultimately the clients are better served. This study presents longitudinal data on an instrument utilized by a small BSW program across five pre-professional courses, yielding scores at mid-term and at the end of the semester that address students’ compatibilities with the demands of the profession.Data are used in a feedback loop for assessing students compatibility with the profession prior to the initial point of entry into the major. Strengths and limitations of the study are addressed.
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Chemodanova, Galina. "Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity". Education & Self Development 18, n. 1 (31 marzo 2023): 72–86. http://dx.doi.org/10.26907/esd.18.1.06.

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In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher and the attractiveness of the teaching profession, and to create certain conditions for retaining young teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’ of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into the profession. The potential of non-formal education is described and justified. The research aims to develop a model of “easy entry” into the teaching profession based on the analysis of difficulties that novice teachers encounter. The obtained data enabled the author to identify the difficulties faced by young teachers in their professional activity, as well as the reasons for these challenges and possible ways of dealing with the problems. Based on the research findings, the role and potential of non-formal education in the “easy” entry into the teaching professional were explained. The significance of the study lies in changing the options in relation to the forms for improving professional competencies, creating conditions for creative self-expression and self-realization as a factor of successful entry into the professional activity.
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Fraser, Kym. "Australasian1academic developers: Entry into the profession and our own professional development". International Journal for Academic Development 4, n. 2 (novembre 1999): 89–101. http://dx.doi.org/10.1080/1360144990040203.

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Wilkerson, Gary B., Marisa A. Colston e Brian T. Bogdanowicz. "Distinctions between Athletic Training Education Programs at the Undergraduate and Graduate Levels". Athletic Training Education Journal 1, n. 2 (1 aprile 2006): 38–40. http://dx.doi.org/10.4085/1947-380x-1.2.38.

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Objective: To provide a historical perspective on factors that have shaped the current structure of athletic training education, and to advocate development of a new conceptual framework for a continuum of professional education in athletic training. Background: Athletic training is a relatively young profession that has undergone significant planned change in education and credentialing to enhance the practitioner knowledge and to promote the credibility of the profession within the healthcare community. However, comparison of the prevailing model for basic and advanced professional education in athletic training to those of other health professions reveals major structural differences. In an effort to promote an integrated approach to the spectrum of athletic training education, and to be consistent with terminology used by other health professions, the term professional education is used to designate entry-level education and the term post-professional education is used to designate post-certification, or advanced, education. Conclusions: Perceived problems with the current educational structure, along with advocated changes, are presented to clarify issues that will affect the future of the athletic training profession. Although change inevitably generates controversy, a failure to address these issues will almost certainly impede advancement of the profession.
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Abel, Richard L. "Comparative Sociology of Legal Professions: An Exploratory Essay". American Bar Foundation Research Journal 10, n. 1 (1985): 5–79. http://dx.doi.org/10.1111/j.1747-4469.1985.tb00496.x.

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The author surveys and compares the legal professions of 15 nations, including both civil law and common law countries. The essay is organized around the ways that legal professionals control their markets—first by controlling “production of producers” or who and how many enter the profession (with formal education or apprenticeship requirements, examinations, access to entry-level positions). Legal professionals also control “production by producers”—both external competitors and lawyers themselves. This occurs, for example, through definition and defense of the professional monopoly, control of competition between licensed professionals, and creation of demand. The discussion takes place against the background of the legal profession's recent history—assessing changes in its composition (by race, age, gender), in lawyers’ practice settings, in the categories of work they perform, and in the income and status associated with these categories and with the profession in general.
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Gruzdev, Mikhail V., Elena O. Ivanova, Irina Yu Tarkhanova e Inga G. Kharisova. "Continuous pedagogical education: value orientations of entry into profession". Perspectives of Science and Education 55, n. 1 (1 marzo 2022): 25–41. http://dx.doi.org/10.32744/pse.2022.1.2.

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Introduction. The topic of this article is relevant because there is no consistency in the formation of professional pedagogical values and orientations in the implementation of educational programs at different stages of teacher training. The purpose of the study is a comparative analysis of the value-semantic orientations of professional pedagogical activity of future teachers at the stage of training in a pedagogical college and university. Methods. The study involved students of pedagogical colleges (N=147) of the Yaroslavl region and students of the Yaroslavl State Pedagogical University named after K.D. Ushinsky (N=253). To study professional values and meanings, a questionnaire was developed that includes three lists of instrumental values focused on the child, environment and profession and a set of Must-topics that reveal the respondents' attitude to the priorities and problems of teacher training. Empirical data were processed using the methods of primary descriptive statistics, correlation, structural, and factor analysis. The results of the study. Significant differences in the value-semantic structure of the profession of future teachers were revealed: for university students, the enrichment of students' life experience is more significant than for college students (N=7,061, p<0,05); university students value knowledge of technologies of diagnostic and correctional-developmental work with students (N=8,203, p<0,05) and ways of developing students' self-management (N=7,749, p<0.05) more. Structural analysis revealed the first place of student development values in professional activity (average values of 20,4 for college students and 15,8 for university students). Factor analysis showed a high value of knowledge values for college and university students. At the same time, college students have more factor weight of knowledge of ways to cooperate with all participants in the educational process (0,609), and university students have more factor weight of knowledge of ways to involve students in various activities (0,565). Conclusion. The conducted research has shown that students' value orientations are equal to the guidelines declared by the pedagogical community. The hypothesis about the differences in the value-semantic orientations of future teachers at various stages of professional training has been confirmed. Students of a pedagogical university have a more balanced structure of values-goals: both in the value system and in individual groups of instrumental values, the priority sequence "child-environment-profession" is visible. College and university students attach more importance to values-knowledge. It is necessary to increase practical training at all stages of teacher training.
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Yasin, Shehla. "Men Working in Female-Dominated Professions: A stigma or facilitation?" Forman Journal of Social Sciences 01, n. 02 (14 giugno 2022): 1–25. http://dx.doi.org/10.32368/fjss.20220111.

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Gender roles not only keep men and women in different spheres of family and social life but they also promote gender segregation in the education sector and professional life. There is a lot of research being conducted on women working in male dominated professions but there is scarcity of research regarding males working in female dominated professions. This study was conducted to explore the experiences of men working in female dominated professions. the first phase of this study collected quantitative data about the type female-dominated professions in Pakistan. Based on this data in-depth qualitative interviews were done with 5 professionals using snowball sampling: Nurse, Psychologist, Montessori teacher, Makeup artist/ Beautician, and Bus host. Thematic analysis was used to identify sub-themes presented in this study: (i) Reasons or motivation for joining nontraditional profession; (ii) Reaction of near and dear ones; (iii) Positive aspects of female dominated profession; (iv) Challenges of female dominated profession; (v) Professional journey; (vi) Being a minority in female majority; (vii) Struggle to maintain masculinity and (viii) Future aspirations. Study findings can be used to support male entry and retention in female dominated professions
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Seegmiller, Jeff G., Alan Nasypany, Leamor Kahanov, Jennifer A. Seegmiller e Russell Baker. "Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review". Athletic Training Education Journal 10, n. 1 (1 gennaio 2015): 47–56. http://dx.doi.org/10.4085/100147.

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ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.
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Tesi sul tema "Entry into the profession"

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Bottero, Wendy. "Careers in process : the explanation of female entry to the profession of pharmacy". Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/20137.

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The thesis is about the social organisation of employment. This is analysed through an examination of women's professional careers, specifically in a single profession - that of pharmacy. Standard theories of women's employment place the social divisions of employment at the forefront of analysis, and this is particularly so in accounts of professional employment, where the highly structured nature of professional careers is the object of explanation. Nonetheless, such explanations are deficient in the way in which they locate gender in employment processes. It will be argued that the standard accounts retain a theoretical division between social and employment structures which contributes to the reification of job structure, and to a narrow view of the social relations of employment. Theorists have stressed the gender construction of employment, and processes of de-skilling and segregation to explain women's careers. This has led to problems in dealing with the complexity and substance of professional women's employment and, particularly, to difficulties accounting for processes of change as increasing numbers of women enter male-dominated professions. The social organisation of employment has been analysed as a particular influence on jobs rather than as a general statement of employment relations. Labour markets have been seen as rigid and constraining structures somehow distinct from the social relations that produce them. In the profession of pharmacy, for example, the increasing entry of women can only be understood as a unified process of changing employment and social relations, in which the movement of groups through the career structure is the same process generating that structure. It will be argued that employment divisions in pharmacy reflect the structuring of employment in relation to household finance. The generation of such divisions is seen as the product of integrated social and employment relations, in which, if it is to be routinely reproduced, job organisation must accommodate the requirements of incumbents.
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Sperle, Christine Kay. "A Comparative Analysis of Associate and Baccalaureate Degree Respiratory Therapy Programs Preparation of Graduates for Entry Into the Profession". Thesis, The University of North Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125585.

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The purpose of this study was to increase the understanding of the factors that contribute to or detract from the educational preparation of graduates between associate (AD) and baccalaureate degree (BD) respiratory therapy programs through the use of graduate and employer survey ratings, Registered Respiratory Therapist (RRT) credentialing success, and document analysis of various institutional and program mission, course content, and goals.

This study employed quantitative analyses to compare the perceptions of AD graduates and their employers with the perceptions of BD graduates and their employers regarding the educational program’s ability to prepare graduates for entry into the profession. Graduate and employer ratings of cognitive, psychomotor, and affective competencies obtained from the follow-up surveys from 16 BD and 88 AD respiratory therapy programs were analyzed to determine whether there were perceived differences in preparation of associate and baccalaureate degree graduates. Credentialing success data for graduates of 361 AD and 57 BD respiratory therapy programs were also analyzed to determine whether differences in program type had an effect on RRT credentialing success. Multivariate analyses of variance, Welch’s F tests and Mann-Whitney two-sample test were used to analyze the data. Additional information obtained from 22 AD and 22 BD institutions were also analyzed to explore similarities and differences in mission, vision, learning outcomes and coursework.

The three most significant findings in this study were that (1) Employers rated BD graduates higher than AD graduates in the cognitive (mean ratings 4.442 and 4.256 respectively) psychomotor (mean ratings 4.508 and 4.308 respectively) and affective domain (mean ratings 4.642 and 4.496 respectively); (2) BD employer survey ratings were also higher than AD employer ratings (mean ratings 4.49 and 4.21 respectively) on the mean rating for the single item that asked graduates to rate the overall quality of their preparation for entry into the profession and (3) Findings from the document analysis revealed that BD programs required courses beyond the minimum general education, prerequisite and RT course requirements. Thus, the results of this study support the “2015 and Beyond” recommendation that the BD be the minimum entry-level education required for entry into the profession.

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Octobre, Sylvie. "Conservateur de musée : entre profession et métier". Paris, EHESS, 1996. http://www.theses.fr/1996EHES0106.

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L'objet de ce travail, les conservateurs de musees, actuellement 1022, est structure a deux niveaux : celui d'une lecture externe, qui est celle de la construction d'une position hegemonique sur le marche du travail et au sein de l'institution museale; celui d'une lecture interne, qui est celle de l'analyse du modele identitaire des conservateurs, de la confrontation de ce modele aux situations de travail individuelles et des tensions qui en resultent ce programme utilise trois approches. Une approche historique, comme transmission de rituels de la conservation dans le temps, supposant une recherche de type documentaire. Une approche structurelle ensuite, comme etude du lien etabli entre savoir et structure d'emplois, basee sur un outil de socio-demographie (enquete par questionnaire aupres de toute la population). Une approche symbolique enfin, comme mise en evidence des dissonnances entre modele et exercice, entre identite collective et identite individuelle, fondee sur l'exploitation lexicometrique et semantique d'entretiens semi directifs aupres de conservateurs. L'analyse externaliste articule les notions de "metier", "profession", "fonctionnaire" pour caracteriser les rapports etablis entre un niveau de savoir, une position et un niveau de pouvoir. Une fonction specifique de la conservation emerge au milieu de 19e, se detachant des activites amateuriales ou para-artistiques, puis peut s'analyser durant le 20e comme une recherche de fermeture du marche du travail, qui culmine avec la fonctionnarisation des praticiens. Cette bureaucratisation place le conservateur de musee dans une position de direction polyvalente au sein de l'institution museale, ce qui apparait comme caracteristique du modele francais en la matiere. L'analyse internaliste permet de degager des zones de tensions, resultant de la confrontation du modele collectif et historique de la conservation et des situations reelles et individuelles de travail, dont resultent la production de normes alternatives comme autant de resolutions possibles de ces conflits. L'etude plus approfondie d'une minorite nomique, celle des conservateurs d'art contemporain, a permis de degager quelques unes de ces normes et de mettre en evidence le role joue par des individus polaires, qui construisent en les incarnant des positions nouvelles, suceptibles d'etre generalisees. Au total, si la conservation a mis en scene les caracteres de la professionnalisation et de la bureaucratisation, elle apparait bien encore comme un assortiment de pratiques fortement personnalisees, ressortissant aux categories du don, du talent, du savoir-faire dans la definition d'un role qui resiste a la normalisation
This work focuses on the 1022 french museum curators currently in activity. The approach is twofold : an outside one, which put the emphasis on the building-up of a predominant position in the labour market as well as within the museums; and an internal one, which aims at analysing the image curators have of themselves and its compatibility with real work situations. Three different levels are considered : the historical one, based upon the transmission of rituals; the structural one, as a study of the link between the knowledge and the type of job, on the basis of a comprehensive socio-demographic survey; and the symbolic one, as a confrontation between collective and individual identity, on the basis of interviews. As a conclusion, and although it is made clear that professionalisation and bureaucratisation are two basic features of a curator's job, this activity is essentially made of individual practices that are based on gift, talent and know-how
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4

Husein, Hish. "Audiologist as the entry level professional". Diss., NSUWorks, 2002. https://nsuworks.nova.edu/hpd_aud_stuetd/2.

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Professional Research Project Report Presented to the Au.D. and SLP.D. Programs in Communication Sciences and Disorders in Partial Fulfillment of the Requirements for the degree of Doctor of Audiology.
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Desai, Vikram G. "CHANGE IN THE INDIAN ACCOUNTING PROFESSION: THREE STUDIES RELATED TO THE ENTRY OF THE BIG FOUR ACCOUNTING FIRMS IN INDIA". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2097.

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This dissertation focuses on the globalization of audit markets. In particular, this dissertation is studying the entry of the Big Four accounting firms into India post-economic and political reforms of the early 1990s. The dissertation is comprised of three separate, but related studies. Each study appeals to prior research in accounting and related disciplines to examine the entry of the Big Four accounting firms in India. The first study appeals to audit market and economic research on incumbent pricing to examine ways in which local accounting firms in India adapted to the competition introduced by the Big Four accounting firms. The second study is an account of the change in the organizational field of the Indian accounting profession caused by the entry of the multinational accounting firms from 1990 to 2005 from a social constructionist perspective using the model of nonisomorphic change. The third study examines the change in the Indian accounting profession from 1990 to 2005 caused by the entry of the Big Four accounting firms in India from a critical perspective. It appeals to the theories of globalization to examine the change. Taken together, these studies attempt to provide the Big Four accounting firms useful information about the pricing strategies likely to be faced by them from local accounting firms in a new market, provide insights into the multiple roles played by professional associations in the process of radical change in the organizational field, and emphasize that globalization of accounting markets has not been accompanied by a level playing field for the local accounting profession in the globalized markets.
Ph.D.
Kenneth G. Dixon School of Accounting
Business Administration
Business Administration PhD
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Manderscheid, Françoise. "La Mutualité sociale agricole entre sécurité sociale et profession agricole". Paris, Institut d'études politiques, 1988. http://www.theses.fr/1988IEPP0004.

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La M. S. A est le régime autonome de sécurité sociale qui gère la protection sociale des agriculteurs français. Le régime agricole s'identifie plus au système des organisations agricoles françaises qu'à la sécurité sociale. L'analyse départementale des caisses montre cependant que les relations avec les agriculteurs peuvent être parfois très délicates. Il semblerait qu'il y ait une évolution en faveur d'un modèle organisationnel plus rural, mettant fin au schéma traditionnel corporatiste. A l'inverse, au niveau parisien, les dirigeants cherchent à maintenir une logique corporatiste pour bénéficier des avantages de la cogestion agricole
The MSA is the French social security system for farmers. This system identifies it self more with rural organizations than with the social security system. The analysis of departemental offices shows howver that the relations his with the farmers can be complex. It seems to us there is an evolution in favor of a new organizational model, more rural, thus bringing to an end to the traditional corporate model. On the other hand, at the Parisian level, the leaders try to maintain a corporate logic in order to receive the benefits of comanagement for the farming professions
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Manderscheid, Françoise. "La Mutualité sociale agricole entre sécurité sociale et profession agricole". Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb37615667q.

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Conway, David. "'Jewry in music' : Jewish entry to the musical professions 1780-1850". Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444147/.

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In 1800 hardly any Jews were involved in 'musique savante'. Within 50 years in Western Europe they were to be found in active roles in almost every aspect of the music economy, as performers, composers, publishers, critics and instrument-makers. Whilst this phenomenon has been widely noted, it presently lacks an academic analysis. The dissertation sets the entry of Jews to the musical professions in a number of contexts the political, social and economic circumstances of European states Jewish culture and 'transferable skills' 'emancipation' of European Jews and their entry to wider society reforms in the Jewish religion and liturgy the Romantic and nationalists movements of the era the growth of a music 'industry' and the consequences of developments in technology, changing audiences and patrons, and the emergence of a 'classical music' canon. Beginning with a survey of the principal issues to be discussed and a summary of the status of Jews in music in the early and mid-eighteenth centuries, the dissertation examines the emergence of Jewish musical involvement in five European societies---the Netherlands, England, Austria, Germany and France---and notes the underlying factors, some of which were common to all, some of which were country-specific. Within these surveys extended treatment is given to significant figures---not only the famous such as Mendelssohn, but also the less well-known such as Alkan and Nathan. Consideration is given not only to the activities of Jews in music, but to the 'reception' of these activities by their contemporaries, and to the broader social implications of these activities. The dissertation concludes with a review of the status and achievements of Jews in music in Western Europe on the eve of the publication of Richard Wagner's essay Das Judentum in der Musik' in 1850.
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Coffey, Amanda Jane. "Double entry : the professional and organizational socialization of graduate accountants". Thesis, Cardiff University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295114.

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Abalihi, Ogechi. "Effect of Multiple Entry Levels Into Nursing Practice and Professionalism". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7780.

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Entry into professional nursing practice in the United States occurs at varied education levels including a diploma, an associate degree, and a baccalaureate degree. These multiple entry levels into practice create a situation where academic preparedness for nursing practice varies, which may influence the professional behavior of nurses and, consequently, patient care and outcomes. The purpose of this quantitative comparative study, guided by Miller's wheel of professionalism in nursing, was to determine if there is a difference in the professional behaviors of associate degree prepared registered nurses (RNs) compared to the professional behaviors of baccalaureate degree prepared RNs. The Behavior Inventory for Professionalism in nursing (BIPN) survey was emailed to RNs in Florida with a final sample size of 112 which yielded 56 in each group. Data were analyzed using the independent t-test. Results indicated a statistically significant difference in the means of total weighted scores of BIPN between the two groups of RNs in the state of Florida (p = 0.002; d = 0.58). These findings support studies that have addressed that the level of nursing education is an important factor of nursing professionalism. It would be worthwhile for the study to be replicated in other states. Such information can be used to support the rationale for a single-entry level into nursing practice at the baccalaureate degree level, which can lead to positive social change for the nursing profession.
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Libri sul tema "Entry into the profession"

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Centre for Research in Ethnic Relations (Economic and Social Research Council), a cura di. Minority entry to the legal profession: A discussion paper. Coventry: Centre for Research in Ethnic Relations, Arts Building, University of Warwick, 1985.

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Reginald, Foucar-Szocki, a cura di. Guiding your entry into the hospitality, recreation, and tourism mega-profession. Upper Saddle River, N.J: Prentice Hall, 1999.

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Accountants, American Institute of Certified Public. Education requirements for entry into the accounting profession: A statement of AICPA policies. 2a ed. New York, N.Y. (1211 Avenue of the Americas, New York 10036-8775): American Institute of Certified Public Accountants, 1988.

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American Institute of Certified Public Accountants. Education requirements for entry into the accounting profession: A statement of AICPA policies. 3a ed. New York, N.Y. (1211 Avenue of the Americas, New York 10036-8775): American Institute of Certified Public Accountants, 1990.

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United States. Office of Personnel Management. Office of Washington Examining Services, a cura di. Administrative, professional, scientific college entry-level opportunities. Washington, D.C: U.S. Office of Personnel Management, Office of Washington Examining Services, 1987.

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United States. Office of Personnel Management. Office of Washington Examining Services., a cura di. Administrative, professional, scientific college entry-level opportunities. Washington, D.C: U.S. Office of Personnel Management, Office of Washington Examining Services, 1987.

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United States. Office of Personnel Management. Office of Washington Examining Services., a cura di. Administrative, professional, scientific college entry-level opportunities. Washington, D.C: U.S. Office of Personnel Management, Office of Washington Examining Services, 1987.

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Ecole des hautes études en sciences sociales, a cura di. Conservateur de musée: Entre profession et métier. Lille: A.N.R.T. Université de Lille, 1996.

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United States. Defense Logistics Agency., a cura di. DLA professional, administrative, and technical entry-level training program for procurement. Alexandria, Va: Dept. of Defense, Defense Logistics Agency, 1989.

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Court, India Supreme. Supreme Court sales tax judgments, 1950-2005: Containing sales tax, central sales tax, works contract, entry tax, profession tax, entertainments tax, luxuries tax. 2a ed. Bangalore: Karanataka Law Journal Publications, 2005.

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Capitoli di libri sul tema "Entry into the profession"

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Nikolaevich, Guzov Iurii, Polyakov Nikolay Aleksandrovich e Guzov Yaroslav Iurievich. "Auditors in Russia: Entry into the Profession". In Challenges and Solutions in the Digital Economy and Finance, 517–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14410-3_54.

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Brundage, James A. "Entry to the ecclesiastical bar at Ely in the fourteenth century: The oath of admission". In The Profession and Practice of Medieval Canon Law, V—531—V—544. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003554158-5.

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Nichols, Amy, e Laura L. Van Auker. "Using Simulation with Master’s Entry to the Profession of Nursing Students (MEPN)". In Comprehensive Healthcare Simulation: Nursing, 235–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31090-4_23.

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Aoyagi, Mark W., Breigh Jones-Coplin, Barbora Kijasova, Brian Bishop, Lauren H. Gunter e Mason Blake. "From Gaining Entry to Successful Entrances". In Professional Skills in Sport Psychology Consultancy, 75–89. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003398271-8.

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Miller, Wendy. "Preparing students for entry into the workforce". In Strategies for Clinical Teaching in the Health Professions, 78–80. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003132509-7.

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Stephens, Max. "Regulating the Entry of Teachers of Mathematics into the Profession: Challenges, New Models, and Glimpses into the Future". In Second International Handbook of Mathematics Education, 767–93. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0273-8_25.

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Johansson, Stefan. "Teacher Recruitment in Sweden Over the Last Two Decades: How Has Entering Teachers’ GPA Changed Over Time?" In Effective Teaching Around the World, 85–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_4.

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AbstractThe question about what constitutes teaching quality is widely discussed in many countries and Sweden is no exception. Teaching quality has been linked to individual characteristics assumed to be related to student learning that are not necessarily associated with specialised training for the craft of teaching. One of these are the standards for entry to the profession. This chapter highlights teachers’ academic performances. More specifically, it explores newly recruited teachers’ grade point average over a period of over 20 years. The findings are based on register data and are analysed with descriptive statistics. The findings demonstrate how newly recruited teachers’ school grade point average (GPA) has decreased the past decades but also that some quite striking differences exists depending on teachers’ certification status. Implications of the results are discussed in relation to the possible effects on student achievement.
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Feng, Xiangyuan, Michelle Helms-Lorenz e Ridwan Maulana. "Teachers’ Intrinsic Orientation, Self-Efficacy, Background Characteristics, and Effective Teaching: A Multilevel Moderated Mediation Modeling". In Effective Teaching Around the World, 543–74. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_24.

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AbstractTeachers’ intrinsic orientation for the profession (TIOP) refers to a compound trait derived from the meaningfulness and positive affect teachers attribute to the profession. It can be validly measured by three conceptually correlated yet empirically separable factors of autonomous motivation, enthusiasm for teaching, and enthusiasm for the subject. Grounded in the previous findings of non-significant direct relationships between TIOP and effective teaching, the present study further tested the hypothesized indirect relationships between the two constructs. To better understand the underlying relational mechanisms, the potential mediating role of self-efficacy and the moderating effects of both teacher- and school-level background factors were addressed in single- and multi-level models. A total of 239 beginning teachers from 32 Dutch secondary schools responded to the questionnaires at the beginning of the first career year. Actual teaching behaviour was observed by means of classroom observations. The results of lower-level mediation analysis confirm the mediating effect of self-efficacy on the relationship between TIOP and activating teaching behaviour at career entry. The results of single- and cross-level moderated mediation analysis show that self-efficacy significantly mediates the links between TIOP and three specific teaching behaviour domains: providing safe and stimulating learning climate, classroom management, and clarity of instruction. These effects were respectively moderated by teachers’ qualification, age, and gender. The present study makes a unique contribution to understanding the importance of TIOP for beginning teachers’ well-being and effective teaching, providing insights for both teacher educators and mentors.
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Shainesh, G., Zeeshan Sultan e Jürgen Weigand. "Market Entry and Expansion Strategies of Indian IT Firms into the European IT Outsourcing Industry". In Globalization of Professional Services, 23–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29181-4_3.

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Vankova, Zvezda. "Flanking Rights in the Context of Circular Migration: Entry and Residence Conditions for Family Members and Recognition of Qualifications for Migrant Workers in Bulgaria and Poland". In IMISCOE Research Series, 215–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52689-4_8.

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AbstractThis chapter focuses on entry conditions for family members and recognition of qualifications that are considered secondary policy areas, yet could still influence migrants’ willingness to engage in circular migration. The chapter commences with an analysis of the transposition of the Family Reunification Directive into Polish and Bulgarian law. It then moves on to explore its implementation dynamics through the eyes of the migrant workers who participated in the focus groups as part of this study. As a second step, the chapter examines national instruments in the field of academic and professional qualifications. It takes physicians and nurses as case studies in order to present the challenges associated with practicing regulated professions in the context of circular migration. The chapter concludes with an assessment of existing instruments against the study’s benchmarks in these two policy areas, namely the conditions for family reunification and for migrant workers to have their diplomas and professional qualifications recognised.
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Atti di convegni sul tema "Entry into the profession"

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Cohen, M. A., e M. R. Cotey. "86. The Use of a Hand-Held Computer for Field Data Entry and Processing". In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765594.

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Sage, Jack, e Michael Sankey. "Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective". In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.

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This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.
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"Transaction Costs, Conveyancing Services and Markups: Entry and Competition for the German Notary Profession". In 14th Annual European Real Estate Society Conference: ERES Conference 2007. ERES, 2007. http://dx.doi.org/10.15396/eres2007_268.

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Petrović, Tajana. "The Impact of the Notary Profession on Money Laundering Risk Assessment". In 6th International Scientific Conference – EMAN 2022 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eman.2022.275.

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The impact of globalization on the development of money laundering and terrorist financing has gradually included the notary profession, which is gaining more and more impor­tant in the prevention of money laundering and terrorist financing by implementing the basic steps of compiling and drafting notarial documents. It is especially pronounced in the identifica­tion of signatories and entry of accurate and true data when amending notarial documents. The nature of notarial work allows risk assessment to determine the level of risk of money launder­ing and terrorist financing with an individual party, business relation, financial instrument, and transaction. Therefore, this profession is obliged to assess the risk at the level of taxpayers, which includes reports of suspicious transactions. The essential tool for preventing fraud is the justified denial of official action of a notary public due to the nullity of a legal transaction, achieving an evidently inadmissible or unfair goal, as well as due to committing criminal offenses, inability to comply with essential formalities when drawing up a notarial document, i.e. official certification of private documents, and lack of power of attorney and for other justified reasons if the party is not authorized to undertake and conclude a legal transaction.
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McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar e Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership". In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.

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While practicum experiences are a part of most initial teacher education programmes, Open Polytechnic | Te Pūkenga recognises successful entry into the profession lies in authentic partnerships between the initial teacher education provider and schools. Our programmes enable partner schools to contribute to the delivery of initial teacher education through school-based learning experiences, while enabling pre-service teachers to contribute to their school community. This partnership model is responsive to a strong sector drive to ensure beginning teachers enter the profession ‘work-ready’ with extensive practical experience alongside theoretical knowledge, and offers benefits to pre-service teachers and schools. This practice paper describes an authentic partner-driven co-construction of the development and delivery of a fundamental element of the new programmes. School-based learning experiences provide opportunities to observe and critique theoretical knowledge in authentic and situated practice.
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Booth, Jordan, Timothy Ponce e Amy Hodges. "Employers’ Perceptions of Microcredentials on Entry-Level Résumés in Technical and Professional Communication". In 2024 IEEE International Professional Communication Conference (ProComm). IEEE, 2024. http://dx.doi.org/10.1109/procomm61427.2024.00036.

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Wiesinger, Sophie, Alexandra Haller e Lisa-Maria Putz-Egger. "UNVEILING THE ROADBLOCKS: INITIAL FINDINGS ON FEMALE ENTRY BARRIERS IN LOGISTICS PROFESSIONS". In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1428.

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Pitts, Elizabeth A. "Extended Abstract: NSF Merit Review Criteria as Points of Entry for Advancing Social Justice". In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00066.

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Saika, T., e O. Furuya. "Development of Engineering Profession Through Engineering Educational Programs of Kogakuin University Accredited by the JABEE". In ASME/JSME 2007 5th Joint Fluids Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/fedsm2007-37667.

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The Japan Accreditation Board for Engineering Education (JABEE) established in 1999 is a nongovernmental organization that examines and accredits the college and university programs in engineering education. “The Basic Engineering in Global Environment” of Kogakuin University is an engineering program, leading to bachelor’s degree, accredited in the field of “General Engineering” by JABEE in 2001, one of the first three programs accredited in Japan. Since the accreditation is valid for five years, the program recently went through an examination again by JABEE for another 5 years from 2006. The JABEE criteria as well as the procedures and methods of accreditation and examination were not quite well defined in details for a couple of years after 2001. The authors have investigated whether the accreditation system really could help educational improvements for students, faculties and industries. Most of senior students in Japanese technical colleges have to complete graduation thesis work. They will be trained to be researchers rather than engineers, because those themes with a strong scientific aspect belong to their professors. Unlike the graduation thesis work, in the program of the Basic Engineering in Global Environment accredited by JABEE, are offered the subjects like ethics, engineering design, management skills and communication skills, which are required and essential for the engineer. The students can be trained to become true and useful engineers or embryos demanded by industrial companies through these curricula. Furthermore, the graduates of the accredited engineering programs are exempted from Primary Examination for Professional Engineer, since the fundamental capability as an entry-level engineer is assured by the program itself. Basic specialized knowledge is examined in the Primary Examination for PE. In the Final Examination for PE practical engineering experience and skill are examined. The graduates of the program of Basic Engineering in Global Environment will possibly pass the Final Examination without much difficulty, since they learn the management ability, creativity, communication ability and so on with the industry-university co-operational education in the program.
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Barnhart, Betsy, Carly Hagins e Katherine Tierney. "To Mandate or Not To Mandate: Internships in Industrial Design Education". In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002980.

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Internships are widely valued with students, educators, and professionals believing they support student success and improve readiness for entry into the profession. Students who participate in an internship related to their profession are more likely to find employment in their field. (Binder, Bagueley, Crook, and Miller, 2014). However, it is unknown how a mandated internship experience in industrial design education impacts student experiences, the rate of participation, and the perceived quality of the internship. Through internships, students are immersed in work culture, processes, and a variety of industrial design settings while also gaining a highly valued line on their resume. While their academic coursework focuses on learning core skill sets and theory, soft skills, professional expectations, and understanding of the realities of the field are often learned through an internship. Some postsecondary institutions have created a mandate for participating in at least one internship prior to graduation, yet little is known about the impact of a required internship in comparison to programs that prioritize internships but do not have a mandatory internship requirement for graduation. This study of two 4-year comprehensive universities in our country aims to assess various considerations around internships, including obstacles to participation, the impact of a mandate on when students participate in their internships, and how students obtained their internships. The study also investigates the legitimacy and quality of internships, and if demographics such as gender or race are a factor in participation. This study employed quantitative methods for data collection and analysis. A survey was administered at two separate 4-year industrial design programs in our country and included current 3rd year, 4th year, and graduated students from the prior year. The sample for the survey included (n=78) students, (n=43) from a program with a mandated internship program, and (n=35) from a program with no internship mandate. This study also included semi-structured interviews of 8 students, 4 from each institution to understand application rates, internship experiences, hiring process, and perception of value for their education and for their preparation for employment. This initial investigation is a model for further investigations involving a broader range of institutions and internship experiences.
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Rapporti di organizzazioni sul tema "Entry into the profession"

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Bland, Jennifer A., Steven W. Wojcikiewicz, Linda Darling-Hammond e Wesley Wei. Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities. Learning Policy Institute, febbraio 2023. http://dx.doi.org/10.54300/957.902.

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Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data.
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Morton, Paula. The relationship of role organization and role deprivation to nurses' views toward the requirement for entry into professional practice and its related issues. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.802.

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Turanova, L. M., e S. O. Turanov. Electronic course «Profession mediator». OFERNIO, novembre 2020. http://dx.doi.org/10.12731/ofernio.2020.24656.

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Manuel, Fernández Areal. A profession termed "Journalism". Revista Latina de Comunicación Social (RLCS), 2010. http://dx.doi.org/10.4185/rlcs-65-2010-879-001-013-eng.

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Cook, Robert J. Rebalancing the Military Profession. Fort Belvoir, VA: Defense Technical Information Center, marzo 2011. http://dx.doi.org/10.21236/ada553005.

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Holland, Dale A., e Lee E. DeRemer. Integration of Faith and Profession. Fort Belvoir, VA: Defense Technical Information Center, marzo 2009. http://dx.doi.org/10.21236/ada497530.

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Kolb, Rachel, e Marcey Hoover. Quality engineering as a profession. Office of Scientific and Technical Information (OSTI), dicembre 2012. http://dx.doi.org/10.2172/1090223.

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Finnerty, Sean P. The Army Profession: A Narrative. Fort Belvoir, VA: Defense Technical Information Center, maggio 2013. http://dx.doi.org/10.21236/ada583869.

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Allen, Charles D. Profession of Arms - Starfish Metaphor. Fort Belvoir, VA: Defense Technical Information Center, settembre 2011. http://dx.doi.org/10.21236/ada595115.

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Dilling Rambousek, Mary. Nursing: a Profession in Process. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.1693.

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