Letteratura scientifica selezionata sul tema "Professionnal groups"
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Articoli di riviste sul tema "Professionnal groups":
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Abbott, Marilyn L., Kent K. Lee e Marian J. Rossiter. "Research Mobilization in TESL Learning Communities: Benefits, Challenges, Supports, and Procedures". Alberta Journal of Educational Research 67, n. 1 (3 marzo 2021): 3–19. http://dx.doi.org/10.55016/ojs/ajer.v67i1.56703.
Abstract (sommario):
To enhance English as a second language (ESL) instructors’ understanding and utilization of peer-reviewed research for professional learning and development, we facilitated the establishment of and supported professional reading groups in nine adult ESL programs. We examined the benefits and challenges experienced by the 76 participants over five years, through focus group interviews, audio-taped group discussions, and monthly questionnaires. Analyses revealed that, despite the challenges reported, reading group involvement promoted reflection, confirmed current professional practices, fostered learning, impacted practice, emphasized the importance of professional development, and encouraged networking. Strategies for establishing and maintaining effective professional reading groups in ESL programs are provided. Key words: Professional Learning and Development; Professional Reading Groups; Research Utilization; Adult English as a Second Language (ESL) Education; Communities of Practice; TESL Pour augmenter, chez les enseignants d’anglais langue seconde (AL2), la compréhension et l’utilisation de la recherche examinée par des pairs dans le cadre de l’apprentissage et de la formation professionnels, nous avons facilité la création de groupes professionnels de lecture et appuyé leur emploi au sein de neuf programmes d’ALS pour adultes. Par des entrevues avec des groupes de réflexion, des discussions de groupe enregistrées et des questionnaires mensuels, nous avons étudié les avantages et les défis vécus par les 76 participants au cours de cinq ans. Les analyses ont démontré que malgré les défis signalés, la participation au groupe de lecture a favorisé la réflexion, confirmé les pratiques professionnelles actuelles, encouragé l’apprentissage, influencé la pratique, souligné l’importance du développement professionnel et encouragé le réseautage. Nous fournissons des stratégies pour l’établissement et le maintien de groupes professionnels de lecture efficaces au sein des programmes d’ALS. Mots clés : Apprentissage et développement professionnels; groupes professionnels de lecture; utilisation de la recherche; anglais langue seconde (ALS) pour adultes; communautés de pratique; TESL
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Alemanno, Sylvie P. "La communication organisationnelle et numérique : formation en mutation, profession en construction". Revue Communication & professionnalisation, n. 3 (29 febbraio 2016): 180–201. http://dx.doi.org/10.14428/rcompro.vi3.513.
Abstract (sommario):
Le dispositif de l’apprentissage universitaire en communication paraît faire émerger de façon singulière la problématique de la construction des compétences du groupe professionnel des communicants. Nous supposons que ce type de dispositif pour une formation en communication à un niveau master soulève la problématique du primat du terrain dans la formation des compétences spécifiques à la communication des organisations. En d’autres termes, une appropriation de la formation des étudiants, notamment apprentis, par les professionnels, instaurés tuteurs d’apprentissage par le dispositif, pourrait-elle se faire aux dépends de la formation académique ? De récentes études montrent que la définition du groupe professionnel des communicants est fortement soumise aux mutations organisationnelles dues pour partie au numérique. Nous explorons, suivant une démarche compréhensive, cette écologie organisationnelle en cours de complexification et les effets d’une communication essentialisée par les professionnels dont le numérique est devenu l’instrument princeps. Nous avons procédé par questionnaires et entretiens auprès des étudiants et professionnels attachés à la formation par apprentissage d’un Master en communication à l’Université de Nice Sophia Antipolis.
The university learning device in communication seems to emerge in a singular way the issue of the construction skills of the professional group of communicators. We assume that this type of device for communication training at a master level raises the issue of the primacy of the field in the formation skills specific to the communication of the organizations. In other words, ownership of the training of students, including apprentices, by professionals, learning tutors introduced by the device, it could be done at the expense of academic training? Recent studies show that the definition of » professional groups » of communicators is highly subject to organizational changes due in part to digital. We explore, following a comprehensive approach, this organizational ecology being complexity and the effects of essentialised communication professionals whose digital has become the instrument originator. We conducted by questionnaires and interviews with students and professionals committed to the apprenticeship of a Master in Communication at the University of Nice Sophia Antipolis.
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Vicente, Célia Cristina da Silva, Maria João Cardoso e Raul Manuel da Silva Laureano. "Innovation in Accounting Tasks: Empirical Study in Two Professional Groups". Verslas: teorija ir praktika 17, n. 3 (29 settembre 2016): 270–79. http://dx.doi.org/10.3846/btp.2016.649.
Abstract (sommario):
The aim of this study is to contribute to the knowledge on innovation in accounting tasks, from the point of view of two professional groups. Its goals are: evaluating the importance given by the professionals to accounting tasks; identifying whether there is convergence between the two professional groups, regarding the importance of the tasks; examining whether there is an association between the professionals’ individual characteristics and the importance they attach to the tasks. Two professional groups were surveyed: 105 financial officers of the top 500 Portuguese companies; and 412 Chartered Accountants. The results obtained allowed us to conclude that the respondents attach more importance to the traditional tasks, linked to the concept of a monetary-oriented accountant, and less importance to the more innovative tasks, related to business strategy; there is no convergence between the two professional groups in terms of the importance of the accountants’ participation in the strategic tasks. Regarding the association between individual characteristics and the level of importance assigned to the accounting tasks, we found an influence of the following characteristics: gender; academic degree of the professionals; and the institution where that degree was obtained.
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Udem, Obiora Kingsley, Doris U. Aghoghovwia e Ebikabowei Emmanuel Baro. "WhatsApp groups: channel for sharing information among LIS professionals in Nigeria". Electronic Library 38, n. 4 (8 settembre 2020): 805–20. http://dx.doi.org/10.1108/el-12-2019-0289.
Abstract (sommario):
Purpose The purpose of this study is to determine the type of information Library and Information Science professionals share in the WhatsApp groups in Nigeria. Design/methodology/approach The study adopted a quantitative content analysis research design. With a total of 739 participants, 1,385 posts of six different WhatsApp groups of Library and Information Science professionals for three months were analyzed. Findings The study found that the most shared information among the Library and Information Science professionals in Nigeria is post on professional information. This demonstrates that librarians are determined to share professional information among them to promote the profession. This was followed by political information basically on the Nigerian Library Association national executives’ election, and job advertisements related to the library. Although a few members violate the rules by posting the kind of information not required in the WhatsApp group, the erring members are quickly called to order and warned by the WhatsApp group administrator. Social implications Professional ties can grow among information specialists and library practitioners through participation in virtual communities such as WhatsApp group. The implication of this work is in showing that social media especially WhatsApp groups can be used as a knowledge sharing mechanism to share timely, current and relevant information among professionals in different occupations. Originality/value Findings on the use of WhatsApp group in sharing professional information will inform several other Library and Information Science professionals in other countries of the need to adopt this channel to disseminate timely information related to up-coming conferences, training opportunities, workshops, call for papers and so on among the professionals. The results of this paper are valuable for anyone interested in an avenue to share or receive much quicker and pertinent information that saves the time of professionals in any occupation.
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Purvlice, Baiba, Kristīne Mārtinsone, Anita Pipere e Rolands Bortaščenoks. "IDENTITY OF PROFESSIONAL GROUPS PROVIDING PSYCHOLOGICAL HELP: A LITERATURE REVIEW". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (25 maggio 2018): 229–39. http://dx.doi.org/10.17770/sie2018vol1.3296.
Abstract (sommario):
Providing high quality mental health services is one of the key objectives for national governments declared by WHO, where professional groups providing psychological help play an important role. Confusion among the professional groups in the field poses difficulties both for the professionals and service users. The paper aims to review the studies focused on the identity of professional groups providig psychological help with a special emphasis on used methodological approaches. In the first section of the paper concepts used in the relevant studies are discussed, proposing collective professional identity as the most appropriate theoretical idea to ground the future research in the given field. The second section of this paper analyses the methodological approaches applied in mentioned studies. Collective identity of professionals is conceived by the sholars in given field as a multidimensional concept which is studied both quantitatively and qualitatively. Thus far quantitative research methods are more common, but benefits of qualitative research in the future are also stressed. The results of literature review will serve as the theoretical background for studying professional groups providing psychological help in Latvia.
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Apple, Peggy, e Mary Benson McMullen. "Envisioning the Impact of Decisions Made about Early Childhood Professional Development Systems by Different Constituent Groups". Contemporary Issues in Early Childhood 8, n. 3 (settembre 2007): 255–64. http://dx.doi.org/10.2304/ciec.2007.8.3.255.
Abstract (sommario):
In this article the authors explore the need for early childhood practitioners and scholars to engage in joint problem solving to create and support early childhood education and care (ECEC) professional development systems in which all constituents benefit. Primary constituent groups and principal decision-making bodies are defined and analyzed, and the interrelated influences within professional development systems are considered. At the heart of the discussion is how decisions made by all constituent groups are interrelated and affect all parts of the system. For instance, decisions made about professional qualifications have an impact upon pre- and in-service ECEC professionals, current ECEC professionals, children and their families, and individuals within ECEC businesses and communities. Although the discussion in this article is about these issues as they are played out within the USA, the authors believe that the implications raised may be usefully considered by ECEC professionals and those engaged in professional development in other cultures and contexts.
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V.LAZAR, V. LAZAR, K. LALITHA K. LALITHA e B. RAVINDRA B.RAVINDRA. "Attitude Towards Euthanasia Among Professionals and Special Concern Groups". Indian Journal of Applied Research 4, n. 5 (1 ottobre 2011): 1–2. http://dx.doi.org/10.15373/2249555x/may2014/224.
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Deryugin, P. P., V. P. Miletskiy, O. V. Yarmak, O. S. Bannova e S. D. Kurazhev. "Social Relations of IT Professionals with Other Professional Groups: Network Modeling and Results of Empirical Analysis". Discourse 9, n. 3 (20 giugno 2023): 113–33. http://dx.doi.org/10.32603/2412-8562-2023-9-3-113-133.
Abstract (sommario):
Introduction. The relationship of IT specialists to representatives of other professional groups is built in different ways – from cooperation to conflicts. The important practical significance of the analysis of this problem actualizes the development of theoretical and methodological foundations for the study and diagnosis of relations between IT specialists and representatives of other socio-professional groups based on an appeal to values. This is important for a holistic understanding of the trends in the development of the social structure of modern society.Methodology and sources. The multi-paradigm platform of work is formed on the ideas of two directions. Firstly, the fundamental principles of the theory of P.A. Sorokin on the sociodynamics of values in the process of social development are used; the ideas of D.A. Leontiev on the connections of individual and group values; approaches to the construction of methodological procedures for diagnosing values, set out in the works of V.A. Yadov and N.I. Lapin. Another part of the study is formed on the provisions M. Grannoweter’s theory of the strength of weak ties. The methodological procedure of the study is based on the technologies for assessing the relevance of professions proposed by J. Holland.Results and discussion. On the basis of network models of relations between IT specialists, it is shown that interaction with professionals of various professional groups is carried out in different ways. The professional groups with which IT specialists develop tense relations are shown, which is due to the specifics of their professional competencies. The sociodynamics of changes in professional values is revealed as the status and role positions of IT specialists change.Conclusion. The conducted research shows that the attitudes of IT specialists to actors of other professional groups of external social interaction are built inconsistently and ambiguously. Relationships between IT professionals and other professions are formed more like relationships oriented towards different values and variables. In this sense, a group of IT professionals can be perceived as a special case. Unlike relationships within the group of IT professionals themselves, relationships with professionals of other specialties are predominantly situational in nature and are more likely determined by some specific conditions and circumstances, specific people and specific factors than by the unity or solidarity of professional values and interests.
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Khryk, Vasyl. "PROFESSIONAL COMPETENCIES OF FUTURE FORESTRY PROFESSIONALS". Collection of Scientific Papers of Uman State Pedagogical University, n. 1 (27 aprile 2022): 50–58. http://dx.doi.org/10.31499/2307-4906.1.2022.256174.
Abstract (sommario):
The article reveals the essence of professional competencies of future forestry specialists and requirements for training of the future specialists (including the forestry ones) in three groups: society, employer, state – depending on who nominates them and for what purpose, it is in the “area of immediate interest”. It establishes that the general competencies of future forestry specialists include general cultural and professional ones. It also reveals that general cultural competencies include: awareness of the social significance of their future profession, high motivation to perform professional activities; ability to analyze socially significant problems and processes; the ability to imagine the modern picture of the world, to be guided by the values of life, culture, etc. It is established that the professional competencies of the future forestry specialist, depending on the specifics of his professional activity include: professional communication, management, environmental, research field, information. It proves that the essential characteristics of the professional competence of the future forestry specialist are: integrated characterization of personal qualities (mastery of thinking culture, ability to generalize, analyze, perceive information, set goals and choose ways to achieve them); mastering the knowledge and skills necessary to work in the specialty; developed cooperation with colleagues (willingness to cooperate, teamwork); unity of combination of knowledge, abilities, and attitudes (ability to logically correct, reasoned and clearly build oral and written language); the ability to do something good, effectively with a high degree of self-regulation, self-reflection, self-esteem; quick, flexible and adaptive response to the dynamics of circumstances and the environment (the ability to find organizational and managerial solutions in unusual situations and the willingness to take responsibility for them).
Keywords: forestry education; professional competencies; requirements; forestry industry; training; future specialists; professionally significant qualities; forestry; professional activity.
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Nina W. Brown. "In Support of Professional Writing: Response to “Thinking About Our Work: Work”". Group 41, n. 1 (2017): 59. http://dx.doi.org/10.13186/group.41.1.0059.
Tesi sul tema "Professionnal groups":
1
Bejot, Laurent. "La professionnalisation des agriculteurs par la formation professionnelle continue : représentations et usages différenciés de la FPC". Thesis, Reims, 2015. http://www.theses.fr/2015REIML015.
Abstract (sommario):
Cette thèse traite de la Formation Professionnelle Continue (FPC) des agriculteurs. Nous avons fait le choix d'avoir recours aux concepts et notions de la sociologie anglo-saxonne et française des professions, des groupes professionnels et de la professionnalisation. Les agriculteurs se sont vus confier un ‘mandat' issu des politiques publiques et de la demande sociale : l'autosuffisance alimentaire élargie aujourd'hui à la sécurité sanitaire et au respect de l'environnement. Les agriculteurs constituent un groupe professionnel qui voit alors son métier évoluer.Les instances professionnelles agricoles, à partir de relations complexes tissées avec les pouvoirs publics, se sont engagées dans la dynamique de professionnalisation du groupe par la formation à travers des questions d'entrée dans le métier, de savoirs, de compétences.Notre thèse interroge l'idée que les agriculteurs constituent un groupe professionnel en mutation, dont la composition identitaire apparait complexe, fragmentée et en évolution. L'intellectualisation et l'entrepreneuriat deviennent des dimensions majeures du métier que le groupe doit s'approprier. Nous montrons que la détention d'une ‘licence' accordée par les pouvoirs publics permet à ce groupe professionnel un usage différencié de la FPC. Cette différenciation marque l'émergence d'identités plurielles et complexes mettant le profil de ‘chef d'entreprise' au cœur de la dynamique de reprofessionnalisation engagée.C'est l'analyse des mécanismes entre les processus de professionnalisation, la construction des identités professionnelles des agriculteurs, et le recours à la formation qui est au cœur des résultats développésThis thesis deals with continuing vocational training (CVT) for farmers. The choice has been made to resort to Anglo-Saxon and French sociological concepts and notions when linked to occupations, professional groups and continued professionalization. Farmers have been given a mandate stemming from public policy and social demand: food self-sufficiency, coupled with today's greater need for food security and respect for the environment. Farmers therefore constitute a professional group whose occupation is constantly evolving.The agricultural professional bodies, by means of complex relationships forged with the governing bodies, have engaged themselves in the dynamics of professionalization of farmers through questions about job access, professional knowledge and skills.This thesis questions the idea that farmers constitute a changing professional group, whose identity composition appears complex, fragmented and evolving. Intellectualization and entrepreneurship are becoming major dimensions of the occupation which the group must adapt to. It is shown that the possession of a licence granted by public authorities offers farmers different uses of the CVT provided. This differentiation brings about the emergence of multiple and complex identities while emphasizing the entrepreneurial aspect at the heart of the dynamics of reprofessionalization.It is the analysis of the mechanisms between the professionalization processes, the construction of professional identities of farmers and the use of training that is at the heart of the obtained results
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Grave, Bruno. "Formes, dynamiques identitaires et professionnelles des chefs d'établissements privés du 1er degré : une typologie d'entretiens à partir de régimes de temporalités formatives et professionnelles". Thesis, Montpellier 3, 2016. http://www.theses.fr/2016MON30041/document.
Abstract (sommario):
L’enseignement privé catholique, à la différence de l’enseignement public, a donné aux directeurs d’écoles primaires un statut de chef d’établissement, leur attribuant ainsi des responsabilités élargies. Ces derniers valident leur formation initiale par l’obtention d’un titre professionnel inscrit au RNCP (2014). Près de quarante années se sont déroulées entre la reconnaissance d’un enseignant chargé de direction (1976) et la création du statut de chef d’établissement (2006-2010). Cette évolution s’est réalisée progressivement, portée par la publication de plusieurs textes institutionnels et réglementaires. Notre thèse vise à comprendre en quoi ces mutations institutionnelles ont impacté les dynamiques identitaires de ces chefs d’établissements au cours de ces quarante dernières années. Les processus de professionnalisation à l’œuvre s’inscrivent dans un temps social vécu. Aussi, les propos des acteurs recueillis sous forme d’entretiens compréhensifs / biographiques sont traités grâce à un instrument d’analyse composite : les régimes de temporalités formatives et professionnelles. Ce dernier est décalqué du concept de régime d’historicité, emprunté à la philosophie de l’histoire. Un corpus de douze entretiens a été traité avec cet instrument. La démarche inductive utilisée (théorisation ancrée) conduit ainsi à la construction d’une typologie de formes identitaires de chefs d’établissements selon ces régimes de temporalités formatives et professionnelles et reflète leurs différentes dynamiques identitaires. L’ensemble s’inscrit dans une approche compréhensive et phénoménologique de la professionnalisation de ces chefs d’établissements, plutôt entendue ici au sens de l’émergence d’un groupe professionnel.Mots-clés : Professionnalisation – groupe professionnel – chef d’établissement – identité professionnelle – dynamique professionnelle – dynamique identitaire – régimes d’historicité – temporalités sociales – régimes de temporalités formatives et professionnellesThe private Catholic school system, unlike the public one, gave the primary school Head teachers, the status of primary school Headmasters, by assigning them greater responsibilities. A professional title listed on the National Register of Professional Certifications (RNCP) (2015) validates their initial training. It took nearly forty years to move from the recognition of a teacher in charge of the direction of a school (1976) to the creation of the position of Headmaster (2006-2010). The evolution went on progressively supported by issues of several institutional and legislative texts. Our dissertation aims at understanding how these institutional changes impacted the Headmasters’ identity dynamics over those forty years. Professional development is part of a social time that is why the processing of the material collected as comprehensive/biographical interviews is based on a compound method of analysis that used what has been called “sets of professional and training temporalities”. This method derives from the concept of “set of historicity” borrowed from the philosophy of history. A corpus of twelve interviews has been processed with this method. This inductive approach (grounded theory) leads to the creation of a typology of the identity forms of the primary school Headmasters according to a set of professional and training temporalities and it also expresses their different identity dynamics. The whole study is part of a comprehensive and phenomenological approach of the professional development of these primary school Headmasters which should be considered here as the emergence of a new professional group.Keywords: Professional development – professional group – Headmaster – professional identity – professional dynamics – identity dynamics – sets of historicity – social temporalities – sets of professional and training temporalities
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Erasmus, Lucia. "Exploring the professional identity construction and negotiation of professionals from previously disadvantaged groups". Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77813.
Abstract (sommario):
Research purpose: This study aimed to explore the professional identity construction of accountants from previously disadvantaged groups. The study considered the significance of context and the influence of whiteness and racial micro-aggressions on individual identity construction.
Motivation for this study: Little is known about the struggle that people from previously disadvantaged groups in South Africa have to go through to negotiate their professional identities. This study provided a platform for these individuals to share their journey in becoming a professional accountant and understanding the impact of context on their professional identity construction.
Research design, approach and method: The study followed a qualitative design, and a multiple case study method was used. Semi-structured interviews were conducted through a narrative lens to explore the individual stories of the participants’ experiences. Non-probability purposive sampling was used. The sample consisted of five black professional accountants from previously disadvantaged groups. Data analysis took the form of individual case narratives followed by a thematic analysis across cases.
Main findings: The history of apartheid is still present in South African organisations today in the form of racial micro-aggression and whiteness which create barriers to the professional identity construction of people from previously disadvantaged groups. It was found that the following contexts influence identity construction: political, legislative, socio-economic, educational, organisational, professional, family and cultural contexts.
Practical Implications: Legislation such as BBEEE, AA and the EEA are in place to support the transformation agenda of South African organisations. However, in this study it became clear that legislation does not achieve its intended impact. If organisations do not start supporting professionals of colour, it will have a major impact on their skills and career development as well as on talent retention within organisations. Value/Study contribution: The results could become a valuable resource for educational institutions, professional bodies and managers within organisations to enable them to eliminate the barriers of whiteness and micro-aggression and to support people from previously disadvantaged groups to construct positive professional identities.Dissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted
4
Choquet, Anastasia. "Le métier de programmateur musical à Radio France : analyse d’un groupe professionnel d’intermédiaires culturels de service public à l’ère du numérique". Electronic Thesis or Diss., Université Paris-Panthéon-Assas, 2023. http://www.theses.fr/2023ASSA0075.
Abstract (sommario):
Dans un contexte de crise de la prescription culturelle, cette thèse propose l'analyse d'un groupe professionnel d'intermédiaires culturels de service public, les programmateurs musicaux de Radio France. Face à la perte d'audience des radios musicales, à la concurrence des plateformes de streaming et à l'introduction de technologies numériques dans les pratiques professionnelles de programmation musicale à Radio France, comment évoluent les frontières d'un groupe professionnel de service public ? Soumis à des missions de service public qui leur donne un rôle a priori singulier dans l'espace radiophonique – et plus largement dans l'espace culturel – l'étude des pratiques professionnelles des programmateurs musicaux de Radio France constitue un terrain de recherche fertile pour comprendre les mutations de la prescription musicale ainsi que les enjeux contemporains du service public radiophonique. Dans une perspective interactionniste et avec une approche méthodologique inductive et compréhensive, ce travail est fondé sur une ana-lyse des « récits de pratiques » des programmateurs musicaux livrés en entretien, mais également sur des entretiens réalisés avec d'autres groupes professionnels impliqués dans la programmation musicale de Radio France. Réalisés entre 2016 et le début de l'année 2020, ces entretiens sont complétés par l'analyse d'un corpus de documents officiels contemporainsAgainst a backdrop of crisis in cultural prescription, this thesis analyzes a professional group of public service cultural intermediaries, the music programmers at Radio France. Faced with the loss of audience for music radio stations, competition from streaming platforms and the introduction of digital technologies into the professional practices of music programming at Radio France, how are the boundaries of a public service professional group evolving ? Subjected to public service missions that give them an a priori singular role in the radio space - and more broadly in the cultural space - the study of the professional practices of Radio France's music programmers constitutes a fertile field of research for understanding the mutations of music prescription as well as the contemporary stakes of public service radio. From an interactionist perspective and with an inductive and comprehensive methodological approach, this work is based on an analysis of the "narratives of practice" of music programmers delivered in interviews, but also on interviews conducted with other professional groups involved in music programming at Radio France. Conducted between 2016 and the beginning of 2020, these interviews are complemented by the analysis of a corpus of contemporary official documents
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Petit, Audrey. "Aux frontières de la biomédecine : médecine et professionnels de la douleur". Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0043/document.
Abstract (sommario):
À travers une démarche ethnographique et interactionniste (Blumer, 1969), l’enjeu de cette recherche est de rendre compte de la place occupée par la médecine de la douleur dans la division du travail médical (Hughes, 1996). Ainsi, il s’agit de comprendre pour quelles raisons, quarante années après l’introduction de ce domaine de pratiques en France, les professionnels de la médecine de la douleur rencontrent toujours des difficultés à faire reconnaître leur statut et continuent d’œuvrer pour leur reconnaissance. Trois voies d’entrées sont privilégiées pour répondre à ce questionnement. 1) À travers l’observation des consultations d’évaluation et de traitement de la douleur chronique et l’« activité transversale » des « équipes mobiles douleur » dans des centres de la douleur parisiens, nous rendons compte d’une activité médicale qui ne s’inscrit pas dans le sillage de la biomédecine (Cambrosio et Keating, 2003) et qui est constituée autour de la pluridisciplinarité, d’une approche dite « globale » du patient et d’un attachement aux dimensions psychologiques. Les moyens d’actions thérapeutiques à disposition des médecines ne permettent pas de soulager totalement les patients. Aussi, une grande partie du travail des médecins de la douleur consiste à apprendre aux patients à vivre avec leur douleur ; 2) Les entretiens (biographiques) réalisés auprès des professionnels de la médecine de la douleur -aux trajectoires particulières et provenant de disciplines variées- permettent de retracer des carrières (Hughes, 1996) peu valorisées en lien avec l‘histoire de ce domaine de pratiques ; 3) L’attention portée aux actions collectives entreprises en vue de la reconnaissance de ce domaine de pratiques et du statut de ces professionnels (Abbott, 1988; Le Bianic et Vion, 2008) permet de signifier l’existence de deux répertoires d’action aux logiques différentes et aux effets incertains. Ces voies d’entrée nous permettent de retracer la logique d’évolution de cette activité en partant d’une histoire des tâches et des problèmes et de revenir de manière critique sur le caractère non linéaire du processus de professionnalisation. Cette recherche contribue en outre à mettre en exergue les interstices laissés vacants par la biomédecine tels que le soin et le fait de prendre son temps et donc par là même ce que la médecine de la douleur essaie de combler. De manière plus large, il interroge la forme prise par la médecine contemporaine (Baszanger et al., 2002)Through an ethnographic and interactionist approach (Blumer, 1969), the aim of this research is to held position’s pain medicine in the division of medical labour (Hughes, 1996). Thus, it seeks to understand why, forty years after the introduction of this “domaine de pratiques” in France, the medical professionals of pain still continue to struggle for the recognition of their status. Three topics are used to answer these questions. 1) Through the observation of consultations dedicated to assessment and treatment of chronic pain and "cross-cutting activity" of "mobile pain teams" in Parisian pain clinics, I describe a medical activity that not in line with biomedicine (Cambrosio and Keating, 2003) and is built on a multidisciplinary, so-called "global" approach of the patient and attached to the psychological dimensions. The means of therapeutic action available medicines fail to completely relieve pain. The main task of doctors of pain is to teach patients to live with their pain; 2) Biographical interviews with medical professionals pain –coming from particular trajectories and from different disciplines- can trace careers (Hughes, 1996a) not valued in relation to the history of this “domaine de pratiques”; 3) The focus on collective actions for the recognition of this “domaine de pratiques” and the status of these professionals (Abbott, 1988b; The Bianic and Vion, 2008) enables us to identify the existence of two repertoires of action characterized by different logics and uncertain effects. These questions allow us to draw the evolution of this activity on the basis of a history of tasks and problems and get back critically on the nonlinear nature of the process of professionalization. This research also helps to highlight the gaps left vacant by biomedicine that the pain medicine is precisely trying to fill, such as care and taking your time. More broadly, it questions the form taken by contemporary medicine (Baszanger et al., 2002)
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Ward, Callahan K. "Professional Development Needs of Utah State University Extension Professionals". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.
Abstract (sommario):
Many Utah State University (USU) Extension personnel are nearing retirement age. The purpose of this study was to identify professional development needs of Extension professionals and assess USU Extension by evaluating competencies essential to be a successful Extension professional. USU Extension can conduct more beneficial professional development training by using identified high priority competencies and improve the on boarding process for new Extension professionals. With improvements as suggested, the effectiveness of professional development could be enhanced and produce Extension professionals who work more efficiently and are committed to the success of USU Extension.
7
Esworthy, Ann. "Occupational stress in professional groups". Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302878.
8
Bunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /". Connect to dissertation online, 2008.
9
Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /". Connect to dissertation online, 2008.
10
Girard, Lucile. "Des femmes en blanc : La « fabrication » des infirmières". Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH019/document.
Abstract (sommario):
Cette thèse a pour objectif d’aborder les processus de « fabrication » des infirmières françaises à partir de leur formation initiale. Nous nous demanderons comment une formation unique peut mener à des exercices particuliers ? Dans un premier temps, nous proposerons une socio-histoire du groupe professionnel, éclairant les dynamiques internes du groupe professionnel, notamment en ce qui concerne la formation. Cette dernière est organisée par un groupe professionnel particulier : les cadres formatrices, qui définissent les missions communes à l’ensemble des infirmières et préservent ainsi leur espace d’intervention spécifique. Ensuite, à partir d’un travail de recherche qualitatif et localisé, nous nous intéresserons à la sélection et à la socialisation des futures professionnelles pendant le temps de leur formation. Cette sélection commence dès l’entrée en formation et se poursuit tout au long des études. Nous verrons qu’elle se réalise selon deux logiques : d’une part, les professionnelles préparent les étudiantes à devenir des infirmières « en général », et d’autre part les services repèrent parmi le vivier des étudiantes celles qui pourront devenir des infirmières « en particulier ». Il faudra ensuite qu’elles acceptent cette propositionThe purpose of this PhD thesis is to understand how French nurses are groomed. We will focus on their initial training. How does a common educational background manage to produce such different practitioners? Firstly, a socio-historical approach of the emergence of this professional group will enlighten its internal dynamics especially regarding the institutional education. The training is held by senior nurses, who define the specific tasks and duties of nurses.In a second step, starting from a qualitative and localized fieldwork, we will aim at understanding the recruitment and socialization of student nurses. Recruiting obviously begins with the nursing school entrance examination but continues on throughout the studies, following two patterns. On the one hand, at school, the senior nurses teach versatile skills. On the other hand, during internships in health institutions, the exercising nurses select the students fit to become nurses in this particular institution
Libri sul tema "Professionnal groups":
1
Powell, Thomas J. Self-help organizations and professional practice. Silver Spring, Md: National Association of Social Workers, 1987.
2
Wilson, Judy. How to work with self help groups: Guidelines for professionals. Aldershot, Hants, England: Arena, 1995.
3
Payette, Adrien. Le groupe de codéveloppement professionnel. Sainte-Foy, Québec: Presses de l'Université du Québec, 1997.
4
Cierpiałkowska, Lidia. Alcoholism: Self-help groups and professional therapy. Delft: Eburon Publisher, 1994.
5
Clark, Carolyn Chambers. Group leadership skills for nurses and health professionals. 5a ed. New York: Springer, 2009.
6
Gosling, Robert. The Use of Small Groups in Training. London: Taylor and Francis, 2018.
7
Convert, Bernard. Les groupes professionnels et l'Internet. Paris: L'Harmattan, 2007.
8
Cook, Lynne. Support groups for practicing special education professionals. Reston, Va: Council for Exceptional Children, 1992.
9
Wilson, Judy. Two worlds: Self help groups and professionals. Birmingham: British Association of Social Workers, 1995.
10
Irsan, Koesparmono. Professional criminal groups and their crimes in Indonesia. [Jakarta: Jakarta Metropolitan Police, Indonesia?, 1988.
Capitoli di libri sul tema "Professionnal groups":
1
Kessler, Sarah. "3.6 Focus group interviews with professional groups". In Competing Climate Cultures in Germany, 101–6. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839471432-020.
2
Strauss, Anselm L., Lee Rainwater e W. Lloyd Warner. "Major Groups within Chemistry". In The Professional Scientist, 36–48. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315134260-5.
3
Atanasiu, Radu. "Decision-Making in Groups". In Management for Professionals, 93–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73600-2_8.
4
Kagan, Carolyn, e Josie Evans. "Working with groups". In Professional Interpersonal Skills for Nurses, 175–89. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4463-4_12.
5
Barrett-Lennard, Godfrey T. "Tracing the More Relaxed Journey of Group Y and Glimpses of Further Groups". In Experiential Learning for Professional Helpers, 97–129. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47919-4_4.
6
Farrell, Thomas S. C. "Professional Development". In Reflective Practice in ESL Teacher Development Groups, 17–31. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_2.
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Fairholm, Gilbert W. "Leadership and Informal Small Groups". In Management for Professionals, 39–53. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17154-8_4.
8
D’Amico, Stefano. "Social Stratification and Professional Groups". In Spanish Milan, 35–60. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137309372_3.
9
D’Anselmi, Paolo, Athanasios Chymis e Massimiliano Di Bitetto. "The Role of Professional Groups". In Unknown Values and Stakeholders, 243–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32591-0_17.
10
Allen, Kelly-Ann, Chelsea Hyde, Emily Berger, Joe Coyne, Simone Gindidis, Camelia Wilkinson, Zoe A. Morris e Gerald Wurf. "Professional associations and member groups". In How to be an Educational and Developmental Psychologist, 109–19. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003330974-7.
Atti di convegni sul tema "Professionnal groups":
1
Karle, David, Lindsey Bahe e Yong Gyun Noh. "Inclusive Mindset: Remote Professional Summer Experience". In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.61.
Abstract (sommario):
In response to the realities of the COVID-19 pandemic, a new pilot program at the University of Nebraska-Lincoln, College of Architecture was established in partnership with local design professionals by identifying opportunities to engage a diverse student population inclusively. Due to the reduction in internships, the pilot program provided an equitable edu¬cational experience to all students regardless of academic level, academic performance, previous work experience, financial ability, or geographic location while allowing them to maintain their academic paths to graduation. The partner¬ship provided students a three-week remote professional summer experience through a series of three one-credit sessions, including eleven sub-themes. The pilot program was established for two student groups. The first is upper-level students who are required to obtain internship experience before graduation but could not get these internships due to COVID-19. Another target group was students early in their educational careers who were interested in getting a firsthand look into practice by engag-ing with a multi-disciplinary professional design office. The course structure employs inclusive strategies for stu¬dents at various academic levels and physical locations to participate in the class and with professionals remotely. Because of this the developmental team believes the course experienced rapid interest and enrollment within a brief timeframe, suggesting strong student interest in having access to and engagement with professionals they previously lacked. This emerging professional participation model for accessible learning in diverse student groups cultivated inclusive excellence, providing impactful learning experiences about design practice with professional design communities to student populations who would otherwise have limited engagement opportunities and access to these communities.
2
Jimenez-Pazmino, Priscilla F., Leilah Lyons, Brian Slattery e Benjamin Hunt. "Exploring Computer-Supported Professional Development for Novice Museum and Zoo Professionals". In GROUP '16: 2016 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2957276.2957312.
3
Беляева, В. И. "GROUP TRAINING PERSONAL THERAPY PLATFORM FOR PROFESSIONAL AND PERSONAL GROWTH". In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.95.14.002.
Abstract (sommario):
В статье рассматривается важность групповой обучающей личной терапии для психологов, психотерапевтов, специалистов помогающих профессии. Автор описывает важные этапы работы и преимущества группового пространства, влияние группового поля на участников процесса в проживание и преодолении профессионального и личностного кризиса. Формирование нового взгляда на понимание себя и окружающих. The article discusses the importance of group educational personal therapy for psychologists, psychotherapists, helping professionals and the advantages of a group space. The author describes the important stages of the group's work. About the influence of the group field on participants in the process of living and overcoming a professional and personal crisis. Forming a new perspective on understanding yourself and others.
4
Kaulēns, Oskars, e Reinis Upenieks. "Understanding of Teachers and Healthcare Professionals about their Professional Development". In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.64.
Abstract (sommario):
Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.
5
Schumann, Hans, Louis Rosenberg e Gregg Willcox. "'"Human Swarms” of novice sports fans beat professional handicappers when forecasting NFL football games". In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003287.
Abstract (sommario):
The biological phenomenon of Swarm Intelligence (SI) enables social species to converge on group decisions by interacting in real-time systems. Studied in schools of fish, bee swarms, and bird flocks, biologists have shown for decades that SI can greatly amplify group intelligence in natural systems. Artificial Swarm Intelligence (ASI) is a computer-mediated technique developed in 2015 to enable networked human groups to form real-time systems that can deliberate and converge on decisions, predictions, estimations, and prioritizations. A unique combination of real-time HCI methods and AI algorithms, ASI technology (also called “Human Swarming” or “Swarm AI”) has been shown in many studies to amplify group intelligence in forecasting tasks, often enabling small groups of non-professionals to exceed expert level performance. In the current study, small groups of approximately 24 amateur sports fans used an online platform called Swarm to collaboratively make weekly predictions (against the spread) of every football game in four consecutive NFL seasons (2019 - 2022) for a total of 1027 forecasted games. Approximately 5 games per week (as forecast by the human swarm) were identified as “predictable” using statistical heuristics. Performance was compared against the Vegas betting markets and measured against accepted performance benchmarks for professional handicappers. It is well known that professional bettors rarely achieve more than 55% accuracy against the Vegas spread and that top experts in the world rarely exceed 58% accuracy. In this study the amateur sports fans achieved 62.5% accuracy against the spread when connected as real-time “swarms.” A statistical analysis of this result (across 4 NFL seasons) found that swarms outperformed the 55% accuracy benchmark for human experts with significance (p=0.002). These results confirmed for the first time that groups of amateurs, when connected in real-time using ASI, can consistently generate forecasts that exceeded expert level performance with a high degree of statistical certainty.Keywords: Swarm Intelligence, Artificial Swarm Intelligence, Collective Intelligence, Wisdom of Crowds, Hyperswarms,
6
Merkulova, A. G., S. A. Kalinina e E. V. Dmitrieva. "MENTAL WORKERS MENTAL HEALTH ASSESSMENT PROFESSIONAL LONGEVITY PROLONGATION". In The 4th «OCCUPATION and HEALTH» International Youth Forum (OHIYF-2022). FSBSI «IRIOH», 2022. http://dx.doi.org/10.31089/978-5-6042929-6-9-2022-1-156-160.
Abstract (sommario):
Introduction: Timely assessment and prevention of negative mental states that may develop during professional activity period are necessary to maintain efficiency, reliability of activity and longevity of work not only for particular employee, but for organization as a whole functioning also. Research goal: Mental workers mental health state assessment, taking into account gender and age characteristics and labor intensity class. Research methods: The study involved 359 employees of 13 professional groups 30-59 years aged. Labor intensity according to Guidelines R 2.2.2006-05 and psychological testing using questionnaires were evaluated to assess the degree of chronic fatigue, acute mental fatigue, work stress, professional burnout and depression were carried out. Mental states level was assessed depending on gender, age and class of work intensity; the predictors of professional burnout were determined. Results: Comparison of the severity of psychological states depending on the class of labor intensity, gender and age revealed the presence of statistically significant differences between studied groups (p<0.05). With an increase of working conditions class, all indicators increase average score were observed. More pronounced negative states were noted in the group of men. Worsening of results in the senior age groups was shown. As predictors of professional burnout, the level of depression, mental fatigue, work experience in the specialty were noted (adjusted R2 = 0.66). Conclusions: Programs to prevent of negative mental states development for mental workers, their gender, age group and work intensity class should be taken into account.
7
Leong, Alan, e Robert P. Smith. "An Observational Study of Design Team Process: A Comparison of Student and Professional Engineers". In ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/dtm-3892.
Abstract (sommario):
Abstract Fifteen groups composed of engineering students and professionals were videotaped while performing a simulated design task. Using interaction analysis, it was found that professional teams were more likely to engage in management activities, outline an overall design philosophy, and not overlook detailed specifications. Professional teams also adhered tentatively to the early design artifacts; early design attempts were viewed as experiments for acquiring more information about the design space. Student teams were much more likely to engage in a generate and test pattern throughout their design process, making incremental improvements to their current artifact. Although the number of groups was small, these patterns were strong and the differences were statistically significant. It is suggested that these differences are useful for guiding how engineers are educated and for understanding whether students should be used as experimental subjects in engineering design research.
8
Zapolski, John. "Towards knowledge building in professional groups". In CHI '05 extended abstracts. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1056808.1056831.
9
Ponomarenko, Alexey. "Reformatting statistical education in Russia: changes in classifications, standards, and programs". In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17314.
Abstract (sommario):
In the centrally planned economy the main function of official statistics was monitoring of plans’ execution. Hence, official statisticians had to be experts in economics and bookkeeping, like tax inspectors. Russian statistical education was oriented mostly to official needs and statistics was included in the same educational group as economics. Currently, professional requirements for statisticians have changed. Official statistics lost its control function, and the old reporting system is being replaced by sample surveys that are less onerous for respondents and also less expensive. The statistical agency needs more professionals in survey methodology, as well as statistical managers and mathematicians. In 2015, the new professional standard "statistician" was accepted in Russia in line with ISCO 2008. It consists of set of competences for professionals in data collection, processing, analysis and methodology in any field of activity, including business, finance, science, medicine. In 2016, the educational classification of statistics was changed to the same group as mathematics. A new educational standard for statistics was also accepted. This presentation describes part of the reconstructive process.
10
Vukosavljevic Pavlovic, Valentina. "Relationship between Hierarchical Values of Professional Activities and Theoretical and Practical Knowledge". In 9th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eraz.2023.257.
Abstract (sommario):
An indispensable aspect that can greatly influence the profile of the managerial structure in enterprises is the educational system. At the end of the last century, under the pressure of the second wave of globalization caused by technological development, there was a need to reexamine and redefine the role of the university. The subject of analysis in this paper is the relationship between the hierarchical values of professional activities and theoretical and practical knowledge from the point of view of managerial structures in private and public enterprises on the example of one unit of local self-government in the Republic of Serbia. Based on the opinion of representatives from the private (1.85) and public sector (1.85) on the scale of hierarchical values of professional activities, the adopted systematic theoretical and practical knowledge were evaluated in the first place. Through the analysis of the responses received from both observed groups, it was found that modern managers are the most open social group for improvement, motivated to acquire new knowledge arising from the need for more effective adaptation to changes.
Rapporti di organizzazioni sul tema "Professionnal groups":
1
Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina e Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], ottobre 2020. http://dx.doi.org/10.31812/123456789/4127.
Abstract (sommario):
The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
2
Studsrød, Ingunn, Ragnhild Gjerstad Sørensen, Brita Gjerstad, Patrycja Sosnowska-Buxton e Kathrine Skoland. “It’s very complex”: Professionals’ work with domestic violence (DV): Report – FGI and interviews 2022. University of Stavanger, novembre 2022. http://dx.doi.org/10.31265/usps.249.
Abstract (sommario):
This study explores Norwegian professionals' experiences of working within partner violence (PV) prevention area, including, cross-sectoral and interdisciplinary cooperation as well as possible successful strategies and measures in this area. This report is one of the deliverables of the “Integrated System of Domestic Violence Prevention” (ISDVP) project and of the agreement with The State Treasury, the Institute of Justice in Warsaw, Poland. This study contributes to research on professionals’ experiences of interprofessional collaboration in the domestic violence prevention area – a similar study was conducted in Poland. To facilitate an interdisciplinary and interagency group discussion, five focus groups (with 19 participants) were conducted. The analysis reveals that there is inter- and intra-sectoral collaboration in the domestic violence prevention area. There are marked challenges but also notable success stories. The participants talked about several barriers to cross-sectoral collaborations, such as i) professional requirements of confidentiality, mandate, and/or duty to report, especially in the domestic violence prevention stages; ii) the complexity and plethora of practical and organizational measures and initiatives as well as who does what and when, particularly when helping a client navigate through the system; and iii) the difficulty in defining as well as uncovering domestic violence because it can be understood differently by various parties, especially from a cross-cultural perspective and gender stereotypes. In terms of effective management of multisectoral collaboration, the participants mentioned i) several tools and models, e.g., SARA and Flexid, and ii) organization of emergency shelters; and iii) networking. Besides, the participants reported a need for a nuanced and multifocal approach to domestic violence prevention, including addressing the specificities of different vulnerable groups such as the elderly and the LGBQT+ community. They also talked about the importance of initiatives aimed at removing the stigma and taboo around domestic violence, also through targeting higher education establishments.
3
Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, marzo 2022. http://dx.doi.org/10.5399/osu/1153.
Abstract (sommario):
The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
4
Austin, Velda R., e Wayne R. Wilson. Classification of Champus Professional Services to Ambulatory Patient Groups and Assignment of Resource-Based Relative Values. Champus Professional Services Classification Study (CPSCS). Fort Belvoir, VA: Defense Technical Information Center, gennaio 1992. http://dx.doi.org/10.21236/ada251256.
5
Davies, Andrew L. B., Valeria Liu e Elisa Torossian. The Rural Texas Sheriff. SMU Dedman School of Law, aprile 2021. http://dx.doi.org/10.25172/dc.7.
Abstract (sommario):
The Rural Texas Sheriff reports on a focus group conducted in conjunction with the Deason Center's 2019 Rural Criminal Justice Summit. The report places rural Texas sheriffs and their agencies in a national context. It also offers insight into the focus group's perceptions of rural law enforcement and jail management. With first-hand accounts of these sheriffs’ experiences, the report offers a compelling look at the personal and professional lives of Texas’ rural sheriffs.
6
KORSAKOV, A. DIAGNOSTICS OF THE FORMATION OF MILITARY PROFESSIONAL MOBILITY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-67-75.
Abstract (sommario):
Diagnostics of the components of professional mobility is presented in the form of a set of methods aimed at measuring individual qualities of the personality of cadets of a military university. The selection of diagnostics was made in accordance with the structure of professional mobility, which includes the personal and social components of professional mobility. Each component is measured by an individual number of criteria, indicators and diagnostics. The aggregate indicator for each diagnosis makes it possible to assess the state of each component of military-professional mobility as a whole. The group of respondents included 1st and 4th year students of three military universities in Russia. The number of cadets surveyed was more than 600 people. The complex of the proposed methodological techniques and diagnostics makes it possible to make a qualitative analysis of the level of formation of military-professional mobility of cadets of a military higher educational institution.
7
Rebelo, André, João R. Pereira, Diogo V. Martinho e João Valente-dos-Santos. Rating of Perceived Exertion in Professional Volleyball: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, agosto 2022. http://dx.doi.org/10.37766/inplasy2022.8.0034.
Abstract (sommario):
Review question / Objective: The purpose of the current review was to systematically and critically evaluate the use RPE-based methods in professional volleyball. Condition being studied: Monitoring athlete load is better understood through sub-dividing load into two groups – internal and external. Internal training load (ITL) refers to the physiological stress that a training session induces in the athlete. Rating of perceived exertion (RPE) has become the most common method of monitoring ITL. The RPE method was originally developed by Borg, and Foster et al. created a simple technique to quantify ITL using a modification of this scale. This technique is known as the session RPE (sRPE) and is derived by multiplying the overall RPE obtained at the end of a training session (or match), using the Borg Category-Ratio 10 scale (BORG-CR10) by the total duration (in minutes) of the training session, to provide a modified training impulse (TRIMP) score.
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Mian, Anam. ARL Annual Salary Survey 2022. Association of Research Libraries, novembre 2023. http://dx.doi.org/10.29242/salary.2022.
Abstract (sommario):
This report analyzes salary data for professional staff working in 125 of the 126 ARL member libraries during 2022. Data are reported for 10,715 professional staff from the 119 university ARL libraries in Canada and the United States and for 1,116 professional staff of the 6 US federal, nonprofit, and public ARL libraries. In the Salary Survey, data for university library staff are usually reported in three distinct groups: general library systems, health sciences libraries, and law libraries.
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Mahat, Marian, e Vivienne Awad. The 2022 Sophia Program. University of Melbourne, febbraio 2023. http://dx.doi.org/10.46580/124373.
Abstract (sommario):
The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Djerasimovic, Sanja, e Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, giugno 2022. http://dx.doi.org/10.58182/kflr7542.
Abstract (sommario):
Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.