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Academic literature on the topic 'Focusing professional'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Focusing professional"

Pritchard, Michael S. "Professional responsibility: Focusing on the exemplary." Science and Engineering Ethics 4, no. 2 (June 1998): 215–33. http://dx.doi.org/10.1007/s11948-998-0052-8.

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McClelland, Julie F., and Karen Breslin. "Focusing on the Place Model for Optometrists." Education Sciences 9, no. 3 (July 22, 2019): 193. http://dx.doi.org/10.3390/educsci9030193.

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Background: The Place Model was developed in order to conceptualize the various roles and career pathways of the teaching profession. It can be used to evaluate long-term professional career trajectories and to encourage the student-teacher to visualize their future personal and professional development. Methods: In the present study, the Place Model has been applied to the Optometric profession. The four categories of the place model have been discussed in terms of Optometry and a survey of undergraduate Optometrists highlights the perception of the model amongst pre-qualified professionals. Results: The majority of participants placed qualified optometrists in the Professional area on the Place Model (87%, n = 88) with the remainder placing qualified optometrists in the De-Professional area on the Place Model (13%, n = 13). There was no statistically significant difference between responses from male and female participants (t-test, p = 0.38). There was also no statistically significant difference between responses from participants in year 1, 2 or 3 of their undergraduate program (one-way analysis of variance [ANOVA], p = 0.10). Conclusion: The Place Model may be an opportunity to discuss with Optometry students their future career pathways and to ensure that we maintain a highly skilled and caring profession that provides high quality eyecare for the public.

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Saveljeva, Regina, and Liudmila Rupšienė. "THE IMPACT OF FOCUSING STUDENTS' ATTENTION ON THEMSELVES AS FUTURE PROFESSIONALS ON THEIR PROFESSIONAL CALLING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 339. http://dx.doi.org/10.17770/sie2017vol1.2328.

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Researchers express ideas about the relationship between focusing students' attention on themselves as future professionals during their studies and students' professional calling. However, empirical evidence on this relationship is still lacking. The research aimed to answer the question: "What is the impact of focusing students' attention on themselves as future professionals on their professional calling?" In order to answer this question the quasi-experiment with the non-equivalent comparison group without the pre-test design has been carried out. The quasi-experimental programme was implemented in the experimental group of 31 student of the social pedagogy study programme of Klaipėda University in 2009-2014. The control group consisted of 79 students from three other Lithuanian universities. The final measurement was carried out in the control and experimental groups on May-June, 2014. The results argue that focusing students' attention on themselves as future professionals during their studies has an impact on their professional calling.

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Monagle, Helen, and Amy Finnegan. "Use of social media by new library professionals: Outcomes from a UK survey." Journal of Librarianship and Information Science 50, no. 4 (June 27, 2016): 435–67. http://dx.doi.org/10.1177/0961000616653648.

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This research explores the connection between social media and independent continuing professional development, focusing on new professionals within the UK and Ireland who graduated between 2010 and 2015, based on Ruddock’s definition (see Appendix 1). Two online surveys were conducted to ascertain why continuing professional development networks have been created and why new professionals use them. The first survey was completed by 100 new professionals; the second was completed by four continuing professional development network founders. This paper explores the relationship between the uptake of continuing professional development and social media usage by new professionals and highlights the reasons social media are used by new professionals for continuing professional development which include cost, variety of continuing professional development options, and removal of boundaries, e.g. geographical, hierarchical. The survey also found that network founders used social media to promote continuing professional development and engage with users.

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Perlo, Jessica, and Derek Feeley. "Why Focusing on Professional Burnout Is Not Enough." Journal of Healthcare Management 63, no. 2 (March 2018): 85–89. http://dx.doi.org/10.1097/jhm-d-18-00003.

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Van Driel, Jan H., and Amanda Berry. "Teacher Professional Development Focusing on Pedagogical Content Knowledge." Educational Researcher 41, no. 1 (January 2012): 26–28. http://dx.doi.org/10.3102/0013189x11431010.

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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (April 19, 2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.

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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.

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Mi-Sun Kim. "A study on evaluating English speech rate: Focusing on professional vs. non-professional raters." Linguistic Research 36, no. ll (September 2019): 59–80. http://dx.doi.org/10.17250/khisli.36..201909.003.

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TAKEDA, Masaharu, Kaoru SUZUKI, and Yoshio HAYASHI. "Characteristics of professional drivers focusing on HR and HRV." Japanese journal of ergonomics 28, Supplement (1992): 184–85. http://dx.doi.org/10.5100/jje.28.supplement_184.

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Vaughan, George B. "Scholarship and the community college professional: Focusing the debate." New Directions for Community Colleges 1991, no. 76 (1991): 3–15. http://dx.doi.org/10.1002/cc.36819917603.

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Dissertations / Theses on the topic "Focusing professional"

Weber-Salgo, Amy. "Focusing Professional Development by Differentiating for Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1021.

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This study addressed the problem of low student achievement in elementary school mathematics and investigated the level of knowledge held by the teachers. Previous studies have shown that students who succeed in mathematics are more successful during their school years, including college, and earn a higher income level as adults. A theoretical framework of andragogy framed three research questions for investigation. The first question focused on the current professional development needs of the teachers. The other two questions investigated whether the mathematical knowledge relating to teaching (MKT) correlates with the socioeconomic level of the school or correlates with annual yearly progress (AYP) status. Randomly selected elementary teachers from 12 schools participated by completing a survey and taking an online assessment to determine their MKT level. There was no significant correlation between the teachers' MKT scores and the socioeconomic level of their school or the AYP status of the school. Results indicated the need for professional development in mathematical progressions and instructional techniques. Data also suggested that this professional development be adapted to meet the individual needs of the participating teachers. These data informed the creation of 45 professional development training modules for teachers. This study, with the recommended training modules, can initiate social change by providing teachers with individualized training and new instructional strategies to implement in their classrooms with their students, thereby promoting higher levels of student achievement in mathematics.

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Leonard, Jill T. "Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2577.

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The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.

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Sullivan-Casey, Jonna Jaye. "Transforming Teaching and Learning Practices in After School Time Focusing on the Teaching of Science." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:104029.

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Thesis advisor: Irwin Blumer
Over the past decade, demands and expectations placed on after school programming have changed dramatically. In the new standards based culture of accountability, after school time is seen as an opportunity to provide additional time to learn and demonstrate learning to standards. Professional development opportunities offered has not kept pace with demands being placed on after school programs. After school programs must have protocols in place to evaluate and implement professional development plans in the most effective manner possible. This study was conducted to support programs with planning professional development by assessing the impact of prevalent forms of professional development available on teaching practice and perception. The research questions were: What are teachers' perceptions of how involvement in teaching a new science program affected teaching practice in the after school program? How do teachers' perceive the three models of professional development - intervention, self-initiated, and district directed - contributed to teacher learning? Data was collected in the form of journals, interviews and observations utilizing a pool of five teachers who implemented a new set of science classes during after school time. Findings included a positive increase in perceptions of practice and teacher learning. The level of increase was a function of accurately identifying teacher needs and mapping the best forms of professional development while taking into account teacher's learning/working style. The literature review stated clearly the impact of properly aligned professional development. It underscored the need for professional learning to take place in the context of a collaborative environment that supports teacher change. The study indicates that, irrespective of the form, professional development completed in the context of a collaborative learning community has the ability to create sustainable change. It is the collaborative discussion that serves as the basis for the ongoing professional development. Each form has a particular audience for whom the impact will be the most direct, however, professional development in any form will have an impact on teacher perception and practice
Thesis (EdD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

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Edin, Kerstin E. "Perspectives on intimate partner violence, focusing on the period of pregnancy." Doctoral thesis, Umeå : Public Health and Clinical Medicine Folkhälsa och klinisk medicin, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-838.

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Morgan, Tara S. "Understanding School Counselors' Ability to Implement School Counseling Activities Following Participation in Professional Training, Focusing on Adventure Based Counseling Training." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/62.

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A concern following school counselors participation in professional training is whether or not they are able to implement information learned. One such professional training that school counselors attend is Adventure Based Counseling (ABC). ABC groups are effective for addressing a myriad of concerns with young people. ABC groups address problem-solving skills, self-esteem, responsibility, goal setting, cooperation, and interpersonal skills. Although many school counselors have participated in ABC training, there is a lack of research that supports whether they are actually utilizing these techniques with their students. Additionally, current research does not provide information as to how training programs and school dynamics may be improved to allow for increased utilization of ABC with students; therefore, the purpose of this study is to understand the barriers that inhibit and the factors that support school counselors' ability to implement information learned from Professional Trainings, with a focus on ABC training. This qualitative study took a phenomenological approach, with a constructivist philosophical stance. Data sources included interviews with school counselors, which provided descriptions of their Professional and ABC training experiences and reasons for either using or not using Professional and ABC activities. The themes included What Professional and ABC training sessions school counselors attended and What they are implementing that they learned from these sessions. In addition, school counselors' various reactions to Professional and ABC training, such as Choice, Type of Delivery, Presenter Qualities, Time and Applicability were delineated. Results also included information pertaining to the Impact and Logistics of using information learned at Professional and ABC trainings. The results of this study may have important implications for school counselors, counselor educators, and administrators related to the implementation of skills learned from Professional and ABC training experiences. Implications for future research and limitations of this study are discussed.

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Hoye, Lynda Janice. "'On the edge' : students into teachers : a qualitative study of primary postgraduate students focusing upon their transition from students into teachers." Thesis, University of Bristol, 1996. http://hdl.handle.net/1983/011475f1-77d9-4869-bfff-499d32d3edda.

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伊藤, 義美, and Yoshimi Ito. "6ステップ法によるフォーカシングの訓練について（２）." 名古屋大学情報文化学部・名古屋大学大学院人間情報学研究科, 2004. http://hdl.handle.net/2237/7799.

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Quirke-Bolt, Nigel. "An investigation into the effectiveness of computer mediated conferences, focusing on aspects of student teacher reflective practices and professional socialisation." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520670.

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Dindal, Derek, and Sabrina Sykes. "Identification and evaluation of courses within pharmacy school curricula focusing on health care disparities." The University of Arizona, 2012. http://hdl.handle.net/10150/623600.

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Class of 2012 Abstract
Specific Aims: To identify and assess cultural competency courses for healthcare professionals that are available to pharmacy students. Methods: A literature review was performed to identify research articles discussing pharmacy courses in health care disparities. Additionally, a systematic review of all curricula for ACPE accredited schools of pharmacy was conducted and these syllabi were subsequently evaluated. Main Results: The search identified XXX articles focusing on specific health disparities curricula in schools of pharmacy and XXX syllabi about specific courses. Out of those articles and syllabi XXX were included in the analysis. Results are pending. Conclusions: Anticipated results will be utilized to design effective health disparities curricula at the University of Arizona College of Pharmacy.

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Kaltcheva, Rossitza. "De l’isolement professionnel à la restauration de la fonction psychologique du collectif : la santé au travail, entre soliloque et pensée dialogique : le cas de l’intervention à l’ingénierie Renault." Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1279.

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Cette thèse trouve sa genèse dans une intervention en psychologie du travail, réalisée au sein de l’entreprise Renault, sous les modalités de la clinique de l’activité. L’intervention s’est articulée autour de deux volets : montage en usine et conception industrielle. La thèse porte sur le second terrain, conduit au Technocentre Renault. Le dispositif dialogique déployé a permis de faire reculer l’isolement professionnel en développant la fonction psychologique du collectif. La thèse soutient la possibilité de rendre compte de ce développement. Les analyses caractérisent des situations d’isolement réalisant des discours désertés par autrui ainsi que des dialogues, habités par autrui, signe d’un développement de la fonction psychologique du collectif. Les analyses interrogent les conditions d’installation d’un dispositif dialogique pérenne à l’ingénierie Renault. La conclusion met en exergue la fonction vitale du dialogue professionnel pour l’efficacité et la santé au travail
This doctoral thesis originated in an activity clinic intervention in work psychology conducted at the Renault company in France. The intervention covered two activities: assembly line activities and industrial design. The thesis concerns the second activity conducted at the Renault Technocentre. The dialogical process deployed made it possible to reduce isolation at work by developing the psychological function of the group. The assumption put forward is that it is possible to demonstrate this development. The analyses characterise the situations of isolation producing utterances devoid of the existence of others as well as dialogues inhabited by others, a sign of the development of the psychological function of the group. The analyses raise questions concerning the establishment of a lasting dialogical process in the Renault engineering department. Theconclusion highlights the vital role of professional dialogue for efficiency and health at work

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Books on the topic "Focusing professional"

Fernley, Sheila. Ready to use professional development: Focusing on special education. Horsham, Pa: LRP Publications, 2007.

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Focusing-oriented psychotherapy: A manual of the experiential method. New York: Guilford Press, 1996.

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Ginelli, Elisabetta, ed. La ricerca a fronte della sfida ambientale. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-763-8.

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"La ricerca a fronte della sfida ambientale", the third volume in the DOTTA series, this publication documents the third edition of the Osdotta seminar co-ordinated by the Polytechnic of Milan, held in Lecco on 12-13-14 September 2007. The acronym of the Monitoring Centre of the Doctorate in Architectural Technology (Osservatorio del Dottorato in Tecnologia dell'Architettura), Osdotta was generated by the need to create a space for cultural exchange in relation to research contents and methods pertinent to technological disciplines. An experience acknowledged as a site of scientific interconnection and networked structure, it sets itself the goal of exploring the complexity of the research on multiple scales, investigating and focusing emerging issues and studying the national training scenario so as to boost the professional level of the research. The 2007 edition of the national seminar demonstrates the consolidation of an inter-site education/training experiment of an innovative character that materialises in the rendering of the results of exchange and dialogue on a theme with a wealth of faceted values: the environment, in the form of a challenge that explores the relation with technology.

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Deuze, Mark, and Mirjam Prenger, eds. Making Media. NL Amsterdam: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789462988118.

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Making Media uncovers what it means and what it takes to make media, focusing on the lived experience of media professionals within the global media, including rich case studies of the main media industries and professions: television, journalism, social media entertainment, advertising and public relations, digital games, and music. This carefully edited volume features 35 authoritative essays by 53 researchers from 14 countries across 6 continents, all of whom are at the cutting edge of media production studies. The book is particularly designed for use in coursework on media production, media work, media management, and media industries. Specific topics highlighted: the history of media industries and production studies; production studies as a field and a research method; changing business models, economics, and management; global concentration and convergence of media industries and professions; the rise and role of startups and entrepreneurship; freelancing in the digital age; the role of creativity and innovation; the emotional quality of media work; diversity and inequality in the media industries. Open Uva Course: the University of Amsterdam has a open course around the book. The course offers a review of the key readings and debates in media production studies. Course slides 2020 Take a look at the Making Media Facebook page here. Take a look at the Table of Contents and Introduction here.

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Stanowski, Rudy. Hearing aid repair for hearing care professionals: A hands-on guide to the inner workings of modern hearing aids focusing primarily on "in-the-ear" and "in-the-canal" instruments. Covina, Calif: Covina Hearing Aid Center, 1996.

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Cantoni, Virginio, Gabriele Falciasecca, and Giuseppe Pelosi, eds. Storia delle telecomunicazioni. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6453-245-5.

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Focusing on the history of scientific and technological development over recent centuries, the book is dedicated to the history of telecommunications, where Italy has always been in the vanguard, and is presented by many of the protagonists of the last half century. The book is divided into five sections. The first, dealing with the origins, starts from the scientific bases of the evolution of telecommunications in the nineteenth century (Bucci), addressing the developments of scientific thought that led to the revolution of the theory of fields (Morando), analysing the birth of the three fundamental forms of communication – telegraph (Maggi), telephone (Del Re) and radio (Falciasecca) – and ending with the contribution made by the Italian Navy to the development of telecommunications (Carulli, Pelosi, Selleri, Tiberio). The second section, on technical and scientific developments, presents the numerical processing of signals (Rocca), illustrating the genesis and metamorphosis of transmission (Pupolin, Benedetto, Mengali, Someda, Vannucchi), network packets (Marsan, Guadagni, Lenzini), photonics in telecommunications (Prati) and addresses the issue of research within the institutions (Fedi-Morello), dwelling in particular on the CSELT (Mossotto). The next section deals with the sectors of application, offering an overview of radio, television and the birth of digital cinema (Vannucchi, Visintin), military communications (Maestrini, Costamagna), the development of radar (Galati) and spatial telecommunications (Tartara, Marconicchio). Section four, on the organisation of the services and the role of industry, outlines the rise and fall of the telecommunications industries in Italy (Randi), dealing with the telecommunications infrastructures (Caroppo, Gamerro), the role of the providers in national communications (Gerarduzzi), the networks and the mobile and wireless services (Falciasecca, Ongaro) and finally taking a look towards the future from the perspective of the last fifty years (Vannucchi). The last section, dealing with training and dissemination, offers an array of food for thought: university training in telecommunications, with focus on the evolution of legislation and on the professional profiles (Roveri), social and cultural aspects (Longo and Crespellani) as well as a glance over the most important museums, collections and documentary sources for telecommunications in Italy (Lucci, Savini, Temporelli, Valotti). The book is designed to offer a compendium comprising different analytical approaches, and aims to foster an interest in technology in the new generations, in the hope of stimulating potentially innovative research.

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Addressing healthcare workforce issues for the future: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Tenth Congress, second session, on examining ways to address healthcare workforce issues for the future, focusing on primary care professionals, February 12, 2008. Washington: U.S. G.P.O., 2009.

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United, States Congress Senate Committee on Health Education Labor and Pensions. Addressing healthcare workforce issues for the future: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Tenth Congress, second session, on examining ways to address healthcare workforce issues for the future, focusing on primary care professionals, February 12, 2008. Washington: U.S. G.P.O., 2009.

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Riddoch, Hamish Neil. Marketing professional services: ... focusing on environmental consultancy. Bradford, 1988.

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LRP. Ready to Use Professional Development: Focusing on Special Education. LRP Publications, 2007.

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Book chapters on the topic "Focusing professional"

Larsen, Ellen, and Jeanne Maree Allen. "Focusing on the Future." In Teachers as Professional Learners, 161–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65931-8_7.

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Bryant, Lara M. P., and Tim Favier. "Professional Development Focusing on Inquiry-Based Learning Using GIS." In Geospatial Technologies and Geography Education in a Changing World, 127–38. Tokyo: Springer Japan, 2015. http://dx.doi.org/10.1007/978-4-431-55519-3_11.

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Barzel, Bärbel, and Rolf Biehler. "Theory-Based Design of Professional Development for Upper Secondary Teachers – Focusing on the Content-Specific Use of Digital Tools." In Professional Development and Knowledge of Mathematics Teachers, 163–92. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: New perspectives on research in mathematics education-ERME series: Routledge, 2020. http://dx.doi.org/10.4324/9781003008460-10.

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Lisimberti, Cristina. "Doctorates and Employability: New Perspectives for Doctoral Education." In Employability & Competences, 425–33. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.46.

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Profound processes of change are affecting doctorates all over the world, above all, to provide broader employment prospects. However, the link between the transformations of a doctorate and employability is complex, and entails re-thinking formative pathways for doctorates by focusing on the professional identity of a PhD

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Wilczek, Marc. "Focusing on Core Competencies and Divestment." In Management for Professionals, 111–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40219-7_14.

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Balzac, Stephen R. "The Success Mind: Building Optimism and Focusing Will." In Management for Professionals, 235–55. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8505-6_12.

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Dykstra, Pearl A., and Maja Djundeva. "Policies for Later-Life Families in a Comparative European Perspective." In The Palgrave Handbook of Family Policy, 331–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54618-2_14.

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AbstractIn this chapter, we consider cross-national differences in policies for later-life families in Europe, focusing on state support freeing family members from caring responsibilities or enabling them to care. These policies come under the umbrella of long-term care (LTC), help required by persons with a reduced degree of functional capacity for an extended period of time. Publicly funded LTC includes “in-kind” services, where care is provided by professionals at home or in an institution, and “cash benefits” which can be used to purchase professional care or which can be paid to informal caregivers as income support. Apart from long-term care for dependents themselves, there are policies supporting family members in their caregiving tasks: “cash for care” (financial compensation for helping those with impairments), “care leaves” (the right to be absent from work in order to care), and “care credits” (time spent on caring that is credited towards a basic pension).

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Mariani, Paolo, and Andrea Marletta. "How to become a pastry chef: a statistical analysis through the company requirements." In Proceedings e report, 61–64. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.13.

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The definition of requested requirements by the companies represents one of the key aspects for the entrance of new professional figures. In particular, focusing the attention on food & beverage sector, in this study two job profiles are considered: pastry chef e pastry assistant. Data for this analysis are collected by The AdeccoGroup in Italy in 2016 and 2017. The personal competencies to make capable to face the growing flexibility of the profession are object of specified request cross-sectional to more economic sectors. After a brief description of the database content, the principal objective of the research is to report the most requested requirements for the companies. Other analysis are provided to show possible relationships among these requirements and the previous experience owned by candidates. Finally, a comparison is presented about the competencies requested by the two job figures using descriptive statistics and classification techniques.

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Urbach, Nils, and Frederik Ahlemann. "Focusing on the User: Development Processes are Agile, End-User-Centered, and Merged with the Operation." In Management for Professionals, 65–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96187-3_7.

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Greene, Robert J. "Focusing the professional practice." In The Most Important Asset, 271–83. Routledge, 2017. http://dx.doi.org/10.4324/9781315141787-36.

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Conference papers on the topic "Focusing professional"

Songsiri, Montha. "MODELS OF PROFESSIONAL LEARNING PRACTICE FOR 21st CENTURY LEARNERS, FOCUSING ON LANGUAGE LEARNING." In International Conference on Education. TIIKM, 2016. http://dx.doi.org/10.17501/icedu.2016.1103.

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He, Yi, Xin Li, and Ze Yu. "Focusing on Internet Learning Psychology to Officers and Men, Promoting Military Professional Education Innovation and Development." In Asia-Pacific Social Science and Modern Education Conference (SSME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ssme-18.2018.12.

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Tomaz, Luciane Gonçalves, and Vicente José Campitelli Real. "Achievements of the Professional Qualification Program in Transpetro." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33528.

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The Professional Qualification Program in Natural Gas Transmission (PQGN, in the Portuguese initials) was created in 2009 and started implementation in 2010 with the goal of training all technicians with less than three years’ experience at Transpetro and focusing on specific activities related to the transportation of natural gas to guarantee safety and operational continuity. It was developed with internal instructors to facilitate the sharing of technology between experienced technicians and those less experienced. Since its inception, the program has undergone many improvements and critical analysis. Today, the PQGN has five modules: fundamentals, pipeline maintenance, right-of-way maintenance, maintenance and local operations at compression stations and maintenance management. All courses have been developed based on the mapping of activities and tasks of the technicians. Critical tasks and activities have also been listed to develop the training program. The program has been extended to the experienced technicians in order to meet the minimum requirements of the Pipeline Technical Regulation published by the ANP [2] (National Petroleum, Natural Gas and Biofuels Agency) in February 2011. This paper shows how the work was done and what was done in this period as well as some results of the project implementation.

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Kinzel, Robert H., Jennifer Veltsos, Rebecca A. Bates, Rachel E. Cohen, Winston Sealy, and Deborah K. Nykanen. "Evaluation and continuous improvement in a multidisciplinary S-STEM program focusing on professional skills, goals & mentoring." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344343.

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de Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.

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This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around concepts we identified in our previous work and its potential of adopting them in the context of digital communities of professional practices. Addressing these objectives can hopefully help us to understand, what the effects of digital professional teaching work environments on teaching practice and for teacher’s professional responsibility are, their social effects in everyday teacher work and their practice related knowledge? What capabilities, features or skills are enabling teachers to do so and what guidelines can help them to cope with the current changes? And ultimately, how workplaces, schools and universities can benefit from these ideas? We focus on both human social factors and digital material factors as being inherent to professional teaching and learning practice. We hereby build upon concepts derived from socio-cultural and socio-material theories which are currently not commonly used in the same context, such as: communities of practice which is popular in socio-cultural learning theories whereby the understanding of human development relies on the social world; and extending the community of practice with materiality whereby human development also involves the material world. We contribute with this paper by suggesting that our framework, drawing on concepts of two different but related learning theories is useful for further research, such as on the institutional and individual response to digital change in teaching and learning practice. We believe that our theoretical informed conceptual approach enables to inform an increased professionality of teaching professionals in times of digital work change, activates thinking about different concepts, a change of mindset or at least provide the guidelines for an improved understanding among those involved in teaching practice.

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Riezebos, Jan, Durk Jouke Van der Zee, and Jan Pruim. "Entrustable Professional Activities in Residency Programs – planning and scheduling issues." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9274.

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Residency programs allow residents, i.e., graduate physicians, to qualify for being a specialist in one of the medical disciplines. Their educational programme is strongly focusing on competencies and skills, but will incur a major change in the near future in order to introduce Entrustable Professional Activities (EPA’s). EPA’s focus on actual physician tasks and are assessed by supervisors in the clinic. The trust levels indicate whether trainees are ready for the next milestone, such as unsupervised practice, based on assessment of performance of those activities. EPA’s have not only effect on the internships and the assessment process, but also impact the planning and scheduling of the educational programmes, internships, patient care services, and co-operation between regional hospitals. This study examines the effect on the planning and scheduling process and proposes a framework for planning and scheduling in order to facilitate the organization of this type of educational programs. The main improvements have to be found in an improved regional coordination between the hospitals, a more leading role for the educational programme directors, and more intelligent planning and scheduling.

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Brandes, Ofra, and Michal Armoni. "The Effects of a Professional Development Workshop Focusing on Action Research on the Practice of High-School Computer Science Teachers." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3361721.3361725.

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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.

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Grandon Gill, T., and Uwe Hoppe. "The Business Professional Doctorate as an Informing Channel: A Survey and Analysis." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3326.

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Although growing in popularity in other countries, the business professional doctorate has yet to gain traction in the U.S. Such programs, intended to offer advanced disciplinary and research training to individuals who later plan to apply that training to employment in industry, are frequently seen to be inferior to their academically-focused Ph.D. program counterparts. Furthermore, if the sole purpose of a doctorate is to develop individuals focused on producing scholarly research articles, that assessment may well be correct. We argue, however, that such a narrowly focused view of the purpose of doctoral programs is self-defeating; by exclusively focusing on scholarly research and writings, we virtually guarantee that our research will never make it into practice. The paper begins by identifying a variety of types of doctoral programs that exist globally and placing these in a conceptual framework. We then present a detailed case study of the information systems (IS) doctoral programs offered in Osnabrueck, Germany—where as many as 90% of candidates choose careers in industry in preference to academia. Finally, we propose— supported using both conceptual arguments drawn from the study of complex informing and observed examples—that the greatest benefit of business professional doctorates may be the creation of enduring informing channels between practice and industry. Presented in this light, the business professional doctorate should be viewed as an essential part of the broader research ecology, rather than as a weak substitute for the disciplinary Ph.D.

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Bayrak Kök, Sabahat, and İbrahim Aksel. "Stance against Quantitative Success Descriptive in Professional Life: Virtue Ethics Approach." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01516.

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We argue that capitalist model in society and its success criteria as benefit and profit maximizations have been under heavy attacks these days. The argument in the center of the discussion in this paper is about there being serious distress in moral and socio-cultural indicators, though relatively rise in economical growth indicators. Thus, we argue that global economy suffers deepest moral crisis in line with the proportional shares that governments, international companies, big or small enterprises and their owners bear upon. Among the signs of this moral collapse, we point for unhealthy products to general health, unfair competitive actions, illusive commercials, price-quality inequalities, labor exploitations, bribery scandals and also environmental ruins around. In this point the sole solution for increase in societal trust of social and economical actors is, in our side, clear to take moral principles and standards as a reference. We argue that benefit, or profit maximization based approaches focusing on material gaining in professional life do not provide effective motivations. Rather approaches that putting internal character development forward and aiming good internal mood based on virtue should be placed in professional life. We see virtue based moral approach as a novel formula for regaining humanity where there are increasing rates of uncertainty and distrust. This study aims to show that commercial and economical activities could not be designed as exempted from moral codes and motives, rather it insists on that some notions as character, and virtue should be in heart in place of responsibility, duty, or benefit.

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Reports on the topic "Focusing professional"

The Challenges of Population Aging in the People's Republic of China. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/brf210280-2.

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The population in the People’s Republic of China (PRC) is aging rapidly, as the proportion of people aged 60 and above is expected to increase to 35% by 2050. While aging poses economic challenges, if managed well, it can generate new employment opportunities with the emergence of new professions related to elderly care. However, capturing these benefits require labor market reforms, higher public spending to finance long-term care and pensions, and policy support. This note presents policy recommendations to address identified socioeconomic implications of rapid population aging in the PRC, focusing on labor market changes, effective long-term elderly care, and measures to address the increasing old-age dependency ratio.

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