Academic literature on the topic 'Lifelong of professional life'
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Journal articles on the topic "Lifelong of professional life"
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Brigden, David N., and Brian Grieveson. "Lifelong Learning." Primary Dental Care os10, no. 1 (January 2003): 31–32. http://dx.doi.org/10.1308/135576103322504094.
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Бочелюк, В. "ФОРМУВАННЯ ПРОФЕСІЙНИХ ТА ЖИТТЄВИХ КОМПЕТЕНЦІЙ В КОНЦЕПЦІЇ LIVELONG LEARNING: ДОСВІД ПСИХОЛОГІВ." Вісник ХНПУ імені Г. С. Сковороди "Психология", no. 61 (2019): 8–39. http://dx.doi.org/10.34142/23129387.2019.61.01.
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Relevance of the problem: The concept of lifelong learning is the leading educational and political strategy of the advanced countries around the world. Attracting adults into training helps to cope with life crises, enhances their well-being and health, contributes to their personal development, social activity, and cultural growth. This eventually determines the economic and social well-being of the entire society. But in Ukraine the implementation of this model is not fully effective, which fact entails a scientific discussion. Aim: to analyze the ways of introducing adult education in Ukraine and in the world; to determine the ways of forming professional and life competencies in the qualified psychological community. Methods: analysis of documentation that governs the implementation of the lifelong learning concept in the European Union and in Ukraine; a written survey of psychologists (131 persons with professional experience of 3 to 35 years) concerning specific ways of expanding and deepening of competencies; content analysis, frequency analysis, phenomenological method. Research results. The main mission of the lifelong learning is the expansion and renewal of life prospects in the framework of the transformational social environment. The leading role in these processes belongs to the individuals themselves: their cognitive activity, responsibility for building their own life paths, the ability to learn. Governmental and public institutions create opportunities for education in various forms that are tailored to individual interests and capabilities. In Ukraine, similarly to other countries, adult learning is actively taking place in formal, informal, and independent education, but the form and content, the theoretical and normative substantiation is considerably lagging behind the experience of the advanced countries. The survey of psychologists has demonstrated a steady need for a lifelong learning, which has a professional specificity according to the field of activity. Further education has a beneficial effect on professional career, as well as on psychological well-being and social processes. However, cognitive activity is occurring in a spontaneous, not in a planned way; it is difficult for professionals to find educational offers meeting their needs.
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Ho, Kwok Keung, and Kwok Hung Yip. "Lifelong professional development of teachers: a suggestion for the overhaul of INSET." International Journal of Lifelong Education 22, no. 5 (September 2003): 533–41. http://dx.doi.org/10.1080/0260137032000081511.
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Teneva, Mariya, and Zlatka Zhelyazkova. "LIFELONG LEARNING - A FACTOR OF PROFESSIONAL REALIZATION." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 238–43. http://dx.doi.org/10.12955/pss.v1.79.
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The article deals with the problem of full professional realization of the personality based on permanent enrichment of knowledge, skills and competences. The modern man lives in a society defined as a "knowledge society." In order to keep up-to-date in the labor market, where some professions are losing their importance and the need for new ones is created, they are faced with the need to learn throughout their whole life. The article presents the results of an empirical study. The study covers 66 graduate students in a one-year specialization to acquire a new vocational qualification "teacher", who study at the Faculty of Education at Trakia University in Stara Zagora, Bulgaria. The results indicate that the sustainability of the idea of lifelong learning is being considered and realized by representatives of different generations. The age of the respondents varies over a very wide range – from 23 to 56 years of age. The persons surveyed clearly differentiate the strengths and weaknesses of their studies at the university. They express their satisfaction with the theoretical and practical training they have received in the higher education institution. They unambiguously define their motives for acquiring a new professional qualification – from the realized opportunity for a new professional realization, competitiveness in the labour market, desire for change, to the realization of an unfulfilled dream.
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Stiegele, Dace, and Mirdza Paipare. "ARTS THERAPIES IN LIFELONG LEARNING – OPPORTUNITIES AND SOLUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 274. http://dx.doi.org/10.17770/sie2020vol5.5092.
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Observing lifelong learning programs in Latvia, there is a tendency to develop study courses that ensure the acquisition of new professional knowledge and skills, as well as their development, but a very minor section of courses and programs is devoted to the personality, resources, needs and acquisition of broad skills involved in adult education.In professional and scientific literature there is no reflection of the research conducted so far in Latvia on the use of arts therapies in maintaining the quality of life of adults in the context of lifelong learning.Purpose of the article: to research education as one of the indicators of quality of life in Europe and Latvia and differences and similarities in andragogy and arts therapies in order to get an idea of the possibilities of using arts therapies in lifelong learning.Method: content analysis of pedagogical and psychological literature, scientific articles, data of Eurostat population quality of life surveys, as well as official EU and Republic of Latvia guidelines on quality of life and lifelong learning issues.Results: the professional and personal competencies of an adult educator and an art therapist are highly demanding and have a number of common features. An adult educator and an art therapist have similar professional tasks - to see the needs of those involved in adult education and arts therapies, to support individual self-development, to encourage personality development, thus improving the quality of life. For each specialisation of arts therapies (music, dance and movement, drama and visual plastic) a specific application can be made according to target groups, educational stage and programs, as well as areas of needs.
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Matulcikova, Marta, Anna Hamranova, and Tatiana Hrivikova. "Education as the basis for the career development." SHS Web of Conferences 115 (2021): 03010. http://dx.doi.org/10.1051/shsconf/202111503010.
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A career can be seen as a sequence of employments, jobs and positions an individual fills in throughout their professional life. The choices made within the educational system seem to influence its successful start. The formal educational system is nowadays a preparatory stage for both professional life and lifelong learning. Retaining one’s employment and career development goes, therefore, hand in hand with lifelong learning while employers play a significant role in all forms of further professional development. Our purpose for this paper is to analyse the transition from education to employment and subsequent lifelong learning. The paper aims to assess the importance of the achieved educational level in further career development and the attitude of Slovak companies towards further training and development. Another aim is to formulate proposals and improvements for a successful transition to the professional sphere, as well as progress in the preparation for a career and lifelong employment. We used standard methods of scientific research such as analysis, synthesis, comparison, and selection, but a questionnaire survey was used as our major research method. To evaluate the results, descriptive statistical methods were implemented together with pivot tables. Eventually, we verified our hypotheses by statistical methods and coefficients appropriate for the evaluation of associations between nominal or dichotomic parameters: chi-square and Cramer’s V. For validation, PSPP statistical software was implemented.
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Casmudi, Casmudi, Zalik Nuryana, Deni Miharja, I. Gede Dharman Gunawan, and Zainal Abidin Muhja. "Teaching Methods of Educating Support and Options for Non-Formal Lifelong Learner." International Journal of Higher Education 8, no. 8 (December 23, 2019): 30. http://dx.doi.org/10.5430/ijhe.v8n8p30.
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Student quest for knowledge does not have to end with donning graduation gown. Lifelong learners embed a burning desire for self-improvement throughout their lives. Though the term may seem especially applicable to the degreed graduate in the workforce with career progression in mind, lifelong learning is necessary across ages and educational as well as professional backgrounds. The Human Resource Development Fund (HRDF) programme, strengthening of lifelong learning for skills enhancement, aims to ensure a continuous supply of quality local human capital through effective initiatives that build and grow a world-class workforce. Such initiatives include capitalizing on studying while working. With strong governmental support, lifelong learning is taking a step forward. An important consideration now is to ensure a successful endeavor, because lifelong learning is taking a step forward. An important consideration now is to ensure a successful requires studying that is parallel to life as well as professional commitments.
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Gorbunova, N. V., N. A. Gluzman, and I. V. Osadchaya. "Pedagogical reflection as a professional competence in conditions of lifelong pedagogical education." SHS Web of Conferences 113 (2021): 00094. http://dx.doi.org/10.1051/shsconf/202111300094.
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In the article, pedagogical reflection is considered as a professional competence, its essence, stages and mechanisms for reflexing pedagogical activity are presented. The reflection phenomenon is revealed in an integrative context, the specifics of its revealing in the professional experience of the teacher is described. The role of reflexive thinking in professional pedagogical activity is justified. The conditions for the development of professional reflection of the teacher were highlighted. The most important among them are: updating the teacher’s reflexivity; specially organized reflexive activity of the teacher; the presence of a reflexive environment; enhancing the interpersonal relationships of participants in reflexive activities; development of professional reflection using educational programs. The model of personal reflexive support of the specialist is analyzed and necessity of its application is justified. The main goal of reflexive support for the development of the teacher’s personality should be the creation of favorable conditions for the formation of a mature professional identity. Continuing pedagogical education represents the constant creative development and improvement of each person throughout life by means of the interaction of all the knowledge obtained at different life stages and stages of learning.
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Zalaiskalne, Anita. "THE POSSIBILITIES OF LIFELONG LEARNING IN THE PROFESSIONAL EDUCATION: THE ASSESSMENT OF THE CONTENT OF PROFESSIONAL SECONDARY EDUCATION." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 491. http://dx.doi.org/10.17770/sie2013vol2.605.
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The aim of the article is to evaluate the content of professional secondary education programs from the point of life-long education pedagogic aspect. Evaluation of professional secondary education program content is based on the pedagogic statements of life-long education and data of researched performed by the author. Analysis and interpretation of research results is the basis for conclusions about the realization of life-long education principles in the level of professional education program. Main conclusions: the element of professional education program such as lessons of own-initiative work is one of instruments for the realization of life-long education principles, which currently is not completely used; there is a lack of methodological argument about particular elements of the content such as lessons of own-initiative work or inclusion of the amount of content parts in programs; mutual cooperation between teachers of educational institutions and representatives of state institutions promotes development of more qualitative content of professional secondary education.
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Devi, Keisham Sangeeta. "Role of Library Professional Association in Enhancing Information Literacy Programme." International Journal of Library and Information Services 8, no. 1 (January 2019): 41–48. http://dx.doi.org/10.4018/ijlis.2019010104.
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It has been agreed that information is key to developments in the 21st century. Thus, information serves as one of the fundamental resources and indispensable in all spheres of life of the civilized society. Information is considered as an important factor for the development of any society. Today in this age of information society, it is essential part of Library and Information Professionals to take active role in imparting information literacy to the citizen at large to keep them up-to-date in their life and continue lifelong learning. Information literacy and lifelong learning have a strategic, mutually reinforcing relationship with each other that is critical to the success of every individual, organization, and nation-state in the global information society. In this regard, the present article is an attempt to highlight that Library Professionals association should take a unique role in gathering, organizing, and coordinating access to the best available information for the organization, understanding the critical need of turning that information into usable knowledge.
Dissertations / Theses on the topic "Lifelong of professional life"
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Caeiro, Anabela Capucho. "Avaliação dos impactos do processo de reconhecimento, validação e certificação de competências (RVCC), na dimensão profissional, nos colaboradores do Município de Reguengos de Monsaraz." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16330.
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O presente estudo, assumiu a seguinte questão de partida: Que impactos se verificaram, a nível profissional, nos colaboradores do Município de Reguengos de Monsaraz, certificados através do processo de Reconhecimento, Validação e Certificação de Competências (RVCC)?
Recorrendo ao universo de 47 colaboradores daquela autarquia, concretizou-se uma abordagem metodológica mista, através da aplicação de questionários e entrevistas semi-estruturadas, seguindo-se uma triangulação de dados.
Da análise e interpretação dos resultados, concluiu-se que:
i. A dimensão profissional não foi a principal motivação para a procura do Centro;
ii. 15,6% do total dos inquiridos empregados (no início do processo) refere mudanças profissionais, nomeadamente: 57,1% de aumento da remuneração; 28,6% de progressão na carreira e, ainda, alteração das funções, melhoria nos procedimentos, aumento da responsabilidade e confiança;
iii. Para a maioria dos inquiridos, o processo foi determinante para as alterações profissionais ocorridas.
iv. 100% dos inquiridos recomendou o processo, sendo que 30,4% o fez junto de colegas de trabalho; ABSTRACT: Assessment of the impacts of the Process of Recognition, Validation and Certification of Competences (RVCC) within the professional life of the employees of the Municipality of Reguengos de Monsaraz
This study assumed the following initial question: At a professional level what impacts were felt by the employees of the Municipality of Reguengos de Monsaraz, who were certified by the process of Recognition, Validation and Certification of Competences (RVCC)?
By using a group of 47 employees of that municipality, a mixed methodological approach was undertaken, through the application of questionnaires and semi-structured interviews, followed by data triangulation.
Through the analysis and interpretation of the results it was concluded that:
i. The professional life was not the main motivation for seeking the Centre;
ii. 15.6% of the total surveyed employees (at the beginning of the process) mentions professionals changes, namely: 57.1% of compensation increase; 28.6% of career development and also a change in duties, improvement in job procedures, increased accountability and confidence;
iii. For the majority of the respondents, the process has been vital for the professional changes that have occurred;
iv. 100% of the respondents recommended the process, and 30.4% recommended it to coworkers.
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Bergmo-Prvulovic, Ingela. "Social representations of career and career guidance in the changing world of working life." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26292.
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This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.
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Ahmed, Hagui Salem Ilham. "Conjuguer technologie de l’information et de communication et management de l’administration publique : le défi d'une formation administrative publique efficiente en République de Djibouti." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0006.
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Le thème de cette thèse relève du domaine de la formation tout au long de la vie professionnelle des agents administratifs de l’Etat djiboutien et plus particulièrement de l’usage des TICE. En effet, la place des TICE dans la formation des adultes, est devenue un moyen important de modernisation pédagogique et de mode de transmission de connaissances à des publics plus vastes. On assiste à un phénomène très important de convergence des enseignements présentiel et à distance dans le monde. Beaucoup des Ecoles Nationales de l’Administration (ENA), notamment ceux des pays industrialisés, consacrent aujourd'hui des moyens humains et financiers très importants à l'enseignement numérique. Elles utilisent ce système pour enrichir leur enseignement présentiel et parfois aussi pour offrir des programmes à distance.Il s’agit donc d’étudier l’environnement de ce système dans sa complexité en prenant en compte ses spécifications (pédagogiques et fonctionnelles) mais aussi sa dynamique, sa mise en œuvre et son exploitation. Nous allons étudier en particulier les dimensions technologiques éducatives et la diversification des modes et méthodes pédagogiques en formation d’adultes afin d’en proposer et de l’adapter au contexte djiboutien.Ainsi, il s’agit de trouver des indices et des critères de prise de décision stratégique pour renforcer les compétences de la ressource humaine de l’administration publique djiboutienneThe theme of this thesis within the field of training throughout the working lives of administrative officers of the state of Djibouti and in particular the use of ICT.Indeed, the role of ICT in adult education, has become an important means to modernize teaching and mode of transmission of knowledge to wider audiences. There has been a very important phenomenon of convergence and distance learning worldwide. Many of the National School of Administration (ENA), including those of industrialized countries now devote human and financial resources very important to teach digital. They use this system to enrich their classroom teaching and sometimes also to provide programs remotely.It is therefore to study the environment of this system in its complexity, taking into account its specifications (educational and functional), but also its dynamics, its implementation and operation. We will consider in particular the educational and technological dimensions of alternative teaching methods and training of adults in order to propose and to adapt to the context of Djibouti.Thus, it is to find clues and criteria for strategic decision making to enhance the skills of human resources of the government of Djibouti
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Adjei-Kusi, Kojo. "Lifelong learning among accountants : exploring the links with professional identity." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5161/.
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This thesis explores links between lifelong learning and professional identity among a group of eighteen accountants working across three countries between 2013 and 2016. The substantive aim of this study was to contribute to existing but limited literature on lifelong learning in accountancy, by exploring ways in which professional identity features in decisions around lifelong learning. Current literature tends to focus primarily on either lifelong learning or professional identity, in which lifelong learning usually relates to CPD. However, the importance of the accountancy profession as a core institution linking state and society (a Durkheimian concept of ‘profession’) makes considerations of its learning and professional aspects important as part of a learning society. Data for this study were collected through six semi-structured interviews and thirteen separate open-ended self-administered questionnaires. The respondent accountants, drawn from UK, Ghana, and Canada had varying levels of experience, worked in different economic sectors, and were all undertaking varied forms of lifelong learning. The data obtained were analysed thematically in the main, but also drawing heavily on Bourdieu’s Theory of Practice to focus on the individual negotiation of constraining institutional structures. I find that, for these accountants, lifelong learning is an inseparable component of their professional identities; hence, they strive to be tactical in managing short-term constraints, assume much responsibility, and adapt to change in their learning practices. Through these strategies, they buy and consolidate their positions in this changing and competitive field. I argue that it is this constant process of capital negotiation that confers ‘professional’ status – that is, part of the group of experts serving as a link between state and citizenry. I hope this research will inform policy makers and inspire future researchers for further exploration.
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Swift, Helen. "The impact of continuing professional development through an MA programme on schools, teachers and pupils." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289467.
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Christoffersson, Jenny, and Irini Ioannidou. "Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227.
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Lifelong learning is known and well-studied in the West, but many times the findings of studies conducted in Europe and USA are simplified to universal findings. Although the world is not that simplistic, it is often argued that the East has a more collectivistic culture while the West is leaning more towards an individualistic. Only a few studies have been conducted on the subject in the East and those studies have a macro-perspective with a focus on political and economic values, while the individual perspective is left unexplored. The aim of this study is to gain a better understanding of what Thai students expect from their professional future from a lifelong learning perspective and how culture in terms of individualistic and collectivistic dimensions influences these expectations. This is a qualitative study where our empirical data come from ten semi-structured interviews, with last year’s university students in Bangkok. The findings showed that the students’ expectations are influenced by the collectivistic culture while at the same time being connected with the rapid moving society around them. This could be seen as a divided thinking between old traditions and new possibilities, between individualistic dreams and collectivistic loyalty. The findings suggest that lifelong learning in Thailand is influenced by more than just the collectivistic dimension, as previous research shows. We offer a consideration of the situation above and believe young adults are finding their own way, trying to please both sides of a complex situation.
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Smith, Sue. "Exploring narratives of lifelong learning : a case study of two primary school teacher's professional practice in implementing a lifelong learning project." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2783/.
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The aim of this research is to explore the everyday narratives for two year 5 teachers in a primary school when asked to implement a lifelong learning project into their classroom. Teachers have few opportunities to pause and reflect on their professional practice, so the two year 5 teachers were highly motivated to engage with the research given that the Effective Lifelong Learning Inventory (ELLI) was being piloted in their classes. With this purpose, I undertook a narrative approach. There was also a strong rationale behind providing the teachers with a space in which to have a reflective conversation to allow their narratives to be told. This came from an underlying concept within ELLI, that students have the opportunity to reflect upon their own learning and yet it is not naturally inbuilt for the teachers. The teacher participants constructed a narrative over time as they explored both the negative and positive aspects of implementing a lifelong learning project. In my analysis I was interested in both the structural element to how the narrative is spoken but also what significant themes are produced across the narratives and the commonalities found. The analysis is a combination of work based on Gee (1991), Mischler (1995) and Riessman (2008) and includes my own part in the co-construction of the narrative. The narratives allow the teachers to explore their pedagogy and belief system into lifelong learning not only for the children but also for themselves. I identified and interpreted the significant themes from the teachers' narratives, reflecting how they link to the literature review and the identified learning dimensions within ELLI. Although the experience is around the lifelong learning project, the narrative that unfolds goes far beyond this and reflects very much the individual belief systems, ethical viewpoints, experience, culture and pedagogy as teachers. Key words: narrative, lifelong learning, reflective conversation, ELLI, teachers, professional practice.
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Major, Rachael Louise. "Nurses' personal and professional experiences of dyslexia in lifelong learning : a narrative approach." Thesis, Open University, 2017. http://oro.open.ac.uk/50404/.
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This study investigated how dyslexia affected qualified nurses’ lifelong learning and how they engaged in professional development; a requirement of registration. It considered the educational and professional experiences of nurses and lecturers who had supported registered nurses with dyslexia. A qualitative, in-depth, narrative lifecourse approach was used with participants across Great Britain. The initial study informed the conduct of the main study and interview questions. The main study involved fourteen registered nurses and nine lecturers recruited purposefully through posters and Twitter. Semi-structured interviews were conducted either face-to-face, by telephone or using Skype. Data were analysed using template analysis and validated by the participants using asynchronous online discussion forums. The analysis of the data identified that dyslexia affected nurses in their professional capacity, as well as affecting their learning. The findings further identified how nurses developed compensatory strategies both personally and in practice seeking to overcome negative learning experiences. Transitions were particularly problematic, either between academic levels or practice areas. Disclosure of dyslexia was dependent on supportive relationships. However, patient safety was seen as paramount. Lecturers recognised that early identification of dyslexia was important to enable appropriate support and reasonable adjustments, but is dependent on recognition of dyslexia. The findings of the nurses’ and lecturers’ data were used to develop a conceptual framework to illustrate how both personal and professional development overlap but are also influenced by psychological and social factors. Recommendations from the study note that professional development is required for lecturers to ensure early recognition and support for nurses with dyslexia, along with early formative assessment of written work at university. However, education beyond initial training also needs to take account of the personal impacts of dyslexia and the effects of transitions should be factored into inclusive assessment strategies and support available.
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Austin, Rebecca Lee. "Motivations for Lifelong Learning in the Life of Mrs. Hendrika Schuster." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1900.
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As we enter the 21st century our population of elderly citizens is growing at a rate never seen before in our history. With the baby boomers retiring, society is realizing the vast potential of untapped resources. These individuals are also seeking opportunities to remain as active and engaged members of their communities.
The purpose of this study was to examine the motivations for lifelong learning in the life of Hendrika "Henny" Schuster, an 81-year-old resident of Abingdon, Virginia. Her life story is presented in a narrative form and in a thematically organized chronological format. Interviews were conducted and recorded. These tapes were transcribed and analyzed to determine themes. Additional information was collected from personal journals, scrapbooks, and newspaper and magazine articles and photographs. The importance of family, formal educational opportunities, the influence of others, selfdirected study, and involvement in community all emerged as motivating themes in her pursuit of lifelong learning opportunities. For Henny, the factors identified as barriers to her quest included the internal stressors of family, gender, culture, and educational opportunities.
Recommendations include the need to not only provide more educational opportunities for adult learners but also ensure that such opportunities are readily accessible. It is suggested that future studies look at the roles of gender and culture in regard to the ever changing populace and the global view of our world. There is a need to continue studies such as this in which older adult learners are provided opportunities to reflect on their experiences. Insight for learners of all ages can be gained from such studies.
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Lim, Dongwook. "A systematic approach to design for lifelong aircraft evolution." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28280.
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Thesis (M. S.)--Aerospace Engineering, Georgia Institute of Technology, 2009.Committee Chair: Mavris, Dimitri; Committee Member: Bishop, Carlee; Committee Member: Costello, Mark; Committee Member: Nam, Taewoo; Committee Member: Schrage, Daniel.
Books on the topic "Lifelong of professional life"
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Continuing professional development: Lifelong learning of millions. Abingdon, Oxon: Routledge, 2012.
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Continuing your professional development in lifelong learning. New York: Continuum International Pub. Group, 2009.
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Findsen, Brian, and Marvin Formosa, eds. Lifelong Learning in Later Life. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-651-9.
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Woolls, Blanche, and Brooke E. Sheldon, eds. Delivering Lifelong Continuing Professional Education Across Space and Time. Berlin, Boston: DE GRUYTER SAUR, 2001. http://dx.doi.org/10.1515/9783110948585.
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Neimeyer, Greg J. Continuing professional development and lifelong learning: Issues, impacts and outcomes. Hauppauge, N.Y: Nova Science Publishers, 2011.
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Cylkowski, Greg J. Developing a lifelong contract in the sports marketplace. Little Canada, MN: Athletic Achievements, 1992.
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Cylkowski, Greg J. Developing a lifelong contract in the sports marketplace. Little Canada, MN: Athletic Achievements, 1992.
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Cylkowski, Greg J. Developing a lifelong contract in the sports marketplace. Little Canada, MN: Athletic Achievements, 1992.
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Janice, Brewi, ed. Passion for life: Lifelong psychological and spiritual growth. New York: Continuum, 1999.
Find full textBook chapters on the topic "Lifelong of professional life"
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McLain, Candace M., and Joelle P. Lewis. "Lifelong Standards." In Professional Behaviors and Dispositions, 91–110. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315108919-5.
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Embregts, Petri. "Experiences of People with an Intellectual Disability, Their Relatives, and Support Staff with COVID-19: The Value of Vital Supportive Relationships." In The New Common, 59–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65355-2_9.
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AbstractThe major impact of the COVID-19 pandemic and subsequent measures on the lives of people with an intellectual disability, their relatives, care professionals in general, and supportive networks in particular is beyond doubt. Due to their cognitive impairment, people with an intellectual disability rely on relatives and care professionals for lifelong and life-wide care and support. Various COVID-19 measures had profound implications for collaborations within these necessary supportive relationships, such as prohibitions in receiving visiting relatives and the closure of work and day-care activities of people with an intellectual disability. However, the current crisis boosts creativity with respect to the development and valorization of knowledge towards a new common, in which vulnerable people, such as persons with an intellectual disability, will be empowered in such way they attain full societal participation.
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Badescu, Mircea. "Lifelong Learning." In Encyclopedia of Quality of Life and Well-Being Research, 3605–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1652.
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Iredale, Alison. "Professional Knowledge and Practice: Some Conclusions." In Teacher Education in Lifelong Learning, 183–206. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65819-3_6.
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Gold, Jeff. "Lifelong Learning and Continuing Professional Development." In Human Resource Development, 363–84. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-08808-6_15.
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Alsop, Auldeen. "Lifelong Learning and Continuing Professional Development." In Continuing Professional Development in Health and Social Care, 1–11. Hoboken, NJ USA: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118782859.ch1.
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Chaves, Covadonga. "Wellbeing and Flourishing." In The Palgrave Handbook of Positive Education, 273–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_11.
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AbstractThe presence of childhood and adolescent mental illness has risen significantly in recent years. The challenges that modern society poses necessitate providing children with the cognitive, social, and emotional competencies that help them avoid future mental illness as well as flourish socially and professionally. Positive psychology has introduced models of mental health in childhood to incorporate both the ‘treatment/prevention approach’ (i.e., treating and preventing mental disorders; removing negative states) as well as the ‘promotion approach’ (promoting life satisfaction; increasing positive states). In that sense, wellbeing can be defined as feeling good, functioning well, and doing good for others. Flourishing implies feeling satisfied with life and having the ability to live to the fullest. School and family contexts are important in the promotion of wellbeing in childhood. Nowadays, there is evidence that points to the positive association between levels of wellbeing and students’ academic performance, social abilities, and physical and psychological health. Many of the lifelong habits, beliefs, behaviours, and attitudes that a person carries are established in the family context. In this chapter, advances in the incorporation of positive psychology in these developmental environments are reviewed. Special attention is paid to the efficacy of interventions in preventing future psychological problems as well as in promoting childhood wellbeing, and the importance of political commitment to the achievement of generalized and sustainable changes over time is analysed.
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Onstenk, Jeroen, and Ruud Duvekot. "Vocational and Professional Education and Lifelong Learning." In Professional and Practice-based Learning, 39–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50734-7_2.
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Pospíšil, Ivo. "T. G. M.: Problém filozofie osobnosti, jeho vztahy a souvislosti." In Filosofie jako životní cesta, 61–72. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9458-2019-3.
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The presented contribution analyses – in the context of Jan Zouhar’s research scope and also on the background of the professional interests of the immortalized František Kautman (1927–2016) – the ‘philosophy’ of T. G. Masaryk’s (1850–1937) work. At the beginning, there are new publications on his alleged origin from the family of the Austro-Hungarian monarch, further their fictionalization, the investigation of his late sexual life and, last but not least, the flow of his juvenile correspondence with Zdenka Šemberová (1841–1912). For her, this communication was full of erotic and intellectual hopes which were not fulfilled and led to her lifelong loneliness and resignation, especially after the death of her father Alois Vojtěch Šembera (1807–1882), professor of Vienna Slavonic studies, one of the first opponents of the medieval authenticity of the legendary Czech Manuscripts, all of this on the background of the life of the university and Czech Vienna, where they both lived, and the adjacent Moravia. Masaryk, with his weak knowledge of standard Czech, Šemberová, at that time already a mature lady, record in their correspondence the course of their lives, their opinions, readings, and document their intellectual maturing. Their correspondence represents evidence of the lives of both: Masaryk was gradually becoming a scholar and mainly a politician, and understood their correspondence, from which Zdenka expected also an amorous fulfilment, as a mere practical exercise in stylistics and a confrontation of opinions. Their correspondence throws a new, not always favourable light on the youth of the future Czechoslovak president. Already there, the elementary features of his personality were taking their shapes.
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Ellis, Rod. "A Professional Life." In Becoming and Being an Applied Linguist, 15–46. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/z.203.01ell.
Full textConference papers on the topic "Lifelong of professional life"
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Barrett, Bob. "LIFELONG LEARNING APPLICATIONS: MOVING FROM THE ACADEMIC TO PROFESSIONAL LIFE EXPERIENCES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1754.
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Ionescu, Mariana. "Scientific thinking of teachers in the context of lifelong learning." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p65-67.
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Lifelong learning is the common development process for consolidating society and knowledge that involves learning key skills that stimulate the development of strategies to develop psychological assistance and find effective and original solutions in personal, professional and social life. Becoming a priority of the global education system and a European priority, the lifelong learning process is approached not only as a personality movement from general/ university/ postgraduate education, but a harmonious one of continuous personality updating. Lifelong learning, being a vital component of European educational policies, aims to stimulate the competitiveness, social inclusion, active citizenship, career guidance and personal development of all people, including those with disabilities. Teachers represent the most active social group of lifelong learning, professional development, therefore, in order to progress consistently and significantly, along this spiral, they must turn to that court - one of the specific human which governs the upward movement - moral conscience through creativity and proactivism.
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Egarievwe, Stephen U., Jamie A. Johnson, and Ezekiel O. Agbalagba. "Vertical Education Enhancement Approach to Meeting Emerging Skillset Needs in Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206087-ms.
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Abstract Emerging technologies often bring new opportunities to enhance productivity and safety in the oil and gas industry. New technologies and opportunities often come with the challenges of workforce development to provide entry-level and current professionals with the necessary training and skillset. This paper presents a vertical education enhancement (VEE) model approach to providing emerging skillset needs in the oil and gas industry with emphases on curriculum continuous improvement and lifelong learning. The top new and emerging technologies that are critical to the future of the oil and gas industry in enhancing productivity and safety include Internet of Things (IoT), artificial intelligence, big data analytics, cloud computing, and 3D modeling/visualization. As part of the solution to train the oil and gas industry workforce to meet the challenges of adopting these technologies, the VEE model features a vertical education structure that encompasses outreach to K-12 education, recruitment, tertiary education, professional training, and lifelong learning. It has an interwoven fundamental structure consisting of curriculum and mentorship, partnerships with stakeholders (industry, government, and community), and research and funding. The VEE model has periodic assessment continuous improvement processes for identifying emerging technologies and new skillset needed to improve the workforce. These processes are like those practiced by accreditation bodies such Accreditation Board for Engineering and Technology (ABET), United Kingdom Accreditation Services (UKAS), and Offshore Petroleum Industry Training Organization (OPITO). Diversity to increase the participation of underrepresented minority groups and women in engineering would further increase the workforce. The novelty that the VEE model approach brings is the effectiveness in providing skillset training in new and emerging technologies for the oil and gas industry at all levels of workforce development. These include content infusion in existing courses, special-topic and specialized courses at senior and graduate levels, and professional development education and training through lifelong learning platforms.
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Vanacker, Dries, Lore Demedts, and Hilde Van Puyenbroeck. "Gentlestudent - The City as a Medium for Acquiring 21st Century Skills." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8038.
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Students are inextricably linked to life in a city, where they face challenges during their study period and often take their first truly independent steps in life. The city is not only an important 'living' environment for students on their way to adulthood, but can also be considered as a dynamic learning centre where they can seize many learning opportunities. Various community service learning projects show that enrolling students in authentic community projects is not only enriching for the city, but for the professional development of students as well. Such projects promote in-depth learning, but also require a great deal of coordination and support from educational institutions and the professional field. In the design study 'Cities for learning - Gentlestudent', we investigate how digital technology can connect the talents, ideas and knowledge of students with the needs of the community without direct intervention of the educational institution. Secondly, we explore how students can be encouraged to work more autonomously, starting from their own learning questions. Finally, we examine how we can valorise experiences from the informal curriculum in the formal curriculum and in function of lifelong learning by using microcredentials in the form of open badges.
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Stamenovic, Kristina. "THE IMPACT OF INTERNATIONAL STUDENT MOBILITY ON ENTREPRENEURIAL ATTITUDE." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.s.p.2020.111.
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The Erasmus international mobility programme represent a significant step in a student’s development. In the past decades, millions of European students gained experience and lifelong learning period from prestigious universities abroad. Erasmus students are seen as independent people, curious about cultures and languages, open to new ideas and especially predisposed to become entrepreneurs. This study was designed to identify the entrepreneurial attitude of Erasmus students in order to ascertain the contribution of international mobility. For this purpose, the expectations of international students who benefited from the Erasmus Plus Programme were compared to the level of satisfaction after completing the international mobility programme at Institute of Business Administration (IAE), University of Sophia Antipolis, Nice. Factors that most influenced students’ departure in Erasmus mobility are academic and professional opportunities abroad. The data for this study was collected using a questionnaire and sent in collaboration with International Relations Office of IAE Nice. The results indicate that international mobility had a high impact on student’s self-confidence and relational skills. Regarding professional and social life, the entrepreneurial attitude was increased by the Erasmus experience.
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"Engaging Maritime Students in Lifelong Learning as Teacher’s Prime Mission [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4245.
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Aim/Purpose: The present research is devoted to teaching and training students in marine institutions of higher education including navigators that given the dynamic development of the maritime industry should still be in the early stages of education involved by teacher to lifelong learning and be able to teach others. Background: The rapid development of the marine industry, modern ship technical equipment, the constant tightening of requirements for ship owners in the environmental protection and cyber security fields are forcing teachers of maritime educational institutions to constantly improve their approaches to training future maritime specialists competitive in the labour market. The present study shows some solutions to this problem. Methodology: The used methodical methods are observations, conversations, questionnaires, analysis of students' coursework and diploma papers, cadets rating. The basis of the research is a detailed analysis of the studying process of the academic discipline “Ship’s theory and design” by cadets of the Marine Academy. Contribution: Ways to create the cadet’s and the future marine specialist’s ability to constantly develop and learn during his professional life as well as be able to be a mentor are presented. Findings: The study found that within the framework of the teacher’s main mission in marine education and in accordance with the conducted research mastery of competencies by the future navigator takes place in several important and different substantive directions. Among them there is a classical theoretical and practical training (in the laboratory and on board); investigation of accidents occurring in the world in the fleet; participation in research work with trainers, membership in international and local maritime communities and mentoring and as an extra result the formation of students’ critical and creative thinking. Recommendations for Practitioners: Possible application of the research results in the training of specialists from other various sectors of the economy. Recommendation for Researchers: The importance of introducing a competency approach (Competency Based Education) in the initial training of specialists in the maritime industry is emphasized in this paper. Therefore, it will be relevant for researchers in related areas. Impact on Society: Developing a student's ability to lifelong learning, being ready to understand and adopt technological progress is a possible way to form a conscious, healthy member of society. Future Research: The effectiveness of distance education and applying of innovative technologies in the navigators training is a priority research area.
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Gonzalez-Cuevas, Gustavo, Marta Lopez del Hierro, Nieves Martinez, and Maria Asuncion Hernando. "A case-based tool to assess college students’ perceptions about ethical competence." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5581.
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The main objective of this study was to design a new tool to explore the perception of professionally-related ethical values in Health Sciences undergraduate students. For this purpose, 24 conversational interviews, as well as an extensive literature review, were initially employed. Then, five ethical values were selected: respect for the patient, altruism, empathy, responsibility for my actions, and lifelong learning. Next, twenty cases with ethical dilemmas were created with protagonists pertaining to four degrees in the Health Sciences: Nursing, Dentistry, Physical Therapy, and Medicine. These cases were examined by professionals from these fields and presented to a sample of students to analyze their functioning. Our results indicate that the cases are easy to understand as most cases were identified correctly. Interestingly, students reported “respect for the patient” as the most important ethical value. The least important value was “altruism.” This new tool adds a practical perspective based on clinical cases with real-life dilemmas. Further studies are needed to continue exploring this topic.
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Depesova, Jana, Ivana Turekova, and Gabriel Banesz. "Lifelong learning in the professional practice." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318145.
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Kulpa-Puczyńska, Aleksandra. "The study program open to new societal needs and challenges of the labour market - on the example of the project “Career guidance open to ecological awareness development of a society”." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2901.
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The aim of the study (poster) is primarily to present assumptions, current results and possible directions for further research and practices related to project implementation titled “Career guidance open to ecological awareness development of a society” [in Polish: Poradnictwo zawodowe otwarte na kształtowanie świadomości ekologicznej społeczeństwa] (FSS/2014/HEI/W/0032), financed with the Norwegian funds and domestic funds under the Polish Higher Education Development Programme [Program Rozwój Polskich Uczelni], Scholarship and Training Fund [Fundusz Stypendialny i Szkoleniowy], realized (1/1/2015 – 5/31/2016) at the Department of Pedagogical Sciences of the Cardinal Stefan Wyszyński University (UKSW). The analysis both literature and the currently undertaken research activities, among others, leads to the conclusions that there are at least three important tasks which modern higher education has to face. 1. The promotion of solutions, including educational ones, which aim at limiting the possible risks to human life (deterioration of its quality) resulting from the type of profession and work organization; 2. Active participation of vocational guidance consultants (present and future) in building sustainable and environmentally friendly societies. 3. The necessity of cooperation among local entities (including universities) involved in lifelong vocational guidance. In this context and with reference to the concept of “green” universities and the engaged university concept, the following question also becomes important: What is the role of higher education institutions in shaping pro-environmental attitudes and their capabilities in this respect?
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Vanbaelen, Ruth, Jonathan Harrison, and Gust van Dongen. "Lifelong learning in a Fourth World setting." In 2014 IEEE International Professional Communication Conference (IPCC). IEEE, 2014. http://dx.doi.org/10.1109/ipcc.2014.7020347.
Full textReports on the topic "Lifelong of professional life"
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Irwin, Emilee, Joe Pickerill, and Brendan Desetti. Skills for Life: Lifelong Learning. Inter-American Development Bank, July 2020. http://dx.doi.org/10.18235/0002498.
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AIR UNIV SQUADRON OFFICER COLLEGE. Professional Military Education for Life (PME4L). Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada617850.
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Azoulay, Pierre, Ina Ganguli, and Joshua S. Graff Zivin. The Mobility of Elite Life Scientists: Professional and Personal Determinants. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w21995.
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Lagutin, Andrey, and Tatyana Sidorina. SYSTEM OF FORMATION OF PROFESSIONAL AND PERSONAL SELF-GOVERNMENT AMONG CADETS OF MILITARY INSTITUTES. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/self-government.
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When carrying out professional activities, officers of the VNG of the Russian Federation are often in difficult, stressful, emotionally stressful situations associated with the use of weapons as a particularly dangerous means of destruction. The right to use a weapon by an officer makes him responsible for its use. And therefore requires the officer to make a balanced optimal decision, which is associated with the risk and transience of events, and in which no mistake can be made, since the price of it can be someone's life. It is at such a moment that it is important that the officer has stable skills in making a decision on the use of weapons, and this requires skills not only in managing subordinates or the situation,but in managing himself. The complication of the military-professional activity, manifested in the need to develop the ability to quickly and accurately make command decisions, exacerbating the problem of social responsibility of an officer who has the management of unit that leads to an understanding of his singular personal and professional responsibility, as the ability to govern themselves makes it possible to achieve a positive result of the Department for the DBA. This characterizes the need for a commander to have the ability to manage himself, as a "system" that manages others. Forming skills of self-control, patience, compassion, having mastered algorithms of making managerial decisions, the cycle of implementing managerial functions, etc., a person comes to the belief: "before effectively managing others, it is necessary to learn how to manage yourself." The required level of personal and professional maturity can be formed in a person as a result of purposeful self-management, which determines the special role of professional and personal self-management in the training of future officers.
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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00013.
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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.
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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Habert, Guillaume, and Francesco Pittau. Joint synthesis “Sustainable Concrete Structures” of the NRP “Energy”. Swiss National Science Foundation (SNSF), February 2020. http://dx.doi.org/10.46446/publication_nrp70_nrp71.2020.5.en.
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All structures in Switzerland - that is, all buildings, roads, infrastructure constructions and so on - consume over their entire life cycle around 50 % of Switzerland's final energy requirement. They are also responsible for around 30 % of emissions of the greenhouse gas CO2. In recent decades, the energy requirements and CO2 emissions resulting from the use of such structures have fallen sharply. However, the grey energy contained within the structures as well as the CO2 emissions associated with the construction, renovation and demolition of buildings, remain high. There is great potential for improvement here. The joint project “Low energy concrete” provides an important basis for transforming the construction industry into a sustainable sector. It primarily focuses on the building material concrete, which is responsible for an especially high amount of grey energy and significant CO2 emissions. The results of this joint project are summarised and interpreted in this synthesis on “Sustainable Concrete Structures”. The chief objectives of the joint project were as follows: CO2 emissions and grey energy are reduced by drastically decreasing the amount of clinker in the cement. Grey energy is reduced by replacing reinforcing and prestressing steel in concrete structures with wood and plastic. The service life of the structures is extended by professional monitoring and adequate renovation measures; this reduces the average annual grey energy and CO2 emissions. The research work shows that the CO2 emissions caused by concrete and concrete structures can be reduced by a factor of 4, while the bound grey energy can be decreased by a factor of 3.
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Colomb, Claire, and Tatiana Moreira de Souza. Regulating Short-Term Rentals: Platform-based property rentals in European cities: the policy debates. Property Research Trust, May 2021. http://dx.doi.org/10.52915/kkkd3578.
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Short-term rentals mediated by digital platforms have positive and negative impacts that are unevenly distributed among socio-economic groups and places. Detrimental impacts on the housing market and quality of life of long-term residents have been particular contentious in some cities. • In the 12 cities studied in the report (Amsterdam, Barcelona, Berlin, Brussels, Lisbon, London, Madrid, Milan, Paris, Prague, Rome and Vienna), city governments have responded differently to the growth of short-term rentals. • The emerging local regulations of short-term rentals take multiple forms and exhibit various degrees of stringency, ranging from rare cases of laissez-faire to a few cases of partial prohibition or strict quantitative control. Most city governments have sought to find a middle-ground approach that differentiates between the professional rental of whole units and the occasional rental of one’s home/ primary residence. • The regulation of short-term rentals is contentious and highly politicised. Six broad categories of interest groups and non-state actors actively participate in the debates with contrasting positions: advocates of the ‘sharing’ or ‘collaborative’ economy; corporate platforms; professional organisatons of short-term rental operators; new associations of hosts or ‘home-sharers’; the hotel and hospitality industry; and residents’ associations/citizens’ movements. • All city governments face difficulties in implementing and enforcing the regulations, due to a lack of sufficient resources and to the absence of accurate and comprehensive data on individual hosts. That data is held by corporate platforms, which have generally not accepted to release it (with a few exceptions) nor to monitor the content of their listings against local rules. • The relationships between platforms and city governments have oscillated between collaboration and conflict. Effective implementation is impossible without the cooperation of platforms. • In the context of the European Union, the debate has taken a supranational dimension, as two pieces of EU law frame the possibility — and acceptable forms — of regulation of online platforms and of short-term rentals in EU member states: the 2000 E-Commerce Directive and the 2006 Services Directive. • For regulation to be effective, the EU legal framework should be revised to ensure platform account- ability and data disclosure. This would allow city (and other ti ers of) governments to effectively enforce the regulations that they deem appropriate. • Besides, national and regional governments, who often control the legislative framework that defines particular types of short-term rentals, need to give local governments the necessary tools to be able to exercise their ‘right to regulate’ in the name of public interest objectives.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.
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The main recommendations of the panel report can be summarised under five key headings: HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world. MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world. PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies. COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems. REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Day in the life of a CAMHS professional. ACAMH, March 2021. http://dx.doi.org/10.13056/acamh.14895.
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For this year's International Women's Day we wanted to celebrate the work of female CAMHS professionals.
Dr. Sian Barnett has kindly written a blog to explain the work she does as a CAMHS clinician, the challenges she has faced, and the women that inspired her to enter a career in this field.