Relevant bibliographies by topics / Practicing Professionals

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Practicing Professionals'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Practicing Professionals"

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Roberts, Bill. "Teaching ‘Practicing’." Practicing Anthropology 28, no. 4 (September 1, 2006): 39. http://dx.doi.org/10.17730/praa.28.4.k45934244136712p.

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Teaching continues to be one of the most interesting, challenging and important tasks confronting any professional social scientist. Although most professional reputations are built primarily upon the results of research and writing; teaching is an essential element for the continuity and growth of the very disciplines and systems of knowledge to which generations of professionals have contributed. Students, undergraduates and graduates alike, challenge teachers in two important ways. First, they want to see and understand the relevance of what we know and do to the world in which they live, as they see it. Next, they want to successfully acquire and adapt such knowledge and skills to the life circumstances and social issues of their world. Some students want to change the world, many more want to find a comfortable niche where they can continue to grow and flourish as members of society. We offer another issue of Practicing Anthropology to teachers and students who can learn much from identification and discussion of the issues or problems faced by these contributors as they worked in countries in the Americas, Africa and Asia.
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Quirk, Kathleen, and Marsha Jenakovich. "Anthropologists Practicing with Masters' Degrees: Introduction." Practicing Anthropology 19, no. 2 (April 1, 1997): 2–6. http://dx.doi.org/10.17730/praa.19.2.j58h234288409522.

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This issue is an attempt to help identify and define masters-level practitioners in anthropology and to provide a forum for discussion and reflection for those trained in M.A. or M.A.A. programs. (Hereafter referred to as "masters professionals" or "masters practitioners"). The authors assembled here have agreed to help define who they are, what they are doing, and where the path of anthropological practitioner has taken them, with a focus exclusively on their experience as a masters-level practitioner. Masters professionals are a relatively unique and recent phenomena, the result of the vision of those senior anthropologists who created programs in applied anthropology in the 1970s and 1980s designed to produce professional practicing anthropologists with masters' degrees. By and large this effort has been successful, judging from numbers which show masters graduates often triple those of Ph.D.'s in anthropology (A.A.A. Guide to Departments, 1996). These numbers are not indicative of anything relevant to the discipline or profession, but serve to raise a question in our minds about what all these anthropologists are doing. Further, these data do not reflect the reality of practitioners' experience, the formation of practitioner identity, the context of training, the level of participation, and the contributions of masters professionals to the discipline. The master's degree is an indirect success especially in anthropology, where the standard often assumes acquisition of the Ph.D. This issue of Practicing Anthropology is aimed at helping to direct and clarify the above-mentioned issues, and make an effort to connect masters professionals in anthropology, as well as to uncover new directions for all practitioners by profiling this constituency. We hope that together these articles will start a dialogue among all practitioners as to the necessity, practice, usefulness, and marketability of this professional discipline, and the role of the masters professional within it.
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Gorman, Dean, Barry S. Brown, and Ro Di Brezzo. "Professional Training for Corporate Wellness Personnel: Survey Results from Practicing Professionals." Health Education 17, no. 5 (November 1986): 71–74. http://dx.doi.org/10.1080/00970050.1986.10618017.

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Craig, Jennifer. "Establishing a Clinical Research Collaboration: An SLP Perspective." Perspectives on Voice and Voice Disorders 24, no. 1 (March 2014): 15–20. http://dx.doi.org/10.1044/vvd24.1.15.

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Conducting research as a practicing clinician is difficult. Barriers include lack of time, education, and funding. Collaborating with other professionals is one way to facilitate research in the clinical setting. Practicing clinicians are exposed to real-world, clinically relevant, patient-centric problems on a daily basis. Refinement of these clinical questions makes excellent research questions, whose answers can guide clinical practice. Selection of a collaborative research team requires consideration toward interpersonal communication styles and each professional's knowledge, skills, and scope of practice. Establishment of professional goals and an understanding of what each professional can dedicate to the research endeavor are key to maintaining the health of a research team. Promoting collaboration at the pre-professional level and seeking out collaborative opportunities will advance clinical research and ultimately improve patient outcomes.
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Smith, Leighton L., Melvin H. Rudov, Thomas Dingus, Jake Pauls, and Gary T. Staffo. "A Viewpoint on Professional Conduct for Ergonomic Experts in Forensics." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 8 (October 1994): 435–37. http://dx.doi.org/10.1177/154193129403800801.

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This panel session explores the paradigm of professional conduct for ergonomic experts in the practice of forensics. A hypothesis of conduct is offered as a candidate guideline for professional conduct. This hypothesis is based on basic professionalism principles and has been adapted on the basis of observed experiences in the field, comments from other practicing professionals, and in the context of previous draft “codes” of professional conduct for human factors professionals and also for ergonomic forensics practitioners. The panelist contributions to this session range from a discussion of the need for and merits of a standard of professional conduct, to institutionalization of standards or codes of conduct, to the breadth and scope of professional involvement in forensics, to the mechanics of the actual practice of professional ergonomie forensics, to a comparative perspective from the related discipline of safety.
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Verheyen, Tanja, and Marie-Anne Guerry. "Motives for (non) practicing demotion." Employee Relations 40, no. 2 (February 12, 2018): 244–63. http://dx.doi.org/10.1108/er-01-2017-0024.

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Purpose The purpose of this paper is to provide insights into the practice of demotion. This study aims to do so in two ways: first, by investigating Belgian HR professionals’ key motives for practicing and not practicing demotion and second, by examining the reasons why HR professionals choose for these specific motives. Design/methodology/approach The explanatory mixed methods design is used: survey data are analyzed through cluster analysis resulting in insights into the motives for practicing demotion. Follow-up qualitative focus group interviews provide an explanatory understanding of the motives for practicing and not practicing demotion. Findings Low employee performance, optimization of the organization, employer branding and career possibilities are motives for practicing demotion. Demotivation, salary issues, a taboo and a lack of vacancies are motives for not practicing demotion. A cultural change, walk the talk, carefully selected vocabulary and transparent communication could possibly counter the motives for not practicing demotion. Research limitations/implications The use of terminology such as “downward career twist” instead of “demotion” in some questions of the survey might have influenced the answers of the Belgian HR professionals. In a focus group, no matter how small, participants sometimes tend to give socially desirable answers under group pressure, and this could influence the accuracy. Moreover, the HR professionals often expressed their own opinions, which they clearly dissociate from the views of the organization. Practical implications Organizations need to explore alternatives to motivate their employees in general and in particular in case of a demotion. This can be emphasized through a demotion policy. However, these alternative ways to motivate are important as extrinsic motivators such as salary are not the only way to motivate employees. Originality/value Motives for practicing and not practicing demotion are to the authors’ best knowledge never studied from a recent, Belgian HR perspective. These motives are contextualized in organizational justice theory. This study contributes to the demotion literature by elaborating the list of motives for practicing and not practicing demotion.
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Berman, Daniel, and Rebecca A. Lubelczyk. "Readers Write: Insights From Practicing Correctional Health Professionals." Journal of Correctional Health Care 13, no. 3 (July 1, 2007): 148–49. http://dx.doi.org/10.1177/1078345807303141.

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Rieger, Dean, Thomas Lincoln, Sudeep Aulakh, and David L. Thomas. "Readers Write: Insights From Practicing Correctional Health Professionals." Journal of Correctional Health Care 13, no. 4 (October 1, 2007): 248–51. http://dx.doi.org/10.1177/1078345807307132.

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Williams, Brie, and Robert Greifinger. "Readers Write: Insights From Practicing Correctional Health Professionals." Journal of Correctional Health Care 14, no. 1 (January 1, 2008): 4–6. http://dx.doi.org/10.1177/1078345807309620.

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Phillips, Daniel W. "Readers Write: Insights From Practicing Correctional Health Professionals." Journal of Correctional Health Care 14, no. 2 (April 1, 2008): 139–40. http://dx.doi.org/10.1177/1078345807313911.

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Dissertations / Theses on the topic "Practicing Professionals"

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Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.

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Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines.
Doctor of Philosophy
Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.
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Bryant, Christopher L. "PROFESSIONAL COLLABORATION: THE VALUE OF MEANINGFUL CONVERSATION FOR THE STUDIO ART EDUCATOR." UKnowledge, 2017. http://uknowledge.uky.edu/art_etds/14.

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This thesis explores the strong support for collaboration in schools’ while synthesizing literature already conducted on the subject. The primary objectives of this thesis is to discuss possible scenarios as to why educators are not collaborating, explore characteristics and implementations of collaboration with three specific groups including colleagues, stakeholders, and practicing professionals, and identify four key benefits of collaboration which include improved health, pedagogy, autonomy, and time. Evidence supports the idea that teachers who work in isolation can hinder growth within their profession. Additional evidence provides conclusive evidence that supports the benefits of collaboration by adding responsibilities to key contributors by holding them accountable for student learning.
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Bishop, James. "The Potential of Misdiagnosis of High IQ Youth by Practicing Mental Health Professionals: A Mixed Methods Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062851/.

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The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals who read case study vignettes illustrating high IQ youth exhibiting characteristics associated with their population. Participants then completed a survey and provided an assessment of the hypothetical client. In the study, 59% of participants were unable to recognize behavioral characteristics associated with high IQ youth unless suggested to them, and 95% of participants were unable to recognize emotional characteristics associated with high IQ youth unless suggested. The results of this study provide much-needed empirical exploration of the concern for misdiagnosis of high IQ youth and inform clinical practice and education.
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Martin, Steven C. "The Use of Continuing Professional Education (CPE) by Practicing Presbyterian Ministers." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1616.

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Henry, Nancy Jonnell Pearson Richard. "Post-degree perceived proficiency, professional development and supervision activities of practicing school counselors." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Mabry, Challen Marie. "Professional Counselors Self-Perceived Multicultural Counseling Competency Practicing in Rural, Suburban, and Urban Communities." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89365.

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The purpose of this study was to examine counselor's self- perceived multicultural counseling competency (MCC) between counselors working in rural, suburban and urban communities across the Commonwealth of Virginia. The study compared professional counselors' perceptions of their own multicultural counseling competence based on the counselor's geographic area of origin, current geographic practice setting, and counselors' intersections of identities to better understand counselor MCC as it relates to cultural diversity. Sample data was collected through professional counseling organizations in Virginia. Participants completed a demographic survey as well as the Multicultural Awareness Knowledge Skills Survey-Counselor Edition-Revised (MAKSS-CE-R) to measure self-perceived MCC. Results indicate that there was no difference in self-perceived MCC among professional counselors in Virginia based on their practice location or area of origin (i.e. hometown). However, counselor's identified race/ethnicity were predictor's of self-perceived MCC. Findings suggest that training programs may be providing adequate opportunities for counselors to develop MCC. Allowing innovative approaches through technology, consultation, and adherence to the ACA Code of Ethics (2014) could be sufficient in counselor MCC regardless of geographic practice location.
Doctor of Philosophy
The purpose of this study was to understand how counselors in Virginia perceived their cultural competence. The researcher examined how counselors rated their own cultural competence in relation to the geographic location in which they grew up, currently work, as well as general demographic characteristics, to better understand counselors’ competence when working with diverse peoples. Participants completed a demographic survey as well as the Multicultural Awareness Knowledge Skills Survey-Counselor Edition-Revised (MAKSS-CE-R), which measures counselor cultural competence. Results indicate that there was no difference in perceived cultural competence among professional counselors in Virginia based on the geographic area where they worked or grew up. However, counselors who identified as a racial/ethnic minority also perceived themselves as having greater cultural competency. Findings suggest that training programs may be providing adequate opportunities for counselors to develop cultural competence. Allowing creative approaches through technology, consultation, and implementation of counselor’s professional codes of ethics could be enough for counselors to feel competent when working with diverse peoples, regardless geographic practice location.
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Ford, Keith Graham. "A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3741.

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This study explores an EFL practitioner’s teaching life story, with a focus on the development of personal and professional identities, and on the rationale for teaching principles and practices within a Japanese socio-educational context. The study is grounded firmly in the belief that “in understanding something so intensely personal as teaching, it is critical we know about the person the teacher is” (Goodson, 1992, p. 234). As a single participant study this thesis places particular emphasis on the importance of subjective and interpretive insights and understandings as opposed to the generalizability and objectivity of knowledge claims embodied in more traditional approaches to research in the field of TESOL. To elicit the participant’s teaching life story I used a taped monologue technique, whereby the speaker, without the presence of an interviewer, is in complete control of topic selection and has the freedom to determine the temporal and sequential course of their narrative. The resulting two-hour monologue is the primary data for the study, and working within a narrative research framework I analyzed the story for critical incidents and teaching perspectives that can be interpreted as having informed the participant’s practicing professional identity, which can be defined as a set of values, principles and practices which guide an individual’s present teaching philosophy and future directions. Through the lens of the Japanese socio-educational context I focus on the unifying themes of teacher development and education, critical cultural knowledge, humanism, and second language (L2) only classroom policy. Furthermore, I explore the narrative thread that runs through the participant’s story, connecting past and present experiences with future teaching life directions and goals as the narrator takes the opportunity to articulate the rationale behind her main principles and practices, and in so doing underscores her practicing professional identity in a way that demonstrates a strong sense of the narrator’s purpose, values, efficacy and self-worth. As such, this process engages the narrator not only in a meaningful and coherent narrative account of professional development, but also in the process itself of professional development as it demonstrates potentialities for self-revelation, affirmation, and even transformation. This thesis offers a distinctive contribution to the field of TESOL educational research in three particular ways. First, in exploring the sources of a teacher’s beliefs and practicing professional identity, it offers an exemplar of how to undertake interpretive research as reflective practice and professional development. Secondly, it widens our understanding of conducting single participant case studies in TESOL education. This thesis also points the way forward to possible research using an innovative taped monologue technique with other individual teacher case studies that can then contribute to building a body of knowledge in the field.
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Blomquist, Helle. "Lawyers' ethics : the social construction of lawyers' professionalism : Danish practicing lawyers and some pre-conditions for their ethics /." Copenhagen : DJØF publ, 2000. http://catalogue.bnf.fr/ark:/12148/cb37756390n.

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Ozden, Ali Tolga. "Architecture And Disaster: A Holistic And Risk-based Building Inspection Professional Training Model For Practicing Architects In Turkey." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615661/index.pdf.

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Interaction of human-induced factors with natural hazards results in diverse uncertainties and risks among the built environment. Impacts of disaster events experienced in Turkey have revealed the vulnerability of the social, economic, and physical environments along with the various insufficiencies of awareness, legislation, practice and building inspection concepts. The shift towards risk-based disasters policy among the international agenda influences the national disaster policies and efforts. Parallel to this, it is expected from practicing architects to enhance their capacities through disaster risk-based professional training programs in order to develop disaster resilient built environments. Building Inspection System (BIS) is one of the important components of risk reduction approach which ensures the safety of built environment and occupants. The effective BIS has important gaps and deficiencies within the administrative, legal, and technical structures which results in failure of building production process in Turkey. Among the other problems, the main concern related to the ongoing BIS is its fragmented and missing risk-based understanding. The critical analysis indicates the deficient points of administrative and technical issues within the BIS conducted with the certification and professional training model which are not consistent with shifting comprehensive disasters policy and risk-based understanding in Turkey, and proposing a holistic and risk-based certification and training model for practicing architects in Turkey which focuses on disaster resilient built environment development through the comparison of some international best-practiced training model examples with Turkish context. The proposed professional training model has a three-step knowledge acquisition levels (awareness-detailed knowledge-advanced knowledge) which aims to approach to the architectural built environment problems, develop awareness, build-up knowledge and support practice through the holistic disaster risk reduction understanding, and in addition to attend on the complementary and supportive strategies (such as building and environment, building and material, structure and construction contexts) between related issues.
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姚泽麟 and Zelin Yao. "Practicing clinical medicine in a post-socialist state : an empirical study on professional autonomy of Chinese urban doctors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193019.

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The relationship between the state and its professions has long been overlooked in the sociology of professions. Based on empirical data collected by in-depth interviews and through participant observation in Beijing, this thesis analyzed the dynamic relationship between Chinese urban medical professionals and the post-socialist state of the People’s Republic of China. The study reveals that the post-socialist state continues to wield large influence in the social, economic and technical areas of this profession and retain tight controls despite being in an era of market transition. This control is principally realized through the current healthcare system. Public hospitals have monopolized healthcare delivery, which gives medical professionals little alternative but to become state employees. Practicing in public healthcare organizations and lacking “exit” opportunities, they are left with little to negotiate their working conditions with the state and thus have little corporate autonomy. The lack of corporate autonomy immediately leads to the erosion of their clinical autonomy. Because of the pressure of self-financing imposed by the state, clinical practitioners consequently induce patients to accept unnecessary and excessive medical care. When they make decisions in practice, revenue generation is often recognized as more important than serving patients. This is a major source of clinical autonomy erosion. In prioritizing profit-making, Chinese urban medical professionals are perceived by the public as an “unethical profession.”The mutual distrust and conflict between professionals and patients have increased significantly in recent years. To protect themselves from growing medical disputes and, sometimes, even violence, Chinese doctors have developed “defensive medicine” strategies in their practices and in their interaction with patients. This is yet another source of clinical autonomy erosion as self-protection becomes an important calculation in balance with their own medical competence and patients’ interests. The case of medical professionals in urban China challenges Freidson’s endogenous view of professional autonomy and his distinction between corporate and technical autonomy. It also questions the simple construction of conflicting relationships between the state and professionals. Rather, this dissertation finds that there is an exchange-like relationship between professionals and the state. Professionals are not simply losers in their interaction with the state, they do profit as well as they retain job security in market transition, earn considerable economic benefits through their practice, and are shielded by public hospitals in medical disputes even if they are punished by those hospitals. Doctors receive all these gains at the large cost however as they rarely enjoy professional autonomy, suffer from a negative public image, and become scapegoats for the problematic healthcare system and the state. At the end of this thesis, I provide suggestions for the ongoing reform of China’s healthcare system. These suggestions include liberating doctors through the development of private practice and strengthening supervision over doctors’ behavior while increasing financial support for public hospitals.
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Sociology
Doctoral
Doctor of Philosophy
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Books on the topic "Practicing Professionals"

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Prasad, Sahu Anandi, and Crane Robert A, eds. Practicing financial planning for professionals. Rochester, Mich: RH Pub., 2007.

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Mittra, Sid. Practicing financial planning for professionals. Rochester, Mich: RH Pub., 2007.

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Cook, Lynne. Support groups for practicing special education professionals. Reston, Va: Council for Exceptional Children, 1992.

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Mittra, Sid. Practicing financial planning: A complete guide for professionals. Englewood Cliffs, N.J: Prentice Hall, 1990.

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Practicing financial planning: A complete guide for professionals. Englewood Cliffs: Prentice-Hall, 1990.

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A, Lee Shelley, ed. You are the product: Powerful self-marketing for practicing professionals. Avondale Estates, GA: Financial Marketing Group, 1993.

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Centers for Medicare & Medicaid Services (U.S.). Medicare physician guide: A resource for residents, practicing physicians, and other health care professionals. 8th ed. Baltimore, Md.]: Dept. of Health and Human Services, Centers for Medicare and Medicaid Services, 2006.

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Network, Medicare Learning. Medicare physician guide: A resource for residents, practicing physicians, and other health care professionals. [Baltimore, Md.]: Dept. of Health and Human Services, Centers for Medicare and Medicaid Services, Medicare Learning Network, 2009.

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Bierbaum, Gene. The parliamentarian of tomorrow: A practical guide for those entering the profession and practicing professionals adjusting to a changing environment. United States]: Xlibris, 2010.

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Loua, Haslebo Maja, ed. Practicing relational ethics in organizations. Chagrin Falls, Ohio: Taos Institute Publications, 2012.

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Book chapters on the topic "Practicing Professionals"

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Steinhardt, Gabriel. "Practicing Product Management." In Management for Professionals, 97–111. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49998-7_11.

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Tashima, Nathaniel, and Cathleen Crain. "Professional Communication." In A Handbook of Practicing Anthropology, 317–29. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118486597.ch28.

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Yaeger, Therese F., and Peter F. Sorensen. "The Global Organization Development Professional." In Practicing Organization Development, 376–83. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119176626.ch27.

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Redding, Terry. "Professional Training and Preparation." In A Handbook of Practicing Anthropology, 9–24. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118486597.ch2.

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Chambers, Paula. "Professional Networking for Practitioners." In A Handbook of Practicing Anthropology, 344–53. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118486597.ch30.

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Cohen, Andrew I. "Ethics and Professional Practice." In Practicing Professional Ethics in Economics and Public Policy, 237–44. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7306-5_14.

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Lucas, Emiliana Pizarro, Juan Cruz Benito, and Oscar Gil Gonzalo. "USALSIM: Learning and Professional Practicing in a 3D Virtual World." In Advances in Intelligent Systems and Computing, 75–82. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00554-6_10.

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Ward, John O. "Ethics and Forensic Economics." In Practicing Professional Ethics in Economics and Public Policy, 223–28. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7306-5_12.

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Bowman, Woods. "Ethics and Nonprofits." In Practicing Professional Ethics in Economics and Public Policy, 229–36. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7306-5_13.

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DeCew, Judith Wagner. "Ethics and Public Policy." In Practicing Professional Ethics in Economics and Public Policy, 245–53. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7306-5_15.

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Conference papers on the topic "Practicing Professionals"

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Gines, Matthew. "Practicing Design-Build." In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.3.

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The disconnect from academia to practice from design to construction is carrying the Architecture profession out to sea. Students and young professionals are further disconnected from the reality behind the representation of each line. This paper discusses a studio structured to mimic the professional environment while at the same researching through prototyping pre-fabrication, modular building, DfD (Design for Disassembly), and panelization theory including on-site/off-site construction methods.
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Kleinsasser, Robert. "Practicing Professionals’ ESL Tests and Assessments: A Case for e-Learning?" In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.52.

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Oungoulian, Sevan R., Kelvin Chan, Jason Barritt, Casey A. McDonald, Alan B. Copperman, David Elad, and Gerard A. Ateshian. "Influence of Zona Pellucida Area Expansion Stiffness on the Passive Response of Oocytes to Osmotic Loading." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53826.

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The zona pellucida (ZP) is a thick glycoprotein shell surrounding the mammalian egg cell (oocyte) that regulates spermatozoa access during fertilization and protects the zygote during early embryonic development [1]. Hardening of the zona pellucida over the cell fertilization cycle is a well-recognized phenomenon and has been investigated using contact methods to measure shear and bending elasticity from indentation and micropipette aspiration [2, 3]. However, the area elasticity of the ZP, which provides resistance to cell swelling under variable osmotic environments, has not yet been reported. A recently devised theoretical model [4] suggests that the ZP area expansion modulus may be determined through non-contact hypo-osmotic loading of the oocyte. If successful, this method may be suited for implementation by practicing fertility health professionals during routine manipulation.
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Earle, Jonathan F. K. "Continuing Education for Practicing Engineers." In ASME 2002 Citrus Engineering Conference. American Society of Mechanical Engineers, 2002. http://dx.doi.org/10.1115/cec2002-4806.

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The professional engineer of the 21st century must have a holistic view of his/her world, and recognize that continuing education is vital for maintenance of professional competitiveness.. Engineering education has generally responded to workforce technology needs which have traditionally changed rather slowly. Today’s professional engineer must be prepared to meet the challenges of an increasingly complex physical, legal, technical, and social climate with which he/she is confronted. Accordingly, today’s engineering education system is structured to prepare graduates for life-long learning, by placing greater emphasis on the learning process. In the 21st century, workforce technology and demands are changing at an extremely rapid pace, and in order to remain current, the modern engineering professional must adapt to those rapid changes. Within this environment, expertise in a single discipline or technology is no longer considered adequate for the professional engineer, since he/she must be comfortable working in multi-disciplinary teams, be capable of integrating a broad range of knowledge, and working across intellectual boundaries. The modern engineer must understand the global marketplace and its working environment, and in so doing develop an international perspective, and be prepared for participation in international projects. He/she must appreciate the issues relating to sustainability, and design accordingly to address the concerns. The engineer is expected to maintain a broad perspective, and be prepared to adjust to the rapid, dynamic changes which are encountered. This paper identifies some of the reasons for the pursuit of continuing education, and reviews options which are available to the practicing engineer in Florida, with particular emphasis on opportunities offered by the University of Florida. Paper published with permission.
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Faludi, Jeremy, and Adam Menter. "Sustainable Design Education Through a Self-Directed Online System." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12077.

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Sustainable design and engineering is an important topic, yet it is under-represented in educational institutions; moreover, it must be taught to practicing professionals, not just students. A free online system has been created to address both problems at once, providing educational materials for educators and also providing a self-paced program for professionals or students to earn a certificate in sustainable design. Called the Autodesk Sustainability Workshop, it is a collection of video tutorials and supporting materials (PDF reference guides, slide decks, quizzes, and other resources) that can be used either by individuals themselves or by educators (either in schools or the workplace) to learn principles and practical skills related to green design, mechanical engineering, and building science. Its dozens of video tutorials span the range from introduction to fundamental principles in sustainability, to specific operation of analytical software tools such as FEA and energy modeling. All videos are on focused topics and of short duration (typically 3–6 minutes) so they can be inserted into curricula as educators see fit, not forcing a full curriculum structure. For self-guided learners, or educators who desire a full curriculum, an interactive structure provides quizzes along with the learning resources; upon successful completion, they lead up to a certificate in green design. Currently there is only one certificate, in basic building science; future releases will expand the certificate program to sustainable product design as well, since many of the learning resources are on these topics. For content not covered by the certificate program, the website’s information architecture suggests a multi-threaded approach to learning sustainable design. As three-quarters of a million people around the world have already viewed content from the site, this self-directed online learning system is proposed to be a highly scalable method of providing sustainable design and engineering education.
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Chandrasekaran, Srinivasan, Madhavi Natarajan, and Lognath Radhakrishnan Sreeramulu. "Estimation of Force Reduction on Ocean Structures With Perforated Members." In ASME 2015 34th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/omae2015-41153.

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While retrofitting and rehabilitation are usually related to strengthening of members, the presented concept is a novel attempt as it addresses decrease in the encountered forces on the members. Presence of perforated members in ocean structures reduces the wave-structure interaction significantly; breakwaters with perforated members are classical examples of such kind. This concept of encompassing the perforated outer cylinder with inner existing structure is found to be most feasible rehabilitation concept as it does not demand replacement of any damaged members. The presence of outer perforated cover alters the water particle kinematics significantly and eventually this remains the reason for the force reduction mechanism. In this study, the variation of water particle kinematics along the depth of the cylinder is estimated on the cylindrical structure with and without perforated outer cover. Forces on the inner cylinder are quantified numerically and experimentally; experimental results show a close agreement with that of the numerical ones. Velocity variations along the water depth are quantified in the form of design charts, which shall be helpful for the practicing professionals while attempting for retrofitting or re-design. Force variations derived through numerical analyses, which are functions of the water particle kinematics along the depth shall be useful in the design offices for cylindrical members encompassed with perforated outer cover. Introduction of perforated member over the existing cylindrical structure showed a significant force reduction around 60% on an average for all the wave steepness indexes considered for the study, when compared to the force on the member without perforated cover.
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LaRochelle, Raymond, Sloan Hill-Lindsay, Susan Nickerson, and Lisa Lamb. "Changes in practicing secondary teachers’ professional noticing over a long-term professional development program." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-297.

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McDaniel, Lauralyn. "3D Printing in Medicine: Challenges Beyond Technology." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3492.

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Dramatic news headlines imply that the use of additive manufacturing/3D printing in medicine is a brand new way to save and improve lives. The truth is, it’s not so new. Twenty years ago anatomical models were beginning to be used for planning complicated surgeries. In 2000, hearing aid cases were being 3D-printed and within a few years became industry standard. Medical applications have been a leader in taking 3D printing technology far beyond a product development tool. The combination of using medical imaging data to create patient-matched devices and the ability to manufacture structures difficult to produce with traditional technologies is compelling to an industry always looking for ways to innovate. Surgical uses of 3D printing-centric therapies have a long history beginning with anatomical modeling for bony reconstructive surgery planning[8]. By practicing on a tactile model before surgery surgeons were more prepared and patients received better care. Patient matched implants were a natural extension of this work, leading to truly personalized implants that fit one unique individual[10]. Virtual planning of surgery and guidance using 3D printed, personalized instruments have been applied to many areas of surgery including total joint replacement and craniomaxillofacial reconstruction with great success[9,11]. Further study of the use of models for planning heart and solid organ surgery has lead to increased use in these areas[14]. Finally, hospital-based 3D printing is now of great interest and many institutions are pursuing adding this specialty within individual radiology departments[12,13]. Despite these successful areas of application, widespread use has been fairly slow. Working toward increasing the use of 3D printing in medicine, industry professionals, clinicians, technology developers, and researchers[1] are working together to first identify the challenges and then develop tools and resources to address these challenges.
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Kahlen, Franz-Josef, George Swingler, Anabela C. Alves, and Shannon Flumerfelt. "Decision-Making Competencies in Engineering and Medicine." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39891.

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A number of studies conducted since the turn of the millennium have identified several deficits in engineering education; the most widely cited are deficits in critical analysis, systems thinking, and visualizing non-linear cause-effect chains. The field of engineering education has undergone a number of notable changes in response to such identified deficits but recent field studies such as Vision 2030 identified remaining shortfalls in engineering competencies as well as significant discrepancies in the perception of the severity of these deficits. While academic engineering programs feel that their programs adequately prepare engineering students for the practice of engineering, entry-level hiring managers disagree. In the practice of medicine, decision-making in practicing physicians is a critical competency which can make the difference between appropriate and incorrect diagnoses, and may affect the patient’s well-being or his life. Making a decision for an appropriate treatment plan in the face of insufficient or contradicting data points often times is compounded by the fact that time-scales can be significantly shorter than in the case of a machine design project. And while the majority of patients is discharged from hospital care in better health, medical professionals and educators are questioning their own approach to decision making in light of technological advances affecting their disciplines, and because of an improved understanding of the biochemistry and opportunities of genetic manipulations of the human body. Therefore, the field of medical decision making is also undergoing an overhaul in the education and training of medical students. This paper contrasts the current decision-making competencies that are imparted as part of the respective fields’ academic education, identifies the challenges in each discipline, and identifies opportunities for cross-pollination of better practices to develop decision-making competencies.
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Mahaney, Jack. "A Drafting Course for Practicing Engineers." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61131.

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Graphical communication has traditionally been a basic part of the mechanical engineer’s education. The production and reading of drawings have long been considered an attribute of ‘literate’ engineers. Today, that assumption is under attack, as is the very definition of a drafting course. Typical questions include “Why should we teach pencil/paper drawing in an AutoCAD age?” “Why not just teach solids modeling and forget the old-fashioned stuff?” At Mercer University we teach in the sophomore year a single two-semester-hour laboratory course containing three modules: pencil-and-paper drawing, computer-aided drawing, and solids modeling. The course attempts to balance the presentation and mastery of traditional descriptive geometry principles and skills with the need to prepare engineers for practice. The goal in each module is to teach enough skill to provide a base for experience and future learning in both course work and professional practice. The approach in each module is to start with the basic skills of that particular method, and progress to the production of working and assembly drawings. Rationale and learning objectives for the course are presented, as well as representative examples of assignments and projects.
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Reports on the topic "Practicing Professionals"

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Burns-Dans, Elizabeth, Alexandra Wallis, and Deborah Gare. A History of the Architects Board of Western Australia, 1921-2021. The Architects Board of Western Australia and The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/reports/2021.1.

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An economic and population boom in the 1890s created opportunities for architects to find work and fame in Western Australia. Architecture, therefore, became a viable profession for the first time, and the number of practicing architects in the colony (and then state) quickly grew. Associations such as the Western Australian Institute of Architects were established to organise the profession, but as the number of architects grew and Western Australian society matured, it became evident that a role for government was required to ensure practice standards and consumer protection. In 1921, therefore, the Architects Act was passed, and, in the following year, the Architects Board of Western Australia was launched. This report traces the evolution and transformation of professional architectural practice since then, and evaluates the role and impact of the Board in its first century.
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Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, May 2021. http://dx.doi.org/10.33009/lsi.1620243057.

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.
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