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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.published_or_final_version
Sociology
Doctoral
Doctor of Philosophy
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Bissett, Rachel L. "An assessment of the Research Chefs Association's core competencies for practicing culinologists." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244659761.
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陳淑英 and Suk-ying Eva Chan. "An autoethnographic study on the professional development journey of a practicing teacher : a case study school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193099.
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Herrera, Mariela. "Inquiry and Authorship in a Teacher Professional Development Course: A Dialogic Analysis of Dramatic Inquiry Pedagogy and Philosophy for Practicing Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274356531.
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Villagomeza, Liwliwa Reyes. "Shifting Paradigms: The Development of Nursing Identity in Foreign-Educated Physicians Retrained as Nurses Practicing in the United States." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003201.
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Fanning, Agnes. "A qualitative study of UK community health practitioners' perceptions of their personal and professional development after training for and practicing as health & social care innovators." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q54zy/a-qualitative-study-of-uk-community-health-practitioners-perceptions-of-their-personal-and-professional-development-after-training-for-and-practicing-as-health-social-care-innovators.
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This qualitative study explores the personal and professional journey of a group of healthcare professionals who undertook higher education (HE) or training in social innovation and put that learning into practice. Social Innovation is a relatively new concept in the field of health, and research is, in the main, confined to the structural and organisational aspects of innovation. Studies looking at the personal development of the innovators are rare, and no study has researched first-hand the experiences of new healthcare innovators as they learn how to set up and manage their own projects. Twenty-six community health professionals were interviewed. The participants were selected because they had either attended a HE programme or independent training on social innovation and were interested in setting up their own innovation in their clinical practice setting. Individual interviews were achieved using Skype which proved to be an effective data collection method and allowed for a geographically dispersed sample. Thematic Analysis allowed several key themes to emerge from the data: the importance of personal resilience; increase in confidence; how levels of self- efficacy played a key role in their success; learning to shift from working in glorious isolation to seeking help from influential others. Improved technical skills and becoming better organised were also powerful factors. However, one finding proved pivotal to their success - finding themselves. The majority talked of discovering the ‘real me’ as a result of their learning, mixing with likeminded others and the first-hand experience of the struggle of developing a project, often in the face of opposition. For many, the positive changes transferred to their personal lives. The findings suggest that many community health professionals have an inner drive to improve their clinical practice, but do not always know the best way to do this without formalised help. The educational input enhanced their learning and also impacted on their personal development enabling them to proceed with their innovations. These findings are supported by research in the broader field of industry indicating that, whatever the context, there is a commonality of spirit, an ability to persevere and overcome adversity among innovators. These findings are therefore generalisable to others contemplating innovative projects in health and social care settings. In addition, the health and social professional curricula will benefit from including the subject of innovation within their educational programmes and subsequently staff and managers who work with innovative practitioners will also benefit from working with innovative professionals.
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SOUZA, MARCIO DE. "THE SUPERVISIONING AND PRACTICING WITHIN THE PROFESSIONAL GRADUATION OFTHE SOCIAL WORKER: A STUDY TOGETHER WITH THE SUPERVISORS FROM THE FIELDWORK OF THE SOCIAL WORK DEPARTMENT OF PUC-RIO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15818@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO presente estudo tem como objetivo conhecer como vem se realizando a supervisão de campo na visão dos supervisores que colaboram na formação profissional dos alunos do Departamento de Serviço Social da PUC-Rio. Para tal, procedeu-se a um estudo quanti-qualitativo que incluiu o mapeamento dos campos de estágio e respectivos supervisores, a aplicação de questionário por e-mail ou pessoalmente a todos os assistentes sociais que compunham o quadro de supervisores do Departamento no período de 2008.2, uma entrevista semiestruturada com 08 supervisores de campo e com a professora responsável pela Coordenação de Estágio do Departamento. As entrevistas foram gravadas com a permissão dos entrevistados, transcritas e analisadas à luz das categorias centrais do estudo: formação profissional, estágio e supervisão. Os achados apontam para a necessidade da preparação formativa para o exercício da supervisão de estágio, visto que ainda hoje, são muitas as inquietações e dificuldades que permeiam essa atividade, indicando assim, torná-la prioridade na formação profissional do assistente social, a partir da interlocução entre todos os sujeitos envolvidos nesse processo, bem como para a necessidade de maior aproximação entre a unidade de ensino, as instituições campo de estágio e os supervisores.
The current study has the objective of understanding how the supervision of the field work is being carried out in the eyes of the supervisors that collaborate in the professional development of the students of the Social Work Department of PUC-Rio. As such, a quanti-qualitative study was undertaken which included a mapping of the field placements and their respective supervisors, the application of a questionnaire via e-mail or personally to all social workers whom made up the team of supervisors of the Department in the second semester of 2008, a semistructured interview with eight supervisors from the field and one interview with the professor responsible for the Coordination of Field Placement at the Department. The interviews were recorded with the permission of the interviewees, transcribed and analyzed in light of the central categories of the study: professional development, field work and supervision. The results indicates a necessity of formative preparation to exercise the supervision of the students, as even these days there are many obstacles and difficulties which permeate this activity, indicating that it will become the priority in the professional development of the social work, beginning with the communications between all involved in this process, as well as the necessity of a better approach among the educational institution, the field work institutions and the supervisors.
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Coleman, Anita Sundaram. "Synergies Sparked: A Research Agenda for Practicing Professionals." 2005. http://hdl.handle.net/10150/105965.
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This is a presentation (of 50 slides) at the University of California, Irvine sponsored by the Libraries' Department of Education and Outreach and by the LAUC-I (Librarians Association of the University of California, Irvine) Professional Development Committee. The title is picking up on the 2005 ASIS&T Annual Conference theme of Sparking Synergies: Bringing Research and Practice Together. Coleman discusses her research agenda which spans both sides of the information coin - she tries to examine representations of information and information
usage in a unified program of inquiry. The research goal is to expand and integrate knowledge about uses and users in the organization of digital information and libraries. Using selected projects over the last 5 years
as examples, Coleman identifies some ways to design, conduct, and manage doable research projects while also meeting the day-to-day demands of being a practicing professional. The focus is on the development of a cohesive research agenda (sustainable information behaviors), one that exemplifies and synchronizes with the values and challenges of practice, besides improving the quality of LIS research. Organizers: Cathy Palmer, Collette C. Ford, and Carol A. Hughes.
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WU, HUNG-TA, and 吳泓達. "The Analysis of Practicing Environment on Health and Safety Professionals." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ps55sn.
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碩士國立高雄應用科技大學
土木工程與防災科技研究所
106
This study is intended to not only explore the practice environment of occupational health and safety technicians in Taiwan but also find out the current condition and problems of the environment. Then a questionnaire survey followed with totally 124 valid questionnaires returned. According to the analysis results of the questionnaire, it is also found that most of the subjects generally believe “The voice of occupational health and safety technicians is insufficient in society.” With respect to the current condition of their environment, the subjects mostly believe “Occupational health and safety technicians can play a more important role by guiding companies and helping them to improve problems inspected by governing authorities.” Moreover, it is found in this study that there is a significant correlation among the attention to the practice environment, the current condition of the environment, and technicians’ future expectation of the environment. It is suggested that the government shall improve the practice environment of occupational health and safety technicians. In addition, endorsements signed by the technicians are mostly used in the practice environment. However, they are less legally binding than approvals signed by technicians for signed approvals are only valid with both technicians’ signatures and imprints of practice seals. Therefore, technicians generally prefer to see more government support for the use of approvals signed by technicians in order to develop more binding restraints on companies. To realize a better practice environment for occupational health and safety technicians in the future, more attention from the government is required in order to develop more supportive regulations. In addition, the associations of technicians and governing authorities shall help those technicians that run their own practice to have an overhaul of the practice environment by addressing the current problems of the environment and making policies based on the future expectation from the technicians.
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Nkwanyana, Sinegugu. "An investigation of the professional relationship between somatologists and medical professionals practicing non-invasive aesthetic and anti-ageing medicine in eThekwini." Thesis, 2015. http://hdl.handle.net/10321/1425.
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Submitted in fulfillment of the requirements of the degree of Master of Technology: Somatology, Durban University of Technology, Durban, South Africa, 2015.Background Internationally medical professionals have become increasingly aware of services that somatologists offer as adjunctive interventions. These include pre-surgery preparative and post-surgery maintenance treatments to enhance client recovery time and experience. This practice has led to the increasing utilisation of aestheticians/somatologists in medical practices internationally. In turn, the demand for aesthetic procedures has sparked great interest amongst medical professionals, more specifically dermatologists. Conversely, within the South African context, specifically KwaZulu-Natal, Vosloo (2009) revealed a poor response regarding the referral practices between medical professionals practicing non-invasive aesthetic and anti-ageing medicine, and somatologists. Thus a paucity of literature limits our understanding of the role and placement of somatology services, as well as the referral practices and their impact on the client within the medical practice. Aim: To determine whether a professional relationship currently exists between somatologists and medical professionals within the eThekwini area, in order to support the development of effective inter-professional relationships which promote higher procedure success rates and reduced client recovery time. Methods: A cross-sectional survey was carried out in eThekwini. A total of 579 questionnaires were issued. The final sample size consisted of 172 somatologists and 21 medical professionals. The response rates were 31% and 81% respectively. A self-selection sampling technique was used. Structured questionnaires were hand-delivered to the participants’ work setting. Data was analysed using SPSS version 21.0. Descriptive statistics were used to describe quantitative data. Correlation and regression analysis were used to determine the relationship between actual dimensions of two variables at a time. Results: Currently 91% of medical professionals refer aesthetic treatments to somatologists through word-of-mouth. High levels of awareness were revealed amongst medical professionals with regards to the somatology treatments/services beneficial in a medical practice. All medical professionals felt that further information regarding the somatology curriculum was necessary. Somatologists preferred to establish a referral relationship with dermatologists. A lower referral relationship (55%) was revealed by this group. Conclusion: Currently, a collaborative relationship between dermatologists and somatologists exists within the eThekwini area. Regulation of the somatology profession is crucial in order to promote this growing relationship.
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Hartman, Nathan W. "Towards the definition and development of expertise in the use of constraint-based CAD tools examining practicing professionals /." 2003. http://www.lib.ncsu.edu/theses/available/etd-03062003-115431/unrestricted/etd.pdf.
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Mukeredzi, Tabitha Grace. "Exploring professional development experiences of the professionally unqualified practicing teachers in rural secondary schools." Thesis, 2009. http://hdl.handle.net/10413/3150.
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Attempts to address global pressure to achieve Education For All (EFA) have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and the large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally accepted, to address particularly rural school postings and EFA commitments, there remain outstanding questions regarding how such teachers grow and develop in those rural contexts. An understanding of how these teachers develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. Through a double site study involving two international sites, Zimbabwe and KwaZulu–Natal, South Africa, an interpretive/qualitative design was adopted. Three-interview series supported by document reviews and photo elicitations were employed to explore these teachers’ experiences. Data was transcribed and
manually analysed inductively utilizing open coding. The findings suggest that professional development for these teachers occurs in a number of sites, namely: through the Post Graduate Certificate in Education (PGCE) / Post Graduate Diploma in Education (PGDE) programme; in the school through practice and school meetings; in the wider professional sites; and in informal communities. Drawing on Cultural Historical Activity Theory to describe, analyse and understand data, I argue that the professionally
unqualified practicing teachers experience professional development through interaction in multiple domains of formality and experience: formal, non formal, informal and experiential. Professional development occurs across these domains however, findings show that these teachers feel incapacitated by lack of support. This implies a need for more supervisory and resource support. The teachers conceive their professional development experiences in rural secondary school contexts as underpinned by having to ‘make-do’, relational dimensions, interdependence and
agency as well as resourcefulness, creativity and improvisation to address gross resource limitations. The thesis suggests a need for further research into enhancing professional development practices of the professionally unqualified practicing teachers in rural school settings. Professional development can be supported. Given that teachers are teaching in under resourced and geographically rural contexts where they have ‘to make-do’, this has a bearing on the achievement of EFA goals within the wider context. In relation to the Cultural Historical Activity Theory, my argument is that the framework provides a useful generic, analytical tool for thinking through how professional development occurs in multi-domains. However, on its own it does not provide a complete lens to make sense of the variations in professional development within the domains and levels of formality and experience. The thesis therefore argues for an additive model to CHAT, which includes domain based
distinctions of formality and experience that may expand the framework and deepen its applicability specifically, in trying to understand professional development issues. The thesis therefore suggests the need for more studies, drawing on the framework and developing it to
determine its applicability beyond this particular inquiry.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.
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Grimmett, Marc Anderson. "Endorsement of professional standards for effective practice by practicing professional school counselors." 2003. http://purl.galileo.usg.edu/uga%5Fetd/grimmett%5Fmarc%5Fa%5F200308%5Fphd.
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Pierce, Laura Marinn. "An Exploration of the Relationships among Wellness, Spirituality, and Personal Dispositions of Practicing Professional Counselors." 2010. http://trace.tennessee.edu/utk_graddiss/738.
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The purpose of this study was to explore the relationships between wellness, spirituality, and personal dispositions of practicing professional counselors. A sequential, mixed-methods case study design was utilized to achieve this purpose. Thirty professional counselors completed three assessment instruments measuring wellness, spirituality, and personal dispositions. Five of these counselors also participated in the qualitative portion of the study. This included the review of photographs of their offices and copies of their résumés and professional disclosure statements as well as participation in a telephone interview.
Following the use of Pearson Product Correlations to analyze relationships in the data from the assessment instruments, two positive relationships were found. Spirituality was positively correlated with the disposition of rule-consciousness. A positive relationship was found between wellness and emotional stability. In addition, three negative relationships were found. The dispositions of apprehension, perfectionism, and tension were all negatively correlated with wellness. No significant relationship was found between wellness and spirituality. These data were used to develop the interview protocol for the qualitative portion of the study.
The constant comparative method was used to analyze the qualitative data. Five themes were developed within the second iteration of analysis: commitment to the philosophies of the profession, a foundation of ethics, coordination, social networks, and personal fulfillment. These resulted in the development of the third iteration of the professional counselor as an integrated whole. These enhanced the findings of the quantitative portion of the study by providing a description of how the relationships found in the quantitative data impact and present in the work of professional counselors.
This was the first known study to utilize a mixed-methods design to explore wellness, spirituality, and personal dispositions in professional counselors. Future studies should continue to explore the relationships among these factors and how they impact professional practice. These should include the use of a larger sample size as well as the identification of specific behaviors utilized by professional counselors to promote the development of wellness and positive personal dispositions.
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CHEN, YUN-JU, and 陳韻如. "A Study of Parents and Kindergarten Teachers in Perceiving and Practicing Kindergarten Teachers’ Professional Roles." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/27424481176656440193.
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碩士銘傳大學
教育研究所碩士在職專班
98
The purpose of this study was to investigate the differences of kindergarten teachers and parents in perceiving and practicing kindergarten teachers’ professional roles. The subjects were teachers and parents of Taipei Municipal Elementary School affiliated kindergarten. The study was investigated through ” Kindergarten Teacher’ Perception and Practice of Professional Roles Questionnaire.” There were in total 355 valid questionnaires, including 188 finished by teachers and 167 by parents. The followings were conclusions after analysis and discussion: 1.From the perspectives of teachers and parents, seven dimensions of perception and practice of teachers’ professional roles all intended to be “very important” and “mostly done.” “Competence of nursing and instruction,” “classroom management, “and “attitude of the career” were considered most crucial. “Competence of administration” was less important. 2.There were remarkable differences in teaching seniority and whether having children. Teachers teaching more than 11 years had done better in “professional knowledge and competence” than those teaching less than 10 years. In “attitude of career,” teachers teaching more than 21 years had done better than younger ones. Kindergarten teachers who had children had done better in “professional knowledge and competence” than those who did not have children. 3.There were remarkable differences in parents with different ages. Parents with 36-40 of age thought “competence of communication” in a teacher’s role more important than parents who were younger than 35 years old. Female parents thought kindergarten teachers had done better in “classroom management,” and “competence of nursing and instruction” than male parents. 4.From the perspectives of kindergarten teachers, teachers perceived themselves better than practiced. From the perspectives of parents, there were no remarkable differences in the perception and practice of “competence of administration,’ and “professional knowledge and competence.” In terms of other perception and practice of teachers’ roles, parents also perceived better than practiced. 5.In teachers’ and parents’ practice in a kindergarten teacher’s role, parents approved that teachers had done better than teachers themselves. 6.Based on the conclusions, suggestions of educational administration, teachers’ professional roles and future study were addressed. Key Words：teachers’ roles , perception of teachers’ roles ,practice of teachers’ roles
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WU, WAN KUN, and 吳婉堃. "Jumping out, Reflection and Perceiving：A action research of practicing self-monitoring to seek the professional growth." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/3h37nc.
Full textAbstract:
碩士國立臺灣師範大學
特殊教育學系在職進修碩士班
95
Abstract The study story, which is based on my past learning and teaching experiences, helps me to be more professional in guiding special students. In this research, the action research method is used on-the-spot in all my teaching scenes to teach my student－Xiao Jing how to practice his self-monitoring strategy. During the teaching process, I expect to improve Xiao Jing’s self-control abilities and increase my specialized ability as well. Based on my own research experience, I generalize the nine methods for self- monitoring strategies, which show their own importance. I also reorganize the procedures and matters for attention during practicing the self- monitoring strategy after I finished the research. While doing the research, I went through two phases－pursuing after the data and jumping out of the research field. During the first phase, I couldn’t understand everything clearly and couldn’t solve many problems that happened in the research field. During the second phase, I jumped out of the research field and reflect everything of the research process with the third party’s point of view. This made me rediscover Xiao Jing’s effort when he practiced the self-monitoring strategy. Furthermore, I found the deficiencies of my teaching experience－having over high anticipation about the effect of self- monitoring strategy and not tolerating the errors of Xiao Jing and mine during the learning process. Through the reflection, I found the positive effect of Xiao Jing that resulted from my effort. After perceiving the mistake, I learn to accept the imperfection of myself and try hard to adjust my action. I am happy for my growth.
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TSAI, YI-CHE, and 蔡宜哲. "A Study on the Experience of Practicing Professionalism of Social Workers in the Field of Marital Violence." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2nvx77.
Full textAbstract:
碩士實踐大學
社會工作學系碩士班
105
This study aims to explore the experience of practicing professionalism of social workers working with female victims in the field of marital violence. The researcher adopts qualitative interview method. Through purposive sampling and snowball sampling, ten social workers were selected. Additionally, all participants have more than five-year experiences of working with marital violence populations. The study found that the experience of practicing professionalism of social workers in the field of marital violence, social worker must be able to agree with the mission of social work, promote social justice, and have professional autonomy to use knowledge, skill, value as the basis of action and judgment. Following, this experience will be divided into knowledge, skills, values of three parts. 1. Knowledge To achieve service goals, respondents rely on the knowledge for backing. The expertise used includes professional role, theory, and expertise in other professional field. The most important professional role is the partner, the second is the resource manager. The two most important theories are the ecological systems theory and the anti-oppressive perspective. The secondary theory is the strengths perspective. A small number of respondents refer to the cognitive behavioral theory and pragmatism. The expertise in other professional field includes legal knowledge and medical knowledge. 2. Skills To change the behavior of the client and achieve service goals, respondents should use a lot of professional skills. The professional skills used can be divided into six categories. According to the degree of attention are connecting and negotiation skills, communication skills, self-awareness and self-control skills, advocating skills, and group work skills, personal safety protection skills equal attention. 3. Values Values are the basic core of social work. The skills in the protection service are only operational technique. If there are no values behind the backing, the whole process of treatment is empty and meaningless. According to the experience of the respondents, the professional values include privacy and confidentiality, ensuring the life safety of the clients, believing the clients are the instructor in helping relationship, accepting individual differences and multicultural of the clients, practicing social justice, implementing professional autonomy. Finally, the thesis offers an integrative discussion of the research findings, and gives suggestions to clinical applications and further studies. Keywords：Social Workers in the Field of Marital Violence、Professionalism、Professional Autonomy
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Lin, Ying-Jun, and 林盈君. "Is There an Effect for Continuing Professional Education of Taiwanese Small and Medium Sized Accounting Firm in Different Practicing Area？." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/56068476625511675455.
Full textAbstract:
碩士國立雲林科技大學
會計系
102
In recent years, with the rapid changes in the global economic environment, the accounting firms face competitive pressure. In the public accounting profession, continuing professional education is a critical factor to respond to the growing complexity of accounting standards, laws and regulations. Continuing professional education enhances employee professional skills and service quality, which keep accounting firms remain competitive in the market. This paper investigates the association between continuing professional education and operation performance of small and medium-sized accounting firm practicing in different area. Main empirical results are as follows: First, in the northern and southern areas, small accounting firms providing continuing professional education outperform those without providing continuing professional education. Next, the relationship between continuing professional education and operating performance is significant positive for small and medium-sized accounting firm with continuing professional education either in northern, central or southern areas. This indicates that continuing professional education improve operating performance of small and medium-sized accounting firms.
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Chung, Yu-Fang, and 鐘郁芳. "The Case Study of Elementary Special Education Teachers Enrolling in In-service Training Programs for Professional Development in Practicing Diagnosis and Assessment." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/cdp6pk.
Full textAbstract:
碩士國立東華大學
教育行政與管理學系
102
The purpose of inclusive education is to enable special needs students to receive good education and adapt themselves well to the living environment. The diagnosis and assessment are usually undertaken by special education teachers as criteria to help students with special needs. It is important for special education teachers to continue to be involved in in-service training to develop and enhance their profession in practicing diagnosis and assessment. This research was aimed to explore the influences of elementary special education teachers enrolling in in-service training programs upon their professional development in practicing diagnosis and assessment, and it was carried out by adopting a qualitative, collective, instrumental case study approach. There were four elementary special education teachers participating in this research, and the data were collected by using in-depth interviews and document collection. The purposes of this research are to explore: 1. Teachers’ self-assessment and needs for professional development in practicing diagnosis and assessment; 2. The influence of teachers’ enrolling in in-service training programs for their professional development in practicing diagnosis and assessment. The research findings are summarized as follows: 1. The teachers have mastered the knowledge and skills in practicing diagnosis and assessment, but have found difficulty in interpreting the data collected from individual students; 2. The teachers have been involved in various forms and contents of in-service training program to develop the profession; 3. The teachers’ profession in practicing diagnosis and assessment can be enhanced by enrolling in in-service training programs. Based on the research findings, some suggestions are also given to education administration units, teacher training units, special education teachers, and future researchers.
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Wu, Bing-Cheng, and 吳秉正. "The experience of the professional role practicing when the social worker of Department of Domestic Violence Service in District Court is escorting to court hearing." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/94509065592914748960.
Full textAbstract:
碩士國立屏東科技大學
社會工作系
98
This study aims to provide the practitioners with the opportunities to describe and deal with the experience from whic h they have gained by escorting to court hearing. This study, moreover, also intends to arouse people’s attention toward social workers ’ working conditions and thus understand how they feel when they handle different cases or events. Indeed,as far as the social workers of service department are concerned, they can obtain great benefits from sharing experience such as fulfilling their professional roles and earning more professional recognitions. In this sense, the study copes with the following three key issues: first,what kinds of experience will the social workers of service department get from carrying out their professional roles via attending court hearing? Secondly, what kinds of strategies will the social workers take toward the situations they encounter? How do the social workers identify their professional roles? This study invites five social workers of service department who have worked for a year and other three ones whose working experience hasn’t been up to a year to take part in the interviews. The interviews are conducted for 12 times and 1280 minutes are thus taken. Based on the hermeneutic phenomenological methodology, the study conducted the thematic analysis to analyze the texts. The four essential themes are:(1)the appearance of social workers on the stage (2)the encounter of the social workers and the life world of work (3) the strategies of the social workers (4) the essential meaning of such worked experience. Based on these essential themes and discussions, some concrete suggestions were proposed.
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Wei-Chen, Tai, and 戴暐真. "The Influence on the Professional and Practice Curriculum Learning Behavior of Students by Practicing Skill Certification Test in Data Processing Department of Vocational High School in the North of Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/72529767884630701524.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系在職進修碩士班
94
Owing to the times progress and development of the computer information, most people paid much attention to the relative abilities of computer technique. It stands for self-affirmation of individual’s ability to get the certification of the skill certification test, and which is essential for a job application. The study focuses on the influence of practicing and responding strategies of the data processing department of vocational high school in the north of Taiwan for the student skill certification test. The research was done through literature reviewing and survey method, and the target objects were the students at the data processing department from 17 different vocational high schools in 2005. The effective questionnaires amounts to 1,076, and they were statistical analyzed by the following methods: the frequency distribution and percentage, means and standard deviation, and t-test and one-way ANOVA. Following all these information, the researcher drew a conclusion and offered the officers in the government educational departments some suggestions for reference. The suggestions could also be used as strategies or improvements for the practice of the revised curriculum in the data processing department in vocational high school. Concerning the effects of the student skill certification test upon the learning behavior curriculum, the research drew conclusions as following： 1、There are five factors manipulated in the questionnaires, including learning motivation, learning attitude, learning custom, learning method, and learning environment. 2、The influence of skill certification test performance on skill learning in data processing department of vocational high school for learning environment and learning motivation have the most positive influence. 3、In view of the positive effects the skill certification test has on the teaching in the data processing department, more students should be encouraged to take skill certification test and, a certification system will be formed. 4、The schools should inform the students that the skill certification test is very important for their careers and further education. 5、The schools should establish standard sites for the skill certification test and offer enough equipment for students to practice. 6、As to those students who pass the skill certification test, the school can encourage them by giving them the credits of the related courses or some extra points.