Relevant bibliographies by topics / Professional Integration

Contents

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

Academic literature on the topic 'Professional Integration'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 September 2024

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Journal articles on the topic "Professional Integration"

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Yu, Hongyang, and Veronika Pisarenko. "RETROSPECT AND PROSPECT: THE HISTORY OF CHINESE TEACHER PROFESSIONAL DEVELOPMENT MODEL." World of academia: Culture, Education, no. 9 (November 30, 2023): 65–71. http://dx.doi.org/10.18522/2658-6983-2023-9-65-71.

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The teacher professional development model is an important part of teacher education and the key aspect in developing teacher’s individual style, consolidating their professional knowledge, and improving their teaching methods. In retrospect to value connotations, the article explores the evolutionary characteristics of the macro design from governmentled to multi-subject collaboration, the development of teacher groups from scattered groups to integration, and the development of individual teachers from passive to active professionals. As for the prospective view, the authors claim the need to deepen the reform of the teacher professional development model by innovations from the governmental macro-regulation of teacher professional development policies, strengthening the integration concept of teacher professional development model, and integrating the elements of the teacher professional development model, as well as improving teachers’ knowledge, teaching techniques, and reflection on teaching
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Neiterman, Elena, and Ivy Lynn Bourgeault. "Professional integration as a process of professional resocialization: Internationally educated health professionals in Canada." Social Science & Medicine 131 (April 2015): 74–81. http://dx.doi.org/10.1016/j.socscimed.2015.02.043.

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Khryk, Vasyl. "FORMATION OF READINESS OF FUTURE FORESTRY SPECIALISTS FOR PROFESSIONAL ACTIVITY BASED ON META-SUBJECT INTEGRATION IN CLASSROOM AND EXTRACURRICULAR ACTIVITIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 6–15. http://dx.doi.org/10.31499/2307-4906.2.2022.262818.

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The article reveals the problem of the formation of readiness of future forestry specialists for professional activity on the basis of meta-subject integration in classroom and extracurricular activities. It is established that the training of future forestry specialists is based on the idea of integrating the efforts and capabilities of different objects and subjects of professional training, which provides for the interconnection of classroom and extracurricular activities. It is revealed that the effectiveness of training of future forestry specialists in classroom and extracurricular activities was provided by meta-subject integration which is the integration of educational material of disciplines of different scientific fields, synthesis of knowledge, skills, and competencies of higher education. It is proved that conducting integration classes on the basis of active teaching methods with the involvement of subject teachers allows to implement an integrative approach and to promote the readiness of future forestry professionals to work according to the following criteria: motivational-personal, cognitive-informational, and effective-practical. The use of methods of a problem statement, problem-solving and project method, etc. in the process of training allows considering potential possibilities of software on the basis of real, significant for the specialist of forestry professional situations, promoting the development of readiness.It is established that the formation of readiness of future forestry professionals for professional activities is achieved through the use of such forms and methods of organizing the educational process in classroom work as business games, defense of creative projects, case studies, teamwork, group discussions, independent work, and more. It is revealed that the current forms of extracurricular activities are electives, various forms of group and club work, quizzes, competitions, exhibitions, expeditions, tourist trips, tourist clubs, professional competitions, professional skills tournaments, and professional career passport development. A special place is given to manufacturing practice. Keywords: formation; readiness; future specialists; forestry; professional activity; meta-subject integration; forms; methods; classroom and extracurricular activities.
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Humenna, N. V. "INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF MEDICAL INDUSTRY PROFESSIONALS." Innovate Pedagogy 18, no. 1 (2019): 121–26. http://dx.doi.org/10.32843/2663-6085-2019-18-1-26.

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Cheng, Chi-Ying, and Cathleen Clerkin. "Female Professionals' Gender-Professional Identity Integration (G-PII) and Creativity." Academy of Management Proceedings 2015, no. 1 (January 2015): 14576. http://dx.doi.org/10.5465/ambpp.2015.14576abstract.

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Abreu, B. C. "Professional Identity and Workplace Integration." American Journal of Occupational Therapy 60, no. 5 (September 1, 2006): 596–99. http://dx.doi.org/10.5014/ajot.60.5.596.

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Kalyniuk, Natalia, Nadiia Humenna, and Taras Kadobnyi. "Features of achieving the program learning outcomes in the training process of the medical students." Engineering and Educational Technologies 10, no. 3 (September 30, 2022): 43–51. http://dx.doi.org/10.30929/2307-9770.2022.10.03.04.

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Abstract. It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by considering the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities. Key words: program learning outcomes, higher education, medical student, interdisciplinary integration, professional training, quality of education.
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Egerau, Anca. "PROFESSIONAL INTEGRATION AND CAREER DEVELOPMENT - BETWEEN NECESSITY AND REALITY." Journal Plus Education 19, no. 1/2018 (2017): 66–76. http://dx.doi.org/10.24250/jpe/1/2018/ae.

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Jesus Valle Rivera, Jose, and Nadia Serrano Herreria. "The Professional Performance of the Teacher of Pedagogical Careers with a Technical Profile in the Integration of ICT to the Professional Pedagogical Process." International Journal of Information and Communication Sciences 7, no. 2 (July 13, 2022): 43–47. http://dx.doi.org/10.11648/j.ijics.20220702.12.

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The use of Information and Communication Technologies (ICT) is becoming increasingly evident and necessary for updating, streamlining and disseminating professional training processes. Higher education is not exempt from this situation, so its institutions must provide methodological preparation and professional development in this regard. Consequently, there is a need to develop in teachers an improvement that enables the improvement of professional performance by integrating ICT into the professional pedagogical process. The following article addresses in its generality, some of the theoretical references that support the professional performance of the professor of pedagogical careers with a technical profile in the integration of ICTs into the professional pedagogical process, from which it exposes the definition of this process in the pedagogical careers of technical profiles. It is the result of the theoretical systematization carried out on the contents around the use of technologies in the training of education professionals in specialties of this type. In this way, it proposes to the interested researcher, to reflect on the particularities of professional performance, taking into account the integration of ICT, as well as the potential that these offer for its improvement.
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Løken, Therese Dwyer, Marit Kristine Helgesen, Halvard Vike, and Catharina Bjørkquist. "Being bound and tied by the ropes of frugality: a case study on public management values and service integration." Journal of Health Organization and Management 36, no. 9 (March 16, 2022): 95–111. http://dx.doi.org/10.1108/jhom-10-2020-0401.

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PurposeNew Public Management (NPM) has increased fragmentation in municipal health and social care organizations. In response, post-NPM reforms aim to enhance integration through service integration. Integration of municipal services is important for people with complex health and social challenges, such as concurrent substance abuse and mental health problems. This article explores the conditions for service integration in municipal health and social services by studying how public management values influence organizational and financial structures and professional practices.Design/methodology/approachThis is a case study with three Norwegian municipalities as case organizations. The study draws on observations of interprofessional and interagency meetings and in-depth interviews with professionals and managers. The empirical field is municipal services for people with concurrent substance abuse and mental health challenges. The data were analyzed both inductively and deductively.FindingsThe study reveals that opportunities to assess, allocate and deliver integrated services were limited due to organizational and financial structures as the most important aim was to meet the financial goals. The authors also find that economic and frugal values in NPM doctrines impede service integration. Municipalities with integrative values in organizational and financial structures and in professional approaches have greater opportunities to succeed in integrating services.Originality/valueApplying a public management value perspective, this study finds that the values on which organizational and financial structures and professional practices are based are decisive in enabling and constraining service integration.
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Dissertations / Theses on the topic "Professional Integration"

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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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Yielder, Jill. "Professional Expertise: A Model for Integration and Change." Thesis, University of Auckland, 2001. http://hdl.handle.net/2292/2340.

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The nature of professional expertise has been widely debated in the literature. However it has been examined primarily from a dichotomy of perspectives - either from an experiential or a cognitive focus, without the attempt to integrate these, and other aspects of expertise, into an integrated and coherent model. This research is structured in two sections. The first part incorporates a philosophical discussion, which advances an integrated model of professional expertise. The second part uses a case study focused on the field of medical imaging to illustrate and refine the model. Ten professionals identified as experts in the various sub-specialties within medical imaging were guided through a sustained period of interviews and logging of critical incidents in order to elicit in-depth data in relation to the process of expertise. Findings showed that while expertise is situated in the context of practice, it incorporates several dimensions working together in an integrated, seamless fashion through the medium of the individual practitioner. The proposed model integrates five main aspects, namely: knowledge base; cognitive processes; internal integrative processes; interpersonal relationships; and professional practice. That is, it is a synthesis of a particular knowledge base, the cognitive processes, personality and internal processes of the practitioner. It manifests through, and builds on, interpersonal relationships with clients and other professionals, and is expressed through the actual doing of professional practice. It is through the reflexive examination of practice and management of change that professionals may transform these five integrated aspects into the qualitative state of expertise. One of the implications of these findings for higher education are that institutions providing professional education need to value all the dimensions of expertise and their effective integration in order to promote the learning required to advance professionals towards this level of practice.
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Dunlap, Craig G. "Effective Technology Integration: A Plan for Professional Development." Cedarville University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033055123.

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Garrett, Stephen Thomas. "Professional development for the integration of biotechnology education." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/25966/1/Stephen_Garrett_Thesis.pdf.

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Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.
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Garrett, Stephen Thomas. "Professional development for the integration of biotechnology education." Queensland University of Technology, 2009. http://eprints.qut.edu.au/25966/.

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Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.
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Jablonski, Jan O. D. "Employment Status and Professional Integration of IMGs in Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20685.

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This study investigated international medical graduates (IMGs), registered between January 1, 2007 and April 14, 2011, at the Access Centre for Internationally Educated Health Professionals in Ontario. By way of logistic regression in a cross-sectional design, it was found that permanent residents who were recent immigrants had lesser chances of being employed full-time at registration (baseline). By way of survival analysis in a cohort design, it was found that younger IMGs who have been in Canada less than 5 years and who have taken the Medical Council of Canada Evaluating Exam (MCCEE) have the greatest chances of securing residency positions in Canada or the US, whereas IMGs from Eastern Europe, South Asia and Africa have lesser chances. It was revealed that registered IMGs are a vulnerable population, and certain groups may be disadvantaged due to underlying characteristics. These groups can be targeted for specific interventions.
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Hedberg, Henry E. "Technology integration professional development for teachers strategies for action /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HHedberg2008.pdf.

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Курганська, Мирослава. "Professional language mobility as a future specialist integration condition." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7240.

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Park, Melanie Lynn. "Middle School Teachers' Professional Development Needs for ICT Literacy Integration." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2751.

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This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning, which suggested that adult learners are motivated when they understand the real applications of new information. Methodological triangulation was obtained using 3 teacher focus groups and 2 interviews with 17 academic teachers, 1 administrator, and 1 resource teacher. Transcription documents from the focus groups and interviews were color-coded to identify emerging themes. The findings revealed that the participants believed that their students currently use technology to access information, but rarely evaluate the validity of digital information. To address this deficit, a professional development plan was created with the goal of increasing teachers' ICT literacy integration skills in the area of information evaluation. This plan was designed to improve methodological practices and lead to better classroom instruction, creating positive social change by making educators better-equipped to meet the needs of their students. The local community will also benefit as students leave school better prepared to meet the demands of a technological workforce.
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Nisimblat, Heller Antge. "Integration genom språk och museipedagogik : Integration through language and museum education." Thesis, Stockholm University, Department of Education in Humanities and Social Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38513.

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The purpose of this thesis is to analyze how museums, seen as heterotopic places where time and space act simultaneously, can, with the help of museum educators and guides, integrate the foreign citizens in Sweden. The analysis is done with the help of three institutions: The Vasa Museum, the Royal Armory and The Great Synagogue in Stockholm.

The author of the thesis argues that recruiting trained personnel with foreign roots by museums would help significantly in the creation of a sense of collective identity and belonging among those citizens who are just adapting to the country. Through the use of Swedish, in conjunction with their mother tongue, as well as analogies, an important contribution can be attained in their integration.

In this work, concepts such as the accent, are treated in a categorical manner, as the author, with the assistance of other researchers, concluded that the accent should not influence the perception of the intellectual and work capability of a professional museum educator/guide.

History represents another key element in this thesis, as it discusses the way to find a new narrative form to channel history and refer to it, thus sharing historical roots with these new immigrants in Sweden.

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Books on the topic "Professional Integration"

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1976-, Knight Brian, ed. Professional SQL server 2005 integration services. Hoboken, NJ: Wiley Technology Pub., 2005.

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1976-, Knight Brian, ed. Professional SQL server 2005 integration services. Indianapolis, IN: Wrox/Wiley Pub., 2006.

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Brian, Knight, ed. Professional Microsoft SQL server 2008 integration services. Indianapolis, IN: Wiley Pub., 2008.

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Ryszard, Gerlach, ed. Edukacja zawodowa w aspekcie przemian społeczno-gospodarczych: Wyzwania, szanse, zagrożenia. Bydgoszcz: Wydawn. Uniwersytetu Kazimierza Wielkiego, 2007.

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Tordoir, Pieter P. The professional knowledge economy: The management and integration of professional services in business organizations. Dordrecht: Kluwer Academic Publishers, 1995.

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Canada. External Affairs and International Trade Canada. Professional and consulting services: Law and accounting. [Ottawa]: External Affairs and International Trade Canada, 1990.

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Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen., ed. PROMUSE: Professional integration of musicians and continuing education in music. Utrecht: Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen, 2002.

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1937-, Tarn Tzyh-Jong, Ghosh B. K. 1936-, and Xi Ning, eds. Control in robotics and automation: Sensor-based integration. San Diego: Academic Press, 1999.

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Schroeder, Werner. Sport und europäische Integration: Die Diskriminierung von Sportlern in der Europäischen Gemeinschaft. München: VVF, 1989.

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Ruiz-Madrid, Mª Noelia, and Inmaculada Fortanet-Gómez. Teacher Professional Development for the Integration of Content and Language in Higher Education. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003428640.

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Book chapters on the topic "Professional Integration"

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Hunt, Cheryl. "Seeking Integration." In Critical Reflection, Spirituality and Professional Practice, 227–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66591-3_8.

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Wolfe, Barry E. "The integrative experience of psychotherapy integration." In How therapists change: Personal and professional reflections., 289–312. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10392-016.

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Yoon, Susan A., Jooeun Shim, Katherine Miller, Amanda M. Cottone, Noora Fatima Noushad, Jae-Un Yoo, Michael V. Gonzalez, Ryan Urbanowicz, and Blanca E. Himes. "Professional Development for STEM Integration." In Teacher Learning in Changing Contexts, 69–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003097112-6.

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Paplham, Pamela, Tammy Austin-Ketch, and Mallory Andrzejak. "Integration of Telehealth Into DNP Curriculum and Clinical Practice." In The DNP Professional, 205–14. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523857-26.

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Billett, Stephen. "Curriculum Considerations: The Integration of Experiences." In Professional and Practice-based Learning, 161–94. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7230-3_7.

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Billett, Stephen. "Pedagogic Practices Supporting the Integration of Experiences." In Professional and Practice-based Learning, 195–223. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7230-3_8.

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Ras, Eric, Martin Memmel, and Stephan Weibelzahl. "Integration of E-Learning and Knowledge Management – Barriers, Solutions and Future Issues." In Professional Knowledge Management, 155–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_19.

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Becerra-Fernandez, Irma, TeWei Wang, Gul Agha, and Thant Sin. "Actor Model and Knowledge Management Systems: Social Interaction as a Framework for Knowledge Integration." In Professional Knowledge Management, 19–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_2.

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McLaughlin, Mary Ann, and Frank Vera. "Inter-professional Care: Integration with Exercise Physiologists." In Creating a Lifestyle Medicine Center, 201–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48088-2_17.

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Bartsch-Spörl, Brigitte, Klaus North, and Peter Pawlowsky. "Knowledge Management in Small and Medium Enterprises (WMKMU 2005): Integration of HR and IT Perspectives." In Professional Knowledge Management, 719–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_80.

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Conference papers on the topic "Professional Integration"

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Tararina, L. I. "INTEGRATION OF LANGUAGE AND PROFESSIONAL KNOWLEDGE OF PROFESSIONAL TRANSLATORS IN THE SPHERE OF PROFESSIONAL COMMUNICATION." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-414.

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Silkstone, Victoria, and Jenny Silverthorne. "Professional Practice Placements – an opportunity for integration?" In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226834.

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Rosales, Lian Krizzia. "Technology Integration: Implication for Teachers’ Professional Development." In The Southeast Asian Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2435-5240.2021.5.

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Waits, Todd, and Joseph Yankel. "Continuous system and user documentation integration." In 2014 IEEE International Professional Communication Conference (IPCC). IEEE, 2014. http://dx.doi.org/10.1109/ipcc.2014.7020385.

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Sam, Dewi Fortuna, Mr Sumarlin, and Mr Suhartono. "Islamic religiosity integration in maintaining auditor professional ethics." In Proceedings of the 16th International Symposium on Management (INSYMA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/insyma-19.2019.20.

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Manghiuc, Iulia, and Ciprian Petrescu. "Integration of Generation Z in the Professional Environment." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/30.

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This study highlights the assimilation of generation Z in the professional environment and its adaptation to the requirements of the organization it is part of. The candidates who have advanced knowledge in the field of technology are the target audience that will generate personalized education over time, but also interesting opportunities, who are growing in an environment relying only on technology and will be much more flexible in thinking and decision making, being those who grew up online. Born during the digital age, they will prefer an independent brand at the expense of a traditional / experienced brand. The intersection method used by combining the quantitative and qualitative approach will seek to identify the components of an effective professional integration system. The results obtained also highlight the fact that this process plays a key role in creating a convenient environment where the members of generation Z can explore their native creativity. The whole integration process will consist of a series of challenges that organizations will be facing in attracting and keeping the members of this generation, but also of methods used for its capitalization. The conclusions highlight the importance of this reference process for any member of Generation Z.
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Mueva, Angelina Viktorovna, Yuliana Vladimirovna Krupskaya, Lydia Vladimirovna Sidorova, Olga Nikolaevna Abeeva, Ekaterina Mikhailovna Natyrova, and Nadezhda Grigoryevna Krasnorutskaya. "Interdisciplinary Integration In Professional Training Of Future Teacher." In International Conference on Social and Cultural Transformations in the Context of Modern Globalism. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.11.146.

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Daniela Gomez Rios, Monica, Alejandro Drouet, and Miguel Angel Quiroz Martinez. "Design of an augmented reality software tool to improve user interaction and awareness in geolocation platforms." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004491.

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People do not give importance to the rules or protocols of each sport through the design of an application in augmented reality it is intended to complement the regulatory information on a sport such as football, such as positioning on a field, offering directions, measurements, radius of the midfield, penalty area, corner area, number of referees and the function of each player. The general objective is to design a tool for learning sports rules related to football using augmented reality. The results are A four-layer architecture such as User, Location, Camera, and Applications; each layer and its components are described in this model. In addition, a first survey of five questions answered by ten professionals in Information Technology on architecture was carried out in this document. The survey indicates that it has a reasonable degree of acceptance, and the professional recommendations are interesting. In addition, a second survey of five questions answered by fifteen players about their interest in using an AR-based application was conducted. It was concluded that architecture has been accepted by professionals and players have disposition or interest in an application in AR.
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Nikolaenko, Stanislav, Oksana Bulgakova, Iryna Yasinetska, Lesya Zbaravska, Ilmars Dukulis, Nataliia Shynkaruk, and Adolfs Rucins. "Programming of pedagogical technology for formation of professional competence studying special disciplines in agricultural engineering sciences." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf135.

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The article deals with the problem of the formation of professional competence of the future engineers in the integration process of special disciplines into the agro-engineering sciences. There has been scientifically substantiated and experimentally verified the efficiency of methodology for the formation of professional competence of the future agro-engineers by integrating special disciplines, based on personal activity, competence, problem-integrative, contextual and system approaches. The psychological and pedagogical conditions for the implementation of the methodology in the process of studying agricultural mechanics, the theory of agricultural machines, machine use in the crop production and animal husbandry, etc. are determined and theoretically substantiated. The purpose of this article is the problem of the formation of sustainable professional competence of the future agricultural engineers in the integration process of natural and general technical disciplines into the special disciplines from the basic training profile. Based on the results of the research, a methodology was built, in which the effectiveness of the formation of professional competence of future agricultural engineers was scientifically substantiated and experimentally verified by integrating fundamental disciplines into special ones. There are determined and theoretically substantiated psychological and pedagogical conditions for the implementation of the developed models in the process of studying these disciplines. There is proved the efficiency of the developed logical models and their impact upon the components of professional competence, which is carried out by applying approaches to the assimilation of the scientific knowledge, the use of integrative learning technologies, as well as increasing the cognitive activity, motivating students to study special disciplines. The developed technologies for the formation of professional competence in the study of special disciplines in agro-engineering sciences can significantly increase the level of professional knowledge of the future engineer of agro-industrial production.
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Xiaokang Zhang, Zenglei Zhang, and Chengpeng Jiang. "Based on MAS professional educational information resources integration model." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485695.

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Reports on the topic "Professional Integration"

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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.

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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Davignon, Laure-Jeanne. Integration of Solar Training into Allied Professional Development Platforms - Final Technical Report. Office of Scientific and Technical Information (OSTI), December 2018. http://dx.doi.org/10.2172/1488920.

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Cubelo, Floro, Anndra Dumo Parviainen, Hannele Turunen, and Krista Jokiniemi. Workplace Integration Strategies for Internationally Educated Nurses (IENs): Mixed-Method Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0075.

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Review question / Objective: a. Population: Internationally Educated Nurses (IENs) are those who have received their initial education and registration from their home countries and have migrated abroad to work as Registered Nurses); b. Intervention: Integration into a new workplace abroad; c. Comparison intervention: Impact of integration intervention; d. Outcome measures: Impact of Integration Intervention on work satisfaction and professional competencies in nursing. • Review Question: Does IEN who receive integration intervention have better work satisfaction and professional competencies compared to those who did not receive any integration program/intervention into a new workplace healthcare environment? • Objective: To explore and summarize the current evidence-based integration strategies as a guide to creating effective integration policies for IENs.
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Snider, Don M., and Alexander P. Shine. A Soldier's Morality, Religion, and Our Professional Ethic: Does the Army's Culture Facilitate Integration, Character Development, and Trust in the Profession? Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada599873.

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Guo, Xingzhou, Chi Tian, Jinwu Xiao, Yunfeng Chen, and Jiansong Zhang. Life Cycle Integration of Building Information Modeling in Infrastructure Projects. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317356.

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Building Information Modeling (BIM) can provide solutions to many challenges of asset management, such as missing data, incompatible software, and an unclear business process. However, current implementation of BIM in infrastructure projects has only considers limited factors, such as technology application and digital information delivery, while issues of system compatibility and information needs are still missing. Different aspects of a business are interdependent and an incompatible development of various factors might result in different levels of BIM implementation or even project failure. Comprehensive research is needed to explore the key factors and challenges of BIM implementation in infrastructure projects. This study conducted interviews and surveys with key stakeholders of infrastructure projects to explore the challenges and potential solutions of BIM implementation. Interviews were conducted with 37 professionals and surveys were conducted with 102 professional stakeholders, including owners, designers, contractors, and software vendors. Four main factors, challenges, and potential solutions were identified from content analysis of the interviews and further validated by the surveys. These factors include process factor (when), technology factor (how), people factor (who), and information factor (what). Corresponding solutions are proposed to refine the current workflow and practices.
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Voloshynov, Serhii A., Felix M. Zhuravlev, Ivan M. Riabukha, Vitaliy V. Smolets, and Halyna V. Popova. Application of VR technologies in building future maritime specialists' professional competences. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4623.

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Progress of modern digital technologies enlarged the quantity of researches about implementation and usage of VR technologies in education process of higher educational establishments. The article provides analysis of best practices of simulation technologies application in maritime education. Absence of national research experience, evidence base for efficiency of new VR simulators operation leaves this issue open to be investigated in terms of researches on their performance effectiveness. The article proposes overview of advantages of VR technologies implementation aimed at building and shaping of future maritime specialists’ professional competences. Authors investigate potential application possibilities of interactive and representative potential of immersion digital technologies during education process at maritime educational establishments. Problem of VR technologies integration into education and training of future seafarers is highlighted, as well as possibility to use virtual courses in the process of future maritime specialists’ training. The article reveals prognostic validity of VR simulators used for building of professional competences.
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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Education and Training Policy and the National Curriculum Framework for Basic and Teacher Education. Furthermore, these skills are clearly reflected in every curriculum and syllabus document, yet those who graduate from the basic and advanced secondary levels are claimed to lack these skills. This suggests a variation between the enacted and the intended curriculum. We conclude that certain system elements are weak, and hence threaten the effective implementation of the curriculum. These weak system elements include limited finance, a teacher shortage, and the lack of a teacher continuous professional development programme. This research suggests that due consideration should be given to provision of the resources required for the successful implementation of the curriculum. These include, allocation of sufficient funds, the employment of more teachers and the provision of regular continuous professional development for teachers as a way to strengthen the system elements that we identified.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Lytvynova, Svitlana, Oleksandr Burov, Nataliia Demeshkant, Viacheslav Osadchyi, Сергій Олексійович Семеріков, Світлана Григорівна Литвинова, Олександр Юрійович Буров, Наталія Андріївна Демешкант, and В'ячеслав Володимирович Осадчий. Proceedings of the VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, October 1, 2021. Криворізький державний педагогічний університет, March 2022. http://dx.doi.org/10.31812/123456789/6988.

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Proceedings of the VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications
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Pinchuk, O. P., and A. A. Prokopenko. Actual areas of development of digital competence of officers of the armed forces of Ukraine. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.33407/lib.naes.728788.

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The purpose of the study is to find ways to solve the current problem of improving the military education system. The needs in the formation and development of digital competencies of military management officers in different competence areas were studied: information and data literacy, communication and collaboration, digital content creation, safety and problem solving are studied. Possession of a high level of competence in these areas, according to the authors, significantly affects the professional development of officers during their military careers. The attention is focused on the possibility of implementing transdisciplinary integration in the system of advanced training of officers of the Armed Forces of Ukraine. The subject of the study, among other things, was the formation of readiness to use STEM-technologies in professional activities. The study reviewed modern STEM-approaches in the educational process and analyzed the experience of countries such as the United States, Australia, China, Britain, Israel, Korea, Singapore. The results of the survey among the students of advanced training courses at The National Defence University of Ukraine named after Ivan Cherniakhovskyi are highlighted. In particular, the attitude and needs of military management officers to training and professional development were clarified; identified their educational interests. In particular, the need for effective ownership of tools for planning and organizing project work, analysis and evaluation of achieved results is identified.
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