Academic literature on the topic 'Professional Learning Committee'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Professional Learning Committee.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Professional Learning Committee"
1
Newcomer, Phyllis L. "Competencies for Professionals in Learning Disabilities." Learning Disability Quarterly 11, no. 3 (August 1988): 167–75. http://dx.doi.org/10.2307/1510761.
Full textAbstract:
A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.
2
Johnson, W. Brad, and Rioh'det Corser. "Learning Ethics the Hard Way: Facing the Ethics Committee." Teaching of Psychology 25, no. 1 (January 1998): 26–28. http://dx.doi.org/10.1207/s15328023top2501_7.
Full textAbstract:
This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened fry students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.
3
Plant, Kato, Karin Barac, and Herman De Jager. "Developing early career professional auditors at work." Meditari Accountancy Research 25, no. 3 (August 14, 2017): 368–90. http://dx.doi.org/10.1108/medar-03-2017-0119.
Full textAbstract:
Purpose The purpose of this paper is to identify the determinants of internal audit workplace learning success for developing early career internal audit professionals in South Africa. Design/methodology/approach A qualitative research design was used to collect data through focus group discussions and semi-structured interviews from 65 internal audit stakeholders including internal audit employers’ early career; internal auditors’ workplace learning assessors; and presenters and members of the education and training committee of the professional body in South Africa on their experiences of the determinants of workplace learning success for internal auditors. Findings In line with workplace learning theories, it was found that there are five determinants of internal audit workplace success: the learning environment, management support, the early career internal auditors’ commitment (attitude and motivation to learn) and a relevant, structured and effective formal workplace learning programme. Practical implications Internal audit employers, early career internal auditors, workplace learning assessors and presenters as well as the Institute of Internal Auditors globally and in South Africa can use the results of this study as a benchmark for their internal audit workplace learning practices. Originality/value This paper provides insight into the determinants of workplace learning success for internal auditors and contributes to the limited body of knowledge in auditing on developing professional competence in the workplace.
4
Moon, Jodi Saxton. "Median Middle School." Journal of Cases in Educational Leadership 19, no. 4 (November 3, 2016): 47–56. http://dx.doi.org/10.1177/1555458916657121.
Full textAbstract:
This case was developed for use with future school leaders in an educational setting. There are several topics of discussion that can be developed, including but not limited to policy implementation, the efficacy of professional learning communities, and improving student learning outcomes. The setting is a solidly performing middle school in the third year of implementing a new policy of common assessments through a professional learning committee model. Data are presented about the students, the district, and the teachers involved. Students must support the main player in the story: a new principal who is about to begin work with an established math department in the midst of collaborative crisis.
5
Aguilar-Rodríguez, Marta, Elena Marques-Sule, Pilar Serra-Añó, Gemma Victoria Espí-López, Lirios Dueñas-Moscardó, and Sofía Pérez-Alenda. "A blended-learning programme regarding professional ethics in physiotherapy students." Nursing Ethics 26, no. 5 (February 19, 2018): 1410–23. http://dx.doi.org/10.1177/0969733017748479.
Full textAbstract:
Background: In the university context, assessing students’ attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. Research objective: To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students’ attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students’ attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. Findings: After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. Conclusion: The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students’ attitudes, knowledge and opinions towards learning professional ethics.
6
Simmons, Nicola, Lauren Scharff, Michelle Eady, and Diana Gregory. "SoTL in the Margins: Teaching-Focused Role Case Studies." Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 61–78. http://dx.doi.org/10.20343/teachlearninqu.9.1.6.
Full textAbstract:
The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.
7
Carrera, Alberto M., Lizbelle De Jesús-Ojeda, Estela Estape, and Lourdes E. Soto de Laurido. "2419." Journal of Clinical and Translational Science 1, S1 (September 2017): 50. http://dx.doi.org/10.1017/cts.2017.179.
Full textAbstract:
OBJECTIVES/SPECIFIC AIMS: Goal—broaden the academic offer to enhance clinical and translational research productivity and cost effectiveness. Objective—implement a distance learning program on conducting proficient research management. METHODS/STUDY POPULATION: Needs assessment attested students’ interest in enrolling and willingness to recruit graduates by the research industry and academia. A master of science in clinical research management and regulatory compliance (MS-CRMRC) was developed using the Core Competency Domains for Clinical Research Professional. Experts from research academia, pharmaceutical industry, composed a Proposal Development Committee. RESULTS/ANTICIPATED RESULTS: Access of a distance learning MS-CRMRC program for students with time constrains. Competent research professional graduates working side by side with the principal investigator on onsite teamwork management, to streamline research processes in compliance to regulations. DISCUSSION/SIGNIFICANCE OF IMPACT: Improvement of clinical and translational research productivity and efficient use of grants funds prevails as a generalized concern. The MS-CRMRC offers an accessible alternative to empower the research enterprise by developing knowledgeable skilled professionals to tackle this need.
8
Banjarmasin, Syahrir. "FAKTOR-FAKTOR YANG MEMPENGARUHI IMPLEMENTASI PERMENDIKBUD NO.75 TAHUN 2016 DI SMK NEGERI BANJARMASIN." dia 17, no. 1 (June 17, 2019): 46–65. http://dx.doi.org/10.30996/dia.v17i1.2874.
Full textAbstract:
ABSTRACTOne example of the administration of education which involves the role and function of the School Committee can be observed in the city of Banjarmasin. Banjarmasin City Education Office seeks to change so that each school has facilities and infrastructure that can support teaching and learning activities outside of school through the School Committee. Good facilities and infrastructure facilities can support teaching and learning activities outside of school so that it is expected that each student can gain additional skills and knowledge from teaching and learning processes outside of school. Through community school committees can carry out various roles in the implementation and quality control of education services through the role of individuals, groups, families, professional organizations, employers, and social organizations. The study of strategies for developing community participation in education funding at State Vocational Schools in Banjarmasin as a result of the implementation of Permendikbud Nomor 75 Tahun 2016 and analyzing what factors make the implementation of Permendikbud Nomor 75 Tahun 2016 difficult to implement uses qualitative methods based on George C Edward's theory III produced findings that funding in schools that were previously with a collection system with the amount of payment that has been determined and agreed based on the school committee meeting, then with the implementation of the Permendikbud, it could no longer be done because the community meant that the contribution was voluntary, may contribute and may not. Based on these problems, the school is trying to find new breakthroughs to increase community participation in education funding to support funding in schools by developing Production Units (UP) and the community is expected to be directly involved in utilizing products produced by vocational students so that the problem of lack of funding at school can be overcome.
9
Yardley, Sarah, Sally-Anne Francis, Antony Chuter, Stuart Hellard, Julia Abernethy, and A. Carson-Stevens. "Mixed-methods study protocol: do national reporting and learning system medication incidents in palliative care reflect patient and carer concerns about medication management and safety?" BMJ Open 11, no. 9 (September 2021): e048696. http://dx.doi.org/10.1136/bmjopen-2021-048696.
Full textAbstract:
IntroductionApproximately 20% of serious safety incidents involving palliative patients relate to medication. These are disproportionately reported when patients are in their usual residence when compared with hospital or hospice. While patient safety incident reporting systems can support professional learning, it is unclear whether these reports encompass patient and carer concerns with palliative medications or interpersonal safety.AimTo explore and compare perceptions of (un)safe palliative medication management from patient, carer and professional perspectives in community, hospital and hospice settings.Methods and analysisWe will use an innovative mixed-methods study design combining systematic review searching techniques with cross-sectional quantitative descriptive analysis and interpretative qualitative metasynthesis to integrate three elements: (1) Scoping review: multiple database searches for empirical studies and first-hand experiences in English (no other restrictions) to establish how patients and informal carers conceptualise safety in palliative medication management. (2)Medication incidents from the England and Wales National Reporting and Learning System: identifying and characterising reports to understand professional perspectives on suboptimal palliative medication management. (3) Comparison of 1 and 2: contextualising with stakeholder perspectives.Patient and public involvementOur team includes a funded patient and public involvement (PPI) collaborator, with experience of promoting patient-centred approaches in patient safety research. Funded discussion and dissemination events with PPI and healthcare (clinical and policy) professionals are planned.Ethics and disseminationProspective ethical approval granted: Cardiff University School of Medicine Research Ethics Committee (Ref 19/28). Our study will synthesise multivoiced constructions of patient safety in palliative care to identify implications for professional learning and actions that are relevant across health and social care. It will also identify changing or escalating patterns in palliative medication incidents due to the COVID-19 pandemic. Peer-reviewed publications, academic presentations, plain English summaries, press releases and social media will be used to disseminate to the public, researchers, clinicians and policy-makers.
10
Bansal, Monika, and Manoj Goyal. "To introduce and measure the effectiveness of case based learning in physiology." International Journal of Research in Medical Sciences 5, no. 2 (January 23, 2017): 437. http://dx.doi.org/10.18203/2320-6012.ijrms20170043.
Full textAbstract:
Background: Student/learner centered strategies are needed to promote active learning in the students. Medical Council of India (MCI) also encourages learner centric approaches. Objectives of the study were to develop case scenarios for teaching in Physiology and use them to teach 1st professional MBBS students and to evaluate the impact of this intervention on students’ learning.Methods: After the approval from Institutional Ethics Committee (IEC) the study was conducted on MBBS 1st professional students. The students were taught two topics using CBL strategy. Pre-post test score were taken for evaluation of students’ learning. Students’ feedback was taken to elicit their perceptions about the effectiveness of the strategy. Faculty feedback was also taken for feasibility and implementation of CBL.Results: Majority of the students were satisfied with the session. Majority felt it to be a good learning experience and many wanted to attend more such sessions. Difference in the pre-post test scores was statistically highly significant.Conclusions: CBL proved to be an interesting and effective active learning strategy. More of such sessions should be conducted to engage the students as felt by students and faculty both.
Dissertations / Theses on the topic "Professional Learning Committee"
1
Wood, Chris S. "Professional Learning Committee Team Functionality and Team Trust." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6087.
Full textAbstract:
In response to increasing demands placed on public education, professional learning communities (PLC) have emerged as a means of providing teachers with opportunities to collaborate together. Collaboration has been shown to improve teaching practices and lead to better student outcomes. Many collaborative teams, however, struggle to reach their collaborative potential. Trust has been shown to be an important factor contributing to the success of collaborative efforts. Few studies exist that empirically assess the relationship between team functionality and team trust. This study examines the relationship between these two constructs. A measurement tool was developed by the author to measure PLC team functionality based on five domains of functionality. Team trust was measured by a preexisting tool developed by Costa & Anderson (2010) based on four dimensions of trust. Multiple regression analyses were performed to assess the strength of the relationship between PLC team functionality and team trust. Control factors such as team stability, years of teaching, and principal support were included in the analysis. Findings showed a positive, significant relationship between the five domains of PLC team functionality and the four dimensions of team trust. While individual relationships between domains of functionality and dimensions of trust varied, between 46%-60% of variability in team functionality was explained by team trust. This study demonstrates the importance of trust in collaborative efforts of PLC teams as well as highlights a more complex relationship between the two constructs than previously understood in the literature.
2
Bryant, Christopher L. "PROFESSIONAL COLLABORATION: THE VALUE OF MEANINGFUL CONVERSATION FOR THE STUDIO ART EDUCATOR." UKnowledge, 2017. http://uknowledge.uky.edu/art_etds/14.
Full textAbstract:
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.
3
Dahmer, Maribel Cechini. "A aprendizagem e a qualificação profissional como via de inclusão social no mercado formal de trabalho: Um estudo do “projeto piloto nacional de incentivo a aprendizagem da pessoa com deficiência”." Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3908.
Full textAbstract:
Submitted by William Justo Figueiro (williamjf) on 2015-06-16T21:09:12Z
No. of bitstreams: 1
23.pdf: 468251 bytes, checksum: 5d4be4da1937a9ad6cc5522f2947b867 (MD5)Made available in DSpace on 2015-06-16T21:09:12Z (GMT). No. of bitstreams: 1 23.pdf: 468251 bytes, checksum: 5d4be4da1937a9ad6cc5522f2947b867 (MD5) Previous issue date: 2011
Nenhuma
A Pesquisa tem como objetivo analisar a Aprendizagem e Qualificação Profissional como via de inclusão social e permanência no mercado formal de trabalho no “Projeto Piloto Nacional de Incentivo a Aprendizagem da Pessoa com Deficiência” dentro do contexto da “Lei das Cotas” ou “Reserva Legal de Cargos”, como importante frente de implementação de ações das políticas públicas de emprego deste segmento populacional, a cargo do Ministério do Trabalho e Emprego, no período de 2009 a 2010. A experiência executada no Rio Grande do Sul é de responsabilidade da Superintendência Regional do Trabalho e Emprego-RS e do “Comitê Estadual Pró-Inclusão-RS”, instituído com o objetivo de congregar entidades representativas dos diferentes tipos de deficiência, instituições qualificadoras de mão-de-obra, federações empresariais, associações nãogovernamentais e órgãos públicos vinculados à educação e à promoção social. Abordaremos a temática da aprendizagem e qualificação profissional na perspectiva de ações de capacitação profissional e na compreensão do desenvolvimento de competências e habilidades para a ampliação de condições de inclusão profissional no mercado formal de trabalho. A escolha metodológica, de abordagem qualitativa contemplando a observação, a análise de documentos coletados e de dados do campo empírico registrados em “diário de campo”, além do “Memorial das Reuniões do Comitê Pró-Inclusão-RS”. Análise discursiva baseou-se na obra de Laurence Bardin(2010). As bases teóricas referem-se a Paulo Freire (2001), educador cuja produção intelectual tem caráter interdisciplinar. Apresentamos as trajetórias e experiências de vidas de pessoas com deficiência na construção do diálogo social enquanto sujeitos de políticas de aprendizagem e qualificação profissional, re-significando sua história.
This research has as its main objective to analyze Learning Process and Professional Qualification as means of social inclusion and permanence in the formal working market of the “National Pilot Project for the Motivation of People with Learning Disability” in the context of the “Racial quotas law” or “Legal Reserved Positions”, as an important act in the implementation of public employment policies of this population segment, carried out by the Brazilian Ministry of Labor in the period of 2009 and 2010.The experience, which took place in the State of Rio Grande do Sul, was held under the responsibility of the Regional Labor Superintendence and the “Pro-Inclusion Executive State Committee”, and it was established with the aim of gathering representative entities from different types of disabilities, institutions that deal with workers qualification, business federations, non-governmental organizations and public sectors related to education and social promotion.We will approach the learning process and professional qualification under the perspective of professional training in order to comprehend the development of competences and abilities for the support of conditions of professional inclusion in the formal working market.The methodology used is the qualitative approach, with data collected from participative research, based in observations and in researched documents collected from the empirical field – “field diary” and “Memorial of the of the Pro-Inclusion Committee Meetings”. The discursive analysis is based on the work of Laurence Bardin (2010).The theoretical background is based on the work of Paulo Freire (2001), educator whose intellectual production is interdisciplinary. We also present the trajectories and life experience of people with disabilities regarding the social dialog as subjects of professional learning and qualification policies, re-signifying their history.
4
ZORN, DEBBIE. "THE ROLE OF SCHOOL DISTRICTS IN DEVELOPING SCHOOLS' CAPACITY FOR PROFESSIONAL LEARNING." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990794239.
Full text
5
Segoe, Bobo Aaron. "Learner support in the provision of distance teaching programmes for under qualified teachers." Thesis, 2012. http://hdl.handle.net/10500/8559.
Full textAbstract:
Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners.
Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general.Curriculum and Instructional Studies
D. Ed. (Didactics)
Books on the topic "Professional Learning Committee"
1
Resources, United States Congress Senate Committee on Labor and Human. Professional development: Incorporating advances in teaching : hearing of the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, second session, on examining the extent of learning disabilities and implications for developing and enhancing teacher training opportunities, September 17, 1998. Washington: U.S. G.P.O., 1998.
Find full text
2
United States. Government Accountability Office. Military education: DOD needs to develop performance goals and metrics for advanced distributed learning in professional military education : report to the Ranking Minority Member, Committee on Armed Services, House of Representatives. Washington, D.C.]: U.S. Government Accountability Office, 2004.
Find full text
3
Neuman, Gerald L. Giving Meaning and Effect to Human Rights. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198825890.003.0003.
Full textAbstract:
This chapter discusses the multiple roles played by the members of the Human Rights Committee in giving effect to the rights guaranteed by the International Covenant on Civil and Political Rights. It argues that the most important contribution the members make to the human rights project consists in their credible, professional elaboration of those rights, particularly by means of the Committee’s Views and General Comments, as emphasized by the International Court of Justice in the Diallo case. While the Committee members should be open to learning from the insights of other treaty bodies, they should resist urgings toward a simplistic harmonization. The texts and interpretations of other ‘core’ human rights treaties must be used with care in the members’ independent exercise of their own interpretive function.
4
van, Weert Tom J., Kendall Mike, and IFIP Technical Committee on Education., eds. Lifelong learning in the digital age: Sustainable for all in a changing world : IFIP Technical Committee 3 (Education), Lifelong Learning Working Track in the IFIP conference, E-training practices for professional organisations, Pori, Finland, 7-11 July 2003. Boston: Kluwer Academic, 2004.
Find full textBook chapters on the topic "Professional Learning Committee"
1
Al-Taiar, Hasanen. "Multidisciplinary Teamwork and the Insanity Defence: A Case of Infanticide in Iraq." In International Perspectives in Values-Based Mental Health Practice, 149–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_17.
Full textAbstract:
AbstractIn April 2018, the author had an opportunity to visit Al-Rashad Hospital (where the only forensic psychiatry unit in Iraq exists) and he had the chance to meet with the brave psychiatrists and mental health professionals who worked in the oldest psychiatric hospital in Iraq. The author was amazed by how these colleagues operate amidst all challenges, limited financial resources and funding difficulties.The author was impressed by the work of the forensic psychiatry committee which determines the criminal responsibility of a large number of cases from all over Iraq. He had the chance of attending the Ministry of Health’s specialist panel which determines criminal responsibility for mentally disordered detainees. He attended the assessment of a young lady who was remanded on suspicion of killing her 1 year old son (infanticide). The panel and after two interviews concluded that the suspect had autism and learning disability. The patient was deemed irresponsible for her criminal behaviour and she was eventually granted an equivalent of a hospital treatment order.
2
Nelson, Joanna, and Katherine Johnson. "Growing Library Leaders for the Future." In Professional Development and Workplace Learning, 2100–2116. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch114.
Full textAbstract:
Professional development opportunities are important for employees at all levels of an organization. Employees benefit by staying current in their field and advancing their career. Employers benefit by having a better skilled workforce. This chapter focuses on professional development based on the yearlong leadership institute run by the Colorado Association of Libraries (CAL) Leadership Development Committee. The development of the CAL Leadership Institute (CALLI) will be discussed along with the curriculum, structure, fees, mentoring, networking, accessibility, and benefits of CALLI to participants and the larger library community. The authors conducted two surveys and eight interviews to gather qualitative and quantitative feedback from current and past CALLI participants. A literature review of current trends in professional development and library leadership programs was completed. The future of professional development in this area is also explored.
3
Hines, Samantha Schmehl. "What Do Library Workers Want From Professional Conferences?" In Professional Development and Workplace Learning, 1767–82. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch096.
Full textAbstract:
What do library workers want from professional conferences? This question was the subject of a nationwide online survey administered to a randomly selected audience of library workers. Survey results showed that most library workers attend conferences, and their preferences were for face-to-face, topical events. The primary consideration for event attendance according those responding to the survey was the content presented. Issues of cost were also highly important to respondents, although funding for professional development was reported to be generally stable or even increasing. Of lesser interest to potential conference attendees were issues of location, vendor interaction, or the opportunity to perform committee work. Some future trends predicted include a growing acceptance of virtual events, a declining importance on location-based events like state library association conferences, and a need to review the roles of vendors and exhibitors in conferences.
4
Quinn, Pamela K., Diane Mason, and Kaye Shelton. "Ready-to-Teach Online Courses." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs, 232–52. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch012.
Full textAbstract:
The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.
5
Khalyapina, Liudmila, Nadezhda Almazova, and Tatiana Baranova. "Linguodidactic Analysis of Professionally-Oriented Language Education and CLIL Special Features." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 21–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch002.
Full textAbstract:
The chapter provides a consistent analysis of two approaches to teaching foreign languages in the system of professional education: the concept of professionally oriented education in Russia and the concept of ESP in the European science. The chapter presents a comparative analysis of CLIL theoretical fundamentals, which were developed by a group of European researchers and professionally-oriented language learning popular, which is still widely spread in the system of higher education in Russia. Nowadays CLIL is becoming popular in Russia too, and in some educational establishments, it is broadly applied. But at the same time, educators are still confused in differentiating these two approaches. The chapter considers common differences between the two approaches in terms of comparing methodological principles, regulatory requirements in organizing education, teaching techniques; it analyzes and systematizes methodological errors committed by teachers when shifting to curriculum integration learning.
6
Grandón, Katiuska Lidice Reynaldos, and Lissette Alejandra Avilés Reinoso. "Social Responsibility of Healthcare Organizations and the Role of the Nurse." In Handbook of Research on Social Entrepreneurship and Solidarity Economics, 453–74. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0097-1.ch022.
Full textAbstract:
Exploring the concept of Corporate Social Responsibility (CSR) implies a must for holistic and regulatory approaches to business ethics. Professionals, executives and employees must demonstrate ethical-based behavior in healthcare. So, the first commitment of the nurse must be caring patients, as without caring them, nurses lose their professional identity. As a result, universities should support the teaching of ethics, while stimulating CSR and values derived from practical training. Experience shows that the methodology of “service learning” seeks to promote the committed participation of students in the teaching-learning process, while delivering a quality service to the community. Correctly inserted into an experience-based pedagogical frame, ethics strengthens critical thinking, problem solving, and encourages solidarity.
7
Speaker Jr., Richard B., Greg Levitt, and Steven Grubaugh. "Professional Development in a Virtual World." In Adult and Continuing Education, 419–45. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch024.
Full textAbstract:
The virtual world Second Life (SL) can be part of professional development deployment and mentoring using online learning. This chapter provides a portrait of professional development and teaching in SL. While SL requires a more extensive learning curve than might be expected, the virtual campus becomes a functioning instructional site for all disciplines, supplementing personal and text-based asynchronous learning in various other platforms with synchronous voice and text, enhancing the interactions in virtual professional development settings. In addition to regular face-to-face professional development meetings, the virtual campus allows faculty and staff to meet for professional development, mentoring, discussion groups, committees, and virtual academic conferences. Key ideas for operating educational sites in SL include training prospective faculty, staff, and instructors, mentoring, dealing with appropriate presentations of self as avatar, tracking activities and behaviors in SL, choosing modes of communication, and moving from lecture to discussion to immersive learning in media rich constructed spaces.
8
"Implementing a Doctoral Program in the Role of Professor." In Teaching and Learning Perspectives on Doctoral Programs in Education, 87–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2656-9.ch015.
Full textAbstract:
This chapter discusses some of the roles of the doctoral faculty. As seen through the four aspects of the proposed framework, this includes roles in coursework, advising, mentoring, encouraging professional experiences, and service on doctoral committees. Although these topics were introduced in earlier chapters, this chapter examines them from the perspective of the doctoral faculty member.
9
Challis, Di. "The Music Room." In Authentic Learning Environments in Higher Education, 34–47. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch003.
Full textAbstract:
To explore the synergies of an integration of the conceptual and practice worlds, this chapter draws on part of an Australian Committee for University Teaching and Staff Development funded project for students of architecture and construction. Composing Architecture — The Music Room, involved 74 second-year students at an Australian university. The case study is used as an illustration of curriculum design, including assessment aimed at creating learning experiences that were purposeful, rich in their complexity, and mirrored the demands of a profession fostering development in a supportive environment. To support this aim the elements of the music room project were tested against proposed criteria for authentic learning. While recognising the differing views of scholars and challenging some claimed attributes, the case study indicates that, irrespective of discipline, there are some fundamental shared understandings of what an authentic learning environment entails.
10
Falco, John. "Leading the Art of the Conference." In Videoconferencing Technology in K-12 Instruction, 133–43. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-331-9.ch010.
Full textAbstract:
The purpose of this chapter is to examine the role of leadership in interactive videoconferencing. Interactive videoconferencing provides the opportunity for schools to bring content area experts from anywhere in the world into the classroom to engage students in real time learning. The effective integration of interactive videoconferencing into classroom practice requires leadership. This leadership is rooted in a belief in providing world-class student-centered learning through interactive videoconferencing. It is a vision that is results driven in terms of measuring student learning and realized through instructional leadership that is committed to collaboration, professional development, appropriate technical support and infrastructure, and the use of research to support practice.
Conference papers on the topic "Professional Learning Committee"
1
Pokupec, Martina, Dijana Njerš, and Milan Papić. "The Effects of Project Presentation before a Professional Committee on Student Motivation." In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.23.
Full text
2
Bandeira, Renan, Fernando Trinta, João Gomes, Marcio Maia, and Alexandre Araripe. "VolleyJump: Uma aplicação para a análise de saltos no voleibol de praia." In XXIV Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/webmedia.2018.4579.
Full textAbstract:
Professional sports are increasingly dependents of technological resources given the remarkable level of competitiveness faced by high performance athletes. With such resources, it is possible to analyze matches, avoid mistakes that may be committed by the referee or even to analyze the athletes’ performance. One of these sports is beach volleyball, one of most popular sports in Brazil. In the past 12 years, the Brazilian volleyball teams has been always among the best teams in the world. The athletes’ performance during the jump movement is one of the main factors that one team needs to improve to be successful because it is the movement that is most performed during a volleyball match. There are some approaches that study the jump movement in order to calculate its height and give evidences to improve it. Nevertheless, these solutions are expensive and are not viable to athletes with no sponsorship. Having this in mind, this works presents VolleyJump, an application created to analyze beach volleyball athlete jumps using machine learning strategies to calculate the jump height and classify it as an attack or block jump. Results show that VolleyIoT makes possible to analyze athletes’ jumps using mobile devices sensors, helping them to focus on their trainning to improve its technique.
3
Albert, Blace C., and A. O¨zer Arnas. "Integration of Gas Turbine Education in an Undergraduate Thermodynamics Course." In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30153.
Full textAbstract:
The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] In order to accomplish this mission, USMA puts their cadets through a 47-month program that includes a variety of military training, and college courses totaling about 150 credit-hours. Upon completion of the program, cadets receive a Bachelor of Science degree and become Second Lieutenants in the United States Army. A very unique aspect of the academic program at USMA is that each cadet is required to take a minimum of five engineering classes regardless of their major or field of study. This means that about 500 cadets will have taken the one-semester course in thermodynamics. The thermodynamics course taught at USMA is different from others throughout the country because within every class there is a mixture of cadets majoring in engineering and those that are in other majors, i.e. languages, history [2]. Topics on gas turbine machinery have been integrated into this unique thermodynamics course. Because the cadets will encounter gas turbines throughout their service in the Army, we feel that it is important for all of the students, not just engineering majors, to learn about gas turbines, their operation, and their applications. This is accomplished by four methods. The first is in a classroom environment. Cadets learn how actual gas turbines work, how to model them, and learn how to solve problems. Thermodynamics instructors have access to several actual gas turbines used in military applications to aid in cadet learning. The second method occurs in the laboratory where cadets take measurements and analyze an operational auxiliary power unit (APU) from an Army helicopter. The third method occurs in the form of a design project. The engineering majors redesign the cogeneration plant that exists here at West Point. Many of them use a topping cycle in this design. The final method is a capstone design project. During the 2001–02 academic year, three cadets are improving the thermodynamic laboratories. Among their tasks are designing a new test stand for the APU, increasing the benefit of the gas turbine laboratory through more student interaction, and designing a web-based gas turbine pre-laboratory instruction to compliment the actual laboratory exercise.