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Journal articles on the topic 'Professional specialization'

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Published: 4 June 2021
Last updated: 8 February 2022

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1

PEPLAU, HILEDGARDE. "Specialization in Professional Nursing *." Clinical Nurse Specialist 17, no. 1 (January 2003): 3–9. http://dx.doi.org/10.1097/00002800-200301000-00002.

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2

Salim Agha, Syed. "Professional development: specialization or hybridization." Library Review 50, no. 7/8 (October 2001): 400–402. http://dx.doi.org/10.1108/eum0000000006077.

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3

MOORHEAD, RICHARD. "Lawyer Specialization-Managing the Professional Paradox." Law & Policy 32, no. 2 (March 15, 2010): 226–59. http://dx.doi.org/10.1111/j.1467-9930.2009.00315.x.

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4

Ginsburg, Richard D., Steven R. Smith, Nicole Danforth, T. Atilla Ceranoglu, Stephen A. Durant, Hayley Kamin, Rebecca Babcock, Lucy Robin, and Bruce Masek. "Patterns of Specialization in Professional Baseball Players." Journal of Clinical Sport Psychology 8, no. 3 (September 2014): 261–75. http://dx.doi.org/10.1123/jcsp.2014-0032.

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Two developmental pathways to sport excellence have been described: early specialization and early sampling (Côté, Lidor, & Hackfort, 2009). Despite a common assumption that early specialization (defined as playing one sport exclusively and intensely before age 12) is a necessary precursor to success at the collegiate or professional levels, research to support this assumption remains unclear. To add to this literature, the current study was a survey of 708 minor league professional baseball players on the ages at which they began to specialize in their sport. Results indicated that most players sampled a diversity of sports up through late adolescence. Only 25% of players specialized before the age of 12 and the mean age of specialization was 15 years. Furthermore, those who specialized later were more likely to receive college scholarships. Finally, we examined patterns of specialization as a function of athletes’ home climate and culture. At least in this sample of professional minor league baseball players, an early sampling pathway seems to have fortified success at both the collegiate and professional levels.
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Epstein, Andrew J., Jonathan D. Ketcham, and Sean Nicholson. "Specialization and matching in professional services firms." RAND Journal of Economics 41, no. 4 (November 8, 2010): 811–34. http://dx.doi.org/10.1111/j.1756-2171.2010.00122.x.

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6

Copp, C. M. "Professional Specialization, Perceived Anomalies, and Rival Cosmologies." Knowledge 7, no. 1 (September 1985): 63–95. http://dx.doi.org/10.1177/107554708500700104.

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7

Drum, David J., and Bernhard E. Blom. "The dynamics of specialization in professional psychology." Professional Psychology: Research and Practice 32, no. 5 (2001): 513–21. http://dx.doi.org/10.1037/0735-7028.32.5.513.

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8

Black, Sarah, Kevin Black, Aman Dhawan, Cayce Onks, Peter Seidenberg, and Matthew Silvis. "Pediatric Sports Specialization in Elite Ice Hockey Players." Sports Health: A Multidisciplinary Approach 11, no. 1 (October 5, 2018): 64–68. http://dx.doi.org/10.1177/1941738118800446.

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Background: Pediatric sports specialization, defined as intense year-round training in a single sport as a result of excluding other sports for more than 8 months per year, is common in the United States. There are demonstrated physical and social risks to early pediatric sports specialization (defined as before age 12 years). While thought to be needed to acquire appropriate experience and excel in a given sport, there remains little information on when athletes at the highest levels of their sport specialized. This study aimed to define when professional and collegiate ice hockey players specialized. Hypothesis: Early sports specialization before age 12 years will not be common among elite-level (professional and collegiate) ice hockey players. Study Design: Retrospective cross-sectional survey study. Level of Evidence: Level 3. Methods: Male professional and collegiate ice hockey players within 1 National Hockey League organization and 2 National Collegiate Athletic Association (NCAA) organizations who were 18 years of age or older completed a survey at training camp detailing their history of sports participation and specialization. Results: A total of 91 athletes participated in the study (mean age, 22.8 years; range, 18-39 years). The mean age at the start of any sports participation was 4.5 years, and the mean age of sports specialization was 14.3 years. The mean age of specialization in the professional group, the NCAA Division I group, and the NCAA Division III group was 14.1, 14.5, and 14.6 years, respectively. Conclusion: Early pediatric sports specialization is not common in elite-level (professional and collegiate) ice hockey players. Clinical Relevance: Early pediatric sports specialization before age 12 years is not necessary for athletic success in professional and collegiate ice hockey. This study provides further evidence supporting the recommendations of the American Medical Society for Sports Medicine, American Academy of Pediatrics, and American Orthopaedic Society for Sports Medicine against early sports specialization.
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9

Buckley, Patrick S., Michael C. Ciccotti, Meghan Bishop, Patrick Kane, Stephen Selverian, Dominique Exume, John D'Angelo, et al. "Youth Single-Sport Specialization in Professional Baseball Players." Orthopaedic Journal of Sports Medicine 8, no. 3 (March 1, 2020): 232596712090787. http://dx.doi.org/10.1177/2325967120907875.

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Background: An increasing number of youth baseball athletes are specializing in playing baseball at younger ages. Purpose: The purpose of our study was to describe the age and prevalence of single-sport specialization in a cohort of current professional baseball athletes. In addition, we sought to understand the trends surrounding single-sport specialization in professional baseball players raised within and outside the United States (US). Study Design: Cross-sectional study; Level of evidence, 3. Methods: A survey was distributed to male professional baseball athletes via individual team athletic trainers. Athletes were asked if and at what age they had chosen to specialize in playing baseball at the exclusion of other sports, and data were then collected pertaining to this decision. We analyzed the rate and age of specialization, the reasons for specialization, and the athlete’s perception of injuries related to specialization. Results: A total of 1673 professional baseball athletes completed the survey, representing 26 of the 30 Major League Baseball (MLB) organizations. Less than half (44.5%) of professional athletes specialized in playing a single sport during their childhood/adolescence. Those who reported specializing in their youth did so at a mean age of 14.09 ± 2.79 years. MLB players who grew up outside the US specialized at a significantly earlier age than MLB players native to the US (12.30 ± 3.07 vs 14.89 ± 2.24 years, respectively; P < .001). Additionally, MLB players raised in the US recalled a significantly higher incidence of sustaining an injury attributed to specializing in baseball than MLB athletes raised outside the US (27.7% vs 20.6%, respectively; P = .05). Conclusion: This study challenges the current trends toward early youth sport specialization, finding that the majority of professional baseball athletes studied did not specialize as youth and that those who did specialize did so at a mean age of 14 years. With the potential cumulative effects of pitching and overhead throwing on an athlete’s arm, the trend identified in this study toward earlier specialization within baseball is concerning.
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Southern, Stephen, and Rochelle Cade. "Sexuality Counseling: A Professional Specialization Comes of Age." Family Journal 19, no. 3 (May 19, 2011): 246–62. http://dx.doi.org/10.1177/1066480711408028.

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11

Grenier, Jonathan H. "Encouraging Professional Skepticism in the Industry Specialization Era." Journal of Business Ethics 142, no. 2 (April 20, 2016): 241–56. http://dx.doi.org/10.1007/s10551-016-3155-1.

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12

Sviatotska, V. O. "ENSURING THE IMPLEMENTATION OF PROFESSIONAL LIABILITY INSURANCE STANDARDS AND SPECIALIZATION OF LAWYERS: A COMPARATIVE LEGAL ASPECT." Actual problems of native jurisprudence, no. 05 (December 5, 2019): 170–72. http://dx.doi.org/10.15421/391981.

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The article analyzes the implementation at national and European levels of two of the main standards of advocacy – professional liability insurance and specialization. National legislation is being analyzed, which sets out provisions on professional liability insurance and the specialization of lawyers. The imperfection of the national legislation in this field and the non-compliance with the European standards are proved. In particular, the Law of Ukraine "On Insurance" is analyzed, the Draft Law on Amendments to Certain Laws of Ukraine (concerning compulsory insurance of the professional liability of a lawyer), the Regulations on the organization and training for obtaining a certificate of the right to practice as a lawyer, Procedure for training of lawyers. There is a need to introduce the specialization of lawyers in certain areas of law, as has been done in other countries. It is suggested that the duties of lawyers of Ukraine include the conclusion of an insurance contract of professional property liability risk in connection with the exercise of his lawyer's activity and storage in force of such an insurance contract during the period of attorney's activity, since the domestic law does not contain rules that would regulate professional liability insurance . At present, the professional liability insurance of a lawyer in Ukraine is voluntary. It is suggested that the National Bar Association of Ukraine should develop a provision that would regulate the specialization of lawyers at the national level, because at the present stage the specialization as a standard of advocacy in Ukraine is not regulated either at the level of legislative or by-laws. Few documents mention this standard.
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13

El-Shimi, Ismail A. S. "The Environmental Architecture between Field Practice and Professional Specialization." JES. Journal of Engineering Sciences 40, no. 6 (November 1, 2012): 1895–910. http://dx.doi.org/10.21608/jesaun.2012.114625.

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14

Orbaşli, Aylin, and Philip Whitbourn. "Professional Training and Specialization in Conservation: An ICOMOS Viewpoint." Journal of Architectural Conservation 8, no. 3 (January 2002): 61–72. http://dx.doi.org/10.1080/13556207.2002.10785327.

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15

MÜNTE, THOMAS F., WIDO NAGER, TILLA BEISS, CHRISTINE SCHROEDER, and ECKART ALTENMÜLLER. "Specialization of the Specialized: Electrophysiological Investigations in Professional Musicians." Annals of the New York Academy of Sciences 999, no. 1 (November 2003): 131–39. http://dx.doi.org/10.1196/annals.1284.014.

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16

Elshater, Abeer M. "Urban design redux: Redefining a professional practice of specialization." Ain Shams Engineering Journal 6, no. 1 (March 2015): 25–39. http://dx.doi.org/10.1016/j.asej.2014.08.004.

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17

Hill, Grant M. "Youth Sport Participation of Professional Baseball Players." Sociology of Sport Journal 10, no. 1 (March 1993): 107–14. http://dx.doi.org/10.1123/ssj.10.1.107.

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The youth athletic backgrounds of professional baseball players were assessed to determine whether there was early specialization in baseball, and to determine the influence of both their high school baseball coaches and parents on their baseball careers. Players were also asked to comment on the ideal activities for aspiring young baseball players. Questionnaires were administered to 152 players from six teams in the Northwest Rookie League. Players were generally multisport athletes during high school. Specialization by playing position appeared to be delayed until the professional level, with most players playing several defensive positions during their elementary, junior high, and high school years. Players generally concurred with the advice they had received from their high school baseball coaches, that young, talented baseball players should practice and train for baseball on a year-round basis and should also participate in other school sports.
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18

Bergier, Józef, and Leszek Wojciechowski. "Differentiation of physical activity of prison service officers according to job specialization." Journal of Kinesiology and Exercise Sciences 26, no. 77 (March 31, 2017): 65–70. http://dx.doi.org/10.5604/01.3001.0010.7112.

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Study aim. The proper physical activity of prison staff is an indispensable component of their professional work. The purpose of the study was to: identify the level of physical activity of offi cers employed in the security department – protective specialization and others – administrative specialization, and demonstrate differences in their: free time, self-evaluation of physical fi tness, number of performed sports disciplines and BMI. Material and methods. The study was carried out in 2015 among 100 employees of the Biała Podlaska Penitentiary using the long-standing IPAQ questionnaire supplemented with original questions regarding amount of free time, self-evaluation of physical fi tness, number of performed sports as well as height and body mass. Results. In the distinguished groups of prison service offi cers (protective and administrative specializations), the desired direction of differences in physical activity was demonstrated in the absence of their relevance. Similar relationships were found in other positive health and lifestyle indicators. In this range of differences, attention is given to high body mass index (BMI), especially in the administrative specialization. Conclusions. 1. The offi cers of both specializations are characterized by high levels of physical activity. 2. The small number of performed sports appears to be a less favourable fact. 3. The occurrence of obesity in administrators should be a signal to implement lifestyle changes, including greater concern for physical activity and nutrition.
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19

Hall, Oswald. "Some Unfinished Business in the Professionalization of the Personnel Man." Relations industrielles 16, no. 3 (January 31, 2014): 315–27. http://dx.doi.org/10.7202/1021768ar.

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Summary Personnel men tend to define themselves as professionals. To find out whether they are justified in so doing, the Author describes the earmarks of a profession: specialization, spécific and unstandardized nature of the service to the client (who is more than just a customer), episodic and direct relationship between professional and client. With such criteria in hand, the Author argues that it is improbable that personnel work can be practised along the lines of a professional model; the bureaucratic model here appears more relevant.
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20

Kądalska, Ewa, Halina Żmuda-Trzebiatowska, and Katarzyna Pawłowska. "The importance of specialization training and opportunities to utilize the qualifications of specialists in long-term care nursing to improve the quality of nursing care of chronically and terminally ill patients." Pielegniarstwo XXI wieku / Nursing in the 21st Century 15, no. 1 (March 1, 2016): 9–15. http://dx.doi.org/10.1515/pielxxiw-2016-0002.

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AbstractAim of the Study. To analyse the usefulness of specialization training in the area of long-term care nursing as well as the possibilities to make use of the acquired qualifications – in the opinion of the specialists in this area.Material and Methodology. The questionnaire survey was conducted among 162 specialists in long-term care nursing.Results. The majority of respondents considered the specialization training as useful (91.4%) and meeting their expectations (83.9%). As the result of obtained specialization, they perform their work with patients better (67.9%), demonstrate expertise and proficiency as well as high degree of efficiency (67.3%). Some of them exercise their right to independent provision of healthcare services, predominantly the assessment of the patient’s level of consciousness with the use of methods and classifications (75.7%), physical examination (61.2%), oxygen therapy (55.3%), and definitely less often – referral to diagnostic tests (20.4%).Conclusions. Completion of a specialization training in the area of long-term care nursing brings satisfaction and professional prestige to specialists, results in increased professional independence and improvement in the quality of provided care. However, high qualifications of this professional group are underutilized.
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21

Padaki, Ajay S., Charles A. Popkin, Justin L. Hodgins, David Kovacevic, Thomas Sean Lynch, and Christopher S. Ahmad. "Factors That Drive Youth Specialization." Sports Health: A Multidisciplinary Approach 9, no. 6 (October 12, 2017): 532–36. http://dx.doi.org/10.1177/1941738117734149.

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Background: Specialization in young athletes has been linked to overuse injuries, burnout, and decreased satisfaction. Despite continued opposition from the medical community, epidemiological studies suggest the frequency is increasing. Hypothesis: Extrinsic pressures in addition to individual aspirations drive this national trend in sports specialization. Study Design: Descriptive epidemiology study. Level of Evidence: Level 3. Methods: A novel instrument assessing the driving factors behind youth specialization was generated by an interdisciplinary team of medical professionals. Surveys were administered to patients and athletes in the department’s sports medicine clinic. Results: The survey was completed by 235 athletes between 7 and 18 years of age, with a mean age of 13.8 ± 3.0 years. Athletes specialized at a mean age of 8.1 years, and 31% of athletes played a single sport while 58% played multiple sports but had a preferred sport. More than 70% of athletes had collegiate or professional ambitions, and 60% played their primary sport for 9 or more months per year, with players who had an injury history more likely to play year-round ( P < 0.01). Approximately one-third of players reported being told by a coach not to participate in other sports, with specialized athletes reporting this significantly more often ( P = 0.04). Half of the athletes reported that sports interfered with their academic performance, with older players stating this more frequently ( P < 0.01). Conclusion: Young athletes are increasingly specializing in a single sport before starting high school. While intrinsic drive may identify healthy aspirations, extrinsic influences are prevalent in specialized athletes. Clinical Relevance: Extrinsic factors contributing to youth specialization were identified and compounded the deleterious sequelae of youth athlete specialization.
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Casey, Colleen, Jianling Li, and Michele Berry. "Interorganizational collaboration in public health data sharing." Journal of Health Organization and Management 30, no. 6 (September 19, 2016): 855–71. http://dx.doi.org/10.1108/jhom-05-2015-0082.

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Purpose The purpose of this paper is to analyze the institutional and social forces that influence collaborative data sharing practices in cross-sector interorganizational networks. The analysis focusses on the data sharing practices between professionals in the transportation and public health sectors, areas prioritized for collaborative action to improve public health. Design/methodology/approach A mixed methods design is utilized. Electronic surveys were sent to 57 public health and 157 transportation professionals in a large major metropolitan area in the USA (response rate 39.7 percent). Focus groups were held with 12 organizational leaders representing professionals in both sectors. Findings The application of the institutional-social capital framework suggests that professional specialization and organizational forces make it challenging for professionals to develop the cross-sector relationships necessary for cross-sector collaborative data sharing. Research limitations/implications The findings suggest that developing the social relationships necessary for cross-sector collaboration may be resource intensive. Investments are necessary at the organizational level to overcome the professional divides that limit the development of cross-sector relationships critical for collaborative data sharing. The results are limited to the data sharing practices of professionals in one metropolitan area. Originality/value Despite mandates and calls for increased cross-sector collaboration to improve public health, such efforts often fail to produce true collaboration. The study’s value is that it adds to the theoretical conceptualization of collaboration and provides a deeper understanding as to why collaborative action remains difficult to achieve. Future study of collaboration must consider the interaction between professional specialization and the social relationships necessary for success.
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Wade, Derick T. "What attributes should a specialist in rehabilitation have? Seven suggested specialist Capabilities in Practice." Clinical Rehabilitation 34, no. 8 (May 28, 2020): 995–1003. http://dx.doi.org/10.1177/0269215520925869.

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Problem: Many services and professionals refer to themselves as providing rehabilitation. There is no agreed method for determining whether someone has specific expertise in rehabilitation. This makes it difficult for patients and payers to know whether professionals who claim to provide rehabilitation are specifically expert in rehabilitation. Context: Doctors have a medical speciality of rehabilitation. The medical training curriculum gives attributes that differentiate a rehabilitation specialist from other doctors. Until recently, these attributes were competencies to undertake activities associated with specialization. Apart from nurses, who have at least one, unofficial, curriculum identifying specific competencies, other professions involved in rehabilitation do not have any way to show specialization in rehabilitation. Capabilities in Practice: The U.K. General Medical Council accredits specialist medical training. It has moved from specifying multiple practical clinical competencies to specifying fewer high-level ‘Capabilities in Practice’. Six are generic to all doctors, eight identify the trained doctor as having specialist rehabilitation skills. This article adopts this approach to put forward seven generic and seven specialist capabilities to identify any professional as having special expertise in rehabilitation. The seven specialist capabilities centre on the biopsychosocial model of illness and multidisciplinary teamwork. Four of them could be used to define a specialist rehabilitation team. Conclusion: Seven capabilities identifying specialization in rehabilitation are put forward for discussion. They could form the basis of a formal recognition that any professional has additional expertise in rehabilitation. A validating authority would be needed to provide oversight and governance.
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Koval'chuk, Il'ya, and Lyubov' Kostina. "Features of intellectual and personal potential of students at the academy of the Federal penitentiary service of Russia." Applied psychology and pedagogy 5, no. 2 (April 29, 2020): 67–96. http://dx.doi.org/10.12737/2500-0543-2020-67-96.

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The article presents the results of an empirical examination of the intellectual and personal potential of cadets studying at the Academy of the Federal penitentiary service of Russia. The study involved 275 cadets of various specializations during the initial professional training at the Academy's training center. 75 of them are cadets of specialty "Operatively-search activity"; 100 persons are cadets of specialization "Organization mode of correctional system establishments "; 50 persons are cadets of specialty "Penitentiary psychology"; 50 persons are cadets of "Logistics in correctional system establishments ". The correlation of indicators of intellectual and personal potential of cadets Of the Academy of the Federal penitentiary service of Russia with socio-demographic characteristics, as well as the chosen specialization is established. The role of psychologists of the Federal penitentiary service of Russia in improving the intellectual and personal potential of cadets, as well as working with teachers and course officers is outlined.
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Serpa, Sandro, Carlos Miguel Ferreira, and Fernando Diogo. "Specialization or Fragmentation of Sociology: Scientific, Academic, and Professional Challenges." International Journal of Interdisciplinary Social and Community Studies 15, no. 2 (2020): 15–32. http://dx.doi.org/10.18848/2324-7576/cgp/v15i02/15-32.

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26

Ives, Timothy J. "Professional Development and Clinical Specialization in Chemical Dependency Pharmacy Practice." Journal of Pharmacy Practice 4, no. 6 (December 1991): 380–85. http://dx.doi.org/10.1177/089719009100400608.

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27

Zeigler, Earle F. "Professional Preparation and Discipline Specialization in Canadian PE and Kinesiology." Journal of Physical Education, Recreation & Dance 61, no. 2 (February 1990): 40–44. http://dx.doi.org/10.1080/07303084.1990.10606443.

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28

Brown-Liburd, Helen L. "Discussion of “Encouraging Professional Skepticism in the Industry Specialization Era”." Journal of Business Ethics 142, no. 2 (April 6, 2016): 257–58. http://dx.doi.org/10.1007/s10551-016-3146-2.

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29

Belov, Daniil Olegovich. "SYSTEM OF FORMATION OF PROFESSIONAL RELIABILITY STUDENTS OF THE SPECIALIZATION "POW ER SUPPLY OF RAILW AYS" SPECIALIZATION." Культура физическая и здоровье, no. 4 (2020): 25–28. http://dx.doi.org/10.47438/1999-3455_2020_4_25.

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30

Silva, Tatiane Aparecida Moreira da, Lislaine Aparecida Fracolli, and Anna Maria Chiesa. "Professional trajectory in the Family Health Strategy: focus on the contribution of specialization programs." Revista Latino-Americana de Enfermagem 19, no. 1 (February 2011): 148–55. http://dx.doi.org/10.1590/s0104-11692011000100020.

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This case study with a qualitative approach analyzes the professional trajectory of graduates from specialization programs in Family Health offered by the Family Health Center (FH-Center) in the metropolitan region of São Paulo, Brazil, between 2002 and 2004 identifies the contributions of this program to the performance of these professionals in the Family Health Strategy (FHS). The sample included 11 former students and data were collected through a questionnaire with semi-open questions from December 2007 to March 2008. The results revealed that six graduates no longer worked in the FHS and most of those still working in the FHS reported a low level of identification with the FHS. The program enabled changes in these professionals' daily practices, although some difficulties implementing the FHS principles into practice still remain. The conclusion is that the program positively impacted these professionals' trajectory, even though it represents a modality of training designed to complement knowledge and skills required by the FHS work.
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Yatsenko, Viktoriia, Iryna Patsaliuk, Ihor Androshchuk, Yurii Dziurakh, and Nataliia Diomidova. "The motivation of students to the professional-pedagogical activity." LAPLAGE EM REVISTA 7, no. 1 (May 7, 2021): 449–67. http://dx.doi.org/10.24115/s2446-6220202171809p.449-467.

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Remuneration plays a special role in the context of choosing a profession, so students, choosing the profession of a teacher, in some way pay attention to the level of payment for this profession and its growth rate. The article aims to study the impact of motivation on the prospect of students choosing a teacher's profession on the example of EU member states. Methods: theoretical and conceptual analysis, description, generalization, induction, deduction, observation, comparison, tabular and graphical representation, quantitative analysis, and grouping. Results: it is determined that in the general structure of professional education of students in higher education institutions of the European Union member states a high share is occupied by students in the field of teacher training without subject specialization in Denmark, Malta, Spain, Bulgaria, Belgium and Cyprus and students in the field of teacher training with subject specialization - in Austria, Slovakia, Hungary, Belgium, Luxembourg, Malta, and Sweden.
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Abdel‐Meguid, Ahmed M. "Auditor industry specialization in a MENA region country: lessons learnt from PricewaterhouseCoopers – Egypt." Emerald Emerging Markets Case Studies 1, no. 4 (October 1, 2011): 1–17. http://dx.doi.org/10.1108/20450621111187335.

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TitleAuditor industry specialization in a MENA region country: lessons learnt from PricewaterhouseCoopers – Egypt.Subject areaAuditing, accounting, finance, control.Study level/applicabilityUpper level undergraduate, MBA, MS accounting.Case overviewThis case takes an internal approach by exploring how PricewaterhouseCoopers – Egypt develops and applies industry specialization in an emerging market such as Egypt. The case focuses on three aspects of specialization. First, the strategic drivers behind specialization. Second, the internal processes of building industry‐specific knowledge. Finally, the costs and benefits of specialization.Expected learning outcomesIndustry specialization is a strategy: Specialization is a strategy primarily used by Big 4 auditing firms, such as PwC‐Egypt as a means of differentiating it self from the market. Industry specialization is a culture: For specialization to be fully effective a learning culture should be in place in which firm personnel are committed to continually seek new in‐depth knowledge about clients and their industries. •Human resources are the most valuable asset of auditing firms: •Auditing is a service that involves extensive professional judgment. Thus, knowledge and expertise of its personnel is what differentiates one auditing firm's staff from another.Supplementary materialsTeaching notes.
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33

Zhang, Zhi Jun. "Research on the Specialization and Theory of Building Engineering." Advanced Materials Research 989-994 (July 2014): 5472–75. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5472.

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Architectural engineering, also known as building engineering, is the application of engineering principles and technology to building design and construction. Definitions of an architectural engineer may refer to an engineer in the structural, mechanical, electrical, construction or other engineering fields of building design and construction; a licensed engineering professional in parts of the United States; in informal contexts, and formally in some places, a professional synonymous with or similar to an architect. Structural engineering involves the analysis and design of physical objects (buildings, bridges, equipment supports, towers and walls). Those concentrating on buildings are responsible for the structural performance of a large part of the built environment and are, sometimes, informally referred to as “building engineers”.
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Saleh, Faten. "Matching Students’ Dominant Intelligences with their Fields of Specialization: Did Students Select the Right Specialization?" International Journal for Quality Assurance 4, no. 1 (July 11, 2021): 56–73. http://dx.doi.org/10.34028/ijqa/4/1/5.

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Accreditation is a fundamental part in primary healthcare (PHC) systems. The purpose behind this paper is to review the literature and track down the most appropriate PHC accreditation models and norms, around the world, and to set up a complete and fair outline from looking at these models. Finding that it is less likely to be independent, and more likely to be associated with government for the accreditation programs in developing countries, where they are distinguishable from those of developed countries, the differences between countries and agencies relate to the inclusion of patients/users, managers, patient or advocacy organizations, academic organizations and professional colleges. This review has identified that the most potential comprehensive reference program or model for the development of nation accreditation programs is the JCAHO program.
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Swindell, Hasani W., Melanie L. Marcille, David P. Trofa, Franklin E. Paulino, Natasha N. Desai, Thomas Sean Lynch, Christopher S. Ahmad, and Charles A. Popkin. "An Analysis of Sports Specialization in NCAA Division I Collegiate Athletics." Orthopaedic Journal of Sports Medicine 7, no. 1 (January 1, 2019): 232596711882117. http://dx.doi.org/10.1177/2325967118821179.

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Background: Youth sports specialization has become more prevalent despite consequences such as increased injury rates and burnout. Young athletes, coaches, and parents continue to have misconceptions about the necessity of sports specialization, giving athletes the encouragement to focus on a single sport at a younger age. Purpose: To characterize the motivations for specialization and determine when elite athletes in various individual and team sports made the decision to specialize. Study Design: Cross-sectional study; Level of evidence, 3. Methods: A Likert-style survey was developed and distributed to athletes from two National Collegiate Athletic Association (NCAA) Division I institutions. The survey’s Flesch-Kincaid grade level was 6.3. Statistical analysis was performed via the Student t test, where a P value less than .05 was considered significant. Results: A total of 303 athletes with a mean ± SD age of 19.9 ± 1.52 years across 19 sports were surveyed; 94.7% of specialized athletes had previously played another organized sport prior to college, and 45% of athletes had played multiple sports up to age 16 years. The mean age of specialization was 14.9 years, with a significant difference between athletes competing in team (15.5 years) and individual (14.0 years) sports ( P = .008). Males in individual sports specialized earlier than those in team sports ( P ≤ .001). Nearly one-fifth (17.4%) of athletes reported specializing at age 12 years or earlier. Personal interest, skill level, time constraints, and potential scholarships were the most important reasons for specialization overall. For individual sports, the motivations for specialization were similar, but collegiate ( P < .001) or professional ( P < .001) ambitions were significantly larger contributing factors. Conclusion: Early sports specialization is uncommon among NCAA Division I athletes for most team sports, whereas individual sports tend to have athletes who specialize earlier and are more motivated by professional and collegiate goals. This study characterized the timing of specialization among elite athletes, providing a basis for understanding the motivations behind youth sports specialization. Physicians should be prepared to discuss the misconception that early sports specialization is necessary or common among most team-focused collegiate-level athletes. Knowing the motivations for sports specialization will guide clinicians in their discussions with youth athletes.
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Kusa, O. "Formation of structure and content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical care”, educational degree of junior specialist at higher medical educational institutions." Bukovinian Medical Herald 25, no. 1(97) (May 26, 2021): 108–14. http://dx.doi.org/10.24061/2413-0737.xxv.1.97.2021.16.

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The objective of the article - to acquaint teachers of medical educational institutions, including higher, at which professional medical colleges are created with a course of academic discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist.Material and methods. This article describes the academic discipline “Obstetrics” which is an important subject for the professional development of future physicians.Results. The content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist, includes the program which describes the content of educational material, requirements for the organization of its mastering and educational and methodical complex are formulated.Conclusion. Developed program and teaching methods contribute to the formation of professional competence for future specialists. Learned in the process of studying the discipline of knowledge and skills determine the readiness of the paramedic for professional activities, allow to apply their set effectively and competently apply medical interventions in various obstetric conditions.
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ANWAR, SAJID. "GOVERNMENT SPENDING ON PUBLIC GOODS, SPECIALIZATION-BASED EXTERNAL ECONOMIES AND PATTERN OF TRADE." Singapore Economic Review 51, no. 01 (April 2006): 19–30. http://dx.doi.org/10.1142/s0217590806002202.

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This paper examines the link between government spending on a public good and pattern of trade in the presence of specialization-based external economies. The results presented in this paper are based on a simple model of an economy that produces one industrial, one agricultural, one public good and a large number of varieties of professional services. It is shown that, when the agricultural and the public goods are non-traded, the country where government spending is relatively large is a net-exporter of varieties of professional services; if varieties of professional services are equally (or more) capital intensive as compared to the industrial good. When the public good and varieties of professional services are non-traded, the country where government spending is relatively large may export the industrial good in exchange for the agricultural good; if the combined capital intensity of professional services and the industrial good is greater than the capital intensity of the agricultural good and the size of specialization-based external economies is sufficiently small.
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38

Petrov, P. I., and G. G. Mingazov. "Emotional burnout syndrome among dentists." Kazan medical journal 93, no. 4 (August 15, 2012): 657–60. http://dx.doi.org/10.17816/kmj1565.

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Aim. To study the emotional burnout syndrome among dentists in relation to age, gender, work experience and specialization. Methods. Examined were 200 dentists enrolled for training at the Department of Dentistry and Maxillofacial Surgery of the Institute of Postgraduate Education of Bashkir State Medical University in 2010/2011 academic year. The test of V.V. Boiko «Methods of diagnosing the level of emotional burnout» was used. Results. Symptoms of emotional burnout were found in 53.8% of respondents. The magnitude of the phases of emotional burnout was independent of age, gender, length of service as a dentist (p 0.05). When accounting for occupational specialization differences were found in the entry «driven into a cage» (p=0.019). This symptom was most pronounced in dental therapists, followed by dental surgeons. Among dentists-orthopedists the symptom of «emotional detachment» was predominant (p=0.027). Conclusion. Emotional burnout syndrome develops in the course of professional activities of a dentist, professional specialization of the dentist affects the development of this syndrome.
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39

Laven, David L. "A Review on Specialization in Pharmacy—Part II: A Commentary on Postgraduate Training and Pharmaceutical Care." Journal of Pharmacy Practice 15, no. 6 (December 2002): 504–14. http://dx.doi.org/10.1177/089719002237876.

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Many opportunities exist for pharmacists who desire to expand their role in providing comprehensive pharmaceutical care services to patients and other health care providers, who they serve and collaborate with on a daily basis. Consequently, there is a strong trend within pharmacy to specialize in areas of professional interest. In many respects, pharmacy has turned toward the medical model in addressing its needs and providing a framework for specialization in practice. With respect to generalist and specialized practitioners and varying initiatives relative to the medical model, the concept of specialization in pharmacy has recently developed some interesting tangents when issues of certification, credentialing, disease-state management, and added qualifications enter the discussion. The previous installment in this 2-part article focused on specialization in pharmacy and offered a review of the current initiatives by which a pharmacist can achieve specialty status. In this concluding installment, discussion is offered that addresses pharmaceutical care and postgraduate training in pharmacy relative to future professional and societal expectations for pharmacy.
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40

Eckardt, Rory, and Bruce Skaggs. "The Role of Specialization in the Growth of Professional Service Firms." Academy of Management Proceedings 2013, no. 1 (January 2013): 11072. http://dx.doi.org/10.5465/ambpp.2013.11072abstract.

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41

Angle, Tamara, Jamie M. Arnold, and J. Benton Storey. "CERTIFIED PROFESSIONALS IN HORTICULTURE." HortScience 27, no. 6 (June 1992): 648c—648. http://dx.doi.org/10.21273/hortsci.27.6.648c.

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Evidence of professional competence is needed for those whose activities affect the well-being of the general public. Graduates of BS and MS programs in horticulture are not distinguishable from self styled individuals who assume the title of “Horticulturist” without earning it. Certification of horticultural graduates is the first step in gaining a recognition for the Horticultural Profession. ASHS has established a Certified Professional Horticultural Sub-Board of the American Registry of Certified Professionals in Agronomy, Crops and Soils (ARCPACS). Professional core requirements include courses horticultural crop management, pest management, soil science, plant physiology, botany, chemistry, and genetics. Supporting core courses include math, communication skills, and horticultural specialization courses. Applications from individual horticultural graduates will soon be accepted. Details of the curriculum, continuing education, ethics, and other eligibility requirements will be detailed.
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42

Maksymuk, Larysa, and Liliia Levoniuk. "IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 212–19. http://dx.doi.org/10.31499/2307-4906.2.2021.236695.

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The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education. Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.
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43

Newell, Karl M. "Reflections on Research in Kinesiology." Kinesiology Review 10, no. 3 (August 1, 2021): 350–56. http://dx.doi.org/10.1123/kr.2021-0031.

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This paper provides reflections on the progress to date and current status of research in kinesiology. The accompanying overview articles in this special issue of Kinesiology Review show that the contemporary disciplinary/professional foci of kinesiology remain, by and large, the same as the initial research and teaching structures of 50 years ago, as outlined in the inaugural overviews. Nevertheless, within this prevailing disciplinary/professional structure, there have been many new developments in movement-related research, including the juxtaposition of novel alignments and integrations of certain specializations of kinesiology. There is general consensus that the quality and quantity of research in kinesiology have advanced substantially, albeit unevenly, on multiple fronts, both within and between the areas of specialization. The research agenda in kinesiology has benefitted from the growing realization of the centrality of human movement and physical activity in contributing to a healthy lifestyle for individuals and societies.
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44

Charles, Eric P. "The Professional Challenges Facing General Psychologists." Journal für Psychologie 26, no. 1 (July 2018): 123–30. http://dx.doi.org/10.30820/8247.08.

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Working towards a general psychology presents the usual challenges one would expect from an intellectual pursuit, and there is no way around that. However, it also presents a host of professional challenges not faced by those who choose a more narrow specialization, and there is the possibility of reducing that additional hurdle. An effort needs to be made to provide generalists with something akin to the institutional infrastructure that facilitates the careers of specialists. The professional difficulties faced by people pursuing careers as generalists is as big of an obstacle to our achieving a general psychology as are any of the difficulties in creating comprehensive theory.
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45

Maksaev, Artur. "Content design of foreign language academic programmes for students at the musical universities." Tambov University Review. Series: Humanities, no. 179 (2019): 58–68. http://dx.doi.org/10.20310/1810-0201-2019-24-179-58-68.

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Foreign language teaching to students of non-linguistic programmes, including musical institutions of higher education, is aimed at the development of foreign language communicative competence in the social, social and cultural communication spheres, as well as internal specialization. The content of the discipline “Foreign Language for Professional Communication” should reflect the specifics of the future professional activity of graduates of a particular programs and a specialty, and, thus, is aimed at forming a number of general cultural professional and professional competencies. The curricula analysis of a foreign language in musical universities indicates that in practice there is one single academic program in a foreign language for students, regardless of the programme. In practice, this ignores the internal specialization of the discipline “Foreign Language for Professional Communication”. We examine and develop: a) the main approaches to learning a foreign language for professional communication at the university (“Foreign Language for Special Purposes”, “Content and language integrated learning” and “Teaching specialized dis-ciplines in a foreign language”); b) analysis of studies on the selection of the subject content of curricula in a foreign language for professional communication; c) the author’s content of the dis-cipline “Foreign Language for Professional Communication” for students of the three programmes of a musical university: 53.03.02 – “Musical and instrumental art”, 53.03.03 – “Vocal art” and 53.03.04 – “The art of folk singing”.
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46

Goodwin, Lloyd R. "Rehabilitation Counselor Specialization: The Promise and The Challenge." Journal of Applied Rehabilitation Counseling 23, no. 2 (June 1, 1992): 5–11. http://dx.doi.org/10.1891/0047-2220.23.2.5.

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The majority of rehabilitation counselors practicing today specialize. They specialize in working with individuals with a particular type of disability, in some specific aspect of the rehabilitation process, or in a specialized rehabilitation-related work setting. This growth of specialization, and a concurrent lack of adaptation by the professional rehabilitation counseling organizations, has resulted in fragmentation and splintering of the rehabilitation counseling profession. Suggestions for unifying the rehabilitation counseling profession are presented.
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47

Milne, Derek. "CBT Supervision: From Reflexivity to Specialization." Behavioural and Cognitive Psychotherapy 36, no. 6 (November 2008): 779–86. http://dx.doi.org/10.1017/s1352465808004773.

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AbstractCognitive-behavioural therapy (CBT) supervision has traditionally been presented as an extension of the therapy, a reflexive strategy that includes a commendable commitment to a principled approach. However, a critical review suggests that this strategy has not been implemented with fidelity. Furthermore, this strategy overlooks potentially valuable ideas from the wider field of clinical supervision, runs counter to CBT's empirical roots, and under-values supervision as a discrete professional specialization. For these reasons, it is argued that new developments should be grafted onto the current approach. In future, this augmented version of CBT supervision should be subjected to the same kinds of research and development (R&D) activity as CBT. Initially, this could include developing a manual to specify and operationalize this innovative approach, evaluation of manual-based training, and N = 1 research to assess its effectiveness. Examples of preliminary work are provided, and future R&D directions identified.
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48

Afanasenkova, Elena, Julia Morozova, and Natalia Pankstyanova. "Motivation of students with different professional education levels as a determinant of future professional self-realization." E3S Web of Conferences 210 (2020): 19034. http://dx.doi.org/10.1051/e3sconf/202021019034.

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Justification of the study objectives: Due to the modern demands of the labour market, the reform of the Russian education system requires serious changes, both in the specialists training system and in process of their direct activities. In particular, professional training of students with different levels of preparation and specialization requires it. Goal of research: to identify features of professional motivation that determine process of professional future self-realization of students with different levels of education. Research method: ascertaining psychological pedagogical experiment. Research result: the motivational core structure of educational professional motivation of students with different levels of education, which features a certain hierarchy of education motives mediating the process of future professional self-realization. Main conclusions and their significance: the study revealed features in the structure of the motivational core of educational and professional motivation of students of different levels of education. This is due to age characteristics, social situation and professional experience. The data of the conducted research can be useful in the implementation of effective psychological and pedagogical support of students of various educational institutions receiving professions of humanitarian orientation, as well as young professionals. In order to harmonize motives in the hierarchy of motivation and increase the level of their professional self-realization.
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Wei, Dan Dan, and Le Xing Qiu. "Research on Application of "Flipped Class" Model in Teacher Education." Applied Mechanics and Materials 644-650 (September 2014): 5756–60. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5756.

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Teacher as a profession, has its own specialty. To make teachers have strong professional, the quality of teacher education is the key. The teaching mode called "flip class" is beneficial to the development of the teachers' theory quality and technological literacy. If we bring it into the teacher education curriculum teaching, it’ll promote teachers' professional specialization development.
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Koster, Andries S., Aukje K. Mantel-Teeuwisse, Herman J. Woerdenbag, Wilhelmina M. C. Mulder, Bob Wilffert, Tom Schalekamp, Henk Buurma, Ingeborg Wilting, and Marnix P. D. Westein. "Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands." Pharmacy 8, no. 3 (July 10, 2020): 117. http://dx.doi.org/10.3390/pharmacy8030117.

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In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.
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