To see the other types of publications on this topic, follow the link: Professional stance.
Journal articles on the topic 'Professional stance'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Professional stance.'
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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Sorokowski, Piotr, Agnieszka Sabiniewicz, and Sławomir Wacewicz. "The influence of the boxing stance on performance in professional boxers." Anthropological Review 77, no. 3 (December 1, 2014): 347–53. http://dx.doi.org/10.2478/anre-2014-0025.
Full textAbstract:
Abstract In boxing, athletes choose between two strategies: the orthodox stance characteristic of right handed competitors, or the southpaw stance characteristic of left-handers. Despite a conviction popular among the practitioners of this sport that fighting against a southpaw opponent constitutes a handicap, the effectiveness of the type of stance has so far not been examined. We extracted the statistics of the top twenty active male professionals boxing in each of the seventeen weight divisions. Out of the 340 boxers who composed our group, 75% used the orthodox stance and 25% were southpaw. Generally, we found that boxing stance had no effect on the percentage of 340 top professional boxers’ victories. However, both the southpaw and the orthodox athletes had a higher percentage of victories against orthodox boxers than against southpaws.
2
Burns, Michele, and Norbert Pachler. "‘inquiry as stance’: teacher professional learning and narrative." Teacher Development 8, no. 3 (October 1, 2004): 149–64. http://dx.doi.org/10.1080/136645304002000020242.
Full text
3
Schmidt, John J. "A Professional Stance for Positive Discipline — Promoting Learning." NASSP Bulletin 73, no. 516 (April 1989): 14–20. http://dx.doi.org/10.1177/019263658907351604.
Full text
4
Baynham, Mike. "Stance, positioning, and alignment in narratives of professional experience." Language in Society 40, no. 1 (February 2011): 63–74. http://dx.doi.org/10.1017/s0047404510000898.
Full textAbstract:
AbstractThis article examines narratives of professional experience in a corpus of forty interviews in which English to Speakers of Other Languages (ESOL) teachers reflect on their professional life histories as well as their current teaching. The notion of “stance” emerged as a major theme: the teachers positioned themselves in relation to the policy environment, to learners, teaching and learning, and their sense of control in their working lives. Narrative was an important discursive resource for doing so and a range of narrative types (personal, generic/iterative, hypothetical, exemplum, and ‘negated’) are identified, each demonstrating performance features. Using Dubois's (2007) definition of stance, I examine the dynamic relationship between stance taking and discursive positioning, discussing the role of performance in these processes. Shifts into performance are shown to depend on participant roles and alignments in the interviews rather than on particular narrative types. Thus, the data contradicts some of Wolfson's (1976) observations on narratives in the research interview. The analysis contributes to our understanding of the research interview as a dynamically co-constructed speech genre rather than as a neutral locus for gathering data. (Professional narrative, performance, stance, alignment, positioning)
5
Eun, Barohny. "Adopting a stance: Bandura and Vygotsky on professional development." Research in Education 105, no. 1 (August 13, 2018): 74–88. http://dx.doi.org/10.1177/0034523718793431.
Full textAbstract:
Although the importance of professional development for improved student learning is widely recognized and many studies have been devoted to enhancing its effectiveness, the specific mechanism underlying teacher learning and how it translates into actual classroom practices are not well understood. This paper is an attempt to fill this gap in understanding by grounding professional development models in two theories of human development. Adopting a theoretical stance provides an explanation of the processes underlying teacher development. In addition, theories also allow an understanding of what factors might contribute to effective professional development implementation. The social cognitive theory and the sociocultural theory are chosen based on numerous empirical studies indicating their validity in explaining and predicting human development and change. These theories provide foundations for understanding why professional development leads to teacher development and guidelines for translating teacher learning into improved classroom instruction.
6
Lai, Hung Sing. "Tumbler in Tidal Wave: The Professional Stance of Social Workers under Managerialism." International Journal of Social Work 3, no. 2 (August 3, 2016): 8. http://dx.doi.org/10.5296/ijsw.v3i2.9693.
Full textAbstract:
<p>Since the concept of Managerialism has been introduced to the social welfare services in Hong Kong, the ecology of social welfare sector has changed drastically. The operation of most organizations adopts a business inclined practice to run their services under the new competitive environment. Consequently, management that is originally supposed to be an auxiliary servant to facilitate the delivery of services has eventually become the master to be served. Most social workers working under such climate find it difficult to exercise their professional functions as they are demanded to fulfill a great deal of managerial duties. Worse off, some appear to have lost their professional identity. This paper is to reveal the struggles of social workers under Managerialism and explore strategies for social workers to live with Managerialism in a way without losing their professional stance through conducting a qualitative research in Hong Kong. The result of this research identifies eight strategies: “reasserting the professional identity”, “realizing the social work values”, “discerning the first and foremost tasks”, “actualizing professional integrity”, “evoking team solidarity”, “exercising personal influence, “performing collaborative resistance”, and “practicing self-reflection”. Since the core of social work is the social work values and to sustain such values demands social workers having a solid professional stance, the suggested strategies derived from this research can be served as a reference for social workers to withstand the assault from the tidal wave of Managerialism and stand firm again on their professional stance, like a tumbler!</p>
7
Kelly, Peter, Ken Gale, Steve Wheeler, and Viv Tucker. "Taking a stance: promoting deliberate action through online postgraduate professional development." Technology, Pedagogy and Education 16, no. 2 (July 2007): 153–76. http://dx.doi.org/10.1080/14759390701406760.
Full text
8
Estivalèzes, Mireille. "The professional stance of ethics and religious culture teachers in Québec." British Journal of Religious Education 39, no. 1 (March 16, 2016): 55–74. http://dx.doi.org/10.1080/01416200.2015.1128389.
Full text
9
Wilton, Antje. "Epistemic Stance Markers in German and English as a Lingua Franca Media Sports Interviews." Revista Alicantina de Estudios Ingleses, no. 32 (December 15, 2019): 217. http://dx.doi.org/10.14198/raei.2019.32.09.
Full textAbstract:
This study investigates a particular type of media interview to explore the use of epistemic stance markers in professional media sports contexts. The study focuses on interviews with male professional football players usually taken straight or very shortly after the match (post-match interviews or PMIs). Two data sets were investigated using a simple quantitative and an ethnographic conversation analytic approach: 57 interviews conducted with German professional football players in German, and 27 interviews conducted with professional football players of various nationalities and first languages, including German, in English as a lingua franca (ELF). The aim of this study is to find out how the use of epistemic stance markers such as I think in English and the German equivalents ich denke/ ich glaube contributes to the foregrounding of the player’s perspective and thus the maintenance and negotiation of an epistemic gradient, which is essential for a smooth and unproblematic progression of the interview.
10
Sandhu, Priti. "Resisting linguistic marginalization in professional spaces: Constructing multi-layered oppositional stances." Applied Linguistics Review 6, no. 3 (September 1, 2015): 369–91. http://dx.doi.org/10.1515/applirev-2015-0017.
Full textAbstract:
AbstractThis paper analyzes the resistant stances enacted by six recently-graduated, Hindi medium educated (HME) Indian women against the primacy accorded to English medium educated (EME) individuals in urban professional hiring practices. The data were collected in face-to-face, audio-recorded interviews by the researcher in the summer of 2013 from New Delhi. Aligning with Jaffe’s (2009) argument that a salient role of stance-based research is to theorize the relationship between stancetaking and sociocultural conditions and adopting a critical constructivist perspective (while withholding claims about participants’ inner psychological states), this paper shows that within the postcolonial context of urban India, the liminal, hybrid, third spaces of participants’ locations are discursively connected to the exigencies and inequalities characteristic of their local social structures. Analysis of participants’ resistant stances demonstrates their complex, multi-layered, and context-specific characteristics elucidating the ways in which these stance performances are achieved by variously intertwining discourses about linguistic prejudices, nationalism, colonialism, gender and socioeconomic conditions. Specifically, these sociopolitical issues are related to (i) gender-based personal safety anxieties, (ii) neoliberal discourses about India’s demographic dividend (i.e. the public celebration of the increase in the country’s ‘young’ population), (iii) arguments about justice, citizenship and national language, (iv) discourses of colonialism and government apathy, (v) group rights, ethics and responsibilities, and (vi) an unvarnished shaming of the ubiquity of EME preference in local hiring practices. The paper argues that HME-associated linguistic exclusionary practices, whether driven by economic necessities or by biased linguistic ideologies, perpetuate and deepen existing class-based divides, fail the aspirational needs of a growing urban, youthful, and vernacular medium educated population while further complicating the challenges faced by women in a historically patriarchal society.
11
Niskala, Niina, and Pertti Hurme. "The Other Stance: Conflicting Professional Self-Images and Perceptions of the Other Profession Among Finnish PR Professionals and Journalists." Nordicom Review 35, no. 2 (December 18, 2014): 105–21. http://dx.doi.org/10.2478/nor-2014-0018.
Full textAbstract:
Abstract Public relations (PR) professionals and journalists act as builders of societies’ communication atmospheres, and their inter-relationships are of importance. The aim of the present study is to describe and compare PR professionals’ and journalists’ professional self-images and perceptions of the other group's profession in Finland. The study is part of the ProfCom project and makes use of the project's Finnish quantitative questionnaire data. The results indicate clear perception differences. PR professionals identify themselves with bond- and trust-building objectives, whereas journalists perceive marketing and financial goals as the main objectives of PR professionals. Journalists identify themselves with information sharing, criticism and service roles, whereas PR professionals perceive opinion sharing, advising and informing about scandals as the main objectives of journalists. In addition, the study indicates a need for further research on the underlying reasons for conflicting perceptions and the effects of the developing Internet communication arena on relationships between professionals.
12
DeLuca Havens,, Gail Ann. "Individual Moral Perspectives of Professional Nurses." International Journal of Human Caring 4, no. 3 (April 2000): 35–44. http://dx.doi.org/10.20467/1091-5710.4.3.35.
Full textAbstract:
Exploring nurses’ moral perspectives may provide insight into the varying degrees of caring that nurses integrate into their professional nursing practice. Building an understanding of nurses’ moral perspectives also can illuminate the moral experiences of professional nurses who endorse different ethical ideologies, as well as the consequences, such as moral distress, of such experiences. Psychometric assessment of the Modified Ethics Position Questionnaire (MEPQ) yielded a reliable and valid measure of the moral perspectives of practicing nurses. Findings suggest that respondents assumed that desirable consequences can, with the right ethical action, always be obtained. Whether this is a common moral stance among professional nurses requires further inquiry.
13
Sumsion, Jennifer, Joanne Lunn Brownlee, Sharon Ryan, Kerryann Walsh, Ann Farrell, Susan Irvine, Gerry Mulhearn, and Donna Berthelsen. "Evaluative decision-making for high-quality professional development: cultivating an evaluative stance." Professional Development in Education 41, no. 2 (March 12, 2015): 419–32. http://dx.doi.org/10.1080/19415257.2014.989257.
Full text
14
Crosthwaite, Peter, Lisa Cheung, and Feng (Kevin) Jiang. "Writing with attitude: Stance expression in learner and professional dentistry research reports." English for Specific Purposes 46 (April 2017): 107–23. http://dx.doi.org/10.1016/j.esp.2017.02.001.
Full text
15
McKenzie, Kevin. "Formulating professional identity." Pragmatics and Society 3, no. 1 (February 13, 2012): 31–60. http://dx.doi.org/10.1075/ps.3.1.02mck.
Full textAbstract:
Recent scholarly and practitioner research on the work of non-governmental organizations (NGOs) has been concerned with questions about the moral legitimacy of humanitarian aid in settings of armed conflict. At issue is the extent to which NGO activities are said to affect the conduct and outcome of warfare, thereby potentially implicating humanitarian aid in the partisan interests which it has traditionally eschewed as a condition of its legitimacy. This paper explores how such issues are taken up in the explanations offered by humanitarian aid operatives in descriptions of the work they carry out in settings of armed conflict. Drawing on a corpus of conversational material recorded in open-ended interviews with representatives of various NGOs that operate in Israel and the Occupied Palestinian Territories (OPT), I examine how speakers work to make themselves accountable to demands for sympathetic affiliation with the losing (or vanquished) parties in the Palestinian-Israeli conflict while maintaining a non-aligned stance relative to the partisan considerations that animate that conflict’s conduct. Both in first-hand narrative accounts of personal transformation and in descriptions of contrastive examples where professional colleagues are said to maintain a too-sympathetic affiliation with the partisan concerns of the Palestinian population whose needs they service, speakers work to provide for the legitimacy of their professional activities in the context of otherwise conflicting demands for moral accountability.
16
Little, Judith Warren. "District Policy Choices and Teacher’s Professional Development Opportunities." Educational Evaluation and Policy Analysis 11, no. 2 (June 1989): 165–79. http://dx.doi.org/10.3102/01623737011002165.
Full textAbstract:
A comprehensive inventory of formal staff development activity and costs in 30 California districts yields a portrait of locally organized opportunities for teachers and reveals the policy stance taken by districts toward teachers and their professional development. Present patterns of resource allocation consolidate the district’s role as the dominant provider of teachers’ professional development; other sources, including the university or the larger professional community of teachers, are less visible. Expenditures reflect a conception of professional development based almost exclusively in skill acquisition, furthered by a ready marketplace of programs with predetermined content and format; other routes to professional maturation are less evident.
17
Ginsburg, Shiphra, Glenn Regehr, and Lorelei Lingard. "To be and not to be: the paradox of the emerging professional stance." Medical Education 37, no. 4 (April 2003): 350–57. http://dx.doi.org/10.1046/j.1365-2923.2003.01326.x.
Full text
18
Karlsen, Anne Mette Færøyvik, and Nina Helgevold. "Lesson Study: analytic stance and depth of noticing in post-lesson discussions." International Journal for Lesson and Learning Studies 8, no. 4 (October 3, 2019): 290–304. http://dx.doi.org/10.1108/ijlls-04-2019-0034.
Full textAbstract:
Purpose The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of noticing. Design/methodology/approach The study has dug deeply into post-lesson discussions in the context of two different LS groups at a Norwegian lower secondary school. Findings The paper provides empirical insights about crucial elements of teachers’ learning processes pertaining to their professional noticing. Sharing of rich descriptions of evidence of student learning appeared to be a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of teacher groups’ openness and attention to the collected data and a shared willingness to go deep into the interpretations. Interthinking and exploratory talk (Littleton and Mercer, 2013) are emphasised as important social interaction and talk modes to deepen the analytic stance and depth of noticing. Research limitations/implications Even though this is a small study, it brings to light important knowledge about how interactions in post-research lesson discussions in LS can influence teachers’ professional noticing. Practical implications An implication of the study is to design observation forms that capture student learning as tools for teachers’ professional noticing. Originality/value This paper fulfils an identified need to investigate teachers’ learning processes in LS, including how interactions within a teacher group influence noticing.
19
Costello, Laura. "Survey Confirms Strong Support for Intellectual Freedom in Public Collection Development Librarians." Evidence Based Library and Information Practice 14, no. 3 (September 12, 2019): 135–37. http://dx.doi.org/10.18438/eblip29577.
Full textAbstract:
A Review of:
Oltmann, S. M. (2019). Important Factors in Midwestern Public Librarians’ Views on Intellectual Freedom and Collection Development: Part 1. The Library Quarterly, 89(1), 2-15. https://doi.org/10.1086/700659
Abstract
Objective – The article sought to explore whether librarian attitudes regarding intellectual freedom conform to the stance of the American Library Association (ALA).
Design – Electronic survey.
Setting – Public libraries in the Midwestern United States.
Subjects – Subjects were 645 collection development library professionals employed in public libraries.
Methods – An electronic survey was distributed to public library directors in nine Midwestern states and was completed by the library professional primarily responsible for collection development. The survey focused on community information and probed the participants for their stances on several intellectual freedom topics.
Main Results – The survey was sent to 3,018 participants via each state’s librarian and had a response rate of 21.37%. The first section of the survey focused on broad strokes statements representing the ALA’s stance on intellectual freedom for public libraries. The results revealed widespread agreement on these issues. More than 88% of participants agreed with statements like “public libraries should provide their clients with access to information from a variety of sources.” Despite strong agreement among participants, particular demographic characteristics were more likely to lead to disagreement with all statements including working in rural communities and not holding a master’s degree in library science.
The next section of the survey focused on how strongly participants’ personal beliefs conformed to the intellectual freedom statements in the ALA’s Library Code of Ethics. Again, there was widespread agreement, with 94.9% of participants indicating that they agreed with the statement “we uphold the principles of intellectual freedom and resist all efforts to censor library materials.” Only one participant disagreed with the statement “it is the right of every individual to both seek and receive information from all points of view without restriction.” When asked whether the ALA’s stance on intellectual freedom ever conflicted with their personal beliefs, 39.8% of participants indicated that it did, 22% were unsure, and 40% had never experienced conflict. Participants holding a master's degree in library science and librarians in large cities were less likely to experience conflict between their personal beliefs and the ALA’s stance on intellectual freedom. In the free text comments, several participants indicated that they experienced conflict when the ALA’s stance did not reflect their personal beliefs or community values.
Conclusion – While the overwhelming majority of respondents indicated that they agreed with the ALA’s stance on intellectual freedom, a minority of participants experienced some conflict. Respondents indicated that personal belief could create conflict when librarians committed to intellectual freedom were required to make choices in their professional work that conflicted with their own views. Conflict could also arise when collection choices made to support intellectual freedom were not supported by patrons in the community.
20
Wang, Binhua, and Yuan Ping. "Perceptions of Machine Translation and Computer-Aided Translation by Professionals and the General Public." International Journal of Translation, Interpretation, and Applied Linguistics 2, no. 2 (July 2020): 1–14. http://dx.doi.org/10.4018/ijtial.20200701.oa1.
Full textAbstract:
This article examines perceptions of MT and CAT among translation professionals and the general public by surveying 124 articles published in the professional journals of ITI Bulletin and MultiLingual and in the Chinese media between 2017 and 2019. Through framing analysis, the following frames about MT and CAT are identified: progress, quality, threat, limitation, cooperation, economic factors, and ethics. Through qualitative analysis of prominent frames, it is also found that attitudes vary between the professional journals and the media about the role of MT as related to human translators. While ITI Bulletin holds a generally conservative attitude, MultiLingual takes a more positive stance towards the applications of MT, and the Chinese media generally hype MT as a potential threat to HT but promote human-machine cooperation as the way out. This study also shows that the ethical and legal issues involving MT and CAT have not been addressed adequately.
21
Wdowski, Maximilian M., and Marianne J. R. Gittoes. "First-stance phase force contributions to acceleration sprint performance in semi-professional soccer players." European Journal of Sport Science 20, no. 3 (June 23, 2019): 366–74. http://dx.doi.org/10.1080/17461391.2019.1629178.
Full text
22
Ebby, Caroline Brayer, Maria Palaitis Ottinger, and Penny Silver. "Supporting Teacher Learning: Improving Mathematics Instruction through Classroom-Based Inquiry." Teaching Children Mathematics 14, no. 3 (October 2007): 182–86. http://dx.doi.org/10.5951/tcm.14.3.0182.
Full textAbstract:
Research has shown that learning to teach mathematics for understanding is not simply a matter of learning new pedagogical techniques but rather requires substantial changes in a teacher's knowledge, beliefs, and practice (Putnam and Borko 2000). Preparing teachers to implement reform-oriented curricula requires positioning them as learners and inquirers of mathematical content, student learning, and instructional practice. Ball (1996) asserts that teacher professional development must embrace the uncertainty of practice and reflect a “stance of critique and inquiry—a stance of asking and debating, a discourse of conjecture and deliberation” (p. 506).
23
Fairchild, Roseanne Moody. "Practical ethical theory for nurses responding to complexity in care." Nursing Ethics 17, no. 3 (May 2010): 353–62. http://dx.doi.org/10.1177/0969733010361442.
Full textAbstract:
In the context of health care system complexity, nurses need responsive leadership and organizational support to maintain intrinsic motivation, moral sensitivity and a caring stance in the delivery of patient care. The current complexity of nurses’ work environment promotes decreases in work motivation and moral satisfaction, thus creating motivational and ethical dissonance in practice. These and other work-related factors increase emotional stress and burnout for nurses, prompting both new and seasoned nurse professionals to leave their current position, or even the profession. This article presents a theoretical conceptual model for professional nurses to review and make sense of the ethical reasoning skills needed to maintain a caring stance in relation to the competing values that must coexist among nurses, health care administrators, patients and families in the context of the complex health care work environments in which nurses are expected to practice. A model, Nurses’ Ethical Reasoning Skills, is presented as a framework for nurses’ thinking through and problem solving ethical issues in clinical practice in the context of complexity in health care.
24
Trinch, Shonna L. "De-authorizing rape narrators." Journal of Language Aggression and Conflict 2, no. 2 (October 28, 2014): 204–25. http://dx.doi.org/10.1075/jlac.2.2.02tri.
Full textAbstract:
This article examines how reviewers take silence-sustaining or silence-breaking stances toward rape in online reviews of anti-terrorism expert, Jessica Stern’s (2010) book, Denial: A Memoir of Terror. I analyze how reviewers recontextualize the story of this uncontroversial rape and its narrator. The data consist of 47 reviews, ranging from professional reviewers at major newspapers to ‘citizen reviewers’ found on commercial bookstores’ websites and on readers’ blogs. Using stance as my analytic framework (Jaffe 2009), I show how readers align their reviews in ways that either authorize or de-authorize the narrator and her narrative.
25
Dos’Santos, Thomas, Christopher Thomas, Paul A. Jones, and Paul Comfort. "Assessing Muscle-Strength Asymmetry via a Unilateral-Stance Isometric Midthigh Pull." International Journal of Sports Physiology and Performance 12, no. 4 (April 2017): 505–11. http://dx.doi.org/10.1123/ijspp.2016-0179.
Full textAbstract:
Purpose:To investigate the within-session reliability of bilateral- and unilateral-stance isometric midthigh-pull (IMTP) force–time characteristics including peak force (PF), relative PF, and impulse at time bands (0–100, 0–200, 0–250, and 0–300 milliseconds) and to compare isometric force–time characteristics between right and left and dominant (D) and nondominant (ND) limbs.Methods:Professional male rugby league and multisport male college athletes (N = 54; age, 23.4 ± 4.2 y; height, 1.80 ± 0.05 m; mass, 88.9 ± 12.9 kg) performed 3 bilateral IMTP trials and 6 unilateral-stance IMTP trials (3 per leg) on a force plate sampling at 600 Hz.Results:Intraclass correlation coefficients (ICCs) and coefficients of variation (CVs) demonstrated high within-session reliability for bilateral and unilateral IMTP PF (ICC = .94, CV = 4.7–5.5%). Lower reliability measures and greater variability were observed for bilateral and unilateral IMTP impulse at time bands (ICC = .81–.88, CV = 7.7–11.8%). Paired-sample t tests and Cohen d effect sizes revealed no significant differences for all isometric force–time characteristics between right and left limbs in male college athletes (P >.05, d ≤ 0.32) and professional rugby league players (P > .05, d ≤ 0.11); however, significant differences were found between D and ND limbs in male college athletes (P < .001, d = 0.43–0.91) and professional rugby league players (P < .001, d = 0.27–0.46).Conclusion:This study demonstrated high within-session reliability for unilateral-stance IMTP PF, revealing significant differences in isometric force–time characteristics between D and ND limbs in male athletes.
26
Lee, Jieun. "Evaluation of court interpreting." Interpreting. International Journal of Research and Practice in Interpreting 17, no. 2 (September 3, 2015): 167–94. http://dx.doi.org/10.1075/intp.17.2.02lee.
Full textAbstract:
The present paper examines the metadiscourse of court interpreting, with a focus on the evaluative language used in relation to interpreting of expert witness testimony. The study explores interactional resources such as hedges, boosters, attitude markers, self-mentions and engagement markers, employed by participants in the interpreter-mediated South Korean courtroom examinations of three English-speaking expert witnesses. Extracts analysed for this paper, involving a total of four interpreters, are taken from two court cases (four extracts each from a civil case, featuring experienced conference interpreters, and a criminal case, with unskilled interpreters). In courtroom settings, where the interpretation of expert testimony is frequently contested, this study demonstrates metadiscursive representation of stance management during professional communication, which is closely linked with facework and rapport management. The analysis indicates that hedging is far more frequently used than boosters, and that various attitude markers and engagement markers are used in evaluating interpretations and ensuring their accuracy. Legal professionals and interpreters alike display their evaluative, affective and epistemic orientation in the interdisciplinary professional discourse, and personal interaction, of the courtroom examinations analysed here.
27
Cuartas Álvarez, Luis Fernando. "Intercultural Communicative Competence: In-Service EFL Teachers Building Understanding Through Study Groups." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 75–92. http://dx.doi.org/10.15446/profile.v22n1.76796.
Full textAbstract:
This paper reports on an exploratory collective case study on three in-service English language teachers in Medellin, Colombia. The study aimed at creating a route for teachers to collaboratively construct their understanding of intercultural communicative competence through their involvement in a study group. Data were collected through recordings, interviews, and reflective logs, which followed a bottom-up analysis. Results evidenced changes in the participants’ views of culture, cross-cultural knowledge, intercultural stance, and understanding of intercultural communicative competence. As a conclusion, study groups materialized as an applicable tool for teachers’ professional development, which allowed participants to redraw their own initial beliefs and assumptions, fostering them to change professionally and in their praxis.
28
Pulumo, Salminah, and Leroi Raputsoane. "The accuracy of professional forecasts and monetary policy in an emerging country." Journal of Governance and Regulation 5, no. 4 (2016): 61–67. http://dx.doi.org/10.22495/jgr_v5_i4_p5.
Full textAbstract:
This paper analyses the accuracy of professional forecasts of monetary policy interest rate decisions in South Africa since 2008. This is achieved by examining the dissimilarity between the professional forecasts of monetary policy stance and the realised monetary policy interest rate on the basis of proximity, temporal structure and sensitivity to forecast horizon. The results show that the forecasts of South African insurance companies and international banks are closest to the realised monetary policy interest rate on average based on proximity, while the forecasts of South African banks and interest groups are closest to the realised monetary policy interest rate based on temporal structure. The results finally show deterioration of the professional forecasts the further away the forecast horizon and that the heterogeneity in forecast accuracy neither emanates from the country of primary listing nor primary business of the professional forecasts groups.
29
Makarevičs, Valērijs. "Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts." Journal of Teacher Education for Sustainability 10, no. 1 (January 1, 2008): 68–78. http://dx.doi.org/10.2478/v10099-009-0026-1.
Full textAbstract:
Professional Competences of Future Teachers: Perspective of Different Evaluators and ContextsThe article presents research on professional competence for future teachers. The study provides the answers to the questions 1) what are the differences between the future teachers' desirable and real professional competences evaluated by students themselves, their University teachers, and their potential employers? 2) what are the differences in the evaluation of future teachers' professional competences provided by the students and University teachers from the study programs enriched with the principles of ESD and those who come from other programs? The future teachers (n=24) and teachers from the Daugavpils University (n=24) as well as the school principals of Latgale region of Latvia (n=25) filled out the questionnaire by Grecov and Popova (2005). It was concluded that both students and teachers see the necessity for the further development of competences while encounter with ESD principles mostly elicits the need for the higher standards of professional competences and more critical stance toward the achieved level.
30
Gee, James Paul. "Pleasure, Learning, Video Games, and Life: The Projective Stance." E-Learning and Digital Media 2, no. 3 (September 2005): 211–23. http://dx.doi.org/10.2304/elea.2005.2.3.2.
Full textAbstract:
This article addresses three questions. First, what is the deep pleasure that humans take from video games? Second, what is the relationship between video games and real life? Third, what do the answers to these questions have to do with learning? Good commercial video games are deep technologies for recruiting learning as a form of profound pleasure, and have much to tell us about what learning could look like in the future should we relinquish the old grammars of traditional schooling. They are extensions of life insofar as they recruit and externalize some fundamental features of how humans orientate themselves in and to the real world when operating at their best. Video games create a projective stance in the sense of a stance toward the world in which we see the world simultaneously as a project imposed on us and as a site onto which we can actively project our desires, values and goals. A special category of games allows players to enact the projective stance of an ‘authentic professional’, thereby experiencing deep expertise of the kind that so widely eludes learners in school.
31
Schallmo, Michael S., Thomas H. Fitzpatrick, Hunter B. Yancey, Alejandro Marquez-Lara, T. David Luo, and Allston J. Stubbs. "Return-to-Play and Performance Outcomes of Professional Athletes in North America After Hip Arthroscopy From 1999 to 2016." American Journal of Sports Medicine 46, no. 8 (May 16, 2018): 1959–69. http://dx.doi.org/10.1177/0363546518773080.
Full textAbstract:
Background: The effect of hip arthroscopy on athletic performance compared with preinjury levels for professional athletes in different sports remains unknown. In addition, while return rates have been reported for professional baseball, football, and hockey players, return rates have not been reported for professional basketball players. Hypothesis: Professional athletes in 4 major North American sports would be able to return to their sport and preoperative level of performance at a high rate after arthroscopic hip surgery. Study Design: Descriptive epidemiology study. Methods: Major League Baseball (MLB), National Basketball Association (NBA), National Football League (NFL), and National Hockey League (NHL) athletes who underwent hip arthroscopy were identified through a previously reported protocol based on public sources. Successful return to play (RTP) was defined as returning for at least 1 professional regular season game after surgery. Performance scores were calculated by use of previously established scoring systems. Each player served as his own control, with the season prior to surgery defined as baseline. To make comparisons across sports, the authors adjusted for expected season and career length differences between sports and calculated percentage changes in performance. Results: The authors identified 227 procedures performed on 180 professional athletes between 1999 and 2016. Successful RTP was achieved in 84.6% (192/227) of the procedures. Compared with all other athletes, NBA athletes returned at a similar rate (85.7%, P ≥ .999). NFL offensive linemen returned at a significantly lower rate than all other athletes (61.1%, P = .010). NHL athletes returned at a significantly higher rate than all other athletes (91.8%, P = .048) and demonstrated significantly decreased performance during postoperative season 1 compared with baseline (–35.1%, P = .002). Lead leg surgery for MLB athletes (batting stance for hitters, pitching stance for pitchers) resulted in a 12.7% reduction in hitter performance score ( P = .041), a 1.3% reduction in pitcher fastball velocity ( P = .004), and a 60.7% reduction in pitch count ( P = .007) one season after surgery compared with baseline. Players in nearly every sport demonstrated significant reductions in game participation after surgery. Conclusion: This study supports the hypothesis that hip arthroscopy in professional athletes is associated with excellent rates of return at the professional level. However, postoperative performance outcomes varied based on sport and position.
32
Ní Loingsigh, Aedín. "Translation and the professional selves of Mercer Cook." Bulletin of the School of Oriental and African Studies 81, no. 3 (October 2018): 459–74. http://dx.doi.org/10.1017/s0041977x18000988.
Full textAbstract:
AbstractThis article explores the ways in which African American Mercer Cook's translation practice reflects complex overlaps between his professional/personal selves and an ideological backdrop that encompasses black internationalism, US race struggles and mid-twentieth-century diplomatic relations with Africa. A first section explores how Cook, a university professor of French, uses what he terms the “close-to-home” value of translation in order to expose his African American students to what has been written about them in French. At the same time, translation is seen by him as essential to building a “shared elsewhere” where his students can reflect on their place within a black world that is neither nation-bound nor monolingual. A second section examines the way in which Cook's translation practice is inflected by his role as US ambassador in francophone West Africa during the 1960s. In this context, the convergence of US civil rights with official US Cold War policy on postcolonial African states is key to understanding Cook's stance as a translator and the way in which he seeks diplomatically to propel his translations of L.S Senghor's texts towards a racially riven US readership.
33
Clancy, Marie. "Exploring an autoethnographic stance with poetry in children’s nursing." Journal of Research in Nursing 22, no. 6-7 (November 2017): 465–76. http://dx.doi.org/10.1177/1744987117725364.
Full textAbstract:
An autoethnographic stance has been taken in this paper as this methodology can be particularly useful when exploring complex feelings and unique lived experiences. The purpose of this paper is to use this stance to holistically explore a nursing journey writing poetry during times of personal and professional difficulty, with cathartic benefits. It is hoped this will provide an example and tool for other nurses to expand their learning, insight and understanding. Poems will be used as data in this paper, and data analysis and a reflective narrative and literature exploration described to help analyse their meaning. This may stimulate an empathetic understanding in the reader and give an in-depth insight into the challenging role of the children’s nurse. Poetry will be used to explore some of the typical features of autoethnography, namely self-portrayal, context, and culture with self-reflection, and by providing poetry that encourages reader exploration. Poetry has the potential to benefit nursing, including enhanced self-awareness and coping mechanisms as well as the development of empathy to support patients, families and colleagues. The use of personal poetry with reflective narrative provides an illuminating expansion of the experiences described, which may encourage readers to explore their own emotions and reflect in new and different ways.
34
Gajić, Veselka. "Ethical dilemmas in nursing practice / Etičke dileme u sestrinskoj praksi." SESTRINSKI ŽURNAL 1, no. 1 (October 20, 2014): 36. http://dx.doi.org/10.7251/sez0114036g.
Full textAbstract:
Contrary to the laws governing the legal duties of health workers and punish their violation of ethical norms are not clearly defined laws, but commonly prescribe appropriate codes. In the Federation B i H, as well as the Republiika Srpska formal codes of which were developed by the International Code of ethics of nurses. Negative trends in society have made to the medicine under the influence of various factors in the first place money, turned into a fertile ground for individuals to prove himself. Where we often neglect the true value of human achievement, but the stress and adopt values based on statistical results. In the race for the continuous improvement and studying health care workers, and everyone else, neglect respecting the needs and values of people. The position of nurses in relation to ethical issues is very ambiguous, located between opposing attitudes and expectations. Although required independent action and independent thinking, to once again request the cooperation and approval of others. Nurses are more and more considered as employees, rather than professionals with a clearly defined mission and professional activities. The official stance is sometimes more appreciated than ethically responsible execution of their duties. The task of every health care professional is to achieve the highest ethical standards of professional conduct and to motivate such behavior colleagues and associates.
35
HÄYRY, MATTI. "Fear of Life, Fear of Death, and Fear of Causing Death: How Legislative Changes on Assisted Dying Are Doomed to Fail." Cambridge Quarterly of Healthcare Ethics 27, no. 1 (December 7, 2017): 145–53. http://dx.doi.org/10.1017/s0963180117000470.
Full textAbstract:
Abstract:Fear of life, fear of death, and fear of causing death form a combination that prevents reasoned changes in laws concerning end-of-life situations. This is shown systematically in this article using the methods of conceptual analysis. Prevalent fears are explicated and interpreted to see how their meanings differ depending on the chosen normative stance. When the meanings have been clarified, the impact of the fears on the motivations and justifications of potential legislative reforms are assessed. Two main normative stances are evoked. The first makes an appeal to individual self-determination, or autonomy, and the second to the traditional professional ethics of physicians. These views partly share qualifying elements, including incurability and irreversibility of the patient’s medical condition, proximity of death, the unbearable nature of suffering, and issues of voluntariness further shade the matter. The conclusion is that although many motives to change end-of-life laws are admirable, they are partly contradictory, as are calls for autonomy and appeals to professional ethics; to a degree that good, principled legislative solutions remain improbable in the foreseeable future.
36
Cook, Laura L. "Storytelling among child welfare social workers: Constructing professional role and resilience through team talk." Qualitative Social Work 19, no. 5-6 (July 25, 2019): 968–86. http://dx.doi.org/10.1177/1473325019865014.
Full textAbstract:
Child welfare social work is emotive and demanding work, requiring highly skilled and resilient practitioners. In a context of austerity, increased public scrutiny and accountability, defensive practice has been identified as a feature of professional practice. However, little is known about the processes through which social workers develop resilience or come to adopt a defensive stance in managing the demands of their work. This article focuses on professional storytelling among child welfare social workers. It examines how social workers construct their professional role through team talk and the implications of this for our understanding of professional resilience and defensiveness. Drawing on an in-depth narrative analysis of focus groups with social work teams, eight story types are identified in social workers’ talk about their work: emotional container stories, solidarity stories, professional epiphanies, professional affirmation stories, partnership stories, parables of persistence, tales of courageous practice and cautionary tales. Each story type foregrounds a particular aspect of child welfare practice, containing a moral about social work with vulnerable children and families. The article concludes with the implications of these stories for our understanding of both resilience and the pull towards defensiveness in child welfare social work.
37
McLachlan, Chris/tine, Juan A. Nel, Suntosh R. Pillay, and Cornelius J. Victor. "The Psychological Society of South Africa’s guidelines for psychology professionals working with sexually and gender-diverse people: towards inclusive and affirmative practice." South African Journal of Psychology 49, no. 3 (June 12, 2019): 314–24. http://dx.doi.org/10.1177/0081246319853423.
Full textAbstract:
In this article, we outline the practice guidelines for psychology professionals working with sexually and gender-diverse people, ratified by the Psychological Society of South Africa’s Council in 2017. The guidelines are an augmentation of the Psychological Society of South Africa’s position statement of 2013 providing a framework for understanding the challenges that sexually and gender-diverse people face in patriarchal and hetero- and cis-normative societies. An affirmative stance towards sexual and gender diversity enables psychology practitioners to work ethically, effectively, and sensitively in this field. The guidelines – a first for Africa – are aspirational in nature and call on psychology professionals to become aware of their own biases, conscientise themselves of the best practices in the field by continued professional development, and to utilise the guidelines as a resource in their related work. Brief mention is made of the development process, before the rationale and possible applications of the 12 guidelines are explored.
38
Holm, Anne Lise, and Elisabeth Severinsson. "Reflections on the ethical dilemmas involved in promoting self-management." Nursing Ethics 21, no. 4 (October 7, 2013): 402–13. http://dx.doi.org/10.1177/0969733013500806.
Full textAbstract:
Due to their understanding of self-management, healthcare team members responsible for depressed older persons can experience an ethical dilemma. Each team member contributes important knowledge and experience pertaining to the management of depression, which should be reflected in the management plan. The aim of this study was to explore healthcare team members’ reflections on the ethical dilemmas involved in promoting self-management among depressed older persons. A qualitative design was used and data were collected by means of focus group interviews. The results revealed one main theme: ‘Lack of trust in the community health care system’s commitment to bringing about effectiveness and change, based on three themes; ‘Struggling to ensure the reliable transfer of information about depressed older persons to professionals and family members’, ‘Balancing autonomy, care and dignity’ and ‘Differences in the understanding of responsibility’. Lack of engagement on the part of and trust between the various professional categories who work in the community are extremely counterproductive and have serious implications for patient dignity as well as safety. In conclusion, ethical dilemmas occur when staff members are unable to act in accordance with their professional ethical stance and deliver an appropriate standard of care.
39
Hurrion, Paul. "A Biomechanical Investigation into Weight Distribution and Kinematic Parameters during the Putting Stroke." International Journal of Sports Science & Coaching 4, no. 1_suppl (September 2009): 89–105. http://dx.doi.org/10.1260/174795409789577489.
Full textAbstract:
This study examined the set-up position of 30 elite PGA professional golfers (2007 Season), in comparison with 30 amateur golfers (Handicap +3 to 9) while attempting the same putt of 25ft on a flat surface with a stimpmeter reading of 12. Video analysis at 50 frames per second was used to record kinematic parameters of the golfers' set-up and posture. All golfers performed their typical putting action while standing on an RSscan International 1.0 m × 0.4 m pressure platform. The RSscan Footscan® and Quintic Biomechanics 9.03 v14 software were synchronised to enable key positions of the putting stroke to be identified. Each golfer used their own personal putter. The main difference between the amateur and professional golfers was in set-up. This was found to be significant with amateurs' weight distribution 59.60% Right and 40.40% Left while the Professional Group was 48.34% Left and 51.66% Right, much closer to a balanced set-up. Students' t-test was used to compare the group means for each parameter with a level of significance set at p < 0.05. There is a trend to suggest that the wider the stance, the smaller the centre of pressure movement during the putting stroke. Although there was no significant difference in stance width, there was a significant difference in the total amount of centre of pressure movement (p < 0.05) between the two groups of golfers.
40
Hall, Jori N., Melissa Freeman, and Soria E. Colomer. "Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation." American Journal of Evaluation 41, no. 3 (January 20, 2020): 384–403. http://dx.doi.org/10.1177/1098214019885632.
Full textAbstract:
While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educative stance failed to provide critical midcourse feedback, which worked against the development of the district–university partnership. The lessons learned from the formative evaluation are important to draw attention to the intersections between the cultural characteristics of the evaluand and how the evaluation contributes to educative insights.
41
Hoffman, James V. "Practicing Imagination and Activism in Literacy Research, Teaching, and Teacher Education: I Still Don’t Know How to Change the World With Rocks." Literacy Research: Theory, Method, and Practice 69, no. 1 (July 20, 2020): 79–98. http://dx.doi.org/10.1177/2381336920938670.
Full textAbstract:
This address focuses on research and practice in the preparation of preservice teachers in literacy. I begin with an examination of the constructs of practice, activism, and imagination from an historical perspective. Next, I report on two initiatives in field-based literacy teacher preparation. The first initiative engages preservice teachers with inquiry as a curriculum stance. The second initiative engages preservice teachers as researchers with attention to research as too both for professional knowledge and for resistance to contentious policy environments that constrain teacher decision making. Finally, I argue for the need to become more inclusive within our community and to shift our stance from teachers as receivers of knowledge to teachers as participants in the sense-making process around practice.
42
Lunn Brownlee, Joanne, Jennifer Sumsion, Susan Irvine, Donna Berthelsen, Ann Farrell, Kerryann Walsh, Sharon Ryan, and Gerry Mulhearn. "Taking an evaluative stance to decision-making about professional development options in early childhood education and care." Early Years 35, no. 4 (October 2, 2015): 411–26. http://dx.doi.org/10.1080/09575146.2015.1099519.
Full text
43
Ito, Hiroaki, and Yusuke Gotoh. "An Efficient System for Supporting Bat Swing of Beginners in Baseball Using Wearable Sensors." Journal of Data Intelligence 1, no. 2 (June 2020): 124–36. http://dx.doi.org/10.26421/jdi1.2-2.
Full textAbstract:
Recently a support system that improves sports skills using sensor or video camera data is attracting great attention. Since most of these systems are developed for professional athletes, few are available for beginners. In baseball, since hitting skills are generally acquired based on oral pantomimed by baseball experts, it is difficult for beginners to understand the advice based on the skill level of baseball experts. In this paper, we propose a support system through which beginners improve their hitting skills by analyzing the batting stance of baseball players using such wearable sensors as acceleration and angular velocity sensors. In our proposed system, beginners swing based on wearable sensors that compose a triaxial acceleration sensor and an angular velocity sensor to the bat and the body. Next, experts in baseball can analyze the modification of the batting stance of beginners by measuring the sensor values of the swing. In the evaluation result, our proposed system analyzed the differences of batting stance between experts and beginners in baseball and confirmed that we can effectively support the hitting skill of baseball beginners.
44
Fonger, Nicole. "A Heart-Centered Stance: Receptivity to Algebra Teachers’ and Students’ Multidimensional Experiences." Journal of Humanistic Mathematics 11, no. 1 (January 2021): 225–64. http://dx.doi.org/10.5642/jhummath.202101.12.
Full textAbstract:
The algebra classroom in urban public high schools in the United States is a complex space, ripe with many challenges and opportunities. In this paper I introduce the notion of a heart-centered stance for the teacher and the educator, and a method of engaging in creative expression for reflection and introspection toward individual change in the rich context of the high school algebra classroom. My evolving relationships with two high school algebra teachers, observations of their classrooms, as well as my own self-study and professional growth, are incorporated into this paper as I introduce and exemplify two tenets of a heart-centered stance: multidimensionality of experience and receptivity to relatedness. This study suggests the possibility of using creative artistic expression and a self-study approach to support the transformation of educators’ perspectives toward research, creative activities, and outreach that are receptive to the mathematical experiences of teachers and students in our local communities.
45
Tchalakov, Ivan, and Irina Popravko. "The Effects of Digitalization on Professional and Amateur Astronomy Considered Through the Categories of Identity and Attachment." International Journal of Actor-Network Theory and Technological Innovation 9, no. 1 (January 2017): 40–52. http://dx.doi.org/10.4018/ijantti.2017010104.
Full textAbstract:
Applying the notion of identity, the article analyses the role of real time observation of professional and amateur astronomers in the context of ongoing digitalization of research. Unveiling the importance of materiality and immediate relationships with instruments, we took a critical stance to the established research approaches to this subject, in particular the ethnography of profession and the actor-network theory (ANT). Bearing on of Julian Orr studies of professional culture and our own ANT notion of ‘heterogeneous coupling', an attempt was made to introduce a new language for analysing the two knowledge communities, based on the sociology of taste and attachment of Antoine Hennion and sociology of regimes of worth of Luck Boltanski, which allows to grasp both similarities and differences in the astronomers' identities.
46
Schulte-Römer, Nona, Josiane Meier, Etta Dannemann, and Max Söding. "Lighting Professionals versus Light Pollution Experts? Investigating Views on an Emerging Environmental Concern." Sustainability 11, no. 6 (March 21, 2019): 1696. http://dx.doi.org/10.3390/su11061696.
Full textAbstract:
Concerns about the potential negative effects of artificial light at night on humans, flora and fauna, were originally raised by astronomers and environmentalists. Yet, we observe a growing interest in what is called light pollution among the general public and in the lighting field. Although lighting professionals are often critical of calling light ‘pollution’, they increasingly acknowledge the problem and are beginning to act accordingly. Are those who illuminate joining forces with those who take a critical stance towards artificial light at night? We explore this question in more detail based on the results of a non-representative worldwide expert survey. In our analysis, we distinguish between “lighting professionals” with occupational backgrounds linked to lighting design and the lighting industry, and “light pollution experts” with mostly astronomy- and environment-related professional backgrounds, and explore their opposing and shared views vis-à-vis issues of light pollution. Our analysis reveals that despite seemingly conflicting interests, lighting professionals and light pollution experts largely agree on the problem definition and problem-solving approaches. However, we see diverging views regarding potential obstacles to light pollution mitigation and associated governance challenges.
47
Liao, Wei. "Using Collaborative Video-Cued Narratives to Study Professional Learning: A Reflective Analysis." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692094933. http://dx.doi.org/10.1177/1609406920949335.
Full textAbstract:
This paper proposes the collaborative video-cued narrative (CVN) as an alternative methodological approach to studying professional learning. The CVN approach conceptualizes professional learning as a process in which teachers and students of professional education work collaboratively as “co-inquirers” to understand and enhance professional learning in practice. Aligned with this epistemological stance, CVNs capitalize on the advantages of three existing methodologies (i.e., video-cued ethnography, narrative inquiry, and action research) and cyclically use five key steps to study and improve professional learning, including 1) making video-recordings of learning activities, 2) identifying critical learning incidents, 3) cutting video clips of critical learning incidents, 4) using video clips to cue narrative reflections and develop action plans, and 5) taking action to improve learning in practice. In this paper, I first review the major epistemological and methodological issues in the existing literature on professional learning. Then, I elaborate on the theoretical and methodological grounds of CVNs and why, in theory, it can be a powerful alternative approach to studying professional learning. Next, drawing on interviews with eight students and my own reflective teaching journals in a doctoral course context, I analyze my experience in using CVNs to study professional learning in the context of teacher educator preparation. The analysis results suggest that CVNs seem effective in elevating students’ consciousness of professional learning, empowering their agency in enquiring into professional learning, and creating extended space and materials for professional learning. However, CVNs may cause ethical issues, such as coerced participation or “faked” learning, if a trustworthy relationship is not yet established and then sustained throughout the research process. In conclusion, I discuss how future studies can take on and further develop CVNs to pluralize the research approaches to studying professional learning.
48
Reel, Justine J., Leslie Podlog, Lindsey Hamilton, Lindsey Greviskes, Dana K. Voelker, and Cara Gray. "Injury and Disordered Eating Behaviors: What is the Connection for Female Professional Dancers?" Journal of Clinical Sport Psychology 12, no. 3 (September 1, 2018): 365–81. http://dx.doi.org/10.1123/jcsp.2017-0007.
Full textAbstract:
Dancers, like athletes, frequently endure injuries and disordered eating as a result of performance-specific demands. The purpose of this study was to explore the relationship between severe injuries and disordered eating from the perspectives of female professional dancers. In-depth, semi-structured interviews were conducted with 13 female professional dancers ages 18–38 (M = 23; SD = 6.2) whose dance participation was suspended for 4–36 weeks (M = 12.69; SD = 10.09) due to a dance-related injury. We adopted a social constructivist stance to view the experiences of dancers through the lens of a phenomenon highly influenced by environmental and cultural factors. A thematic analysis yielded five themes including negative emotions associated with injury, anxiety and uncertainty around future involvement, modifications in nutritional intake (e.g., reduction of calories), coping with injury, and the need for an effective and holistic injury rehabilitation program.
49
Hussain, Shabir. "Analyzing the war–media nexus in the conflict-ridden, semi-democratic milieu of Pakistan." Media, War & Conflict 10, no. 3 (February 8, 2017): 273–92. http://dx.doi.org/10.1177/1750635216682179.
Full textAbstract:
This study combined the key findings of a dozen empirical studies with an original qualitative investigation aimed at understanding the dynamics of conflict journalism in Pakistan. The author devised an original contextual model and tested its applicability in five different conflicts of varying intensity. The study found that conflict journalism is dependent on the interaction between two key factors: the journalistic assessment of a conflict in terms of its seriousness of threat to national security and the resultant flak that stems from various sources that significantly influence professional reporting. The article concludes that journalists working in the semi-democratic, conflict-marred settings of Pakistan adopt a more vigilant and independent stance if they perceive a conflict to be posing an enormous threat to national security, for example the Taliban conflict, and that their critical stance erodes to a more compromising position in the case of a medium-level threat in conflicts such as the one in Balochistan and the ethno-political conflict in Karachi; their reporting further diminishes to a more sensational stance in the case of a low-level threat conflict due to the preponderance of the commercial interests of media industries.
50
Haeny, Angela M. "Ethical Considerations for Psychologists Taking a Public Stance on Controversial Issues: The Balance Between Personal and Professional Life." Ethics & Behavior 24, no. 4 (May 12, 2014): 265–78. http://dx.doi.org/10.1080/10508422.2013.860030.
Full text