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1
Miller, Rebecca K. "The Value of Values-Based Literature: An Exploration of Librarianship's Professional Discussion of Core Values." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/457.
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In an attempt to describe the nature of recent journal literature revolving around the eleven core values of librarianship, as articulated by the American Library Association, this exploratory study analyzed 114 articles from four peer-reviewed library publications over the past five years (2002-2006): College & Research Libraries, Library Trends, Library Quarterly, and portal: Libraries and the Academy. This content analysis noted the levels of complexity with which the core values were discussed, the frequencies of the eleven core values (access, confidentiality/privacy, democracy, diversity, education and lifelong learning, intellectual freedom, preservation, public good, professionalism, service, and social responsibility), and the types of library environments found in the journal literature. The results are intended as a catalyst for the library profession to examine the way it discusses core values and uses them to guide and inform professional practice.
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Williams, Michael Ray. "Navigating Conflicts Between Religious and Professional Values: Psychologists' Experiences." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6933.
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The issue of psychotherapists' values in psychotherapy has become increasingly challenging as philosophers have questioned the viability of concepts such as objectivity and relativism. Historically, psychotherapists have relied on notions such as bracketing or suspending their own values to avoid the moral and ethical implications that such values might be active in psychotherapy. Acknowledging that psychotherapists' values are active in psychotherapy raises a host of important issues, including how to appropriately navigate value conflicts. This study explored the experience of psychotherapists as they navigate conflicts between their religious and professional values. Qualitative interviews with eight religiously committed psychologists were transcribed and analyzed using Collaborative Hermeneutic Interpretation. Major themes and findings include: the possibility that one can be a religiously committed psychologist; that research topics are informed by religious values; the strengthening of personal values through conflict; there are a variety of values gained from religious affiliation; feeling out of place in religious and professional communities; having religious and philosophical issues broadened and deepened in complexity; knowing when to defend values and worldview; having quality research and reputation as a defense; and positive and negative experiences with supervisors. Participants also discussed what was helpful in preparing them for value conflicts and the preparation they wished they would have received. The findings in this study emphasize the importance of the supervisory relationship and the impact that supervisors can have on trainees as they work through value conflicts. Training programs are also recommended to provide trainees guidance that will help prepare them to navigate potential value conflicts over the course of their professional development.
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Attamimi, Muhammad Fadri. "Determinants of Professional Soccer Team Values: Analyzing the International Effects on the Value of Professional Soccer Teams." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1644.
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In 2014, Professor Scelles and his colleagues ran a test regarding the determinants of professional soccer team values. This thesis will follow a similar model and estimate the determinants of firm values in professional soccer teams from 2007-2016. It will include Asian ownership, percentage of foreign players and Asian sponsorship as new variables. This paper will also test the determinants on market cap and enterprise value in addition to Forbes’ valuation. The results of this study shows that the new variables have a significant impact depending on the valuation that is being tested on.
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Hopper, Ann. "Dying values : a study of professional knowledge and values in health care practice." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312282.
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Dugan, Kevin P. "Relationship of counselor professional affiliation and counselor values." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1233203.
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Therapist variables are considered an important research topic, because studies suggest that as clients improve in therapy their values shift towards that of their therapist. This study examined the relationship of professional counseling affiliation and counselor values.Five hundred surveys were sent nationally to counselors based on their membership in the American Association of Christian Counselors (AACC), the American Mental Health Counselors Association (AMHCA), and the Association for Multicultural Counseling and Development (AMCD). Counselors completed a questionnaire which was comprised of a subset of the Jensen and Bergin Mental Health Value Instrument, the Religious Commitment Inventory10, and the Multicultural Counseling Inventory. Based on their primary affiliation as either a Christian, Multicultural, or General Mental Health counselor a final sample of 129 respondents was obtained. Group scores were analyzed through MANOVA and ANOVA techniques.The results of this survey found no differences among the various counseling groups for the mental health value of Autonomy or Self-growth. Christian counselors were found to report higher levels of the mental health value of Religiosity and Religious Commitment. Multicultural counselors were found to report higher levels of multicultural counseling competencies, especially in the areas of Multicultural Counseling Awareness and Multicultural Counseling Knowledge.These findings support the notion that there are differences in values among counselors based on their professional affiliation. Accordingly, it is suggested that future research efforts continue to examine the effect of professional counselor affiliation on counselor values. Special consideration should also be given to researching the process by which counselor values affect change in the part of their clients. Finally, counselors are encouraged in their therapeutic practiceto be aware of their operative value systems and share them with their clients as part of an informed consent.<br>Department of Counseling Psychology and Guidance Services
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Kallestad, Tommy. "Social Work Values : Empowerment, organizational values & professional doxa inside the social work field." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55153.
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This study explores the field of social work values in the social work profession. The aim of the study is to explore how social work values are related to empowerment practices and organizational structures inside the social work field. By using the perspective of empowerment and professional doxa these structures inside the social work field are explored in interviews with nine social workers. These nine interviews show how social workers relate to values insides their profession, how empowerment practices are done, and what kind of organizational conflicts social workers may experience. By using the perspectives of empowerment and professional doxa the interviews been analysed and connected to both local and global concerns for the social work field. Many professional conflicts were found by taking these perspectives that are discussed in this study, as for example role conflicts social workers could experience. Other conflicts were those of structural failures that caused harm to client contacts and economic factors that were deemed more important for organizations than good client outcomes.
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Clarke, Janice Barbara. "Values of lay and professional care : an interpretive enquiry." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324774.
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Haynes, Kelli Welch. "The Importance of Professional Values From Radiologic Technologists' Perspective." Thesis, University of Louisiana at Monroe, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749823.
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<p> Research on professional values in radiologic technologists’ is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated by the radiologic technology profession. The purpose of this study was to determine radiologic technologists’ perception of professional values and determine if radiologic technologists feel it is important to articulate professional values. No original research study evaluating the perception of professional values of practicing radiologic technologists was identified. The purposeful, convenience sample of 716 American Society of Radiologic Technologists (ASRT) members represented a cross sectional view of radiologic technologists. The Radiologic Technologists’ Perceptions of Professional Values Scale (RTPPVS), adapted from the Professionalism in Physical Therapy Core Values Self-Assessment developed by the American Physical Therapy Association, was used to collect quantitative data regarding the importance of professional values from a radiologic technologists’ perspective. Results indicate that professional values are important to radiologic technologists.</p><p> The RTPPVS revealed that radiologic technologists perceive the seven professional values, accountability, altruism, compassion/caring, excellence, integrity, professional duty, social responsibility, as important. Overall, altruism indicators were chosen as the most important professional value and social responsibility was chosen as the least important professional value. A sample of American Society of Radiologic Technologists members perceive it is important for the profession to explicitly articulate professional values. </p><p> This research did not demonstrate a statistically significant difference among the demographic characteristics. There were no differences in perceived importance of professional values based on gender, age, state of residency, education level, years of experience, or job title. Implications for practice indicate a need for the profession to adopt and articulate professional values. </p><p>
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Llena, Clément. "Enseigner ce que l’on est : quand la concordance de valeurs rime avec bien-être au travail. : Le cas des enseignants d’EPS de l’académie de Lille." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0251.
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L’enseignant est, dans son exercice professionnel, guidé par des motivations personnelles qui se nourrissent de ses propres valeurs. Celles-ci se traduisent par des comportements, des discours et des attitudes et in fine, caractérisent un style pédagogique. Leur importance est relative et crée une hiérarchie pouvant être différente d’un enseignant à l’autre. Dès lors, se pose la question de savoir si certaines valeurs permettraient d’être davantage en bien-être au travail. Plus encore, le fait d’agir en cohérence par rapport à ses valeurs dans son enseignement serait-il un facteur propice à ce bien-être ?L’objectif de la thèse consiste à étudier les relations entre le bien-être au travail et les valeurs des enseignants d’Éducation Physique et Sportive (EPS).En s’inscrivant dans le cadre théorique des valeurs de base de la personne (Schwartz, 1992), un outil de mesure a été conçu pour examiner les valeurs des enseignants d’EPS dans le contexte particulier de l’enseignement de l’EPS avec 599 enseignants d’EPS. Ensuite, le travail a été mené en deux temps. En premier lieu, 396 enseignants d’EPS de l’académie de Lille ont complété un questionnaire permettant d’identifier leur système de valeurs général, leur système de valeurs opérationnalisé en EPS et leur niveau de bien-être subjectif au travail.Les résultats issus des analyses statistiques multifactorielles montrent que les valeurs sont déterminantes pour expliquer le bien-être au travail. Ainsi, ils révèlent que les valeurs d’ouverture au changement et de dépassement de soi sont plus vertueuses que les valeurs de continuité pour le bien-être des enseignants d’EPS. Si la nature des valeurs permet, en partie, d’expliquer le bien-être au travail, le fait d’agir en accord avec son système général de valeurs est un facteur plus déterminant. Ainsi, la concordance entre ses valeurs et ses pratiques professionnelles apparaît comme un objectif prioritaire pour améliorer le bien-être au travail. De plus, les résultats permettent d’identifier quatre profils caractéristiques d’enseignants selon leurs systèmes de valeurs et leur niveau de bien-être : les harmonieux, les compositeurs, les désaccordés et les sans-partitions.Parallèlement à ces enquêtes, douze entretiens semi-directifs ont été menés auprès d’enseignants d’EPS typiques des profils identifiés (trois par profil).Les résultats issus de l’analyse des entretiens permettent non seulement d’affiner la compréhension des profils d’enseignants d’EPS mais également de mieux comprendre le lien entre leurs systèmes de valeurs et leur niveau de bien-être au travail. Par ailleurs, les résultats révèlent que le partage de valeurs avec ses pairs est un facteur médiateur du bien-être au travail des enseignants d’EPS.En conclusion, ce travail de recherche basé sur une méthodologie mixte permet d’amorcer une réflexion pédagogique et didactique autour de l’importance des valeurs et de leur concordance dans l’enseignement. Il soulève également l’importance de clarifier collectivement les valeurs au sein des équipes pédagogiques. Une réflexion et un travail sur ces deux aspects devraient permettre d’améliorer le bien-être au travail des enseignants<br>In their professional practice, personal motivation often guide teachers based on their personal values. These translate into behaviours, discourses, attitudes, and in fine, characterize a pedagogical style. Their importance is relative and creates a hierarchy that may differ from one teacher to another. In this thesis, we examine to what extent specific values may contribute to the increase of well-being at work. Also, is acting following one’s values while teaching a factor leading to well-being? The purpose of this thesis was to examine the relationship between values and well-being at work in Physical Education (PE) teachers.Within the theoretical framework of basic human values (Schwartz, 1992), one questionnaire was developed with 599 PE teachers to examine the professional values of french PE teachers in the area of PE teaching. Then the work was conducted in two steps.First, 396 PE teachers from Lille Academy completed a questionnaire to identify their profile of values, their values operationalized in PE, and their level of subjective well-being at work.Multifactorial statistical analyses show that values are a crucial variable to explain and predict well-being at work. Teachers scoring high in openness to change and self-transcendence higher-order values reported significantly higher well-being levels than those exhibiting high scores in conservation for PE teachers. One’s values are more determinant and significant. Concordance between values and professional practices should thus be an essential goal to reach in order to improve well-being at work.Besides, we identified four characteristic PE profiles according to their value systems and level of well-being: "harmonious," "composers," "detuned," and "without musical scores".Alongside these surveys, we conducted twelve semi-structured interviews with PE teachers taken from the profiles identified (three per profile).Analyses of the interviews helped to refine the understanding of PE teachers’ profiles and the link between their value systems and their level of well-being at work and confirms the findings of the questionnaire. Otherwise, they demonstrate that sharing values with their PE pedagogical team is a mediating factor for their well-being at work.In conclusion, this research, based on a mixed-method, allows starting a pedagogical and didactic reflection about the importance of values and their concordance in teaching. It also highlights the need to clarify collectively the values shared by the members of a pedagogical team. A reflection and work on both issues would improve teachers' well-being at work
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Juodytė, Žižienė Aurelija. "Manipulative Scenarios in News Management: Research of Journalists’ Professional Values." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20120302_093604-61473.
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The problem investigated in the dissertation is the relationship between journalists’ understanding and practice of the professional values in their daily routines and the expansion of news management scenarios into the news production stages. Work presents theoretical framework for the analysis of the professional values as well as the analyses of the power of national media in cultural and economic contexts. Empirical research let to confirm the types of communicative relationships: that of the one-way effect, the mutual effect, and that of the hybrid effect and showed the dynamic position of the journalists during the social interactions of their professional activities. Types of possible manipulative mentality were distinguished in the work. A link between the evaluation of the manipulation and its use was found. The research also showed the relation between the use of the manipulation originated from the materialistic interest and the size of the journalists’ salaries. The connection between the frequency of the manipulation use and the awareness of the use was indicated. The ties between the rate of the manipulation use and the activeness of the contradictory to the professional values behavior were investigated. The research has permitted the detection of manipulative schemes. The use of the manipulation is more often along with the pragmatic professional values. The dissertation states that news management intervention to the news production process is influenced by... [to full text]<br>Disertacijoje nagrinėjamas žurnalistų suvoktų ir rutininėje darbo praktikoje taikomų profesinių vertybių santykis su jų vykdoma informacijos ieškos, apdorojimo ir skelbimo veikla, šių plotmių neatitikimas, dėl ko tampa galimas manipuliacijos naudojimas ir žurnalistų dalyvavimas manipuliaciniuose scenarijuose. Darbe teoriškai pagrįstas žurnalistų profesinių vertybių tyrimas ir aptarti nacionalinės žiniasklaidos instituto galios kultūrinis ir ekonominis kontekstai. Atlikus empirinį tyrimą nustatyti vienpusio, abipusio ir mišraus poveikio komunikaciniai santykiai, išanalizuota sąveikos partnerių padėtis. Empirinio tyrimo duomenys leido nustatyti galimus žurnalistų manipuliacinio mentaliteto tipus. Atitinkamai buvo konstatuotas manipuliacijos vertinimo ir naudojimo santykis, fiksuotas komercinio intereso paskatintas manipuliacijos naudojimo ir žurnalistų atlyginimo dydžio ryšys, išnagrinėta manipuliacijos naudojimo dažnumo ir tokio elgesio sąmoningumo sąsaja, išanalizuotas manipuliacijos naudojimo dažnumo ir žurnalistų profesinėms vertybėms priešingo elgesio aktyvumo santykis. Darbe taip pat aptarta kintanti cenzūros ir šiuolaikinė žurnalistikos misijos samprata, nustatyta žurnalistų vieta naujienų vadybos manipuliaciniuose scenarijuose. Tyrimas leido padaryti išvadą, jog naujienų vadybos intervencija į naujienų gamybos procesą yra ekonominių veiksnių nulemto savanaudiškų žurnalistų ir šaltinių profesinių interesų proveržio pasekmė. Naujienų vadyba turi neigiamą poveikį... [toliau žr. visą tekstą]
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Ferrillo-Diiulio, Heather. "Professional Nursing Value Development in Nursing Students Who Participate in International Service Learning." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/hpd_con_stuetd/41.
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Background: International Service Learning (ISL) is becoming widely used in nursing education as a means to provide global learning opportunities. Concrete outcomes for these experiences have not been clearly supported in previous research. Determining if ISL experience facilitate the development of Professional Nursing Values (PNV) can support the use of ISL as a viable pedagogy. Purpose: The purpose of the study was to determine if there were a difference in PNV development in students who participate in ISL as part of their clinical experiences compared to those who do not. The hypothesis was that there was a difference in the two groups. Theoretical framework: The study utilized Kolb’s experiential learning theory, which has a focus on the experiences of students as an impetus for learning. Methods: The research was a quasi-experimental study with a pretest, posttest design. Consecutive sampling was utilized for the experimental group and stratified random sampling for the control group. Results: Pretest analysis did not demonstrate any significant difference in the two groups at baseline. Post-test analysis indicated that while the mean PNV of the ISL group was higher, the results were not statistically significant. However, the difference in the pretest and posttest scores across all participants was statistically significant. Conclusions: While the findings were not significant in determining a difference between the two groups, the findings indicated that experiential learning in itself does support the development of PNV. Further research using a larger sample size may support the difference in these two groups and support the use of ISL as a viable pedagogy.
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Jacques, Kevin. "Professional values in a UK higher education institution : a thematic evaluation." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13624.
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This thesis explores the perceptions of academic staff in one department of a UK university to establish the extent to which professional values are compatible with current pressures. Drawing on contemporary literature, the meanings of professionalism in an HE context are described. An evaluation of the global, national and institutional contexts under which academics operate are presented through literature review and by evaluation of key policy documents in the institution. Together these provide the context of external and internal pressures on academic engagement. Interviews were conducted to present an understanding of the perceptions of academic staff. These interviews were analysed using thematic analysis by an inductive, data-driven approach which through codification of themes provide a framework for the presentation of the professional values of staff. The final analysis presents a cross-referencing of individual professional values against the espoused values of the institution in which the individuals operate. The results of the literature reviews demonstrate that academics operate in a culture of social and financial accountability driven by New Public Management policies which have significantly increased the marketization of higher education and promoted the commodification and consumerisation of HE. The evidence further suggests that the institution under consideration operates by utilising predominantly competitive evaluative mechanisms to influence practice that is largely directed to enhancing reputation and marketability as espoused by various university league tables. The final evaluation suggests significant areas of conflict between professional values and the current pressures on academic engagement and concludes that academic staff have reshaped their values through engagement in increasingly competitive activity that they use to provide personal utility in preference to institutional utility. The results conclude that performativity mechanisms used by the institution to measure departments and individuals have come to be seen as an opportunistic means for the sometimes deceptive demonstration of excellence and competence.
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Неймоворовець, Ю. Ю. "Специфіка ціннісних орієнтацій майбутніх соціальних працівників". Thesis, Чернігів, 2019. http://ir.stu.cn.ua/123456789/20124.
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Магістерська робота присвячена теоретичному аналізу та емпіричному
дослідженню специфіки ціннісних орієнтацій майбутніх соціальних
працівників.
Багатовекторне спрямування соціальної роботи потребує формування в
студентів професійної компетентності ще в період навчання у вищих
навчальних закладах. Майбутній соціальний працівник повинен комплексно
володіти професійними знаннями, вміннями і навичками застосовувати
нестандартний, креативний підхід до вирішення фахових завдань у процесі
міжособистісної взаємодії з різними категоріями клієнтів, що є показником
готовності студентів до соціальної роботи. В даному випадку важливим є не
лише засвоєння знань, умінь та навичок, що вимагаються до цієї
спеціальності, а й розвиток моральних якостей особистості, уміння
підтримати, співпереживати, бути справедливим. Саме це і зумовлює
актуальність теми нашого дослідження.
У першому розділі магістерської роботи проаналізовано професійно
ціннісні орієнтації майбутніх соціальних працівників як психологопедагогічну проблему.
У другому розділі магістерської роботи представлено емпіричне
дослідження професійних цінностей майбутніх соціальних працівників.
У третьому розділі на основі виявлених у дослідженні результатів,
розроблені практичні рекомендації, щодо формування ціннісних орієнтацій
майбутніх соціальних працівників<br>The master's thesis is devoted to theoretical analysis and empirical study of
the specifics of the value orientations of future social workers.
Multi-vector orientation of social work requires the formation of
professional competence of students during the period of study in higher education.
The future social worker should have a comprehensive knowledge of professional
knowledge, skills and skills to apply a non-standard, creative approach to solving
professional problems in the process of interpersonal interaction with different
categories of clients, which is an indicator of students' readiness for social work. In
this case, it is important not only to acquire the knowledge, skills and skills
required for this specialty, but also to develop the moral qualities of the individual,
the ability to support, empathize, be fair. This is what determines the relevance of
the topic of our research.
The first section of the master's thesis analyzes the professional value
orientations of future social workers as a psychological and pedagogical problem.
The second section of the master's thesis presents an empirical study of the
professional values of future social workers.
In the third section, on the basis of the results revealed in the study, practical
recommendations were developed regarding the formation of value orientations of
future social workers.<br>Неймоворовець, Ю. Ю. Специфіка ціннісних орієнтацій майбутніх соціальних працівників : 231 Соціальна робота/ Ю. Ю. Неймоворовець; керівник роботи Захаріна М. І.; Національний університет «Чернігівська політехніка», кафедра соціальної роботи. – Чернігів, 2019. – 93 с.
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Hayajneh, Abdalla F. (Abdalla Farhan). "Personal Value Systems of American and Jordanian Managers: A Cross-Cultural Study." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330783/.
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The objectives of this study are: (1) to explore the personal value systems of Jordanian managers; (2) to examine the relationship between the personal values of Jordanian managers and their behavior (i.e., decision making); and (3) to compare the personal value systems of Jordanian and American managers. To achieve the first and the second objectives, England's (1967) Personal Value Questionnaire (PVQ) and the Behavioral Measurement Questionnaire have been respectively utilized. To achieve the final objective, the behavioral relevance scores derived from this study are compared with those in England's (1975) study. Finally, demographic and organizational data are used to describe the characteristics of Jordanian managers and serve as covariates in the statistical analysis. In reference to the statistical techniques, England's scoring methodology, factor analysis and multiple regression, are used to determine the relationship between the personal value systems of Jordanian managers and their behavior (i.e., decisionmaking). England's (1975) "rule of thumb" (adjusted to 15 percent difference) and the Chisguare test are used to test the significant differences between the personal value systems of the Jordanian and American respondents. The findings of this study are as follows: 1. The primary value orientation of Jordanian managers responding to this study is moralistic in nature, while their secondary value orientation is pragmatic. Concerning the value profile, Jordanian managers have 34, 3, 8, and 21 concepts of the PVQ as operative, intended, adopted, and weak values respectively. Behavior relevance analysis indicates that Jordanian managers have emphasized certain value concepts which reflect their perception of economic need and their social value structure. 2. According to England's procedure, there is a qualified relationship between the personal values of Jordanian managers and their reported behavior, while there is a partial relationship according to factor analysis and multiple regression. 3. There are similarities and/or differences between the personal value systems of the two managerial groups linally, a summary of the findings, along with conclusions, implications, and suggestions are offered for individuals and organizations doing business in Jordan.
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Silvasi-Patchin, Judith Ann 1941. "A comparison of work-related values between professional temporary employees and professional traditional employees in the aerospace industry." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277241.
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One segment of the Temporary Help Services (THS) industry which has not been well researched is that of the Professional temporary employee. The career THS professional employee is an employee who categorically refuses permanent employment. There is no research which compares the professional career THS employee with the traditional employee. This study examines the work values and expectations of technical writers within one company and compares responses of career THS employees and incidental THS employees with those of permanent employees in that same company. The Campbell Organizational Survey and the Work Values Survey were administered and the results were analyzed. Except for the perception of "Benefits" work cluster there were no significant differences between the groups. It was then possible to assume that perception of the organization was held constant. Differences in work values among groups were found. Results were discussed.
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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
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Blackford, Jennifer Louise. "Increasing Collaboration, Shared Values, and Authentic Teaching Practices Through Technological Professional Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5828.
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The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18 years or older and (b) participants had to be a certified teacher. Guided by Mishra and Koehler's TPACK theory and Guskey's model for PD evaluation, the research was designed to determine (a) how teachers demonstrate collaboration using instructional technology as a result of PD, (b) what shared values teachers have adopted regarding instructional technology as a result of PD, and (c) how the authentic teaching practices of participants have changed because of the technology PD. Data were collected through Likert surveys, interviews, and classroom observations. Data analysis included descriptive statistics for the quantitative portion, and identification of emerging themes for the qualitative portion. The results reflected ways technology is being implemented into instructional strategies. The implication of this study for social change includes support for including collaboration and shared values in professional development to improve instructional strategies incorporating technology, which can lead to improved learning environments. Teachers and the school can benefit by having the knowledge of how technology and PD provided by the OETT grant enhanced instruction. Social changes that may occur due to the findings of this study include the school gaining a better understanding of the influence of technology in instruction on student learning and identifying tools that potentially increased teacher uses of the technologies purchased as well as teacher application of the knowledge gained in the PD provided through the grant.
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Dogan, Yasar. "The influence of shared values in the management of project-based B2B professional relationships." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/15882.
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In this doctoral study I conceptualise shared values in order to explore a management problem from my work place environment. I observe that business-to-business (B2B) relationships between project managers and self-employed consulting engineers terminate; project managers switching to other vendors and self-employed consulting engineers losing their contract. The findings from the doctoral study show major influence of the shared values in managing project based professional relationships. Specifically, the elements of B2B professional relationships “commitment” and “trust” embedded in relationship performance show managerial implications. Furthermore, the literature review revealed a lack of qualitative knowledge in the research domain of B2B relationships. Hence, the findings from the doctoral study fill this gap and contribute to the academic knowledge by providing practise based qualitative evidence. This doctoral study was conducted in two phases. In the first phase, building on previous research articles, six elements of B2B professional relationships were refined and tested through qualitative interviews in order to explore their relevance in the B2B professional relationship between the project managers and self-employed consulting engineers. As a result from the first phase, a conceptual model of shared values was developed. In the second phase, the conceptual model of the shared values developed from the first phase was explored and validated through the experience of the project managers and self-employed consulting engineers.
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Cormack, Edith. "Values in psychotherapy : an exploration of their role and function in professional practice." Thesis, Abertay University, 2010. https://rke.abertay.ac.uk/en/studentTheses/e547d17b-02e4-4dd3-b982-e707a0101a45.
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This thesis explores the values of a group of practicing psychotherapists and examines the function these values have for their personal and professional lives with a view to both clarifying and deepening an understanding of the role of values in professional life and practice. The study is situated within a constructivist framework and also draws on social constructionist perspectives consistent with a sociohistorical approach to values within psychotherapy practice in a post modern era. The study is historically contextualised in relation to the place of values in the practice of care, and in respect of a critical review of the role of values in the profession of psychotherapy. Two studies were carried out. The first consisted of indepth interviews with eleven experienced, practicing psychotherapists, analysed using grounded theory methodology. A second study analysed a therapy session between a counsellor and her client in order to identify the values occurring in the interaction and to explore how these were managed. The results of these studies demonstrate that while the therapists acknowledged the value-laden nature of their practice, they were not aware of how these values impacted on the client, nor were they clear on the extent to which values influence was acceptable and ethical. While they rejected an authoritarian imposed morality, they were committed to the care of others and to their own development which they considered to be moral imperatives. Study two demonstrated that the therapist validated her client’s values when these were part of her own personal value system, but that the therapist’s values superseded those of the client when there was conflict between the client’s values and those of the therapist’s theoretical orientation. The implications of these findings for the practice of psychotherapy within a pluralistic culture are examined, and their relevance to the training and development of practitioners is discussed. Suggestions are made as to how the clarification and deeper understanding of values can improve therapist’s self knowledge and enhance an understanding of a client’s perspective. This thesis provides evidence that values are significantly important in both human life and therapeutic practice and highlights the need to create a coherent conceptual framework of values which is consistent with the prevailing cultural conditions. The thesis concludes that values give meaning and purpose to human life and are essential to human well being so are of significant importance in the profession of psychotherapy.
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Schmidt, Bonnie. "Core professional nursing values as experienced by baccalaureate nursing students who are men." Diss., NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/12.
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Experts have called for greater diversity in the nursing workforce; however, men remain underrepresented in the nursing profession. The presence of cultural dissonance among male nursing students has been documented in prior research but little is known about their values that are culturally influenced. The purpose of this study was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. The research question was: what is the meaning of core professional nursing values to nursing students who are men.
The study setting was an undergraduate baccalaureate school of nursing in the Midwest. Using a purposive, convenience sampling method and van Manen's interpretive phenomenological method, ten semistructured interviews were conducted with nine participants. Documents and images were also analyzed. Data analysis followed the hermeneutic process.
The overarching theme of this study was caring, illustrated by the metaphor of a puzzle. In the first theme, entering program with pieces of the puzzle of caring, participants' personal values aligned with those of the nursing profession and professional values began to form before the nursing education experience. The second theme, finding more pieces of caring, included subthemes of disconnect and change in professional nursing values during the nursing program. Caring as patient-centered relationships (theme three) involved patient interactions, honesty, teamwork, respect and dignity, and privacy/confidentiality. A fourth theme of caring as helping was described in subthemes of altruism, empathy/compassion, advocacy, and competency and safety. Solving the puzzle of caring was theme five, as participants described learning through clinical experiences, both recognizing values and failing to see them demonstrated in nursing practice.
Implications for nurse educators include values clarification and development, experiential teaching strategies, cultural sensitivity, teamwork, and conflict management. Inclusive workplace environments, where nursing and organizational practices reflect professional values, may enhance nurse satisfaction, recruitment, retention, and patient care. Further research is needed; strategies to enhance professional values development and core professional nursing values in different cultures warrant further study. Theories of nursing values that are culturally appropriate could be developed and tested. Implications for public policy include academic-practice partnerships, inclusive admission and hiring practices that promote diversity, and identification of common values in the profession.
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Kekana, M. D. "The assumptions, values and beliefs of principals regarding school leadership and management." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/43368.
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This study explored the assumptions, values and beliefs of principals regarding school leadership and management in Limpopo Province of South Africa. The study was necessitated by the fact that, although in South Africa, the Department of Basic Education (DoBE) invests so much resources on professional educator development programmes to build capacity among principals, every year a significant number of schools are declared ineffective. The study wanted to establish if the assumptions, values and beliefs of principals could have an influence on school leadership and management.
The Cultural Model was used in this study. This was because the model focuses on the values, beliefs and norms of individuals. The model also assumes that values and beliefs of individuals influence how they behave and view the behaviour of others. A narrative research design was used because it allowed the participants to share their life-stories and thus also their assumptions, values and beliefs with the researcher. Through the study, the researcher gained a deeper understanding of the participants with regard to their assumptions, values and beliefs and how they may influence their leadership in schools.
For the purpose of this study, the extreme group sampling strategy was used to collect data. A total of six principals became part of this study. Three principals were drawn from effective schools and the other three from ineffective schools. After data analysis, it emerged that principals from effective schools are inner-directed in their approach to life and principals from ineffective schools are outer-directed. This means that the latter group is less assertive and lack self-esteem and do not believe that they can influence or change the situation within the school. This finding, amongst others, informs the authorities to consider introducing pre-principal training before appointing principals into posts. Only the assertive and confident trainees should be given posts.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>lk2014<br>Education Management and Policy Studies<br>MEd<br>unrestricted
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Morgan, John Pharo III. "Advisor Perspectives on the Relationship between Professional Values and the Practice of Academic Advising." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6732.
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Professional academic advisors play an important role in higher education—especially at large, research institutions where their use is more prevalent. This study explored professional advisor perspectives about the impact of the NACADA Statement of Core Values (SCV) on the practice of academic advising. This study explores advisor perceptions about the impact of the SCV on advising practice.
An in-depth, qualitative interview conducted via e-mail was used to discover advisor perceptions about the SCV in relation to advising practice. The interviews addressed advisor perceptions about the impact of the SCV in regard to (a) academic advising in general, (b) their own day-to-day practice of advising, and (c) specific functions commonly associated with academic advising.
Ten professional academic advisors at a large research institution within the Florida State University System took part. The results demonstrate that the NACADA Statement of Core Values (SCV) is important to advising practice—especially those values relating to the fundamental relationship between advisors and the students they serve. The participating academic advisors expressed strong support for the SCV overall while also indicating limited prior knowledge or training. Several themes were apparent in the interview responses, including: the provision of accurate information, the students’ responsibility in the advising interaction, the importance of lifelong learning, and advising as a form of teaching.
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Nicholls, Daniel J. "An interpretive exploration of beliefs and values related to professional practice in educational psychology." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117465.
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In 2006 a new training route for Educational Psychologists (EPs) was introduced, which extended the entry criteria to applicants from a range of professional backgrounds. The related literature indicates that this was a contentious issue. The aim of the current study is to explore the relationship between the role of the EP and professional background using an interpretive methodology. Twelve participants were interviewed using a semi-structured interview format. The participants were four EPs, four primary Special Educational Needs Co-ordinators (SENCos), three secondary SENCos and a Portage Worker. The aim of the study is also to establish what skills and qualities the participants perceive to be necessary to be an effective and credible practitioner. Following analysis of the interview data, a number of themes emerged. In terms of desirable EP attributes, the participants’ responses fell into three broad categories, interpersonal skills, psychological skills and other qualities. The participants perceived the EP role as either expert or collaborative, although some expressed a degree of uncertainty about the nature of the role. All of the participants alluded to a link between experience and credibility, although the nature of desirable experience varied between personal and professional experience. Participants who viewed the role of the EP within an expert model favoured teaching experience over other forms of pre-training experience. The second stage of this study is set in the context of the recent changes to the initial training of Educational Psychologists (EPs). The broad aim of the study is to explore beliefs that are held in relation to the relationship between the role of the EP and professional background. In particular, stage two aims to explore the participants’ belief systems in greater depth. It was therefore deemed that Personal Construct Psychology (PCP) would provide an appropriate psychological framework to inform the design of the study and interpretation of the data. Six of the twelve participants who were interviewed at stage one of this study participated in follow-up interviews using a self-characterisation technique. Their responses were laddered in order to elicit superordinate constructs, until an end point was agreed upon between participant and researcher, which are referred to as ‘core constructs’. The data were clustered in relation to the themes arising from stage one, resulting in six clusters, collaboration, motivation and applying psychology being ranked as most important for EPs. The use of PCP as a theoretical framework has provided a psychological perspective from which to address beliefs regarding the professional background of EPs.
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Williams, Mary Speece. "Professional Values And The Florida Cooperative Extension Service: Developing A Foundation For Strategic Planning." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/163.
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This qualitative study was undertaken to determine the organizational values shared by the professional employees of the Florida Cooperative Extension Service. Related topics that contributed to the literature review included human and organizational values, organizational culture, strategic planning, and the philosophical foundations of the Cooperative Extension Service.
Focus group interviews were conducted in each of the five administrative districts and on the University of Florida Campus. A total of 40 individuals took part in the group interviews. Transcripts of the interviews were read, coded, and sorted by themes to develop a list of twelve categories of values shared by the professionals interviewed. Coded sections of the transcripts were transferred to a descriptive matrix in order to reduce and simplify the analysis.
Three groupings of values emerged from the data and were described as "communities" of values. The three communities were personal, Personal values mission-related, and structural values. were rewards, relationships, and personal history. Mission-related values were organizational history, research-based information, relevance, comprehensiveness, life-long education, diversity, and service. structural values were shared ownership and system linkages.
These three communities were depicted in figures that described the relationships of the values to one another. The final discussion described the inter-relatedness of the three communities in the overall organizational structure. Recommendations were made for further study and program development for the Florida Cooperative Extension Service.
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Wormley, Michelle E. "Physical therapy student experiences regarding problem-based learning and development of professional core values." Diss., NSUWorks, 2014. https://nsuworks.nova.edu/hpd_pt_stuetd/35.
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Hartranft, Susan R. "The effect of ethical ideology and professional values on registered nurses' intentions to act accountably." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2844.
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Shillingford, Margaret. "The Contributions of Professional School Counselors' Values and Leadership Practices To Their Programmatic Service Delivery." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3641.
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Professional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service delivery (counseling, coordinating, consulting, and curriculum). The three constructs and instruments investigated in this study were: (a) Schwartz Value Theory (the Schwartz Value Survey ; Schwartz, 1992), (b) the Leadership Challenge Theory (the Leadership Practices Inventory ; Posner & Kouzes, 1988), and (c) school counselors' programmatic service delivery (the School Counselors Activity Rating Scale ; Scarborough, 2005). The findings of this study contribute to the school counseling, counselor education, and leadership literature. The sample size for this study was 249 certified, practicing school counselors (elementary school, n = 83; middle school, n = 76; high school, n = 74; multi-level, n = 8) in the state of Florida (35% response rate). The participants completed an on-line surveys including a general demographic questionnaire, the SVS (Schwartz, 1992), the LPI (Posner & Kouzes, 1988), and the SCARS (Scarborough, 2005). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) confirmatory factor analysis, (c) simultaneous multiple regression, (d) Pearson product-moment (2-tailed), and (e) Analysis of variance (ANOVA). The primary research hypothesis for the study was that practicing school counselors' values and leadership practice scores would contribute to their levels of programmatic service delivery. The statistical analyses of these data identified several significant findings. The path analysis models testing the contribution of school counselors' values and leadership practices on their service delivery did fit for these data. Specifically, the results indicated that values contributed minimally to the model fit (less than 1%); however, leadership practices made a significant contribution (39%) to the school counselors' service delivery. Additionally, 31% of the participants reported that their current school counseling program was consistent with how they perceive a successful school counseling program should be implemented, yet only 29% of the school counselors reported feeling comfortable in challenging their involvement in non-counseling related duties. Further, although these data indicated that the majority of the school counselors valued self-transcendence (accepting of rules and appreciating others); structural equation modification re-specification procedures revealed that the model fit supported the value type, self-enhancement (self-direction and personal success) as a more significant contributor in promoting leadership practices and effective service delivery. Implications for professional school counseling and counselor education are presented, along with areas for future investigation.<br>Ph.D.<br>Department of Child, Family and Community Sciences<br>Education<br>Counselor Education MEd
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Ewell-Eldridge, Ivy. "Examining Secondary Language Arts Teachers' Perceptions of Professional Learning| Motivations, Values, Barriers, Needs, and Aspirations." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816349.
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<p> Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional development, what they value in professional learning opportunities, the challenges that keep them from participating, and their overall professional development needs. </p><p> This qualitative study draws on two theoretical frameworks, constructivism and adult learning theory, as there are varied philosophies that contribute to the understanding of a teacher’s perception of professional learning. A non-experimental, phenomenological methodology was chosen, aiming to better understand participant’s individual experiences through their comprehensive, self-reported descriptions. The population of this study consisted of experienced, lower secondary ELA/literacy teachers employed in southern California public schools. Purposive, criterion sampling was used for this research, collecting data from a total of 13 semi-structured interviews of participants from two school districts. </p><p> The findings from this study resulted in five thematic categories that present the essential drivers and impediments to the participants’ involvement in professional learning opportunities: (a) teachers desire to improve their professional practice, (b) professional learning should be immediately applicable to professional practice, (c) teachers prefer to learn from other experienced teachers, (d) the culture of the school district and or site influences teacher learning, and (e) a teacher’s learning is influenced by their perception of themselves and previous experiences. Six conclusions were drawn from the thematic findings of this study. They rely upon the literature and findings to argue how teachers’ motivation, personal values, and aspirations for participation in professional learning opportunities is centered on personal and organizational factors along with the historical and current culture of American K-12 public schools.</p><p>
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Shillingford, Margaret Ann. "The contributions of professional school counselors' values and leadership practices to their programmatic service delivery." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002559.
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Galper, Carol Quillman. "Evidence of professional values in a rural medical education program: Implications for medical education leaders." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279943.
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Medical education leaders have been concerned about the decline in professionalism among medical students. While many studies have documented the professional socialization of medical students most have simply noted the process or examined the adaptation on the part of the students to the environment of the academic health center. Few have examined the socialization of professionalism, although many articles in the literature have discussed the lack of professionalism seen among medical students and they progress through their medical education. This is seen in students' distancing from patients, adopting the use of dehumanizing terminology when referring to patients and their families, and the decline in psycho-social functioning. There appear to be many factors that have facilitated this decline in professional values. Some include the increasing involvement of managed care in the teaching hospital, requirements for faculty to increase their clinical revenue thus reducing their time spent with students, and relegation of the teaching of medical students to residents. This study examines an alternate environment, the rural site, as one that may favor the adoption of the traditional or core professional values of physicians. This research qualitatively examines student's comments related to their involvement in a rural medical education program. This program, which selects 15 students each year from the entering class of medical students, seeks to nurture interest in rural practice. These medical students appear to have increased exposure to professional values due to their increased time spent in the rural environment. These teaching sites provide an alternative with which to compare the values held and reinforced in the academic health center. The values in the rural environments appear to be different than those in the academic health center, and seem to reflect professionalism in ways that are more consistent with the traditional values of physicians. These values include ones such as service to the community, altruism, honesty, respect and collegiality. The professional socialization of medical students requires the socialization of professional values. The rural medical education sites examined here through the students' comments reflect a different type of experience, one in which professional values are modeled, expected and upheld.
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Frome, Henry. "Winning in Professional Sports Isn’t Everything, But it May Increase Home Values in Your Area." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2054.
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In this thesis, I analyze the effect that a professional sports team has on its local real estate values. Using data from 2005-2016, I use an OLS regression to analyze two aspects of professional sports that could affect home values; presence of a team, and success of a team. I find that there is no significant correlation between presence of a team and increase in home values. However, statistically significant at the 1% level, I find that a 1 unit increase in winning percentage leads to a .0216 unit increase in percent change of home value. These results indicate that professional sports have a significant effect on home values, but it is more important for the team to be successful than to merely have a team.
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Chau, Minna P. L. "Chinese parents' coping and professional help-seeking for children with conduct problems." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1245376527.
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Oliveira, Eva Teresa Valente Dias de. "The development and inter-relations of organisational and professional commitment : an empirical study of solicitors in large law firms." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318252.
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This study concerns the relationship between organisational and professional commitment over time. The study was conducted among solicitors In large commercial practices. Reviewing the literature on organisational and professional commitment three issues appeared salient. The first concerns the extent to which commitment Is time related. The second concerns the extent to which professional and organisational commitment are compatible. The third relates to the nature of commitment. Levinson's (1978) theory of adult development provided the framework of analysis for the present study. The core of Levinson's theory Is that people experience periods of stability and transition during their lifetime. Moreover, these changes are to some extent predetermined. The present study tests the Idea that commitment generally Increases with age. The underlying assumption is that older people are generally more satisfied with life In general than younger people. Another set of hypotheses relates to the relationship between organisational and professional commitment. It Is expected that both forms of commitment are complementary. Levinson suggests that at each life structure individuals experience different Intensities of commitment. This Is shaped by personality development as well as the processes of adaptation and socialisation. Finally, the motives behind an Individual's decision to stay In the organisation or the profession determines the nature of their commitments. It Is expected that professionals express their commitments In terms of a positive attitude rather than Instrumental behaviour. Organisational and professional commitment were measured using Meyer and Alien's (1991) scale.The measuresof organisational and professional commitment differentiated between attitudinal and behavioural dimensions. Attitudinal commitment was defined as the psychological Identification and attachment to the firm and to the profession (affective commitment), as well as a perceived moral duty to remain In the firm and profession (normative commitment). Behavioural commitment wasdescribed aspersonal sacrifices and the costs of quitting either the profession or the firm (continuance commitment). The survey also measured Job Involvement (Lodahl and Kejner 1965). professionalism (Hall 1968), and work values orientation (Shepard 1972; Popper and Lipshizt 1992). A sample was drawn randomly from large solicitors' firms In London, Birmingham, Leeds and Manchester. 403 usable replies were received. Data were analyzed mainly by t-test and Oneway Analysis of Variance (A.N.O.V.A) and Duncan's multiple-range test for multiple comparisons. The results confirm the Initial hypotheses. Age was found to be a stronger predictor of commitment than Individuals' experiences. Further, solicitors are more professionally than organisationally committed. This finding Is, however, subjected to some qualifications. The sense of 'wanting to stay' and 'needing to stay' Is higher for the profession than the firms. Yet the 'obllgation to stay' Is higher for the organisation than the profession. When results are analysed by age, professional commitment predominates only among solicitors In the early career stage. Thereafter, no form of commitment predominates until 'Mid-life Transition'. At this stage, organisational commitment predominates. In the late career stage, there Is no significant difference between both forms of commitment. Generally, affective commitment predominates over calculative commitment. The theoretical and practical Implications of the findings of the present study are discussed. The thesis Includes suggestions for future research.
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Serra, Vizern Montse. "Education in ethical values: a pedagogical proposal for the training of ICT professionals." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/362637.
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Aquest treball de recerca investiga la formació en valors ètics dels professionals de les TIC amb l’objectiu de destacar un marc educatiu on portar a terme el procés d’aprenentatge dins de les escoles d’enginyeria. Aquest marc educatiu s’estudia a través de tres eixos principals: quin paper juga l’ètica dins del context de les TIC; quines implicacions morals té l’ètica professional; quins són els requeriments educatius essencials necessaris per tal que els professionals de les TIC puguin desenvolupar un perfil ètic adequat.
Conseqüentment, les principals contribucions d’aquest treball són dues. En primer lloc, detectar les implicacions morals de la tecnologia i com aquestes configuren i influencien l’exercici pràctic diari del professional de les TIC. En segon lloc, proveir els estudiants de les escoles d’enginyeria d’una ètica professional, la qual és implementada mitjançant un conjunt de recursos metodològics i pedagògics, per tal d’ensenyar-los a treballar d’acord amb els valors socials conjunturals, els quals són la base per a un ensenyament ètic adient.
Els enfocaments de recerca sobre els quals basem aquest estudi són tres: l’hermenèutica, l’ètica discursiva i l’ètica de la virtut, aplicades a l’àmbit de l’ètica professional. Aquests mitjans busquen suscitar i representar els diferents punts de vista i experiències dels estudiants quan s’enfronten a dilemes morals. Per això, aquests plantejaments de recerca, conjuntament amb les eines d’aprenentatge corresponents permeten als estudiants augmentar la seva consciència respecte les qüestions ètiques relacionades amb la seva construcció moral, alhora que desenvolupen l’expertesa tècnica pròpia de la titulació d’enginyeria.
Així doncs, la proposta presentada proporciona un marc de treball que consta d’un conjunt educatiu de recursos basats en eines d’aprenentatge que permeten la reflexió de qüestions ètiques i l’assoliment d’un ensenyament centrat en la millora pràctica de l’estudiant d’enginyeria.
Els resultats d’aquest estudi culminen amb les conclusions següents:
1. La necessitat d’emfatitzar que el comportament ètic és sempre necessari en l’exercici d’una professió social com l’enginyeria, però no només quan les coses van malament.
2. La incorporació d’una dimensió ètica que ens permeti analitzar les accions, les conseqüències i les responsabilitats respecte a la relació existent entre la tecnologia i la professió de l’enginyeria tenint en compte el context social on es desplega.
3. La cerca d’una ètica amb característiques pròpies implementada a través de mètodes, eines d’aprenentatge i recursos tecnològics. Tot això amb la mirada posada a realitzar bones pràctiques que potenciïn la sensibilitat ètica entre els estudiants d’enginyeria.
Basant-nos en els resultats anteriors, el professorat i l’alumnat dels graus d’enginyeria, on les tecnologies de les TIC tenen un paper rellevant i de lideratge, haurien de ser capaços d’avaluar com aborden l’ensenyament i l’aprenentatge ètic professional, si apunten per promoure una professió de qualitat i d’un evident vincle social, basada en una plena consciència de l’ètica dins de l’actual món professional de les TIC.<br>This study investigates the training in ethical values of ICT professionals with a view to highlighting an educative framework from which to carry out the learning process within engineering schools. This educative framework is explored through the following central points: what is the role of ethics within the context of ICT; what moral implications professional ethics has; what are the essential educative requirements that ICT professionals need to develop an appropriate ethical profile
Consequently, the study’s principal contributions are twofold. On one hand, identifying moral involved with technology and how these shape the daily practical exercise in the scope of ICT professionals. On the other hand, providing the students of engineering schools with professional ethics by means of a set of methodological and pedagogical resources, in order to train students to work in accord with the relevant social values on which suitable ethics instruction is based.
The research approaches employed in this study are three: the hermeneutic approach, the discursive ethics and the virtue ethics, applied within the field of professional ethics. These methods seek to elicit and represent the different perspectives and experiences of the students when facing ethical dilemmas. Thus, this research work approaches jointly the corresponding set of learning tools that allow students to raise their awareness regarding the ethical issues related to their moral construction, at the same time as they develop the technical expertise typical of an engineering degree.
So this proposal provides a framework that consists of a set of educational resources based on learning tools that allow the deliberation of ethical issues, and the fulfilment of a training process aimed at the experiential improvement of the student of engineering.
The study’s findings culminate in the following remarks:
1. The necessity of emphasizing that ethical behaviour is always appropriate in the exercise of a social profession such as engineering, not only when things goes wrong.
2. The incorporation of an ethical dimension that allows us to analyse the actions, outcomes and responsibilities with regard to the existing relationship between technology and the engineering profession taking into account the social context in which it is deployed.
3. The search for an ethics with typical features implemented through appropriate methods, learning tools, and technological resources. All of this with the aim of achieving good practice which strengthens ethical sensitivity among the students of engineering.
Based on the preceding results, teaching staff and the student body of engineering degrees, where ICT technologies have an prominent and leading role, should be able to evaluate how they approach ethical professional training and learning, if they aim to promote a profession of quality and of clear social connectivity, based on a full awareness of the ethics within the current ICT professional world.
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Fagan, Allison F. C. "The development of professional character: An investigation of the values of graduate students in counseling psychology /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958845603.
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McCrory, Marjorie A. "From school teacher to university academic : exploring practice, values and identity within and between professional communities." Thesis, University of the West of Scotland, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742412.
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Mead, Nicholas Charles. "Values in teacher education : developing professional knowledge through engaging with trainee teachers' personal moral and political values in the context of standards-based teacher education." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21332/.
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Between 1989 -1997 I was head of the Religious Education department in a comprehensive school and mentored trainee teachers throughout that period. This meant that I was involved in the initial implementation of the first set of Teaching Standards set out in Circular 9/92 (DFE, 1992). As I progressed in the mentoring role I became increasingly aware of the challenge of meeting trainee’s training needs through a standards-based approach. In particular, I was aware of the importance of the role of the mentor in helping trainees to realise their personal values and motivations through their developing classroom practice. In researching my role for a research paper (Mead 1996) I reached the conclusion that the mentor’s self-understanding and their dialogic skills seemed to me to be crucial in developing the relationship between trainees’ personal moral and political values within their classroom practice, thereby contributing to a fusion of the moral and the instrumental within a standards-based framework. From 1997 until the present I have held a number of positions in the Department of Education at Oxford Brookes University, including Religious Education course leader, PGCE secondary course leader and head of the department of professional and leadership education. I am currently an associate School Direct university tutor. In these roles I have been fully immersed in the implementation of the 2002, 2007 and 2012 Teaching Standards for qualified teacher status, working closely with secondary and primary trainee teachers. The 2002 set of standards (Teacher Training Agency 2002) represented a landmark in that they introduced explicit professional values and this provided me with the impetus to continue to address those concerns which had emerged in my school mentor experience. It was through accumulated detailed knowledge and first-hand experience that I was increasingly able to interpret and make judgements about the impact of successive sets of prescribed teaching standards on the development of the relationship between trainees’ personal moral and political values. What I found emerging, then, is a sense of something of worth being at stake which has historical, political and professional implications and which is felt strongly enough by trainees and teacher educators to constitute an issue worthy of exploration. For me, as for many others who responded to my findings, the relationship between trainees’ personal moral and political values lies at the heart of professional fulfilment and consequently, the development of effective professional knowledge and expertise. The strength of the cohesiveness of the overall argument developed across the papers lies in my lived experience as the researcher who is also a practising teacher educator throughout the research period. Of particular importance here is both the immediacy and evolving nature of the research, as I respond personally and professionally to successive external measures affecting trainee teacher development. My overall aim has been to make sense of these experiences over more than thirteen years of professional experience. The outcome of this project is a set of claims which challenge key instrumentalist and positivistic features within expanding school-based teacher education, particularly in relation to trainee autonomy and identity and which, as I argue, have implications for re-defining process, pedagogy and provision.
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Middleton, Renee C. "FOCUS ON PRINCIPAL AND TEACHER PERCEPTIONS OF THE SHARED IDEAS AND AGREEMENTS THAT CHANGE TEACHERS' INSTRUCTIONAL PRACTICE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/124.
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This descriptive study examines principal and teacher perceptions of the shared ideas and agreements that change teachers’ instructional practice. This study was conducted during the school year 2013-2014, drawing on teacher and principal sample representatives selected from 10 high schools, middle schools and elementary schools in one Southern California public school district. The study utilizes qualitative and quantitative methodologies to create survey questionnaires and semi-structured phone interviews to examine the research questions focused on teacher and principal perceptions which were coded and analyzed. The primary data collection was based on the tallies, statistical analysis of the respondents’ survey questionnaire responses, and text analysis of the comments stemming from the phone interviews conducted with teachers and principals. The eight themes arising from the research comprised of social constructs or meanings, expectations, experiences, nature of professional conversations, values, relationships, relevance, and change. The examination of the research results lead to discussion of the similarities and differences in teacher and administrator perceptions of factors believed to build school environments conducive to professional conversations, supportive environments for teachers and creating a culture focused on teachers as learners.
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Wilson, Connie S. "The perception of values and the process of professional socialization through classroom experiences among baccalaureate nursing students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001186.
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Socialization into the nursing profession is essential for student nurses to develop an internalized professional identity and the corresponding professional role. The espoused professional values are the foundation for the development of professional identity and commitment to the profession. Nurse educators have a responsibility to foster students' learning for the development of the student nurse as a professional. The formation and internalization of a professional identity through acquisition of values that are congruent with those espoused by the profession facilitates professional development.The purpose of this qualitative study was to examine how baccalaureate nursing students were professionally socialized into nursing values in the classroom. Mezirow's transformational learning was used to examine how nursing students came to critically reflect on personal and professional values as part of the process of professional socialization.The context for this study was a university classroom setting. A purposive sample of eight nursing students in a baccalaureate program in the first nursing, non-clinical course was used.The study used interviews, observations, and review of documents which included the informants' journals, course text, course examinations and syllabus. Two one-hour interviews were conducted with the informants at the fifth week of a seven week course and at completion. The instructor was also interviewed following completion of the course. The three classroom observations were conducted every other week to correspond with significant content areas. Journals were collected every other week.The findings suggest that nursing students do not attain the espoused professional values from the formal curriculum or role-modeling of the instructor in a classroom setting. Qualities attributed to the professional values were expressed rather than the values themselves through personal experiences. Content areas which were controversial and value-laden held the most meaning and triggered critical reflection on personal and professional values. Eight subcategories emerged from the data analysis: formal curriculum, perceived personal values, perceived values learned in the classroom, perceived values role-modeled, triggers for critical reflection, hidden curriculum, sense of belonging to the profession, and consequences of professional socialization.This study has implications for nurse educators regarding teaching strategies, nursing education and curriculum development, professions concerned with professional socialization, and adult educators interested in Mezirow's theory. Further study is recommended on aspects of belonging, triggers for critical reflection, and professional values.<br>Department of Educational Leadership
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Mpuntsha, Loyiso F. "Continuing professional development in medicine : the inherent values of the system for quality assurance in health care." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52173.
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Thesis (MPhil)--Stellenbosch University, 2001.<br>ENGLISH ABSTRACT: The practice of medicine has always been a big area of interest as a
profession. The focus ranges depending on issues at hand - it may
be on the educational, training, humanistic, economic, professional
ethics and legal aspects.
One area of medicine that is under the spotlight around the world is
that of the maintenance of clinical competency, followed very
closely and almost linked to professional ethics. This study follows
the introduction of a system of Continuing Professional
Development (hereinafter also referred to as CPD), in South Africa
and an overview of how it has been introduced in a few other
countries. The main areas of focus being the extrication of inherent
values of CPD, relating this aspect to quality improvement in
medical health care.
The medical profession as well as most of the interested parties, has
different perspectives regarding the fact that the system is regulated
through legislation. There is also the doubt whether the CPD system
will be effective in achieving the goals that it has been set to
achieve. Although a system of Continuing Medical Education has
been a tradition in all countries, which implies that the CPD system
is not totally new as far as the educational principles are concerned,
the values accruable need to be exploited. It is the possible success
of this kind of evaluations that may foster more understanding of
the inherent values in this CPD system.<br>AFRIKAANSE OPSOMMING: Beroepsgewys het die praktyk van geneeskunde nog altyd groot
belangstelling gelok. Die fokus verskuif na gelang van die
onderwerpe ter sprake. Dit wissel van opvoedkunde, opleiding,
humanisme, ekonomie, en professionele etiek tot regsaspekte.
Dwarsoor die wêreld word daar gefokus op die handhawing van
kliniese vaardighede, gevolg deur professionele etiek wat ook daarin
verweef is. Hierdie studie bespreek die instelling van 'n stelsel van
Voortgesette Professionele Ontwikkeling (hierna verwys na as VPO)
in Suid-Afrika asook oorsig oor die wyse waarop dit in 'n paar
ander lande ingestel is. Die klem lê op die inherente waardes met
betrekking tot die verbetering gehalte in mediese gesondheidsorg.
Die mediese beroep, asook meeste van die belangegroepe het
verskillende opvattings oor die feit dat die stelsel deur wetgewing
gereguleer word. Daar is ook twyfel of die VPO-stelsel in sy
vooropgestelde doelwitte sal slaag. Wat die opvoedkundige
beginsels betref, is die VPO-stelsel nie totaal en al nuut nie.
Alhoewel VPO in ander lande tradisie is, is dit nodig om die
totstandkoming van waardes te ontgin. Die moontlike sukses van
hierdie tipe van evaluasies mag dalk beter begrip ten opsigte van die
inherente waardes in die VPO-stelsel bevorder.
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Krudtaa, Nima. "Journalism in Cuba : An investigation of the professional role based on qualitative interviews with fourteen Cuban journalists." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-20078.
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This bachelor thesis, which is also the result of a Minor Field Studies scholarship, examines journalists’ situation in Cuba. The aim is to see the working conditions of the journalists by listening to how they themselves perceive their professional role, what their professional values are and what they see as opportunities and obstacles in their work. A major reason for undertaking this research is the theoretical perspective that emphasizes the importance of journalism studies in developing countries. The results are based mainly on fourteen qualitative interviews with Cuban journalists. By comparing the results with earlier studies including development journalism and studies about digital media in Cuba the study shows that Cuban journalists’ main duty is to defend the Communist Party. Many of the interviewed journalists experience self-censorship as a problem and blame it on Cuba's lack of a press law. Even if journalist salaries are extremely low, just like salaries of other professions in the state, the journalists highlight many positive aspects of their job. The education is free and some of the interviewees have opportunities to travel both within and outside the country because of their job. Cuban journalists are well educated, normally have a great passion for their profession and often have a strong desire to improve their work. The technological development in Cuba is slow but changes the conditions for the journalistic work and will continue to have a great influence on Cuban society.
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Corrao, Jocelyn J. "Teaching Professionalism in Nursing: A Quantitative Survey of Beginning Student Nurse Perceptions of Professional Values Interpreted Within a Leadership Context." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/98.
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The researcher designed this quantitative dissertation research to explore the perceptions of beginning nursing students toward professionalism in nursing, specific to professional values within the context of curriculum delivery for a leadership and management course in one baccalaureate nursing program. In addition, the researcher reviewed the literature for defining characteristics of professionalism in nursing. Adult students admitted to nursing programs today create multi-generational cohorts with prior learning from experiences and academic degrees in other disciplines. Often, content on professionalism in nursing is integrated in a nursing curriculum. However, students in a leadership and management course were unable to state the meaning of professionalism in nursing shortly before graduation. This study focused on professional values based on the nursing code of ethics as one attribute of the complex concept of professionalism. This exploratory study analyzed responses of students prior to beginning nursing courses to the Nurses Professional Values Scale-Revised (NPVS-R) survey. Findings indicated that beginning student perceptions of professionalism in nursing specific to professional values were generally in alignment with nursing standards. Significant findings suggested a lack of alignment to professional standards under the themes of trust, activism, caring and professionalism through autonomous practice, self-regulation, and participation professional activities positively associated to five variables. Recommendations are made for enhancing curriculum design of leadership and management in nursing content to address these areas.
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Lejdeby, Nicole, and Carolin Östman. "How to Win the War for Talent among Professional Engineers : An Employer Branding Perspective." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-75139.
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Organisations strive to gain competitive advantages and there is an increasing demand for more advanced technology in today's dynamic and complex environment. The importance of engineering is increasing in the global world, which leads to a higher demand of professional engineers. They represent among the hardest roles to fill. The short supply of engineers, the high employment rate and low unemployment rate among engineers in Sweden makes it difficult for companies to attract them. This issue is often described as ‘The War for Talent’. The War for Talent is a greater issue for organisations within the public sector because of negative prejudices, reputations and stereotypes. This and the fact that there are limited resources for marketing within the public sector when they are funded by the government, make it difficult to compete with organisations within the private sector. The public sector in Sweden is relatively large, and The Swedish Transport Administration is a large company within the public sector that need to prepare for the war for talents among companies within the private sector. The purpose of this research is to investigate work value preferences of professional engineers and important recruitment aspects to consider, when choosing an employer. To deal with the war of talents effectively, the concept of employer branding has been developed as an effective organisational strategy for employment. In the report, we will study the concept of employer branding and the employer branding process, work value preferences and important recruitment aspects to enhance understanding of how companies can attract professional engineers in Sweden, to initiate a career within the public sector. Our data collection was through qualitative interviews with eight professional engineers, both from the private and the public sector. Our study developed an adapted framework with work values preferred by Swedish professional engineers that can be used as a guide to help and enable to attract and recruit engineers towards the public sector. We found differences between the public sector and the private, and six core values preferred by Swedish professional engineers, where organisations in the public sector should put a certain emphasis on two of them. There were some certain preferences among recruitment channels, and we found that recruitment strategies could enhance, improve or damage the brand and that the corporate reputation affects the opinion of the company. We also have some specific recommendations towards the case company.
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Somekh, Bridget. "Computers, professional identity and curriculum development : an exploration of the role of values and rituals in educational innovation." Thesis, University of East Anglia, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334346.
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Mažylytė, Audronė. "Žurnalisto profesinės vertybės: normatyvinis ir praktinis požiūriai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080616_161343-65888.
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Pastaruoju metu vis dažniau kalbama apie neskaidrią žiniasklaidą, jos komercialėjimą, mažėjantį visuomenės pasitikėjimą ja, taip pat pasigirsta pranešimų apie profesinei etikai nusižengusius žurnalistus. Vis garsiau prabylama ir apie iš��ūkius pačiai žurnalisto profesijai, nes dėl technologijų evoliucijos, interneto teikiamų galimybių plečiasi „žurnalisto“ samprata – dabar kone kiekvienas rašantis gali publikuoti savo straipsnius internetinėje erdvėje ir vadintis žurnalistu. Todėl galima teigti, jog žurnalistinį išsilavinimą turintys profesionalai yra ta grandis, kuri gali ir turi išlaikyti, įtvirtinti bei apginti profesinius standartus, profesionaliąją žurnalistiką.
Todėl šio darbo tikslas – įvertinti teorinį žurnalistikos mokymo vaidmenį ugdant profesines vertybes ir jų pritaikomumą praktinėje veikloje bei pateikti šiandienos žurnalisto profesinį portretą. Tyrimo objektas – žurnalisto profesinių vertybių ugdymas ir jų taikymas praktikoje.
Pirmoji darbo dalis skirta žurnalisto profesinės etikos problematikai bei normatyvinių profesinių vertybių aptarimui. Rinkos sąlygų įtakos objektyvumo, teisingumo, sąžiningumo, tikslumo, atsakingumo, demokratiškumo ir humanizmo principų taikymui praktikoje atskleidžiamos antrajame darbo skyriuje. Pristačius pasirinktą teorinę perspektyvą, trečiojoje darbo dalyje kalbama apie žurnalistų rengimą, keliamus tikslus, ugdomas kompetencijas, etikos bei vertybinius ugdymo elementus. Be to, šioje dalyje, atlikus empirinį tyrimą, aptariami... [toliau žr. visą tekstą]<br>It can be noticed recently that more and more often discussions about media transparency problems, its commercialization trends, and the succeeding decrease in public trust arise. One can hear news about journalists who have violated canons of professional ethics. Therefore, not surprisingly more attention is paid to possible challenges the journalist’s profession faces itself, also having in mind that the technological evolution and the possibilities provided by internet broadens the concept of journalist allowing everyone who writes to place his or her article on internet and call himself or herself a journalist. Thus, it can be claimed that professionals who have journalistic education is the very link that can and must retain, strengthen and defend professional standards, as well as professional and qualitative journalism.
Therefore, the aim of this paper is to evaluate the role of the theoretical aspect of the journalistic education in shaping the understanding of professional values and their applicability in practice, and also to present a realistic professional portrayal of today’s journalist. The object of the research is the education of journalist’s professional values and their application in practice.
The first part of the paper is devoted to discuss the topic of journalist’s professional ethics and the seven normative professional values. The influence market-driven forces can have on the application of the values of objectivity, fairness, honesty, accuracy... [to full text]
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Achmat, Asma. "Professional health care workers' experiences of care at two Community Day Clinics on the Cape Flats." University of the Western Cape, 2016. http://hdl.handle.net/11394/4896.
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Magister Artium (Social Work) - MA(SW)<br>Primary Health Care (PHC) is the cornerstone of health care globally, nationally and locally and, therefore, should be regarded as the foundation of health care provision. In South Africa, Community Day Clinics (CDCs) are part of the bouquet of services that is being offered at a PHC level. There are various factors that generate inconsistency in the provision of care to people accessing these CDCs. The purpose of this study was to identify and explore how these factors impact on the care practices that health care professional’s provide. Research suggests that the majority of health care workers are women, who play a double role as carers in their professional and private lives. Therefore, the political ethics of care, a feminist theoretical approach, was utilized to understand care practices in these health settings. The aim of the study was to develop an in-depth understanding of the care practices of health care workers at two CDC facilities on the Cape Flats. A qualitative research methodology was used to explore and identify the phenomenon under study. The research project followed an explorative and descriptive research design, as the researcher sought to understand the care practices of health care workers and how their values and ethics further influenced care practices at these two CDC settings. The data was gathered using semi-structured one-on-one interviews, and later analysed using qualitative thematic analysis. The research findings were grouped in terms of the values entrenched in the political ethics ofcare, which are attentiveness, responsibility, competence, responsiveness and trust. The research findings identified various aspects that, either negatively or positively, impact on these values. Finally, recommendations were made to management, as well as care workers. These recommendations were in terms of implementing care services that are attentive to service-users and care-workers; providing a service that takes into consideration the value of responsibility; the provision of competent services; and finally creating trusting relationships within the CDC.
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Mowles, C. "The appeal to values in the management of international non-governmental organisations : linking ethics and practice." Thesis, University of Hertfordshire, 2007. http://hdl.handle.net/2299/852.
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This thesis deals with the way that values get taken up by managers and leaders in international non-governmental organisations (INGOs), organisations which already have a rich history of public appeals to values. By ”values‘ I take to mean those generalised and idealising statements, such as the aspiration to ”mutual respect‘, ”equity and justice‘ ”honesty and transparency‘ in dealings with others, which usually accompany the organisation‘s vision and mission statements. The thesis sets out the argument that modern management methods based on systems thinking have been imported largely uncritically into the INGO sector, and in situations where the future is uncertain, or where there is difficulty or conflict, managers often attempt to cover over this conflict or uncertainty with an appeal to values which pictures an idealised future or an imaginary unity. Further, the thesis attempts to explore this phenomenon and to uncover some of the ethical issues that arise in the process of an appeal to unity when I am engaged as a consultant in working with managers in the INGO-sector. The thesis considers how my own practice as a consultant has changed and developed as a consequence of considering these phenomena more intensely and acting on the conclusions from these reflections. The research was prompted by my feelings of being co-opted into a process that encouraged conformity in INGOs in a way that left me feeling uncomfortable. In exploration of this discomfort and as student in a faculty pursuing the conceptual development of professional practice I have drawn broadly on the phenomenological tradition of research as a way of better understanding what I was encountering and how to make better sense of it. The method underpinning this thesis uses narrative, and reflection on narrative with a community of enquirers, which has included both fellow students on the course, as well as a wider group of interested academics. I have used as my research material my own experience of working with INGOs as a consultant and have reflected on those occasions when the discussion of values is very much to the fore. It has also meant my locating the discussion of values in a wider discourse of philosophy, sociology and psychology and mounting a critique of the dominant paradigm for understanding values in current management and organisational change literature, which is often understood as a tool for management to bring about employee alignment. Instead, I have set out an emergent understanding of values as radically social phenomena arising in the daily interaction between engaged human beings. I argue that, because of our interdependence, we are obliged to renegotiate our value commitments on a daily basis as a way of working out how we can continue together. This has involved developing a different understanding of the relationship between self and other, and a more nuanced insight into the workings of groups and the relationships of power that arise between people. Engaging with values in INGOs as a consultant invited into conversations in INGOs has thus involved my paying attention to power relating between myself and others, and the dialectic between the good and the right. Reflecting on the ethical aspects of my own consultancy practice has involved an investigation into what we might mean by ethical practice, which is generally understood to be following a series of linear rules and paradigms. I have begun to develop in its stead a theory of consultancy practice based on concepts of mutual recognition and mutual adjustment that create more space for movement within the broader social processes that can severely constrain what it is and is not possible to say and do. This thesis contributes to knowledge in the field of the management of INGOs by being one of the first to offer a critique of accepted paradigms of management theory, particularly as it relates to the appeal to values as part of strategy formation. Moreover, the emergent and social theory of values that I develop as a foil to more orthodox understandings of the role of values in the management of INGOs is also unique. My arguments concerning the ethical practice of consultancy in the domain, underpinned by a dialectical engagement of self and other, are particularly relevant to the field in which I am involved where the encounter with difference is inevitable. In the literature on management of INGOs, where research on consultancy practice is still rather thin and orthodox, my argument for a different understanding of ethical practice offers a considerable divergence of approach. In pointing to the similarities between the pressures facing INGO and private sector organisations I have also called into question the uniqueness that many scholars claim for the current management practice in INGOs. My attempts to use narrative and reflection on narrative as a method that strives to articulate what a different practice might look like should also make a new contribution to the debate about method, and ways of discussing management practice, in international development.
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Andersson, Anton, and Jonatan Westin. "From party soldier to real journalist : Professional identity and media systems in transition." Thesis, Södertörn University College, School of Communication, Media and it, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3091.
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<p>This paper concerns East German journalists and the changes they have undergone, from working in the totalitarian regime of GDR to enter a western liberal media system. The purpose is to study how professional identity is created in a controlled and authoritarian media system, and how this identity and the journalistic values changes in a transition phase. Through qualitative in-depth interviews with six former East German journalists, who all has worked as journalists after the wall broke down, we are exploring how their journalistic values and the conception of their profession has changed during this tumultuous time. We selected journalists with experience of working in both East Germany and united Germany to be able to see these changes. The result shows that the journalists from GDR used an inner opposition, both to survive the dictatorship and to adapt to the new reality. This means that their level of professionalization, despite the fact that they lived under oppression, was relatively high. In between these two systems a journalistic vacuum occurred which show that a different, more democratic, way of organizing the press is possible. In this vacuum the values of the journalists could be expressed in a way that wasn’t possible in GDR, nor in united Germany.</p>
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"Professional values of Chinese journalists." 1998. http://library.cuhk.edu.hk/record=b5889573.
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by Xing Rong.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1998.<br>Includes bibliographical references (leaves 78-81).<br>Abstract also in Chinese.<br>ABSTRACT --- p.ii<br>ACKNOWLEDGMENTS --- p.iii<br>Chapter CHAPTER I --- Introduction --- p.1<br>Chapter CHAPTER II --- Conceptualization --- p.17<br>Chapter CHAPTER III --- Method --- p.30<br>Chapter CHAPTER IV --- Results --- p.37<br>Chapter CHAPTER V --- Discussion & Conclusion --- p.70<br>REFERENCES --- p.77<br>TABLES --- p.81<br>FIGURES --- p.94<br>APPENDIX --- p.96
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Feei, Chang Shu, and 張舒斐. "Professional Values of the TV Journalists." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/07241498921215008440.
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碩士<br>銘傳大學<br>傳播管理研究所<br>86<br>This study aims at understanding the professional values of the journalists and the news organizations.The survey of 248 journalists about individual professional values found that in the structural functional approach, journalists put the most emphasis on "professional responsibility", the second is "professional autonomy", the third is "professional knowledge "and the last is "professional commitment". In the powerful approach, journalists put the most emphasis on "professional ethics".
Results also indicate that journalists think that their news organizations put the most emphasis on "social function", the second is "news policies", the least emphasis on "the opportunity of continuing-education "and "professional ethics". Further, analysis of survey data reveals that the characteristic of channel and demography variable are significants with the individual professional values of journalists. There are significants between the individual professional values of journalists and news organizations.In general, this study suggests that the following researches had better apply to the focus group method and put environment factors into the questionnaire. This study also suggests that news organizations have to pay attention to the human resource management.