Academic literature on the topic '• Real estate activity • Professional knowledge'
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Journal articles on the topic "• Real estate activity • Professional knowledge"
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Bielik, Nataliia. "FACTORS OF PSYCHOLOGICAL READYNESS FOR REAL ESTATE ACTIVITY." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (11) (2020): 6–9. http://dx.doi.org/10.17721/bsp.2020.1(11).1.
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The topic's relevance is related to the situation in the labor market, which needs competent realtors. The aim is to study and investigate the main factors of the psychological readiness towards realtor professional activity. The article considers the main approaches to studying the phenomenon of psychological readiness and factors of its functioning. Psychological readiness for real estate activity is an integrated quality of personality, which aims to an adequate reaction to the possibilities of a situational solution of universal professional problems of a realtor utilizing acquired professional competencies. The study involved 130 people. The methods employed in the present study include various types of questionnaires, namely Guilford's Test (J. Guilford); Big Five / 5PFQ (P. Costa & R. McCrae), Gertsberg Test (F. Hertsberh); Test Diagnostics of personality's socio-psychological attitudes in the motivational-needs sphere (O. F. Potomkin); Schwartz value survey (S. Schwartz); Professional activity motivation (K. Zamfir in A. Rean's modification); Diagnostics of motivational orientations in interpersonal communications (I. Ladanov, V. Urazaieva); Study of volitional self-regulation (A. Zvierkov, E. Eidman).The factors of psychological psychological readiness for professional activity as realtors were revealed: "standardness", "humanism", "pragmatism", "altruism", "endurance", "power", and "practicality". The main characteristics (competencies) of a specialist realtor include: a) the ability to solve complex problems and problems in the process of work (integral competence); b) the ability to apply knowledge in practical situations; ability to generate new ideas; ability to identify, formulate and solve problems; appreciate and respect diversity and multiculturalism; ability to act on the basis of ethical considerations (motives); ability to act socially responsibly and consciously; ability to develop and manage projects; ability to motivate people and move towards a common goal (general competencies); c) the ability to identify, analyze and interpret the information series of the realtor profession, identify problems and suggest ways to solve them; the ability to demonstrate an understanding of the patterns and features of human functioning in the context of the transaction in the context of professional tasks; ability to offer creative ways to solve professional problems, to make professionally correct decisions and to implement them (special competencies).
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Oladokun, Sunday Olarinre, and Job Taiwo Gbadegesin. "Adequacy of core knowledge and soft skills in the performance of professional employees of real estate firms in Nigeria." Property Management 35, no. 2 (April 18, 2017): 132–49. http://dx.doi.org/10.1108/pm-02-2016-0008.
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Purpose Real estate professionals are a vital resource to the property firms and the industry at large. Employees’ skills, knowledge and competence contribute in great measure to organization’s business performance. The purpose of this paper is to examine the adequacy of core knowledge and soft skills possessed by professional employees within the Nigerian real estate practicing firms. It also assesses the performance of the employees and establishes the correlation among the soft skills possessed by employees. Design/methodology/approach Data for this study were elicited through the administration of questionnaires on principal partners/branch managers (the employers) of the practicing estate surveying and valuation firms in Lagos metropolis. Data collected were analyzed using descriptive statistics, one-sample t-test and correlation analysis. Findings The result indicates that employees of estate firms in Nigeria demonstrate adequate knowledge in ten out of 21 core areas of real estate practice, while real estate agency has the highest mean, and inadequate knowledge in six others with least mean score in environmental impact assessment. The study also revealed that employees possess good listening and communication skills but are deficient in courteousness and writing skill, among others. It was also found that real estate employees were performing the best in inspection functions but below average in report writing and handling of transaction. The study also established a significant relationship among all the soft skills except communication skill and courteousness. Research limitations/implications Further study that looks at the performance of real estate graduates working in other sectors/organizations other than estate companies is required to establish their competence level in global employment market. Further study is also needed to cover the views of the employees in Nigerian market as this study focuses on the views of the employers. Originality/value This study provides an important feedback for the policy makers in the design/review of curriculum for real estate education towards enhancing employability of the graduates. This study also serves as the research blueprint in giving attention to assessment of soft skills among real estate employees in Nigerian real estate industry.
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Raslanas, Saulius. "PECULIARITIES OF PUBLIC REGULATION OF REAL ESTATE AGENT'S ACTIVITIES." Technological and Economic Development of Economy 11, no. 3 (September 30, 2005): 206–11. http://dx.doi.org/10.3846/13928619.2005.9637700.
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Recently a demand for professional real estate agents has increased in the market. The present paper includes a research into the real estate related activity of the USA and Lithuania carried out in accordance with the chosen criteria. According to real estate agency service quality research in the USA the most important factor is agents professionalism. This thesis places a major emphasis on the activity and structure of real estate agents, law on licence issue as well as advantages and disadvantages; it also presents proposals on improvement and development of real estate agents activity. Real estate licencing is necessary in order to raise the level of professionalism and qualification of real estate agents in Lithuania, to adjust relationship between property owners and middlemen, as well as to increase the level of confidence among real estate agents.
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Agboola, Alirat Olayinka, Oluwasola Rebecca Jasper, and Amamata Larai Zakari. "Is the real estate profession under threat? Assessing the effect of the involvement of non-professionals in Nigeria real estate agency service provision." Property Management 39, no. 4 (March 16, 2021): 509–26. http://dx.doi.org/10.1108/pm-02-2020-0013.
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PurposeThis paper examines the effects of non-professionals' involvements in real estate service provision on real estate agency practice in Ibadan Nigeria, in order to provide information that could enhance real estate agency practice in the country.Design/methodology/approachData were gathered through questionnaire administration on a total sample of 232 respondents comprising 82 estate surveyors and valuers, 100 non-professional estate agents and 25 real estate agency service consumers each from the respective clients of the two groups. A respondent-driven sampling (RDS) technique was adopted for data collection and was particularly useful in accessing non-professionals with characteristically less identifiable organizational structure. Data were analysed using mean scores on a Likert type scale while Spearman rank correlation was used to compare and establish if significant differences exist between the perceptions of clients of professionals and non-professionals on the services provided.FindingsThis study revealed that while the involvement of non-professionals in real estate agency practice deprives professionals of opportunities for legitimate earnings and is attributed to incidences of fraudulent transactions in the market, non-professionals often also serve as facilitators of transactions for the professionals. Hence, there seems to be a symbiotic relationship between the two groups and also a tacit validation of the involvement of the former by the latter.Originality/valueThis work contributes to and extends the body of knowledge on non-professionals' involvement in real estate professional practice by providing insights into the effects of activities of individuals who are not members of the real estate profession on real estate agency professional practice, particularly in the context of an emergent and less transparent market.
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Źróbek-Różańska, Alina. "Compensation in Residential Real Estate Purchasers’ Decisions." Real Estate Management and Valuation 24, no. 4 (December 1, 2016): 70–78. http://dx.doi.org/10.1515/remav-2016-0031.
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Abstract Predicting demand on the residential real estate market and the behavior of the purchasers requires a wide knowledge of both the economic mechanisms and psychology of decision-making. Decisions on the real estate market are often made by people without professional skills, and using simplified strategies. However, the decision-making process, on top of its heuristic nature, is dynamic and changing. As a result, a discrepancy in the preferred characteristics of planned and actually bought real estate can be observed. Such a discrepancy can be explained with the occurrence of the compensation process. The aim of this article was to recognize and describe the compensation process on the example of the suburban residential real estate market. The aim was achieved by analyzing the preferences of potential buyers in terms of particular characteristics of the location of suburban plots destined for single-family housing (respondents divided into age groups: 25 and 26-40), analyzing the real settlement trend in the suburban zone (the result of actual transactions) and comparing the results, including compensation.
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Poon, Joanna. "Commercial awareness in real estate courses." Property Management 32, no. 1 (February 11, 2014): 48–66. http://dx.doi.org/10.1108/pm-01-2013-0007.
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Purpose – The purpose of this paper is to evaluate how and to what extent commercial awareness is embedded within the curriculum of the UK Royal Institution of Chartered Surveyors (RICS)-accredited real estate courses. It also discusses the development of commercial awareness taxonomy. Design/methodology/approach – This paper presents the research findings of questionnaire survey and interviews with RICS-accredited real estate course providers in the UK. The questionnaire aimed to gather course directors’ views on the definitions and components of commercial awareness and identify what skills and attributes are required for its development. It also evaluated how commercial awareness has been embedded in the real estate courses. The aim of the interview was to gain deeper insight on how components of commercial awareness are embedded in real estate courses and nine interviews were conducted. The interviews were recorded, transcribed and coded to identify similar themes. The frequency of the answer in the questionnaire and comments from interviewees is presented. Findings – The UK real estate academics agreed the most important definition of commercial awareness as that of a “person's ability on understanding of the economics of business”. They agreed that “strategic” is the most important component for commercial awareness, followed with “financial” and “process”. However, the “financial” component is embedded the most in the curriculum. The most important skill and attribute for commercial awareness development are “ability to define and solve problems” and “ability and willingness to update professional knowledge”, respectively. Commercial awareness was embedded in the overall curriculum and the key element for developing it is through having “practical experience”. Originality/value – This project is the first to conduct an in-depth analysis of commercial awareness in real estate education. It also develops the pioneer commercial awareness taxonomy.
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Lucey, Conor. "Owen Biddle and Philadelphia's Real Estate Market, 1798–1806." Journal of the Society of Architectural Historians 75, no. 1 (March 1, 2016): 25–47. http://dx.doi.org/10.1525/jsah.2016.75.1.25.
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The Philadelphia architect and master builder Owen Biddle (1774–1806) contributed to the making of some of the early Republic's most important buildings and is best known as the author of one of the first American-authored architectural books. During the course of his relatively brief career, Biddle's achievements in architecture and theory were profoundly shaped by Philadelphia's distinctive, Quaker-influenced economic and artistic culture. Focusing on two hitherto unknown row houses built by Biddle between 1798 and 1801, Conor Lucey reveals for the first time the business and property interests of this important if enigmatic figure. Viewing Biddle's work against the socioeconomic backdrop of Federal-era Philadelphia, and drawing on previously unexplored archival material, Owen Biddle and Philadelphia's Real Estate Market, 1798–1806 situates Biddle's real estate ventures within the context of the city's early nineteenth-century building world. This study of Biddle's career as builder-developer expands our knowledge of his professional life and our understanding of the formation of his ideas.
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Read, Dustin C., and Andrew Carswell. "Is property management viewed as a value-added service?" Property Management 37, no. 2 (April 15, 2019): 262–74. http://dx.doi.org/10.1108/pm-05-2018-0034.
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PurposeThe purpose of this paper is to examine the perspectives of real estate executives to assess the extent to which property management is viewed as a commodity or as a value-added professional service contributing positively to investment performance and property value maximization.Design/methodology/approachThe qualitative analysis draws on the result of 93 semi-structured interviews conducted with executives employed by some of the largest real estate investment management and service firms across the USA.FindingsThe findings suggest that significant perceptual cleavages exist in the real estate industry, with some executives believing property managers are incredibly important to the value creation process and others believing they play a much more modest role.Practical implicationsThe results highlight the need for the property management industry as whole to continue its efforts to gain recognition as a value-added professional service and for individual property management companies to actively take steps to differentiate themselves from competitors if they hope to avoid commodification and fee compression.Originality/valueThe study is the first to the authors’ knowledge to examine real estate executives’ perspectives about the roles property managers play in the value creation process, as well as their views about whether property managers have the skills and autonomy required to make value accretive decisions.
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Wilkinson, Sara J., and Julie R. Jupp. "Exploring the value of BIM for corporate real estate." Journal of Corporate Real Estate 18, no. 4 (November 14, 2016): 254–69. http://dx.doi.org/10.1108/jcre-11-2015-0040.
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Purpose Building information modelling (BIM) offers rich opportunities for property professionals to use information throughout the property life cycle. However, the benefits of BIM for property professionals are largely untapped. BIM was developed by the architecture, engineering and construction (AEC) sector to assist in managing design and construction data. As these technologies mature and evolve, so does the opportunity for other professional groups to use data within, or linked to, BIM models. This paper aims to explore the potential for corporate real estate managers (CREM) and investment surveyors to use data contained in BIM models and building management systems, which could help these professionals with strategic planning, portfolio rationalisation and acquisitions. Design/methodology/approach This is a scoping study to explore the potential to expand the scope of BIM to other professional activities. As such, the research adopted a Delphi approach with a series of workshops with experienced stakeholders in Australia and England. Qualitative research is inductive and hypothesis-generating. That is, as the researcher assimilates knowledge and information contained in the literature, ideas and questions are formed, which are put to research participants, and, from this process, conclusions are drawn. Findings It is technologically feasible for some property professionals, such as CREM, to use some data contained within BIM, and linked building management systems. The types of data used by property professionals were identified and ranked in importance. Needs are varied, both in the range of data and the points in the property life cycle when they are required. The benefits identified include potentially accessing and using more reliable and accurate data in professional tasks; however, challenges exist around the fidelity of the data and assurances that it is current. Research limitations/implications The key limitations of the research were that the views expressed are those of a select group of experienced practitioners and may not represent the consensus view of the professions and industry as a whole. The limitations and criticisms of focus group data collection are that individuals holding strong views may dominate the sessions. Practical implications The findings show that expanding access to BIM could enable some property professionals, including CREM, to utilise relevant data that could improve the quality and accuracy of their professional services. A simple initial system could be trialled to ascertain the value of the data. Over time, the availability of data could be extended to allow more professionals access. Furthermore, there is potential to link BIM to other digitised property data in the future. Originality/value To date, no one has considered the practicality or potential utility of expanding the access to data contained in 3D BIM models to property professionals, nor has anyone considered which data would be useful to them. The value of using BIM data is that, as more property stock is delivered and maintained via BIM-enabled processes, it will be possible for a wider range of professionals such as CREM and investment surveyors to offer more accurate advice and services to clients.
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Tarasova, O. N., and P. I. Bobrovsky. "Peculiarities of the reflection of the cost in the accounts of the developer in the construction of health care facilities." Buhuchet v zdravoohranenii (Accounting in Healthcare), no. 8 (August 4, 2021): 22–31. http://dx.doi.org/10.33920/med-17-2108-03.
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The modern tendencies of the real estate market and also the basic aspects of formation and reflection of the cost price of real estate objects sold in the field of medicine and health care on the accounts of bookkeeping are considered in the present work. The author raises the question of the accounting of the expenses accumulated when carrying out investment activity in construction and considers the order of their distribution on finished objects of real estate. The author also emphasizes the importance of the recognition of the cost of sales of the development company in the correct period and, guided by professional judgment, offers typical accounting entries for the reflection of the cost of production in the accounting.
Dissertations / Theses on the topic "• Real estate activity • Professional knowledge"
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Bobková, Lucie. "Výkon realitní činnosti." Master's thesis, Vysoké učení technické v Brně. Ústav soudního inženýrství, 2010. http://www.nusl.cz/ntk/nusl-232525.
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The main motive of this work is that real estate agents and professionals engaged in real estate activities are negatively perceived by society. We assume that the professional misconduct of estate agencies, often mentioned in the media, is due to a lack of professional expertise. Therefore, we deal with the issue of education level of skilled workers at the real estate market in the Czech Republic. In a sample of 72 respondents, we try to find the level of professional expertise. This thesis notes and compares legislative standards and criteria for the performance of real estate activity in the CR and abroad. Further maps initiatives to improve the expertise and efforts to change legislation that would generally lead to a controlled expertise increase of the real estate segment at the market. It touches, examines and attempts to define the basic columns of expertise required for qualified performance of real estate activities
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Gronow, Stuart. "Explicit appraisals, valuation knowledge and professional competence : for what it's worth." Thesis, University of South Wales, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341943.
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Li, Chun-Pi, and 李純碧. "The Study of the Relationship among Knowledge Management , Professional Competencies , and Job Performance－An Empirical Study of Real Estate Brokers in Tainan area." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/50806770128855626529.
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碩士長榮大學
土地管理與開發學系碩士班
101
The rise and fall of the real estate is affected by the changes of environment. Therefore, how real estate brokers follow the opportunities and challenges brought by the changing external environment and adjust all their own resources to improve the disadvantage is the reason that real estate can continue creating a competitive advantage. Real estate practitioners play a very important role in promoting the development of the entire real estate. The characteristics of the real estate are labor-intensive and knowledge-intensive; the transaction process relates to wide range of expertise which includes laws, taxes, marketing, claim and so on. So, the practitioners must have the precision and depth of expertise to ensure the interests of customers and it will be helpful to the practitioners through storage, creation, and application of knowledge management. The researchers conducted a questionnaire survey and aimed at the real estate practitioners of the 7 districts in Tainan which involve the eastern, southern, north, central and western, Anping, Annan, and Yongkang District of the city. Analyzed through descriptive statistics, factor analysis, analysis of variance, regression analysis and so on statistical analysis methods to understand the relevance between real estate brokers' "knowledge management", "professional competence" and "job performance ", and then discusses the impact of the research variables. According to the research: 1.Knowledge management resources will increase professional competence of real estate agents. 2.Knowledge management resources have direct impact on working performances of real estate agents. 3.The real estate agents with higher professional competence perform better on their work. 4.Professional competence of real estate agents has increased because of knowledge resources which also make significantly improvement to working performances. Finally, according to the conclusion of the research, it can be a suggestion for managerial level and real estate practitioners of real estate companies.
Book chapters on the topic "• Real estate activity • Professional knowledge"
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Eckardt, Patricia, Brenda Janotha, Marie Ann Marino, David P. Erlanger, and Dolores Cannella. "Equipping Advanced Practice Nurses with Real-World Skills." In Handbook of Research on Technology Tools for Real-World Skill Development, 163–89. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9441-5.ch007.
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Nursing professionals need to assume responsibility and take initiative in ongoing personal and professional development. Qualities required of nursing graduates must include the ability to, “translate, integrate, and apply knowledge that leads to improvements in patient outcomes,” in an environment in which “[k]nowledge is increasingly complex and evolving rapidly” (American Association of Colleges of Nursing, 2008, p. 33). The ability to identify personal learning needs, set goals, apply learning strategies, pursue resources, and evaluate outcomes are essential. Nursing professionals must be self-directed learners to meet these expectations. Team-based learning (TBL) is a multiphase pedagogical approach requiring active student participation and collaboration. Team-based learning entails three stages: (1) individual preparation, (2) learning assurance assessment, and (3) team application activity.
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Bergstrom, Betty, Jim Fryer, and Joel Norris. "Defining Online Assessment for the Adult Learning Market." In Online Assessment and Measurement, 46–66. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-720-1.ch002.
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Learning for many adult professionals culminates in some form of assessment. Doctors, cosmetologists, private detectives, insurance agents, real estate brokers, plumbers, contractors, electricians, nurses, roofers, dietitians, and many others are trained in a variety of programs from community colleges to graduate programs, and increasingly their education and testing is conducted wholly or in part via e-learning platforms. Online assessment provides educators with the ability to measure learning needs, assess the results of learning activity, and speed learners toward professional credentialing by leveraging the efficient delivery framework of the Internet. In this chapter, we describe several low- to high-stakes online test delivery methods, which, when coupled with e-learning systems, can offer education providers with valuable opportunities for enriching the validity and credibility of their programs. We discuss the relationship of online assessment models in the context of e-learning, as well as distinguish between the types of testing technologies used to deliver them. We conclude by discussing the advantages and disadvantages of offering assessments online and the future of online assessment systems in general.
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Bułat, Barbara. "Od kolebki do grobu, czyli źródła informacji biograficznej w Bibliotece Jagiellońskiej." In Skąd przyszliśmy? Kim jesteśmy? Dokąd zmierzamy? Wokół badań nad genealogią, 39–54. Wydawnictwo Naukowe Uniwersytetu Pedagogicznego w Krakowie, 2021. http://dx.doi.org/10.24917/9788380845787.3.
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The aim of the article is to present selected types of printed sources of biographical information, showing that it is contained not only in biographical dictionaries. Various traces of human life can also be found in such publications as: parish books published in print; school management reports; lists of students or university graduates; lists of theses; address books of cities; telephone directories; street lists, publications about real estate owners; shematisms; lists of trade representatives; listings of business owners; industry directory books; activity reports or professional journals issued by organizations, associations or unions; spa guest lists; lists of participants in uprisings; lists of the injured; lists of repressed people; hourglasses, obituaries, mourning records; lists of personal losses from the years of war and occupation; cemetery guides. Selected examples of each of these types of sources show what kind of information they can contain. The second part of the article provides basic tips on how to search for such publications in the rich collections of the Jagiellonian Library, who and where can use the found materials.
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Halatsyn, Kateryna, and Alla Feshchuk. "SIMULATION OF PROFESSIONAL SITUATIONS AT ENGLISH CLASSES FOR STUDENTS OF TECHNICAL SPECIALTIES." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-17.
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The paper reveals the role and importance of modeling of professional situations at English classes in higher technical education institutions. The professional situation is defined as purposeful modeling of professionally similar circumstances in the process of learning English and conditions of solving engineering and business tasks, making professional decisions, achieving a successful result of business communication. The purpose of the paper is to analyze the content and requirements for modeling of professional situations in the process of studying English by the future specialists in engineering. Realization of the purpose demands performance of the following tasks: 1) define the essence of modeling of professional situations; 2) substantiate the conditions for effective modeling of professional situations at English classes in higher technical educational institutions; 3) offer examples of modeling professional situations at English classes in higher technical educational institutions. In the process of scientific research the methods of analysis, synthesis, generalization, systematization, inference, observation have been used. The components of the professional educational situation and the factors that need to be taken into account in the process of its use are identified. The examples of modeling professional situations during the study of the discipline “Practical Course of Foreign language for Business Communication” in higher technical education institutions are given. The forms of modeling of professional situations (individual, pair, group) which are directed on the formation of competences of professional English communication according to various roles of professional activity (head –subordinate, subordinate – subordinate, subordinate – collective) are defined. Special emphasis is focused on the examples of modeling of professional situations through the use of game modeling (role-playing games: controlled, improvised), method of case study and discussion. The requirements to be met in the process of modeling of professional situations: compliance with certain goals (formation of knowledge on the topic, development of ability to analyze complex problems; education of a sense of responsibility for their decisions, moral and personal qualities, etc.); compliance with the level of complexity of students’ learning opportunities; illustration of typical situations from the real facts of professional activity; use of discussion method; variability of decisions of a situation are pointed out.
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Canali, Claudia, and Vasiliki Moumtzi. "Digital Girls Summer Camp: Bridging the Gender ICT Divide." In Institutional Change for Gender Equality in Research Lesson Learned from the Field. Venice: Fondazione Università Ca’ Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-334-2/009.
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Women are currently severely underrepresented in the ICT field of study and in the ICT professions. This brings about severe gender gap at disadvantages in the access to new employment and wages and increased the risk to be left out from the digital revolution. Not only EQUAL-IST maps the gaps in ICT at the disadvantage of women in the different institutions and contexts involved in the partnership, but it also promotes actions to close the digital divide. One of these actions is a Summer Camp that is reserved to girls attending the third or fourth year of high schools to acquire knowledge in ICT by active learning implemented at the University of Modena and Reggio Emilia (UniMORE). The activity has shown to be successful in a twofold way: a) in terms of diffusion and replication, increasing the number of involved girls from the initial 35 participants of the first edition in 2014 in Modena to almost 130 girls participating in 2018 to the summer camps located in an increased number of sites, including locations outside of the region Emilia Romagna; b) in its capacity to reduce the digital divide with a real change in girls’ ICT knowledge and in their expectation with regards to future education and professional roles.
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Saddler, Paula F., Donald D. Davis, Katherine A. Selgrade, and Debra A. Major. "Gender and Telework in Information Technology." In Human Computer Interaction, 2023–29. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch132.
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Information technology (IT) work is often distributed geographically through practices such as teleworking. Telework lends itself well to IT workers because they work easily with information technology, which is required for telework, and because many IT jobs consist of knowledge work—the creation and analysis of symbols and ideas—which may be done anywhere and anytime. Advances in information technology make distributed work possible. Globalization and the need for organization flexibility make distributed work necessary (Davis, 1995). Organizations distribute work to take advantage of scarce and inexpensive talent, enhance innovation and product design, and to reduce real estate costs, development time, and labor costs. Workers choose distributed work to balance work and life demands, reduce commuting time, accommodate disabilities, and take advantage of distant opportunities. Telework, a form of distributed work first described by Nilles (1975), has established itself throughout the United States. We discuss telework trends and provide some data describing teleworkers in IT professions in the United States. Four forms of telework are commonly used (see Key Terms; Bailey & Kurland, 2002; Kurland & Bailey, 1999). Most teleworkers use a combination of these forms, although home-based telework is most prevalent (Davis & Polonko, 2001). Each form of telework is practiced for different reasons and produces different work experiences and outcomes (Bailey & Kurland, 2002; Davis & Polonko, 2003; Helling, 2000). A national survey of telework practices in the United States was conducted in 2001 under sponsorship of the International Telework Association and Council (ITAC) and AT&T (Davis & Polonko, 2001). The sample was stratified to represent all U.S. households and was diverse with respect to gender, ethnicity, occupation, organization size, and industry. Results showed that there are approximately twenty-eight million teleworkers in the U.S. Compared to nonteleworkers, teleworkers are significantly more likely to be from the Northeast and West, male (54% of teleworkers), have higher education and income, work in professional/managerial occupations, work in industries such as construction, professional/ scientific/technical services, health care/social assistance, and work in very small and very large organizations. There were no significant differences in telework practice for marital status, race/ethnicity, and age.
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Solodka, Anzhelika, and Tetiana Moroz. "STRATEGIC APPROACHES TO CROSS-CULTURAL AVAILABILITY FORMATION OF TRANSLATORS: THEORY AND PRACTICE." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-13.
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Understanding the fact, that modern education has to become international, leads to improving ability of young people to evaluate the effects of other human positions, different cultures. This research deals with one of the most perspective trends – the formation of availability of students to interact cross-culturally. It can be understood as applied scientific and educational activity. The availability to interact cross-culturally is defined as a multidimensional construct reflecting individual ability to respond to the differences positively and interact efficiently with the others from a variety of backgrounds. The authors present conceptual approaches (dialogic, contextual, axiological, facilitation and practical) to cross-cultural education of students-translators as methodological tool aimed at providing a fundamental and holistic understanding of personality development in cross-cultural interaction, foundations and mechanisms of its implementation. The availability to interact across cultures is determined by the following components: productive interaction, positive interaction, ability to cultural transformation, multi subjective interaction. The authors stress, that in the process of cross-cultural interaction its participants need to achieve compliance (compatibility) to a new cultural environment. Ability to cultural transformation and adaptation serves the criteria of availability for cross-cultural interaction. It has been determined that a translator ("cultural mediator") is not inherent characteristic, but it is acquired in the real world of interaction and in activities in educational process of high school. It was revealed the dependence of personal efficiency in different cultures from the character and forms of interaction of translator that should promote individual development in cross-cultural context. This aim can be reached in the process of education before the contacts with another culture. For this purpose some practical activates were proposed. The method of interactive modeling is aimed at conscious reproduction of various individual and group situations of cross-cultural communication. The method of stimulation is aimed to create artificially a specific situation of intercultural communication and to predict possible options and outcomes, based on different points of view and aspects. With the use of the method of problem situations students are involved into situations, in which intellectual-ethical issues transform into emotional. Effective communication in translation requires more than mastering grammar and vocabulary of a language. It is the process that requires also knowledge of culture. Culture becomes an important part of the language teaching process. Obtaining cross-cultural competence, translators have a key to successful professional activity.
Conference papers on the topic "• Real estate activity • Professional knowledge"
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Shuman, Larry J., Mary Besterfield-Sacre, Renee Clark, and Tuba Pinar Yildirim. "The Model Eliciting Activity (MEA) Construct: Moving Engineering Education Research Into the Classroom." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59406.
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A growing set of “professional skills” including problem solving, teamwork, and communications are becoming increasingly important in differentiating U.S. engineering graduates from their international counterparts. A consensus of engineering educators and professionals now believes that mastery of these professional skills is needed for our graduates to excel in a highly competitive global environment. A decade ago ABET realized this and included these skills among the eleven outcomes needed to best prepare professionals for the 21st century engineering world. This has left engineering educators with a challenge: how can students learn to master these skills? We address this challenge by focusing on models and modeling as an integrating approach for learning particular professional skills, including problem solving, within the undergraduate curriculum. To do this, we are extending a proven methodology — model-eliciting activities (MEAs) — creating in essence model integrating activities (MIAs). MEAs originated in the mathematics education community as a research tool. In an MEA teams of students address an open-ended, real-world problem. A typical MEA elicits a mathematical or conceptual system as part of its procedural requirements. To resolve an MEA, students may need to make new connections, combinations, manipulations or predictions. We are extending this construct to a format in which the student team must also integrate prior knowledge and concepts in order to solve the problem at hand. In doing this, we are also forcing students to confront and repair certain misconceptions acquired at earlier stages of their education. A distinctive MEA feature is an emphasis on testing, revising, refining and formally documenting solutions, all skills that future practitioners should master. Student performance on MEAs is typically assessed using a rubric to measure the quality of solution. In addition, a reflection tool completed by students following an MEA exercise assists them in better assessing and critiquing their progress as modelers and problem solvers. As part of the first phase a large, MEA research study funded by the National Science Foundation and involving six institutions, we are investigating the strategies students use to solve unstructured problems by better understanding the extent that our MEA/MIA construct can be used as a learning intervention. To do this, we are developing learning material suitable for upper-level engineering students, requiring them to integrate concepts they’ve learned in foundation courses while teasing out misconceptions. We provide an overview of the project and our results to date.
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Moore, Tamara J. "Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59440.
Full textAbstract:
Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) — realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.
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Shtekhman, Elena, Yulia Melnik, and Anastasia Zhurova. "Application of problematic situational tasks method at Russian as a foreign language classes in technical high school." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.05055s.
Full textAbstract:
The article discusses application of situational tasks method in teaching Russian as a foreign language course in technical high school. Being educational, situational task is formulated in terms and conditions student may face in future professional activity. The task is a problem solution which foreign students need to find by independent analysis and synthesis of necessary information and providing an answer in Russian. Particular emphasis is placed on the improvement of speaking skills. The method promotes vocabulary expansion, vigorous speech development, working out appropriate speech behavior in real communication. Solving problematic situational task students learn about peculiarities of implementation of technical discourse in engineering activity. Practical orientation of situational tasks involves solution of them by using obtained knowledge in different topics in practice. Topics are closely connected with acquiring qualification. Components included into a task, requirements and methodology of tasks development have been described as well as examples of such tasks provided.
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Shtekhman, Elena, Yulia Melnik, and Anastasia Zhurova. "Application of problematic situational tasks method at Russian as a foreign language classes in technical high school." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.05055s.
Full textAbstract:
The article discusses application of situational tasks method in teaching Russian as a foreign language course in technical high school. Being educational, situational task is formulated in terms and conditions student may face in future professional activity. The task is a problem solution which foreign students need to find by independent analysis and synthesis of necessary information and providing an answer in Russian. Particular emphasis is placed on the improvement of speaking skills. The method promotes vocabulary expansion, vigorous speech development, working out appropriate speech behavior in real communication. Solving problematic situational task students learn about peculiarities of implementation of technical discourse in engineering activity. Practical orientation of situational tasks involves solution of them by using obtained knowledge in different topics in practice. Topics are closely connected with acquiring qualification. Components included into a task, requirements and methodology of tasks development have been described as well as examples of such tasks provided.
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Bernardes, Mauri´cio M. S., and Jocelise Jacques de Jacques. "Simultaneous Development of Design and Production Through Virtual Work Teams: The Plaster House Game." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-29058.
Full textAbstract:
Problems in the process of product development often have roots in project management-related issues, such as communication flow, teamwork or even lack of knowledge about how to implement a simultaneous project. Hands-on activities based on real-world situations can be used to improve the learning process and train the abilities of future project managers, designers and producers, while stimulating participants to reflect on and discuss the group’s actions. This article describes an application of an activity referred to as the Plaster House Game. In this activity, students are organized in groups containing teams of designers and producers, which are located in separate rooms, with the goal of designing and building a miniature plaster house with provided components, using only online communication between teams and dealing with scheduling and production constraints set by the instructors. The work demonstrates that the use of simulation games can reinforce the learning process and allow students to rapidly identify potential problems that may occur in professional practice. It is also possible to show that the strategy chosen for project implementation, combined with better organization of work, can have a significant effect on the results of the exercise.