Relevant bibliographies by topics / Supervision

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Supervision'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 March 2025

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Journal articles on the topic "Supervision"

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Fine, Marshall, and David Fenell. "Study Group 2: Supervising the Supervisor-of-Supervision: A Supervision-of-Supervision Technique or an Hierarchical Blurring?" Journal of Strategic and Systemic Therapies 4, no. 3 (September 1985): 55–59. http://dx.doi.org/10.1521/jsst.1985.4.3.55.

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Kusumawati, Erna. "Implementation of Kindergarten Supervisor Academic Supervision." International Journal of Social Service and Research 3, no. 9 (September 26, 2023): 2251–58. http://dx.doi.org/10.46799/ijssr.v3i9.524.

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Study This aim For analyse the implementation of supervision academic done by supervisor Kindergarten in East Jakarta. Method which is used in this research is a descriptive qualitative approach. Research design using studies case Which will conducted in one of the Kindergartens in East Jakarta. Results study shows that: (1) Implementation of supervision academic by the supervisor school has fulfil principle supervision implementation academic done with technique supervision individual And group; (2) Act carry on supervision academic by supervisor Kindergarten by providing reinforcement to teachers who have fulfil competency standards and coaching to Teacher which has not been fulfil competency standards.
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Augustsson, Gunnar, and Jimmy Jaldemark. "Supervisors' utterances in online supervision of first-year students' dissertations." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 136–43. http://dx.doi.org/10.54337/nlc.v8.9082.

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While offline supervision is comprised of physical social clues, verbal communication, and drafts of texts, online supervision mainly focuses on written communication and electronic drafts. Participating in online supervision probably sets other requirements regarding clarity in the utterances of the supervisor. In online student supervision, it helps if supervisors are aware of differences in how their utterances of drafts are interpreted by students. Earlier research of supervision in online education has overlooked these differences in qualities of utterances. A problem that arises out of this omission is a deemphasizing of the quality in the social interplay between students and teachers in online supervision. A study of differences in written utterances of supervisors pays attention to this overlooking.As part of a greater research project of online supervision, the current study expands on earlier studies of the practice of online supervision by focusing on written utterances of supervisors and identifying and analysing differences in their comments on drafts of students' dissertations. To fulfil this purpose online utterances' of supervisors were analysed. Theoretical ideas of communication and online participation were used to interpret the empirical data. Overall we identify four categories of utterances: comments, points of view, instructions, and questions. The preliminary results of the research project implicate the importance of awareness among supervisors in online supervision, particularly on the nature of the utterances they make use of when supervising students' academic writing. Such awareness makes it possible for supervisors to strategically emphasise students 'independence'. That could guide students through their writing by applying a balanced mix of comments, point of views, instructions, and questions. Reaching a balance in online supervisions may be very valuable in the process of supervising dissertation work. The preliminary results of the research project of online supervision suggest scrutinising how students perceive supervisor's utterances of their drafts. That task will, together with an analysis of how supervisors perceive their own utterances, be examined more closely in further studies. Those studies could focus on how the dialogue between students and supervisors intersects in drafts of student's dissertation.
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Izatin, Dewi Nasru', and Suko Susilo. "Praktik Kepemimpinan Kepala Sekolah dalam Menyupervisi Pendidikan Agama Islam di Sekolah Menengah Pertama." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 12, no. 1 (April 24, 2022): 76–87. http://dx.doi.org/10.33367/ji.v12i1.2342.

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The study was on the back of an accelerating at the SMP Al-Ikhlas Tarokan, with the headteacher's leadership who carried out the supervision of Islamic Religious Education. In this case, researchers observe the headmaster's supervised Islamic Religious Education supervision. The problem with this research includes 1) how does the principal practice leadership in carrying out Islamic Religious Education supervision at the SMP Al-Ikhlas Tarokan? 2) how does the principal's leadership practice implication in supervising Islamic Religious Education at the SMP Al-Ikhlas Tarokan? The research method of this study is a qualitative approach. This study's results were: 1) the headteacher's leadership practice of producing Islamic Religious Education supervisions on the Islamic Religious Education at the SMP Al-Ikhlas Tarokan effective. The principal affects his subordinates with a power referent power that uses leadership with a charismatic leadership style. 2) the implication of the principal leadership practice in performing Islamic Religious Education supervision at the SMP Al-Ikhlas Tarokan is quite good.
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Ellis, Michael V. "Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues." Journal of Counseling Psychology 38, no. 3 (1991): 342–49. http://dx.doi.org/10.1037/0022-0167.38.3.342.

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Ellis, Michael V. "Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues." Training and Education in Professional Psychology S, no. 2 (November 2006): 122–32. http://dx.doi.org/10.1037/1931-3918.s.2.122.

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Guli, Mulyadi, Paisal Halim, Syamsiah Badruddin, Hartono ., Hasim A. Abdullah, Muhammad Ikhsan Setiawan, and A. Saleh A. "Impact of Supervision and Supervisor Capability on the Construction Supervision in Enrekang." International Journal of Engineering & Technology 7, no. 3.6 (July 4, 2018): 441. http://dx.doi.org/10.14419/ijet.v7i3.6.17490.

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The aim of this study is to determine the influence of supervisory mechanism and supervisor capabilities, either in group or individually on the effectiveness of physical development supervision in Enrekang District. The results showed scores for supervisory mechanism and supervisor capability were good. The result of statistical analysis shows that there is a significant influence on the supervisory mechanism and the ability of the supervisor on the effectiveness of the supervision of physical development in Enrekang District, either partially (individually) or simultaneously (together).
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Bambling, Matthew, and Robert King. "Supervisor social skill and supervision outcome." Counselling and Psychotherapy Research 14, no. 4 (October 2013): 256–62. http://dx.doi.org/10.1080/14733145.2013.835849.

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Watkins, C. Edward. "The Supervision of Psychotherapy Supervisor Trainees." American Journal of Psychotherapy 48, no. 3 (July 1994): 417–31. http://dx.doi.org/10.1176/appi.psychotherapy.1994.48.3.417.

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Wilson, J. "Clinical supervision: Practicalities for the supervisor." Accident and Emergency Nursing 7, no. 1 (January 1999): 58–64. http://dx.doi.org/10.1016/s0965-2302(99)80104-0.

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Dissertations / Theses on the topic "Supervision"

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Naranjo, Fanny Valencia de. "Educational supervision in Colombia : the role of the supervisor." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61057.

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The expanding Colombian education system has seen the emergence of new state managerial styles. The system was designed originally for a country with one-half of the present population, one-third of the human resources and less than one-fifth of the required financial resources.
For this reason, it was necessary to extend and diversify services to include preschool, postgraduate education, nonformal education and services. Cultural activities, recreational activities of all types, and the development of scientific and technological research have also been included. At present this process is coming to an end and there is a tendency toward decentralization at the Ministry of National Education.
The general recommendation is to define the role of the state at each administrative level. The ministry should be director, planner, coordinator and evaluator of all education. The regions should be administrators and executors in their specific level in relation to the personnel and the relocation of the personnel. (Abstract shortened by UMI.)
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Johnson, Mary B. "Supervisor race, trainee gender, racial identity, and perception of supervision." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036815.

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Counselor supervision has been examined in many ways; from the angle of the supervisor, the supervisee, and the supervisory dyad. An area that has not been researched as solidly is that of the effect of supervisor race and gender on White trainees' perceptions of supervision. The present study was designed to examine those variables. The independent variables included supervisor race (Black female or White female), trainee gender, and trainees' levels of White racial identity. Dependent variables included perceptions of supervisor expertness, attractiveness, and trustworthiness, and supportive supervisory behavior and evaluative supervisory behavior scores on the Expectations for Supervisor Behaviors Questionnaire. The expectation was that supervisor race, trainee gender, and trainee's level of White racial identity would serve as predictors of perceptions of supervisors and their behaviors.Participants were 50 Caucasian masters level counseling and counselor education students at two Midwestern universities who volunteered for the study. Caucasian female research assistants were utilized to collect the data. Trainees were provided with one of two biographical sketches describing a hypothetical female supervisor; the information in each sketch was identical except for race (Black female or White female). Trainees then listened to a short audiotape of a simulatedsupervision session. Finally, they completed the following surveys: the Supervisor Rating Form (short version), Expectations of Supervisor Behaviors questionnaire, the White Racial Identity Scale, and an author-generated demographic sheet.A canonical correlation was performed to answer the major hypotheses of this study. The results indicated that supervisor race and two subscales of White racial identity, Disintegration and Autonomy, were significant predictors of perceptions of supervisor attractiveness and evaluative supervisory behaviors. Of five canonical roots calculated, this was the only one that was significant.A oneway MANOVA was also computed to test the significance of the supervisor race. The results indicated that the Black supervisor received higher scores on both the supportive and evaluative supervisory behavior subscales than did the White supervisor. Finally, only two other trends were noted. First, female trainees scored both supervisors significantly higher than did male trainees on perceived expertness, attractiveness, and trustworthiness. Second, male trainees scored the Black supervisor significantly lower than the White supervisor on perceived expertness, attractiveness, and trustworthiness.The significance of these findings for research and practice, and the limitations of the present study are discussed in the last chapter of this dissertation.60
Department of Counseling Psychology and Guidance Services
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Smith, Justin. "Training supervisors and supervisor factors associated with positive supervision outcomes." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Krause, Jennifer M., Scott Douglas, and Kason M. O'Neil. "University Supervisor Perceptions of Live Remote Supervision in Pete Training." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4027.

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Ramasami, Jennifer. "How do the Students Become the Supervisors? Student Training Experiences in Supervision and Supervisor Self-efficacy in Clinical Psychology." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1963.

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Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.
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Nguyen, Thuy Vy. "A comparison of individual supervision and triadic supervision." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4300/.

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This study was designed to measure and compare individual supervision to triadic supervision in promoting counselor effectiveness and counselor development. During individual supervision, one counselor met with one supervisor for an hour. Two models of triadic supervision were created for this study: Split Focus and Single Focus. Triadic consists of two supervisees and one supervisor meeting for one hour. During the Split Focus, 30 minutes was allocated to each counselor for supervision. During the Single Focus, the whole hour was spent supervising only one of the counselors. The next week, the whole hour was spent supervising the other counselor. Three comparison groups were employed to determine the effectiveness of the three supervision models. An instrument was used to evaluate counselor effectiveness and another instrument was used to evaluate counselor development. 47 masters-level counseling students enrolled in practicum participated in this study. The practicum met for 16 weeks. Each counselor filled out a Supervisee Levels Questionnaire-Revised at the beginning (pre-test) and at the end (post-test) of the semester. This instrument determined the counselor's developmental growth. Each counselor submitted a tape of a counseling session at the beginning (pre-tape) and at the end (post-tape) of the semester. The tape was rated on-site by the doctoral supervisor utilizing the Counselor Rating Form-Short. An objective rater also rated the submitted tapes utilizing the same instrument. The instrument determines counselor effectiveness. At the end of the study, an Analysis of Covariance determined that the three supervision models did differ in developmental growth. The Split Focus grew significantly compared to Single Focus and compared to Individual supervision. However, the Single Focus grew significantly on the factor self and other awareness compared to Individual. In terms of effectiveness, an Analysis of Covariance determined that the three supervision models did not differ significantly.
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Evans, Robert Lewis III. "The impact of Community Supervision Officer (CSO) occupational stress on supervision orientation and community supervision outcomes." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130762.

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Discovering the relationship between the occupational stress of community supervision officers (CSO), their supervision orientation and community supervision outcomes will improve the field of community corrections with respect to CSO job satisfaction, work performance, turn-over rates, workload distribution and training officers in evidence based practices. It also expands already rich research on offender recidivism. An ex post facto non-experimental quantitative design was used to describe the relationship between the independent variables (IV) under observation: the occupational stress level and supervision orientation of CSOs, and the dependent variables (DV): the number of client arrests on the caseloads of CSOs, the offenders’ successful completion of community supervision, the offenders’ unsuccessful completion of community supervision, and the number of violation reports a CSO sends to the releasing authorities for offenders on their caseloads. Two survey instruments called the Job Stress Survey (JSS) and the Revised Community Corrections Officer Orientation Scale (RCC) were used to collect data from CSOs. Multiple regression analyses of the IVs and DVs concluded that there was no statistically predictive relationship between the occupational stress and supervision orientation of CSOs. Additionally, there was no statistically predictive relationship between the occupational stress of CSOs, their supervision orientation, or community supervision outcomes. This research began a valuable discussion about the influence of stress on CSO interactions with their offenders, which may influence offender noncompliance with community supervision. Further research should include a larger representation of CSOs, so that more variables can be incorporated into a study for a more robust analysis.

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Lassiter, Wanda Lynn. "Supervisor behaviors and their relationship to satisfaction with supervision, supervisor competence, and improved counselor ability /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531957191.

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Scott, William R. "Reflecting team supervision (RTS) : reflexivity in therapy, supervision and research /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10022007-145326/.

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Howell, Claudia Elizabeth. "Supervision, Culture, and Relationship: Examining Supervisor Cultural Competence and the Working Alliance." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70918.

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In the counseling profession, clinical supervision is utilized to facilitate the personal and professional development of counselors in training (Bernard and Goodyear, 2014). Within this supervisory relationship, supervisors must adhere to the 2015 ACA Code of Ethics, which describes the need for infusing cultural competence into both counseling and supervision practices. This emphasis is warranted; as the population of the United States is growing more diverse and cultural sensitivity in counseling will be needed in order to best serve clients. Both qualitative and quantitative research in various allied fields and settings suggest that supervisor cultural competence positively impacts the supervision working alliance (i.e., Ladany, Brittan-Powell and Pannu, 1997; Ancis and Marshall, 2010; Wong, Wong and Ishiyama, 2013). However, research conducted from the perspective of supervisors working in community settings is limited. This study sampled 78 community supervisors to address the dearth in the counselor education literature concerning the relationships between supervisor cultural competence and the working alliance. Results indicated an overall positively correlated relationship between supervisor multicultural competence and the working alliance. Additionally, the results suggested that supervisor cultural knowledge and supervisor cultural skills are the greatest predictors of a strong working alliance, while supervisor multicultural relationship and supervisor multicultural awareness accounted for some additional variance. The results support the trend away from a competency-based model of cultural sensitivity and attention in counseling and toward a model of cultural humility.
Ph. D.
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Books on the topic "Supervision"

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Associated Builders & Contractors (U.S.), ed. Construction supervision: Project supervision. Washington, D.C. (729 15th St., N.W., Washington 20005): Associated Builders and Contractors, 1992.

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Savedra, Mike, and John Hawthorn. Supervision. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20614-8.

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Rappe-Giesecke, Kornelia. Supervision. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-662-10138-4.

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Schreyögg, Astrid. Supervision. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92350-5.

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Schreyögg, Astrid. Supervision. Wiesbaden: VS Verlag für Sozialwissenschaften, 2004. http://dx.doi.org/10.1007/978-3-531-90012-4.

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Advisory, Conciliation and Arbitration Service., ed. Supervision. London: ACAS, 1994.

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Mondy, R. Wayne. Supervision. 2nd ed. Boston: Allyn and Bacon, 1990.

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Bounds, Gregory M. Supervision. Cincinnati, OH: South-Western College Pub., 1998.

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WALKER, MOIRA. Supervision. New York: John Wiley & Sons, Ltd., 2006.

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Mondy, R. Wayne. Supervision. 3rd ed. Houston, TX: Dame Publications, 1998.

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Book chapters on the topic "Supervision"

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Rounds, Jerald, and Robert Segner. "Supervision and the Supervisor." In Construction Supervision, 15–25. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118984024.ch2.

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Moral, Michel, and Eve Turner. "Supervision of supervision." In Coaching Supervision, 188–99. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge EMCC Masters in Coaching and Mentoring: Routledge, 2019. http://dx.doi.org/10.4324/9780429282898-14.

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Carroll, Roz. "Supervision Beyond Supervision." In Embodied Approaches to Supervision, 110–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003034940-9.

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Zimmer, Dirk. "Supervision." In Verhaltenstherapiemanual, 35–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-16197-1_7.

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Zimmer, D. "Supervision." In Verhaltenstherapiemanual, 85–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-662-10777-5_16.

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Dexter, Graham, and Michael Wash. "Supervision." In Psychiatric Nursing Skills, 85–95. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_4.

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Tracy, Brian, and Frank M. Scheelen. "Supervision." In Der neue Verkaufsmanager, 125–34. Wiesbaden: Gabler Verlag, 1997. http://dx.doi.org/10.1007/978-3-322-82806-4_14.

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Möller, Heidi. "Supervision." In Sozialpsychologie und Sozialtheorie, 139–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-531-19582-7_11.

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Mark-Stemberger, B. "Supervision." In Lehrbuch der Psychosozialen Medizin, 388–406. Vienna: Springer Vienna, 1995. http://dx.doi.org/10.1007/978-3-7091-6602-4_34.

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Nellessen, Lothar. "Supervision." In Erziehungswissenschaft: Professionalität und Kompetenz, 101–13. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-663-08029-9_8.

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Conference papers on the topic "Supervision"

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Lee, Hyunji, Doyoung Kim, Jihoon Jun, Se June Joo, Joel Jang, Kyoung-Woon On, and Minjoon Seo. "Semiparametric Token-Sequence Co-Supervision." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 3864–82. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.213.

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Rugaiyah, Rugaiyah, Shabrina Amelia, Siti Nabilah, and Desi Rahmawati. "Teacher Supervision by Elementary Schools Supervisor through Web-Based Clinical Supervision." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.156.

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Wright, Angela Siobhan. "The Challenge of Research Supervision: The Experience of Lecturers in Various Academic Disciplines." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11234.

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Research supervision is the highest level of teaching for academics. Yet, in many cases, academics are allocated supervision without any formal training. For many supervisors, their supervision approach will be a mirror of what they have experienced themselves at post-graduate levels. Many supervisors consider that this form of teaching is stressful and onerous due to the responsibility placed on it by the Higher Education Institution and the student ultimately. What can be done to support supervisors in their supervisory journey? There is a void in the academic literature on research supervision with scant aids available to the supervisor (Cullen, 2009). Brew and Boud (1995) outline the importance of instructor knowledge; however, supervisors only gain extensive supervisory experience over the years. The aim of this study is to better understand the supervisory process. Data was gathered from 12 lecturers engaged in supervision across various disciplines. Findings indicate that supervisors need to adopt and continually change to differing circumstances and different student personalities while supervising. It is essential that formal supervisory training be provided for all supervisors. The findings from this evaluation are novel and will be beneficial to research supervisors across various disciplines. Keywords: Research Supervision, Multi-Disciplinary, Reflection.
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Stieģele, Dace, and Ilze Miķelsone. "Pedagogical Supervision in the Higher Education Study Process." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.36.

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When starting studies, support that can be implemented in individual and group supervision is important for the development of students’ personalities and academic competence. The article aims to reveal the essence of pedagogical supervision and its application in the higher education study process. The research was implemented as a theoretical study, during which the analysis of selected sources – professional and scientific literature, research on supervision, and pedagogical supervision was performed, using induction, deduction, and comparison methods. The following keywords were used to search for data sources: pedagogical supervision, supervisee, supervision, supervisor, education, higher education. A total of 32 data sources were selected. As a result of the theoretical research, a matrix of explanations of the concepts of supervision, pedagogical supervision, and a supervisor was created and a conceptual explanation of the concept of pedagogical supervision in the context of the higher education study process was developed. The conceptual explanation of the concept of pedagogical supervision developed in the research reveals the possibilities of extended application of pedagogical supervision in the higher education study process, including both the components of pedagogical supervision and the essence of supervision as such – to provide support for the growth and improvement of the supervisee.
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Alshahrani, Amer, and Mariam Mohamad. "ONLINE SUPERVISION FOR PH.D. STUDENTS IN SAUDI ARABIA: A REVIEW BETWEEN IDEALISM AND REALISM." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-048.

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Supervision is the process of guiding postgraduates throughout their research by engaging in active communication to understand a concept. Ph.D supervisors help the student to decide on clear topics with manageable objectives. Students interact with supervisors with the aim of getting the necessary guidance related to their research works. Online supervision is a comparably new form of student-teacher interaction, the rules of this kind of supervision are not yet fully defined. This paper provides a review of PhD supervision importance as a fundamental part in the preparation of Ph.D students for research both at postgraduate level and in the wider community. The role and responsibilities of the research supervisor differ from one university to another, and there are many different forms of supervision. It is necessary to attain a balance between supporting a new researcher and making them self-independent. Internet-based supervision is the process of interacting between the supervisor and the researcher to discuss the progress of research, where online supervision is the process of communicating and discussing pre-defined goals that involves student-instructor active participation and interaction through online means. Idealism is an educational philosophy concept that concentrates on thinking and how human beings produce knowledge from within. Supervision realism is the relatively conflict-free, transference-free, undistorted interactions or experiences (internal and external) of supervisor and supervisee that occur by means of the supervisory relationship. This article will focus on the online supervision of PhD students in Saudi Arabia, it will also conduct a review of online supervision idealism and realism.
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Ghosh, Sarthak, Gilles Bailly, Robin Despouys, Eric Lecolinet, and Rémi Sharrock. "SuperVision." In the 26th Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670444.2670471.

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Ramirez Gomez, Argenis, and Hans Gellersen. "SuperVision." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300703.

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Ghosh, Sarthak, Gilles Bailly, Robin Despouys, Eric Lecolinet, and Rémi Sharrock. "SuperVision." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702613.2732779.

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Tasrif, Elfi. "Academic Supervision Mechanism by Vocational High School Supervisor." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.35.

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Silva Filho, Antonio Mendes da. "On Deriving Statecharts Supervision Models from SDL Specifications Using SSM." In Simpósio Brasileiro de Engenharia de Software. Sociedade Brasileira de Computação, 1996. http://dx.doi.org/10.5753/sbes.1996.24438.

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This paper presents a discussion of using software supervision as a means of improving the software reliability of reactive systems during the in-use phase. Supervision software consists of monitoring both the inputs and outputs of a target system and checking them against the target system's specification. All discrepancies between observed sequences of signals and the target system's specification are reported as failures. The emphasis of this paper is on showing the suitability of using Statecharts as a formal technique to specify the reactive system supervisor. The target reactive system is assumed to be specified in SDL (Specification and Description Language). Statecharts-based Supervisor Modeling (SSM) is presented by using examples. As well, benefits of this approach are discussed.
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Reports on the topic "Supervision"

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Chritton, M. R., and J. C. Matter. Security system signal supervision. Office of Scientific and Technical Information (OSTI), September 1991. http://dx.doi.org/10.2172/6276408.

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Eisenbach, Thomas, David Lucca, and Robert Townsend. The Economics of Bank Supervision. Cambridge, MA: National Bureau of Economic Research, April 2016. http://dx.doi.org/10.3386/w22201.

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Beck, Thorsten, Asli Demirguc-Kunt, and Ross Levine. Bank Supervision and Corporate Finance. Cambridge, MA: National Bureau of Economic Research, April 2003. http://dx.doi.org/10.3386/w9620.

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Ashcroft, John. Technical assistance on the application of risk-based pension fund supervision by the Superintendencia de Banca, Seguros y AFP (SBS) of Peru. Inter-American Development Bank, February 2017. http://dx.doi.org/10.18235/0003866.

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This document is the eleventh of the PLAC Network Technical Assistance Document Series and is entitled “Technical assistance on the application of risk-based pension fund supervision by the Superintendencia de Banca, Seguros y AFP (SBS) of Peru”. It sets out the conclusions and recommendations arising from an evaluation of the implementation by SBS of risk-based supervision of pensions in February 2018. It builds on an initial evaluation undertaken on materials sent in advance. SBS is an integrated supervisor and regulator of financial services institutions in Peru, and the subject of this review was the Deputy Superintendence for the Supervision of Pension Fund Management Companies.
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Ruff, Heath A., and Gloria L. Calhoun. Human Supervision of Multiple Autonomous Vehicles. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada606578.

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Kane, Edward. Regulation and Supervision: An Ethical Perspective. Cambridge, MA: National Bureau of Economic Research, March 2008. http://dx.doi.org/10.3386/w13895.

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Beck, Thorsten, Asli Demirguc-Kunt, and Ross Levine. Bank Supervision and Corruption in Lending. Cambridge, MA: National Bureau of Economic Research, August 2005. http://dx.doi.org/10.3386/w11498.

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NAVAL OCEAN SYSTEMS CENTER SAN DIEGO CA. Technical Women and Supervision at NOSC (Naval Ocean Systems Center): A Survey of Attitudes Toward Supervision. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada208935.

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White, Eugene. "To Establish a More Effective Supervision of Banking": How the Birth of the Fed Altered Bank Supervision. Cambridge, MA: National Bureau of Economic Research, February 2011. http://dx.doi.org/10.3386/w16825.

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Leonard, Jonathan. Carrots and Sticks: Pay, Supervision and Turnover. Cambridge, MA: National Bureau of Economic Research, March 1987. http://dx.doi.org/10.3386/w2176.

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