Articoli di riviste: "Focusing professional"

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Pritchard, Michael S. "Professional responsibility: Focusing on the exemplary". Science and Engineering Ethics 4, n. 2 (giugno 1998): 215–33. http://dx.doi.org/10.1007/s11948-998-0052-8.

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McClelland, Julie F., e Karen Breslin. "Focusing on the Place Model for Optometrists". Education Sciences 9, n. 3 (22 luglio 2019): 193. http://dx.doi.org/10.3390/educsci9030193.

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Background: The Place Model was developed in order to conceptualize the various roles and career pathways of the teaching profession. It can be used to evaluate long-term professional career trajectories and to encourage the student-teacher to visualize their future personal and professional development. Methods: In the present study, the Place Model has been applied to the Optometric profession. The four categories of the place model have been discussed in terms of Optometry and a survey of undergraduate Optometrists highlights the perception of the model amongst pre-qualified professionals. Results: The majority of participants placed qualified optometrists in the Professional area on the Place Model (87%, n = 88) with the remainder placing qualified optometrists in the De-Professional area on the Place Model (13%, n = 13). There was no statistically significant difference between responses from male and female participants (t-test, p = 0.38). There was also no statistically significant difference between responses from participants in year 1, 2 or 3 of their undergraduate program (one-way analysis of variance [ANOVA], p = 0.10). Conclusion: The Place Model may be an opportunity to discuss with Optometry students their future career pathways and to ensure that we maintain a highly skilled and caring profession that provides high quality eyecare for the public.

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Saveljeva, Regina, e Liudmila Rupšienė. "THE IMPACT OF FOCUSING STUDENTS' ATTENTION ON THEMSELVES AS FUTURE PROFESSIONALS ON THEIR PROFESSIONAL CALLING". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (26 maggio 2017): 339. http://dx.doi.org/10.17770/sie2017vol1.2328.

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Researchers express ideas about the relationship between focusing students' attention on themselves as future professionals during their studies and students' professional calling. However, empirical evidence on this relationship is still lacking. The research aimed to answer the question: "What is the impact of focusing students' attention on themselves as future professionals on their professional calling?" In order to answer this question the quasi-experiment with the non-equivalent comparison group without the pre-test design has been carried out. The quasi-experimental programme was implemented in the experimental group of 31 student of the social pedagogy study programme of Klaipėda University in 2009-2014. The control group consisted of 79 students from three other Lithuanian universities. The final measurement was carried out in the control and experimental groups on May-June, 2014. The results argue that focusing students' attention on themselves as future professionals during their studies has an impact on their professional calling.

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Monagle, Helen, e Amy Finnegan. "Use of social media by new library professionals: Outcomes from a UK survey". Journal of Librarianship and Information Science 50, n. 4 (27 giugno 2016): 435–67. http://dx.doi.org/10.1177/0961000616653648.

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This research explores the connection between social media and independent continuing professional development, focusing on new professionals within the UK and Ireland who graduated between 2010 and 2015, based on Ruddock’s definition (see Appendix 1). Two online surveys were conducted to ascertain why continuing professional development networks have been created and why new professionals use them. The first survey was completed by 100 new professionals; the second was completed by four continuing professional development network founders. This paper explores the relationship between the uptake of continuing professional development and social media usage by new professionals and highlights the reasons social media are used by new professionals for continuing professional development which include cost, variety of continuing professional development options, and removal of boundaries, e.g. geographical, hierarchical. The survey also found that network founders used social media to promote continuing professional development and engage with users.

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Perlo, Jessica, e Derek Feeley. "Why Focusing on Professional Burnout Is Not Enough". Journal of Healthcare Management 63, n. 2 (marzo 2018): 85–89. http://dx.doi.org/10.1097/jhm-d-18-00003.

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Van Driel, Jan H., e Amanda Berry. "Teacher Professional Development Focusing on Pedagogical Content Knowledge". Educational Researcher 41, n. 1 (gennaio 2012): 26–28. http://dx.doi.org/10.3102/0013189x11431010.

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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy". Higher Education 82, n. 2 (19 aprile 2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.

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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.

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Mi-Sun Kim. "A study on evaluating English speech rate: Focusing on professional vs. non-professional raters". Linguistic Research 36, n. ll (settembre 2019): 59–80. http://dx.doi.org/10.17250/khisli.36..201909.003.

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TAKEDA, Masaharu, Kaoru SUZUKI e Yoshio HAYASHI. "Characteristics of professional drivers focusing on HR and HRV". Japanese journal of ergonomics 28, Supplement (1992): 184–85. http://dx.doi.org/10.5100/jje.28.supplement_184.

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Vaughan, George B. "Scholarship and the community college professional: Focusing the debate". New Directions for Community Colleges 1991, n. 76 (1991): 3–15. http://dx.doi.org/10.1002/cc.36819917603.

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Ališauskiene, Stefanija, e Violeta Gevorgianiene. "Exploring Professional Boundaries: A Shift to Inter-Professional Early Childhood Intervention Practice in Lithuania". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (17 maggio 2015): 15. http://dx.doi.org/10.17770/sie2015vol3.378.

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A vast body of literature is focusing on the interdisciplinary approach in the field of early childhood intervention (ECI) practice, however inter-professional relations challenge traditional understanding of professional role and identity. The article contributes to the discussion about the value and the pitfalls of inter-professional cooperation in the field of ECI and its possible effects on family and child life. The aim of the research was to explore what competences professionals representing different fields perceive as most important for successful inter-professional collaboration. The study was based on experts’ evaluation (questionnaire). An analysis of the data revealed the importance professionals allocated to opinion-sharing in the emerging early childhood intervention inter-professional teams as well as a lack of attention to the parents’ voice, which indicates the need for further cohesiveness – a shift from a polylogue of different disciplines to an inter-professional culture.

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Kim, Heekyong, e Nalae Lee. "Exploring Pre-service Science Teacher's Professional Identity Focusing Student Teaching". Korean Journal of Teacher Education 30, n. 2 (25 aprile 2014): 171–201. http://dx.doi.org/10.14333/kjte.2014.30.2.171.

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Noordegraaf, Mirko. "Remaking professionals? How associations and professional education connect professionalism and organizations". Current Sociology 59, n. 4 (29 giugno 2011): 465–88. http://dx.doi.org/10.1177/0011392111402716.

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This article highlights connections between professional and organizational logics that might arise outside organizations, especially during professional education. Traditionally, many professionals were educated and prepared for rendering services and securing quality, irrespective of organizational surroundings. Contemporary service surroundings force professional associations to ‘remake’ rank and file professionals, so that professional behaviours become more ‘organizational’. Associations might change educational programmes, for instance, so that their members learn about organizational issues like efficiency, planning and leadership, working conditions, financing systems and risks. Whether and how this really happens, is unclear, however. This article analyses whether professional education connects professionals to organizational logics, and if so, how? Conceptually, various associational mechanisms for connecting professional and organizational logics are explored. Empirically, professional education is studied by focusing on the education of British and Dutch medical doctors. By analysing their education at three levels of analysis — educational guidelines, curricula and educational practices — the article studies whether and how doctors are tied to organizational issues. At each of these levels, it is concluded, changes occur, although most changes are mainly concerned with didactic and competency-based educational philosophies. To some extent, new connections between professionalism and organizations are established, but primarily at the level of general guidelines. Although medical education is reorganized, medical students are hardly equipped for organizational matters.

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Zielinska, Teresa. "Professional and Personal Service Robots". International Journal of Robotics Applications and Technologies 4, n. 1 (gennaio 2016): 63–82. http://dx.doi.org/10.4018/ijrat.2016010104.

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The short history of service robots with its precursors is presented. The definitions of service robot are discussed with some statistical data. The history of service robots summarizes the ancient period with robot precursors, the middle ages and the period of industrial revolution. The representative examples of different kinds of service robots built in the XX c. and XXI c. are given. The article is concluded focusing on the future trends.

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KIM HEUI BAIK, 장지은 e 이화진. "Pre-service Biology Teachers’ Professional Teaching Ability focusing on Dialogic Discourse". BIOLOGY EDUCATION 41, n. 2 (giugno 2013): 181–97. http://dx.doi.org/10.15717/bioedu.2013.41.2.181.

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Malfroy, Janne. "Conceptualisation of a professional doctorate program: Focusing on practice and change". Australian Educational Researcher 31, n. 2 (agosto 2004): 63–79. http://dx.doi.org/10.1007/bf03249520.

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Sun, Hao. "Ron Scollon, Mediated discourse: The nexus of practice. London & New York: Routledge, 2001. Pp. ix, 182. Pb $29.80; and Yuling Pan, Suzanne Wong Scollon, & Ron Scollon. Professional communication in international settings. Malden, MA: Blackwell, 2002. Pp. x, 240. Hb $73.95". Language in Society 32, n. 5 (novembre 2003): 729–34. http://dx.doi.org/10.1017/s0047404503255056.

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Mediated Discourse (MD) reports a longitudinal study of the development of a one-year-old child, focusing on a single, narrowly defined social practice – handing, or “the simple practice of giving an object to another person” (p. 12). In this book, R. Scollon proposes a framework of mediated discourse to address social (practice) theory, which was “badly in need of an ontogenetic view of social practice” (vii).Although Ron Scollon is an author of both books under review, the second differs from the first, theoretical, work in focusing on practical application. Professional communication in international settings (PCIIS) is an excellent book that is much needed by professionals, researchers, trainers, or anyone else involved in business or professional communication across cultural boundaries. Different from many other books on the same subject, its goal is to offer a method for effective communication, and it can be used as either a textbook or a reference.

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Spirina, Tеtiana, e Tеtiana Liakh. "SOCIAL WORKERS TRAINING IN CONTINUING EDUCATION SYSTEM". Modern Higher Education Review, n. 4 (2019): 27–34. http://dx.doi.org/10.28925/2518-7635.2019.4.3.

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The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles. The rapid changes in current development of society, related to the humanization of education, the high demands on each member of society, both individual and professional, and make the relevance of adult education as an integral part of continuing education and expanding research in this field. Particularly valuable are studies on the lifelong learning of social workers who are mediators between the state and society, agents of change and improvement of social and educational policies. Recognizing the competence approach in education and training of social workers, which should be reflected in updating the content of education in response to social transformations, engages the creation of conditions for the development of lifelong education in the field of professional activity of a social worker as a generalized condition for the ability to act effectively in a particular professional situation. The article deals with the problem of professionals training in the social field in continuing education system, which provides the professional development of adults, in particular social workers. The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles.

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Wangmo, Choni. "Improving healthcare performance by focusing on individual productivity of healthcare provider and system thinking: a strategy proposal". Bhutan Health Journal 5, n. 2 (13 novembre 2019): 45–51. http://dx.doi.org/10.47811/bhj.89.

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Bhutan’s health system, despite its commendable achievements in past few decades, continues to face shortage of skilled healthcare professionals and quality issues in service delivery. While recruiting more professionals, advocating for population health, better patient experience and safety, healthcare provider wellness has been overlooked. As the recent pay revision receives warm welcome from the health fraternity, a sense of greater professionalism and responsibility will be expected. Yet, aforementioned challenges still remain. Life and aspirations of professionals, brought up and trained in society that provides free healthcare and education, will become more convoluted. Mentorship program for healthcare providers at the beginning of their career and institutionalizing enabling environment for their personal and professional development need to be looked into. Decisions to pursue specialization should be a result of genuine interest and not a presumed exit hallway from professional frustrations, nor a shortcut to hefty pay. A promising and congruous career pathway can improve job satisfaction among health care providers. Endeavors to improve healthcare service delivery are present at every level but lack of coordination hampers favorable outcome. Variation in healthcare is major cause of adverse healthcare outcome and it is also known that every system is perfectly designed to achieve the results it gets. After conceptualizing few desired outcomes, a strategy framework that leads to health system improvement through improved individual productivity and systemic reforms enhancing intra- and inter sectoral coordination, while using evidence-based practice and existing resources, is proposed.

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Puumalainen, Inka I., Johanna M. Kause e Marja S. Airaksinen. "Quality Assurance Instrument Focusing on Patient Counseling". Annals of Pharmacotherapy 39, n. 7-8 (luglio 2005): 1220–26. http://dx.doi.org/10.1345/aph.1e629.

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BACKGROUND Patient counseling is a professional service provided by community pharmacists. To assess the quality of these services, specific quality assurance instruments are needed. OBJECTIVE To develop a validated, easy-to-use patient counseling quality assurance instrument for community pharmacists. The development process was part of a national project to enhance patient counseling in community pharmacies (TIPPA 2000–2003). METHODS A modified Delphi method was used with 2 expert panels: Panel 1, consisting of experienced pharmacy practitioners (n = 10), and Panel 2, consisting of academic and professional experts (n = 10). The final consensus was assessed by a Delphi questionnaire round involving both panels, the employers of Panel 1 members (n = 5), and the members of the executive board of the TIPPA project (n = 10), comprising 35 people (response rate 74%; n = 26). RESULTS The first Delphi round yielded a high consensus, with the level of agreement varying between 69% and 100%. All but one item met the predefined criteria for approval. A total of 16 indicators were identified in 3 quality dimensions: patient (4 indicators), process (6), and learning and innovations (6). Strategy and vision of the pharmacy in patient counseling formed the core of the instrument. CONCLUSIONS The modified Delphi method proved to be applicable in the development process of an instrument assessing patient counseling services. The instrument comprehensively takes into account factors related to quality assurance of counseling practices.

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Saleem, Qurat Ul Ain, e Murtaza Ashiq. "The facts of continuing professional development for LIS professionals in Pakistan: a literature review". Bottom Line 33, n. 3 (30 giugno 2020): 263–71. http://dx.doi.org/10.1108/bl-02-2020-0013.

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Purpose Continuous professional development is an essential in-service and on-going learning process that provides an opportunity to young and mid-career professionals to update and align their skills in connection with the contemporary needs of library users. This study aims to identify and synthesize the literature on continuing professional development (CPD) opportunities for Pakistani librarians and information professionals. Design/methodology/approach This study is based on descriptive literature review published by Pakistani researchers with specific reference to Pakistani librarians and information professionals. Findings The findings revealed that albeit many initiatives have been taken by library and information science (LIS) schools and professional associations for developing the capabilities of librarians and information professionals, however, these initiatives remained spasmodic and limited to developing surface-level skills. Some emerging areas need to be addressed including information/digital literacy, research data management, data analysis and visualization and the skills to establish institutional repositories. Research limitations/implications The study was limited to CPD literature contributed by Pakistani researchers and the efforts taken by LIS schools and professional associations. Originality/value There is an immediate need to initiate a cohesive approach involving key stakeholders and to establish a platform purely working for CPD of librarians and information professionals focusing on current and future needs. The finding will be helpful for drawing foundation guidelines by library associations, LIS schools and librarian’s parent’s organizations regarding CPD opportunities.

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Potapiuk, Liliia Mykolaivna. "Development of the prospective specialists’ professional responsibility". Engineering and Educational Technologies 8, n. 3 (30 settembre 2020): 33–43. http://dx.doi.org/10.30929/2307-9770.2020.08.03.03.

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Increasing the level of the prospective specialists' professional responsibility is an important aspect of preparing young people for life and work in a highly-competitive and dynamic society. Professional training of the competitive professionals is inextricably interwoven with the development of their abilities, worldview, cognitive independence, moral and ethical culture, national consciousness, ability to perform tasks at a high professional level, solve life and personal problems. With reference to the scientific sources, the article describes varied approaches to the definition of the concept of responsibility. In the focus of the study are the most essential issues of the notion of future specialist's professional responsibility. The author argues that professional responsibility reflects the objectively necessary relationships in a team, which are characterized by a conscious need to fulfill professional requirements, moral and professional duties, social norms, to be responsible for the professional actions as to the colleagues, team, and society. The article highlights the most important areas of vocational education improvement, focusing on the most favorable conditions for the professional responsibility formation, describes the set of factors, requirements, and influences aimed at facilitating the process. Pedagogical conditions involve the factors and professional interests, which contribute to the future specialist's self-sufficiency and self-criticism development, provide for the disclosure of the personality potential, influence the formation of professionally significant qualities of future specialists, improve the quality of their training and inspire the specialist for further development, transformation, and integration into the European and world community. The study has revealed that the mechanisms of professional responsibility formation work more efficiently owing to the implementation of properly selected pedagogical approaches in the process of training. The main components that determine the level of professional responsibility are identified. The key findings of the study argue that the quality of the formation process of the professional responsibility of the prospective specialist depends greatly on the gradual and manageable training, filling the training content with integrative combination of personal, pedagogical and professional components, development of the organizational principles based on the combination of theory and practice, involving students in various types of activity.

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박일, Young-gun Ko e 김민순. "What makes professional officers hard in military life?: Focusing on officers' perception". Korean Journal of Industrial and Organizational Psychology 26, n. 4 (novembre 2013): 625–58. http://dx.doi.org/10.24230/ksiop.26.4.201311.625.

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Bernheim, Ruth Gaare. "Public Health Ethics: The Voices of Practitioners". Journal of Law, Medicine & Ethics 31, S4 (2003): 104–9. http://dx.doi.org/10.1111/j.1748-720x.2003.tb00768.x.

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Public health ethics is emerging as a new field of inquiry, distinct not only from public health law, but also from traditional medical ethics and research ethics. Public health professional and scholarly attention is focusing on ways that ethical analysis and a new public health code of ethics can be a resource for health professionals working in the field. This article provides a preliminary exploration of the ethical issues faced by public health professionals in day-to-day practice and of the type of ethics education and support they believe may be helpful.

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Minchenia, Alena. "Belarusian Professional Protesters in the Structure of Democracy Promotion". Conflict and Society 6, n. 1 (1 giugno 2020): 218–35. http://dx.doi.org/10.3167/arcs.2020.060113.

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This article analyzes divisions within Belarusian protest communities by focusing on a particular group: the professional protesters. In Belarus, this group occupies a crucial position in between the international structures of democracy promotion and the internal attempts of political mobilization against the politics of President Aliaksandr Lukashenka. Performativity as an analytical perspective is employed to define positionality of professional protesters in relation to other political subjects and within the system of democracy promotion. The article shows implications of neoliberal rationality for social and political changes for protest communities in Belarus. It argues that the financial assistance obtained by protest professionals, as well as nondemocratic leader ship style of the oppositional leaders, fills the Belarusian protest field with suspicions and accusations, add to a hierarchical and exclusionary way of participation in decision-making, and alienate activists from protest politics.

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Ytreberg, Espen. "Control over Stories of Illness and Life". Nordicom Review 40, n. 2 (1 marzo 2019): 37–48. http://dx.doi.org/10.2478/nor-2019-0023.

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Abstract This article discusses the relationship between nonprofessional media participation and the professional handling of participants. It expands on the case of “Karen”, who related her life-threatening illness and patient experience in a broad range of media before transitioning into professional communications work for a health organization that required her to recruit other patient-participants. The article contributes to research on media participation by focusing on the blurred boundaries between professionals and nonprofessionals. It describes how relationships between the two can be characterized by tensions and dilemmas that are closely tied to issues of status and control. Karen’s case is instructive in the particular light it sheds on such matters and on how control over the mediated telling of a life story is exercised.

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Søvik, Margrethe Bakstad. "Teaching Information Literacy for Lifelong Professional Use". Nordic Journal of Information Literacy in Higher Education 8, n. 1 (22 dicembre 2016): 30–37. http://dx.doi.org/10.15845/noril.v8i1.262.

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This paper presents a pilot study carried out in 2015-2016. The main aims of the project was to map information literacy practices among nurses in primary health care and make a summary of previous research focusing on known obstacles. A further aim of the literature review was to identify good solutions and best practice. In spring 2016 a questionnaire was sent out to nurses working in nursing homes in Bergen, Norway. This presentation will outline specificities of IL in the health care context and will then present a few results from the questionnaire connected to this specific context.

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Vogt, Friederike, e Philipp Schmiemann. "Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry". Education Sciences 10, n. 11 (16 novembre 2020): 332. http://dx.doi.org/10.3390/educsci10110332.

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Professional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context of scientific inquiry. This focus is highly valuable, since formative assessment contributes to the quality of science teaching and learning. The four-dimensionality of the construct of professional vision with its abilities (perception, description, explanation, and prediction) was confirmed by means of our text-vignette-based instrument. The professional vision of pre-service teachers (N = 80) was fostered in training, involving a seminar phase and a teaching phase in an out-of-school laboratory. In a pre-post design significant interaction effects of groups (training vs. comparison group (N = 39)) and time for the ability description (F(1,117) = 29.14 p < 0.001) and prediction (F(1,117) = 14.81 p < 0.001) were found, indicating the sensitivity of the instrument. Our instrument allows the assessment of the abilities description and prediction. The scales for the abilities perception and explanation need further refinements. Nonetheless, our instrument could be a starting point to further investigate professional vision in science contexts as it incorporates the essential key features such as a situated approach.

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Kuiper, Marlot. "Connective Routines: How Medical Professionals Work with Safety Checklists". Professions and Professionalism 8, n. 1 (23 febbraio 2018): e2251. http://dx.doi.org/10.7577/pp.2251.

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New standards like checklists are introduced to establish so-called “connective professionalism,” but it is difficult to work with checklists in daily circumstances. Professionals might comply with standards, but they might also neglect or resist them. By linking the sociology of professions to routine theory, we develop a relational perspective on working with standards, which is sensitive to the actual usage of standards, not so much “by” but “in-between” professionals. We analysed whether and how checklists are part of daily professional routines. Our ethnographic data show that medical professionals pragmatically cope with checklists. They “tick boxes,” but also use standards to improve case treatment, depending on the nature of cases, time pressure, and team composition. Connections between professionals not so much result from standards, but are a prerequisite for using standards. Professionals themselves rather than checklists establish collaboration, but checklists might be important devices for using “connective potential.”Various exogenous developments force professions to organize collaboration. New standards, like checklists, are introduced to reconfigure work and organize so-called ‘connective professionalism’. Despite serious efforts, it has proven difficult to incorporate these standards in daily practice. Different perspectives on the reconfiguration of professional work explain noncompliance. While implementation science employs a solely instrumental perspective, Sociology of Professions literature employs a broader social perspective mostly focusing on maintaining professional power. By combining Sociology of Professions and Routine Theory, this paper provides an analytical perspective that embraces possibilities for change of routines. A critical case in surgical care is used to empirically show how a checklist (re)creates professional routines. Our ethnographic data show that rather than the result of active professional resistance, differences between checklists and routines emerge from pragmatic coping with checklists amidst high-paced circumstances. Though deviating from the formal rule, these might be meaningful action patterns.

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Rubthova, Nadezhda Evgenevna. "The variability psychological space of professional self-determination". Moscow University Pedagogical Education Bulletin, n. 4 (29 dicembre 2012): 34–42. http://dx.doi.org/10.51314/2073-2635-2012-4-34-42.

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Are represented by 4 heterogeneous metrics of the psychological self-determination. It is shown, that at psychological and pedagogical accompaniment of the professional self-determination of a truly individual approach possible only with the use individually-subjective metric of psychological space of professional self-determination. However, in practice it is advisable to use various metrics of this space, focusing in the implementation of vocational choice on the definition of long-term variations of the individual strategies of professional self-determination.

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Ashley, Louise, e Laura Empson. "Understanding social exclusion in elite professional service firms: field level dynamics and the ‘professional project’". Work, Employment and Society 31, n. 2 (1 febbraio 2016): 211–29. http://dx.doi.org/10.1177/0950017015621480.

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This article explores social exclusion in elite professional service firms (PSFs) through a qualitative study of six legal, accounting, investment banking and consulting firms. Employing a Bourdieusian perspective we find that all six firms privilege candidates with the same narrow forms of cultural capital, while acknowledging that this contradicts their professed commitment to social inclusion and recruiting the best ‘talent’. We find that this behaviour is enshrined within the habitus of elite firms. We argue that it represents an organizational strategy generated by a compulsion to achieve legitimacy in a specific field of London-based elite PSFs. We identify a ‘professional project’ of sorts, but argue that this can no longer be mapped on to the interests of a discrete occupational group. As such, we contribute to studies of elite reproduction and social stratification by focusing specifically on the role of elite professional organizations in the reproduction of inequality.

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Cho, Yong-Chan, In-Keun Ha e Hyun-Jung Kim. "Revitalizing Korean Sporting Goods Brands : Focusing on Professional Baseball Team"s Uniform Sponsor". Korean Journal of Sports Science 26, n. 1 (28 febbraio 2017): 519–31. http://dx.doi.org/10.35159/kjss.2017.02.26.1.519.

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van der Meer, Frans-Bauke, e Peter Marks. "An agenda for rethinking mid-career master programs in public administration". Teaching Public Administration 36, n. 2 (5 aprile 2018): 126–42. http://dx.doi.org/10.1177/0144739418764530.

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The pace of societal change and the development of societal challenges have speeded up considerably during the last couple of decades, with substantial impact on different levels, i.e. ranging from global to local, or from business to government. When focusing on the public domain, these changes and challenges have had a major impact on public professionals, who face different and frequently changing questions. Mid-career programs in Public Administration (MPA) have the mission to support enrolled professionals in dealing with these changes and challenges. This article is about the development of such MPAs. Both substantive and didactic development is needed. To counter institutional inertia it seems vital to institutionalize a regular rethinking and adaptation of curricula and didactic strategies. This article identified some important points of attention and some options to deal with these in order to continuously improve the contribution of MPA programs to relevant and effective professional development and ongoing professional learning.

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Bolívar, Antonio, e Jesús Domingo. "The professional identity of secondary school teachers in Spain". Theory and Research in Education 4, n. 3 (novembre 2006): 339–55. http://dx.doi.org/10.1177/1477878506069105.

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This article examines the problems of lower secondary education in Spain (ESO, or compulsory secondary education), in view of the implementation of several education reforms, focusing on their effect on the crisis in secondary teachers’ professional identity. Using research data, we analyse their experience of the crisis and the problems involved in rebuilding teachers’ identity in times of change. Finally, some guidelines are provided for reaffirmation of teachers’ professional status.

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Mukhtar, Mudassir, Salma Umber e Mudassar Hussain Shah. "The Conditions and Challenges of the PR Industry in Pakistan in the 21st Century: Practitioners’ Perspective and Perceptions". Global Political Review V, n. I (30 marzo 2020): 55–61. http://dx.doi.org/10.31703/gpr.2020(v-i).07.

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This paper contributes to the professional maturity of the profession by highlighting the problems faced by the practitioners and their professional solutions. The data and analysis are based on structured qualitative interviews of the highest ranked PR (public relation) professionals working as the heads of PR departments in government and private institutions. Practitioners urged to establish Pakistani public relations substructures well-suited with local cultural realities. Practitioners believed that public relations critical role in strengthening democracy in Pakistan to promote democratic traditions and usage of social capital, civil society and public sphere, recognitions of PR as a management function, preparation of a national narrative against terrorism, adoption of new technological advancements, less focusing on internal public and controlling unrealistic boss publicity are the major challenges in the public relations industry in Pakistan.

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Faulconbridge, James, Lasse Folke Henriksen e Leonard Seabrooke. "How professional actions connect and protect". Journal of Professions and Organization 8, n. 2 (1 luglio 2021): 214–27. http://dx.doi.org/10.1093/jpo/joab008.

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Abstract Below we provide responses to the ongoing debate sparked by Mirko Noordegraaf’s intervention in suggesting that we are moving toward forms of ‘connective professionalism’. Critics in this debate have objected to Noordegraaf in a number of ways. Some object to a conflation of ideal types and empirical description. Others assert that Noordegraaf suggests a staged process of moving from protective to connective types of professionalism does not ring true; that we can finds forms of connection and protection in contemporary professionalism and in professional action. Our companions in this issue (Alvehus, Avnoon, and Oliver) suggest that greater connectiveness also permits new forms of protection as part of professionalism. Our short essays contribute to the Noordegraaf debate by focusing less on professionalism and more on how forms of professional action lead to mechanisms of connection and protection.

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Meilvang, Marie Leth, e Anders Blok. "Det proto-jurisdiktionelle sprog". Tidsskrift for Professionsstudier 15, n. 28 (11 febbraio 2019): 6–17. http://dx.doi.org/10.7146/tfp.v15i28.113095.

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In this article, we inquire into the role played by language and core, politicized concepts in inter-professional coordination around expert work in transition. Empirically, we analyze how engineers and landscape architects cooperate around and compete for work related to rainwater management and climate adaptation in cities. We draw on qualitative empirical material, including around 30 in-terviews with involved professionals, focusing on the significance ascribed to the concept of "LAR", local drainage of rainwater, in the wider climate adaptation field since the 1990s. Using Andrew Abbott's (1988, 2005) theory of professions, we show how the story of LAR embodies a wider dynamic of 'proto-jurisdictional' emergence, with new professional roles and languages. Ab-bott places control over work tasks center stage in analyzing professional relations; and this includes 'ecological' considerations for how professions relate to political and academic institutions. On this basis, we show how professional actors use the specific LAR concept as a way of claiming compe-tence and forge alliances with others in the climate adaptation field. In reference to Abbott's notion of the 'knowledge systems' of professions, the implication we draw is that we need to understand professional languages in relation to broader jurisdictional struggles and translations between politi-cal and academic discourses.

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De Sousa, Avinash. "Professional boundaries and psychotherapy: a review". Bangladesh Journal of Bioethics 3, n. 2 (29 agosto 2012): 16–26. http://dx.doi.org/10.3329/bioethics.v3i2.11701.

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Psychotherapy is a vital component of any treatment programme in the management of psychiatric disorders. It is very essential that the therapist receives adequate training prior to embarking on therapy with patients. There are various ethical issues and boundaries that the therapist must be aware of when dealing with psychiatric patients. Both experienced and novice therapist may experience confusion and dilemma when it comes across certain boundaries for the benefit of the patients. The present article introduces the readers the various boundaries that need to be maintained in psychotherapy and how the boundary is crossing or violations can lead to serious problems. The issue of gifts, fees, transference, physical contact between therapist and patient and sexual boundary violations are discussed. The need for focusing on boundaries in psychotherapy training is stressed. DOI: http://dx.doi.org/10.3329/bioethics.v3i2.11701 Bangladesh Journal of Bioethics 2012; 3(2):16-26

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KO JUNG EUN. "Suggestions on the Qualifications for Professional Multicultural Education: Focusing on the Multicultural society Professionals Managing and Korean Teacher Training Courses". Multiculture & Peace 7, n. 1 (giugno 2013): 97–123. http://dx.doi.org/10.22446/mnpisk.2013.7.1.004.

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Zeytinoglu, Isik Urla. "Negotiation Issues for Part-Time Workers : The Impact of Occupation". Articles 48, n. 2 (12 aprile 2005): 305–20. http://dx.doi.org/10.7202/050856ar.

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Focusing on 117 union locals that had collective agreements for part-time and full-time workers in Ontario, this study showed that negotiation issues varied for part-time workers depending on their occupation. Those in non-professional occupations wanted to limit the number or percentage of part-time work in their bargaining units, while for professionals this was an unimportant negotiation issue. Negotiating the same wages and benefits for part-time and full-time workers, and equality in filling full-time vacancies, were similarly important for both groups of workers.

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Denis, Bernardeau-Moreau. "Social Representations of Physical Disability in a Professional Environment". Journal of Applied Social Science 15, n. 1 (19 gennaio 2021): 66–79. http://dx.doi.org/10.1177/1936724420982964.

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Our article addresses disability as a social construct. More precisely, our intention is to see to what degree practices and exchange and interaction situations operate on social representations of physical disability in professional environments. Our aim is to provide some elements for reflection with regard to the imagined issues of physical disability in the workplace by focusing, in particular, on the social representations that they trigger among employees and managers who work with disabled colleagues on a day-to-day basis.

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Amolloh, Odundo P., Ganira K. Lilian e Kinyua G. Wanjiru. "Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice". International Education Studies 11, n. 7 (28 giugno 2018): 125. http://dx.doi.org/10.5539/ies.v11n7p125.

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Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.

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Nguyen, Huu Cuong. "An investigation of professional development among educational policy-makers, institutional leaders and teachers". Management in Education 33, n. 1 (28 ottobre 2018): 32–36. http://dx.doi.org/10.1177/0892020618781678.

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This study investigates professional development among educational policy-makers, institutional leaders and teachers. Through a synthesis of associated literature, this study identified a large number of articles focusing on professional development among teachers and lecturers. However, only a few studies on professional development among leaders and managers of educational institutions were ascertained, and research on professional development for educational policy-makers is also limited. This article first presents key aspects of professional development. It then reviews professional development theories and practices for policy-makers, institutional leaders and teachers. Finally, a discussion and recommendations are provided. This article contributes to the limited literature on professional development at the meso-level for institutional leaders, and at the macro-level for policy-makers.

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Bodrug, Natalya S. "Practice of implementing professional readiness of engineers in the system of continuing professional education in the electronic educational environment of the university". Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), n. 4, 2020 (2020): 181–95. http://dx.doi.org/10.31862/2218-8711-2020-4-181-195.

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The article discusses the implementation of professional readiness of engineers taking into account regional characteristics in the system of additional professional education using the electronic educational environment of the university. Analysis and synthesis of studies on the use of e-education and distance learning technologies in Russia and abroad are carried out. Pedagogical experience on the use of vocational training in the system of additional professional education within the electronic educational environment of Russian universities is reviewed. Focusing on the needs of the region, an option is proposed to implement the professional readiness of engineers in the system of additional professional education in the electronic educational environment of the university.

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Aslam, Ahmed, e Atif Bilal. "Impact of project management certification on project performance". Journal of Project Management 6, n. 3 (2021): 133–42. http://dx.doi.org/10.5267/j.jpm.2021.3.001.

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In general, certified project management professionals are perceived to enhance project performance. However, this narrative has quite often been challenged in previous literature. We investigate this controversy by including professionalism and psychological capital as intervening variables. The research is based on an empirical survey of certified project managers in the region of Rawalpindi/Islamabad. 373 data samples were collected and further analyzed on the basis of critical success factor theory. The impact of project management certification along with intervening variables were hypothesized and validated to have direct and indirect relationships with project performance. Responses from certified project management professionals in the region of Rawalpindi/Islamabad support the perception but reflect that professionalism plays a supporting role between certification and performance. However, the study dismisses the role of psychological capital between professionalism and performance. We conclude that project management institutes and associations should ensure professionalism in the certification process to actually enhance project performance. The findings contribute to the body of knowledge in predicting improved project management performance by employing certified project managers with strong professional skills. Consequently, the research will help professional institutes to review the conformity of the required professional skills rather than just focusing on just passing an exam.

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de Água, Pedro Manuel Geada Borda, Armindo Dias da Silva Frias, Manuel de Jesus Carrasqueira e José Manuel Modas Daniel. "Future of maritime education and training". Pomorstvo 34, n. 2 (21 dicembre 2020): 345–53. http://dx.doi.org/10.31217/p.34.2.15.

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The 21st century endeavour bring new challenges for the maritime industry. The challenges facing the professionals within the industry are multifaceted and complex due to globalization, cross-cultural interrelationships, and technological change that are permeating the maritime industry. The aim of this article is to contribute to better understanding the problem of developing the future maritime industry professional, filling the existing gap between education and training programmes, while integrating the 21st century professional skills. The contents of a comprehensive education and training programme shall be proposed within a knowledge triangle encompassing academia, the industry and relevant authority or regulatory institutions, so all interested parties’ “voices” will be considered. Besides raising awareness for the educational and training challenges ahead, more effective teaching methods are suggested in order to meet the needs, particularly supporting double loop learning, together with a pragmatic proposal for a realistic programme at master’s level. The proposed programme is based on the EU MarLEM project, which aims towards the development of the 21st century maritime industry professional, focusing on logistics, engineering and management contents.

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Nolan, Rory, Richard Usher e Neil Heron. "An Overview of the Athlete's Biological Passport (ABP) in Professional Road Cycling and causes of natural variation within the ABP". Journal of Science and Cycling 8, n. 3 (31 dicembre 2019): 3–8. http://dx.doi.org/10.28985/1920.jsc.02.

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This article provides an overview of the athlete's biological passport (ABP) within professional sport, with a particular focus on professional road cycling. We describe the rationale behind the ABP, what is recorded on it (particularly focusing on the haematological passport), what can cause 'natural' variations to it and discuss its role within professional sport. These 'natural' variations often occur at Grand Tours but more research is required into what happens during these multiple-stage road cycling races in terms of the ABP.

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Garrido, María Concepción Domínguez, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío e Antonio Medina Rivilla. "Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development". Sustainability 12, n. 23 (27 novembre 2020): 9934. http://dx.doi.org/10.3390/su12239934.

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The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

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Cop, Michael, e Hunter Hatfield. "Which Grammatical Errors Do First-Year University Students Make and Do Those Errors Matter? A Focusing Inquiry". Teachers' Work 13, n. 1 (6 dicembre 2016): 22–38. http://dx.doi.org/10.24135/teacherswork.v13i1.94.

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Students in Health Sciences First Year (a gateway to health professional programmes) at the University of Otago sit an English diagnostic test before they begin their first semester. This test determines which students will need extra English tuition. We initiated a focusing inquiry with the 2014-2015 data from these tests to form relevant learning outcomes for students and to discover information that might be relevant to secondary schools throughout New Zealand. Our focusing inquiry revealed that many of our first-year students could benefit from further grammatical and test-taking tuition—not only because of linguistic and test-taking deficits, but also because the data demonstrate a relationship between successful placement in health professional programmes and grammatical competency. That is, our data show that students who make an error in any of the grammatical categories that we tested are less likely to get an offer of place in the Health Sciences professional programmes at the end of their first year.

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Teixeira, José Manuel Cardoso, Andrzej Minasowicz, Edmundas Kazimieras Zavadskas, Leonas Ustinovichius, Darius Migilinskas, Eugenio Pellicer Armiñana, Pawel Olaf Nowak e Mieczysław Grabiec. "TRAINING NEEDS IN CONSTRUCTION PROJECT MANAGEMENT: A SURVEY OF 4 COUNTRIES OF THE EU". JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 12, n. 3 (30 settembre 2006): 237–45. http://dx.doi.org/10.3846/13923730.2006.9636398.

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Knowledge on construction project management is a key issue in today's construction industry across Europe. This applies to the whole range of project participants from inception to conclusion of construction undertakings thereby involving professionals focusing in distinct perspectives yet working for a common goal. Several countries in Europe, with special relevance to the UK, have developed substantial knowledge in this topic through academic courses, professional training and experience of practitioners. Other countries have not achieved this stage but the need to prepare professionals to work in the open European market is impelling efforts for convergence in this matter. This article reports a survey on professional training needs in four European countries presently partnering in a Leonardo da Vinci project on management of construction infrastructure projects. The survey was carried by a questionnaire administered to a set of organisations of the construction cluster of the four countries involved. Results were used for defining 6 areas of interest for CPD courses which are presently being developed in the scope of the project.

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