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Articoli di riviste sul tema "Individual practice"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 7 febbraio 2022

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1

Papachroni, Angeliki, e Loizos Heracleous. "Ambidexterity as Practice: Individual Ambidexterity Through Paradoxical Practices". Journal of Applied Behavioral Science 56, n. 2 (3 aprile 2020): 143–65. http://dx.doi.org/10.1177/0021886320913048.

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Following the turn to practice in organization theory and the emerging interest in the microfoundations of ambidexterity, understanding the role of individuals in realizing ambidexterity approaches becomes crucial. Drawing insights from Greek philosophy on paradoxes, and practice theory on paradoxes and ambidexterity, we propose a view of individual ambidexterity grounded in paradoxical practices. Existing conceptualizations of ambidexterity are largely based on separation strategies. Contrary to this perspective, we argue that individual ambidexterity can be accomplished via paradoxical practices that renegotiate or transcend boundaries of exploration and exploitation. We identify three such paradoxical practices at the individual level that can advance understanding of ambidexterity: engaging in “hybrid tasks,” capitalizing cumulatively on previous learning, and adopting a mindset of seeking synergies between the competing demands of exploration and exploitation.

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2

Koçyiğit, Melike. "An Investigation of Group Supervision Process of “Individual Counseling Practice Course”". Journal of Qualitative Research in Education 8, n. 4 (30 settembre 2020): 1–31. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.3m.

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3

Melton, Jane, Kirsty Forsyth e Della Freeth. "The Individual Practice Development Theory: an individually focused practice development theory that helps target practice development resources". Journal of Evaluation in Clinical Practice 18, n. 3 (11 gennaio 2011): 542–46. http://dx.doi.org/10.1111/j.1365-2753.2010.01618.x.

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4

Tomlinson, Caroline. "An Individual Budget in Practice". Journal of Integrated Care 14, n. 1 (febbraio 2006): 35–37. http://dx.doi.org/10.1108/14769018200600008.

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5

Tello, Steven, Scott Latham e Valerie Kijewski. "Individual choice or institutional practice". Management Decision 48, n. 8 (7 settembre 2010): 1261–81. http://dx.doi.org/10.1108/00251741011076780.

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6

Milbrath, Christine D., e Paula S. Forté. "In Praise of Nursing’s Collective Practice". Creative Nursing 16, n. 1 (febbraio 2010): 5–7. http://dx.doi.org/10.1891/1078-4535.16.1.5.

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Nurses are credentialed as individuals; recruited, selected, and retained as individuals; and judged by managers and peers on the basis of individual practice. Developing a collective practice, which requires different ways of knowing, collaborating, and measuring success as well as a different perspective on our work, allows us to adhere to standards, achieve best practices, reduce variability, and enhance the predictability of patient outcomes.

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7

Jerger, James. "Evidence-Based Practice and Individual Differences". Journal of the American Academy of Audiology 19, n. 09 (ottobre 2008): 656. http://dx.doi.org/10.3766/jaaa.19.9.1.

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8

Arlington, Roseanne. "Health Care Reform affects individual practice". Orthopaedic Nursing 13, n. 5 (settembre 1994): 75. http://dx.doi.org/10.1097/00006416-199409000-00024.

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9

Zellers, Linda. "Health Care Reform affects individual practice". Orthopaedic Nursing 13, n. 6 (novembre 1994): 55. http://dx.doi.org/10.1097/00006416-199411000-00015.

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10

Summerskill, William. "Evidence-based practice and the individual". Lancet 365, n. 9453 (gennaio 2005): 13–14. http://dx.doi.org/10.1016/s0140-6736(04)17680-0.

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11

Grafton, R. Quentin. "Individual transferable quotas: theory and practice". Reviews in Fish Biology and Fisheries 6, n. 1 (marzo 1996): 5–20. http://dx.doi.org/10.1007/bf00058517.

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12

Sperry, Jon, e Len Sperry. "Extending Individual Psychology Theory and Practice". Journal of Individual Psychology 74, n. 2 (2018): 155–56. http://dx.doi.org/10.1353/jip.2018.0009.

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13

Thorsen, Kirsten Elisabeth. "Practice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula". Acta Didactica Norge 10, n. 2 (15 aprile 2016): 179–92. http://dx.doi.org/10.5617/adno.2417.

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Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ), undersøker intensjoner med den nye lærerutdanningsreformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksislærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerksomhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstractPractice teachers have a central role in teacher education. However, research indicates randomness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ) examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice teachers as equal participants in teacher education, this article examines how they perceive their roles and tasks with respect to the intentions. The study is based on a survey of 45 practice teachers and in-depth interviews with eight others.The main results reveal that the role of practice teachers as mentors is based on significant experience as school teachers and that general teacher activities are more focused than the claims of the educational programs. Practice teachers seem to legitimate their role outside of the context of teacher education. The study also seems to confirm what international research strongly indicates: the need to involve and cooperate with practice teachers to increase coherence in theoretical studies and school practice.Four years after the implementation of the reform, there are reasons to question the degree to which the reform intentions have been realized. The discussion is related, in particular, to the professionalization of the role of the practice teachers and their role as cooperating participants in teacher education. Keywords: teacher education, teacher educators, practice teachers, theory-practice relationship

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14

Lee, Stephanie J., Steven Joffe, Andrew S. Artz, Richard E. Champlin, Stella M. Davies, Madan Jagasia, Nancy A. Kernan, Fausto R. Loberiza, Robert J. Soiffer e Mary Eapen. "Individual Physician Practice Variation in Hematopoietic Cell Transplantation". Journal of Clinical Oncology 26, n. 13 (1 maggio 2008): 2162–70. http://dx.doi.org/10.1200/jco.2007.15.0169.

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Purpose Previous studies have evaluated practice variation in hematopoietic cell transplantation (HCT) among transplant centers and countries. There are no studies investigating individual physician practice variation in HCT. Methods An international Internet-based survey of transplant physicians collected data on medical decisions made by adult and pediatric HCT physicians. Multivariable analyses identified practitioner and transplant center characteristics predictive of medical decision making. Results Analysis of 526 assessable respondents showed a wide variation in management approaches to specific clinical scenarios. Pediatric and adult transplant physicians differed significantly in their management strategies for chronic myeloid leukemia, acute and chronic graft-versus-host disease, and choice of graft source for patients with aplastic anemia. Among adult transplant physicians, there was little agreement on the patient factors favoring reduced intensity conditioning or myeloablative conditioning. Conclusion These results emphasize the heterogeneity of worldwide transplant practices. Local preferences or biases likely result in similar patients being offered different transplant and treatment procedures. The degree of practice variation also highlights the need for clinical trials to clarify areas of controversy. Where clinical trials are not feasible, data from observational studies may be the best available evidence to guide practice.

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15

Rechberg, Isabel, e Jawad Syed. "Knowledge Management Practices and the Focus on the Individual". International Journal of Knowledge Management 10, n. 1 (gennaio 2014): 26–42. http://dx.doi.org/10.4018/ijkm.2014010102.

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This paper reviews the current knowledge management (KM) practices to examine the attention (or lack thereof) paid to the individual in managing knowledge in organisations. It identifies and reviews four key practices of KM - i.e., information technology, organisational culture and structure, communities of practice, and human resource practices - to examine how knowledge is interpreted, processed and managed, and the role individuals play in such interpretations, processing and management. The review shows that existing KM practices may be improved through an increased focus on the role of individuals (an individual-centric approach) in designing and implementing KM in organisations.

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16

Dong, Prof Zhiyong. "On the Concepts of Human Individual Practice and Human Collective Practice". World Journal of Education and Humanities 2, n. 2 (31 ottobre 2019): p34. http://dx.doi.org/10.22158/wjeh.v2n2p34.

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17

Skokova, L. G. "Theory of practice in the version of Theodor Schatzki". Науково-теоретичний альманах "Грані" 21, n. 9 (12 ottobre 2018): 67–72. http://dx.doi.org/10.15421/1718116.

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The article is devoted to the features of the conceptual vocabulary of the theory of practices according to the version of T. Schatzki. The study showed that practical-theoretical approaches distinguish themselves from ontological individualism, for which social phenomena are constellations of individual activities. Practices are treated as organized activities of many people (and not the activities of individuals); human actions, thoughts, motives, identities are formed under the influence of involvement in practices and should be considered in conjunction with the context of the practices. The study emphasized the importance of practical knowledge, corporality, materiality and analyzed the definition of the «practice» concept as an open, dispersed spatio-temporal nexus of doings&sayings, differences in disperse and integrative practices, concepts of «practice organizers» (practical understanding, rules, teleoaffective structures, generalized understanding). Material components, the external context of practice is explained by the term «practice-arrangement bundle». In order to explain the mechanisms of the formation of bundles of practices and arrangements, Schatzki reveals five types of relations: causality, prefiguration, constitution, intentionality, intelligibility. Binding of relations of all five types can be more or less dense, intensive. It is the concentrated density, the connection between practices and arrangements creates a bundlе. The reorientation of the analysis from the level of the individual, that is, the placement of values, motivations in the individual consciousness, to the level of practice as a constellation of elements, opens the new ways to studying cultural practices, optimizing the ways of their performance. The study showed the applicability of the Schatzki`s practice-theoretical concepts for the sociological study of cultural practices in a broad sense (as membership in a particular culture) and for applied analysis of practices in specific fields of culture (art, literature, media, leisure etc.).

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18

Rensing, Britta. "Individual belief and practice in neopagan spirituality". Scripta Instituti Donneriani Aboensis 21 (1 gennaio 2009): 182–95. http://dx.doi.org/10.30674/scripta.67350.

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This article deals with Neopaganism, which is one of the fastest growing spiritual practices today. Neopagans are often placed in the field of new religions and new religious movements. When focussing on the world-view shared by these groups, this classification is correct, but no neopagan practitioner believes and practices like another. Neopagan spirituality is flexible and personal, which is often expressed in the art of poetry. Practitioners of this way of spirituality, where there are no texts or other sources telling them what to believe and how, turn to producing art for their personal spiritual development. While dogma is strictly rejected in postmodern spirituality, art obviously has become a very important element on the individual’s way to find her or his place in life and in the world.

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Shaddock, A. J., e P. Bramston. "Individual service plans: The policy — Practice gap". Australia and New Zealand Journal of Developmental Disabilities 17, n. 1 (gennaio 1991): 73–80. http://dx.doi.org/10.1080/07263869100034281.

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20

Welch, W. P. "The New Structure of Individual Practice Associations". Journal of Health Politics, Policy and Law 12, n. 4 (1987): 723–39. http://dx.doi.org/10.1215/03616878-12-4-723.

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21

Manning, P. R. "Lifelong learning tailored to individual clinical practice". JAMA: The Journal of the American Medical Association 268, n. 9 (2 settembre 1992): 1135–36. http://dx.doi.org/10.1001/jama.268.9.1135.

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22

McNichol, Elaine. "Practice development: the context of the individual". Practice Development in Health Care 3, n. 4 (novembre 2004): 216–29. http://dx.doi.org/10.1002/pdh.158.

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23

Manning, Phil R. "Lifelong Learning Tailored to Individual Clinical Practice". JAMA: The Journal of the American Medical Association 268, n. 9 (2 settembre 1992): 1135. http://dx.doi.org/10.1001/jama.1992.03490090081019.

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24

RYCROFT-MALONE, JO. "Evidence-informed practice: from individual to context". Journal of Nursing Management 16, n. 4 (maggio 2008): 404–8. http://dx.doi.org/10.1111/j.1365-2834.2008.00859.x.

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Sperry, Jon, e Len Sperry. "Individual Psychology Research, Pedagogy, and Clinical Practice". Journal of Individual Psychology 75, n. 2 (2019): 93–94. http://dx.doi.org/10.1353/jip.2019.0007.

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26

Araújo, Marcos V., e Christopher F. Hein. "A survey to investigate advanced musicians’ flow disposition in individual music practice". International Journal of Music Education 37, n. 1 (2 dicembre 2018): 107–17. http://dx.doi.org/10.1177/0255761418814563.

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This study explored advanced musicians’ dispositions to flow in musical practice. A total of 168 classically trained musicians answered a questionnaire assessing their proneness for flow experience during musical practice and associations between flow and demographic factors, practice routines and musical instruments. Dispositions to flow in musical practice did not vary across musical instrument groups, age or gender. Positive associations were found between daily practice time and flow, suggesting that flow may contribute to engagement with daily practice. Negative associations between music practice experience and loss of self-consciousness and challenge–skill balance were found, suggesting that even among experts the level of task complexity during practice may affect perceptions of competence. While six individual flow indicators were frequently experienced, three indicators were much less experienced, pointing to the existence of another similar relevant experience in the practice of expert performers, named as optimal practice experience. The article finishes with implications regarding the benefits of flow for teaching and learning practices.

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Park, Se-Woong, e Dagmar Sternad. "Robust retention of individual sensorimotor skill after self-guided practice". Journal of Neurophysiology 113, n. 7 (aprile 2015): 2635–45. http://dx.doi.org/10.1152/jn.00884.2014.

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Long-term retention of a motor skill has received relatively little systematic study, even though lasting neuroplasticity is the holy grail of any clinical intervention. This study examined the acquisition and retention of a novel bimanual polyrhythmic skill, practiced with sparse explicit feedback mimicking real-life scenarios. Self-paced and metronome-paced practice conditions were compared in their effect on long-term retention. Two groups of subjects first underwent extensive practice of 20 practice sessions over 2 mo, then followed up with three retention sessions after 3 mo. Results showed that subjects developed robust spatiotemporal patterns, despite the lack of reward and little quantitative error feedback about their performance ( Hypothesis 1). These movement patterns were reproduced after a 3-mo interval, frequently even in the first trial, with no intermediate practice ( Hypothesis 2). Self-paced training of movement patterns led to slightly less variability in the retention test ( Hypothesis 3). These results document the specificity and stability of kinematic patterns and their underlying neuroplastic changes and underscore the effectiveness of self-guided practice. The findings are discussed in the context of current neuroimaging results and their clinical implications.

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Trethewey, Samuel P., Ella KM Reynolds e Christopher S. Trethewey. "Behavioural determinants of health: individual versus societal responsibility". British Journal of General Practice 71, n. 708 (24 giugno 2021): 301.2–302. http://dx.doi.org/10.3399/bjgp21x716237.

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Gomes, Cristiano Mauro Assis, Jhonys de Araujo, Elizabeth do Nascimento e Enio Galinkin Jelihovschi. "Routine Psychological Testing of the Individual Is Not Valid". Psychological Reports 122, n. 4 (29 giugno 2018): 1576–93. http://dx.doi.org/10.1177/0033294118785636.

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In this article, we present and argue our assertion that current routine psychological testing of individuals is not valid. To support our assertion, we review the concept of ergodicity, Birkhoff’s theorem, and Molenaar’s manifesto, which together support our contention that the direct transposition of population estimations for producing inferences about the individual is not valid. We argue that this practice of direct transposition is the root cause of why routine psychological testing of individual is not valid. We then provide an example of a common application of psychological testing of an individual, explaining why this practice is not valid. Finally, we discuss how the intraindividual (or within-person) approach provides some prospect for valid individual testing and also introduces new challenges. We hope that our questioning of current psychological testing practices motivates researchers to propose and study novel methodological propositions to address the issues raised by our assertion.

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James, Marr. "Commentary: choice and individual care promote good practice". Nursing Standard 11, n. 20 (5 febbraio 1997): 36–37. http://dx.doi.org/10.7748/ns.11.20.36.s38.

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Ashton Cox, Lauren. "Use of individual formulation in mental health practice". Mental Health Practice 24, n. 1 (7 gennaio 2021): 33–41. http://dx.doi.org/10.7748/mhp.2020.e1515.

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Hirsh, Åsa. "The individual education plan: a gendered assessment practice?" Assessment in Education: Principles, Policy & Practice 19, n. 4 (10 luglio 2012): 469–85. http://dx.doi.org/10.1080/0969594x.2012.694587.

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Shuell, Thomas J. "Individual Differences: Changing Conceptions in Research and Practice". American Journal of Education 94, n. 3 (maggio 1986): 356–77. http://dx.doi.org/10.1086/443854.

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Donev, Doncho, Milena Ilieva, Vera Todorova e Veneta Uzunova. "Hidden Discrimination and Individual Approach in Pedagogical Practice". Педагогически форум 7, n. 4 (2019): 3–11. http://dx.doi.org/10.15547/pf.2019.024.

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The individual approach as a standard way of working with students is one of the most widely used methods of work in Bulgarian schools. The approach is presented through diverse perspective in the scientific-methodological aspect. However, beyond the level of practical application, quite often the individual approach may be a cover for practices of hidden discrimination on the behalf of teachers toward their students. The article presents the results of a study on hidden discrimination when applying individual approach in Bulgarian schools and kindergarten.

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Zappa-Hollman, Sandra, e Patricia A. Duff. "Academic English Socialization Through Individual Networks of Practice". TESOL Quarterly 49, n. 2 (27 agosto 2014): 333–68. http://dx.doi.org/10.1002/tesq.188.

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Durham, Jerry D. "Nurse Psychotherapistsʼ Experiences in Obtaining Individual Practice Privileges". Nurse Practitioner 10, n. 11 (novembre 1985): 62. http://dx.doi.org/10.1097/00006205-198511000-00008.

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Rinaldi, Miles, Rachel Perkins, Edmund Glynn, Tatiana Montibeller, Mark Clenaghan e Joan Rutherford. "Individual placement and support: from research to practice". Advances in Psychiatric Treatment 14, n. 1 (gennaio 2008): 50–60. http://dx.doi.org/10.1192/apt.bp.107.003509.

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Vocational rehabilitation for people with severe mental health problems is poorly developed in the UK. Although there is a clear evidence base indicating the effectiveness of approaches to helping people with severe mental health problems gain and retain employment there is generally a lack of awareness of this evidence. As a result there has been a lack of implementation within routine clinical practice of the most effective approaches to improving employment outcomes for such individuals.

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Clifford, Derek, e Andrea Cropper. "Individual assessment of potential carers: Theory and practice". Practice 9, n. 1 (gennaio 1997): 15–26. http://dx.doi.org/10.1080/09503159708414279.

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Perelman, Julian, Isabelle Roch, Isabelle Heymans, Catherine Moureaux, Raphael Lagasse, Lieven Annemans e Marie-Christine Closon. "Medical Homes Versus Individual Practice in Primary Care". Medical Care 51, n. 8 (agosto 2013): 682–88. http://dx.doi.org/10.1097/mlr.0b013e318293c2df.

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Semo, Judith Jurin. "Noncompetes: Protecting the Practice or Harming the Individual?" ASA Monitor 84, n. 12 (1 dicembre 2020): 1–18. http://dx.doi.org/10.1097/01.asm.0000723992.84794.4c.

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Francis, R. I. C. C., D. J. Gilbert e J. H. Annala. "Fishery management by individual quotas: theory and practice". Marine Policy 17, n. 1 (gennaio 1993): 64–65. http://dx.doi.org/10.1016/0308-597x(93)90007-p.

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Neufeld, Derrick, Yulin Fang e Zeying Wan. "Community of Practice Behaviors and Individual Learning Outcomes". Group Decision and Negotiation 22, n. 4 (19 febbraio 2012): 617–39. http://dx.doi.org/10.1007/s10726-012-9284-8.

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Todd, Richard Watson, e Stephen Louw. "Individual Networks of Practice for PhD Research Socialisation". Journal of University Teaching and Learning Practice 16, n. 2 (1 aprile 2019): 86–110. http://dx.doi.org/10.53761/1.16.2.7.

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A PhD combines experiential learning of the research process with socialisation into the research community. Studying a PhD is a highly individual experience with each student seeking and receiving different types of support from different agents. In this paper we investigate the experiences of four PhD students at a Humanities faculty at a Thai university through a series of interviews. To account for the unique nature of each student’s experience, we use Individual Networks of Practice (INoPs) as the main method of analysis. The interviews were first analysed by adapting Sala-Bubaré and Castelló's (2016) model of socialisation, identifying the social agents and the content of the experience shared with each agent, and then constructing an INoP (Zappa-Hollman and Duff 2015) map to visually represent each student's social network. These INoPs served to guide a qualitative analysis of the salient issues in the interviews. The INoPs highlight the unique nature of each student's set of agents and experiences, but there are also commonalities across students showing that peers and faculty staff serve as key social agents.

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Newbury, Janet. "THE PARADOX OF THE INDIVIDUAL". International Journal of Child, Youth and Family Studies 3, n. 4.1 (29 ottobre 2012): 458. http://dx.doi.org/10.18357/ijcyfs34.1201211545.

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<p>With the rise of neo-liberalism has come the assumption that the individual is the locus of action. Paradoxically, our heightened focus on the (generic) individual has led to universalized notions of individuality, sifting out of view the particular dimensions of experience that differentiate us from one another, rendering each (unique) individual invisible. In this article, the dynamics through which social processes are being increasingly individualized are called into question, and alternative constructions are offered. When subjectivity and ethics are reconceptualized, new paths for ethical engagement as non-unitary subjects begin to emerge. These are taken up in relation to human service practices, and some collectively-oriented approaches to practice are presented.</p>

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Chandler, Jennifer D., e Steven Chen. "Practice styles and service systems". Journal of Service Management 27, n. 5 (17 ottobre 2016): 798–830. http://dx.doi.org/10.1108/josm-09-2015-0293.

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Purpose The purpose of this paper is to examine how practices influence service systems. Design/methodology/approach Data across three service contexts (crafts, healthcare and fitness) were collected through depth interviews and netnographic analysis, and analyzed with a two-study multi-method approach focusing first on the micro- (individual) level and then on the macro- (network) level of service systems. Study 1 focused on a micro-level analysis using qualitative techniques (Spiggle, 1994). Study 2 focused on a macro-level analysis using partial least squares regression. Findings The results illustrate how practices can change service systems. This occurs when a nuanced practice (i.e. a practice style) orders and roots a service system in a specific form of value creation. The findings reveal four practice styles: individual-extant, social-extant, individual-modified and social-modified practice styles. These practice styles shift in response to event triggers and change service systems. These event triggers are: service beneficiary enhancement, service beneficiary failure, service provider failure and social change. Thus, the findings show that practices – when shifting in response to event triggers – change service systems. This transpires in the understudied meta-layer of a service system. Practical implications The study identifies four practice styles that can serve as the basis for segmentation and service design. Originality/value Service systems are dynamic and ever changing. This study explores how service systems change by proposing a practice approach to service systems.

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Nieuwenhuizen, Cecile, Darelle Groenewald, John Davids, Leon Janse van Rensburg e Chris Schachtebeck. "Best practice in entrepreneurship education". Problems and Perspectives in Management 14, n. 3 (27 settembre 2016): 528–36. http://dx.doi.org/10.21511/ppm.14(3-2).2016.09.

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This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices. Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23

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Stange, K. C. "In This Issue: Confronting Constraints on Individual Behavior & Outcomes". Annals of Family Medicine 14, n. 2 (1 marzo 2016): 98–99. http://dx.doi.org/10.1370/afm.1925.

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van Dam, Karen. "Individual Stress Prevention through Qigong". International Journal of Environmental Research and Public Health 17, n. 19 (8 ottobre 2020): 7342. http://dx.doi.org/10.3390/ijerph17197342.

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Owing to work intensification and an accelerated pace of life in general, individuals in many Western countries are often overactivated and find it difficult to switch off. However, recovery from physiological and mental activation is critical to prevent stress symptoms and maintain one’s physiological and mental well-being. Extensive research evidence indicates that Qigong, a traditional Chinese movement practice for promoting health, provides an effective means to recover from work and off-work demands. The main objective of this paper is to offer a comprehensive, narrative review of the effects of Qigong and its core components. Attention is first paid to the outcomes of work and off-work demands and stress, and the role of recovery for individuals’ well-being. Then, Qigong and its components are explained, followed by the results of scientific research. Finally, limitations and implications for research and practiced are discussed.

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Silzer, Rob, e Richard Jeanneret. "Individual Psychological Assessment: A Practice and Science in Search of Common Ground". Industrial and Organizational Psychology 4, n. 3 (settembre 2011): 270–96. http://dx.doi.org/10.1111/j.1754-9434.2011.01341.x.

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During the past 30 years, individual psychological assessment (IPA) has gained in use and in value to organizations in the management of human resources. However, even though IPA is considered a core competency for industrial–organizational (I–O) psychology, its practice is not without critics. This article is written not only to address several criticisms of IPA but also to discuss a variety of issues that must be taken into consideration if IPA is to advance as a major component of the I–O scientist–practitioner model. We rely upon a working definition of IPA in general but, when possible, focus on executive assessment in particular, given its high level of complexity and growing popularity. We discuss the effectiveness of assessment practice, including the ongoing statistical versus clinical prediction argument and the difficulties with establishing validity. Although we are confident that IPA has many strong research and practice underpinnings, we also propose some important research questions, training guidelines, and opportunities for assessing psychologists to improve their practices.

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Eley, Eleanor, Ben Jackson, Chris Burton e Elizabeth Walton. "Professional resilience in GPs working in areas of socioeconomic deprivation: a qualitative study in primary care". British Journal of General Practice 68, n. 677 (8 ottobre 2018): e819-e825. http://dx.doi.org/10.3399/bjgp18x699401.

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BackgroundGPs working in areas of high socioeconomic deprivation face particular challenges, and are at increased risk of professional burnout. Understanding how GPs working in such areas perceive professional resilience is important in order to recruit and retain a GP workforce in these areas.AimTo understand how GPs working in areas of high socioeconomic deprivation consider professional resilience.Design and settingA qualitative study of GPs practising in deprived areas within one primary care region of England.MethodIn total, 14 individual interviews and one focus group of eight participants were undertaken, with sampling to data saturation. A framework approach was used for data analysis.ResultsParticipants described three key themes relating to resilience. First, resilience was seen as involving flexibility and adaptability. This involved making trade-offs in order to keep going, even if this was imperfect. Second, resilience was enacted through teams rather than through individual strength. Third, resilience required the integration of personal and professional values rather than keeping the two separate. This dynamic adaptive view, with an emphasis on the importance of individuals within teams rather than in isolation, contrasts with the discourse of resilience as a personal characteristic, which should be strengthened at the individual level.ConclusionProfessional resilience is about more than individual strength. Policies to promote professional resilience, particularly in settings such as areas of high socioeconomic deprivation, must recognise the importance of flexibility, adaptability, working as teams, and successful integration between work and personal values.

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