Fusion Energy Postdoctoral Research Program, Professional Development Program: FY 1987 annual report

International Nuclear Information System (INIS)

1988-01-01

In FY 1986, Oak Ridge Associated Universities (ORAU) initiated two programs for the US Department of Energy (DOE), Office of Fusion Energy (OFE): the Fusion Energy Postdoctoral Research Program and the Fusion Energy Professional Development Program. These programs provide opportunities to conduct collaborative research in magnetic fusion energy research and development programs at DOE laboratories and contractor sites. Participants become trained in advanced fusion energy research, interact with outstanding professionals, and become familiar with energy-related national issues while making personal contributions to the search for solutions to scientific problems. Both programs enhance the national fusion energy research and development effort by providing channels for the exchange of scientists and engineers, the diffusion of ideas and knowledge, and the transfer of relevant technologies. These programs, along with the Magnetic Fusion Energy Science and Technology Fellowship Programs, compose the fusion energy manpower development programs administered by ORAU for DOE/OFE

Proceedings of the 1994 DOE/NREL Hydrogen Program Review, April 18--21, 1994, Livermore, California

Energy Technology Data Exchange (ETDEWEB)

1994-07-01

The US Department of Energy has conducted programs of research and development in hydrogen and related technologies since 1975. The current program, conducted in accordance with the DOE Hydrogen Program Plan FY 1993--FY 1997 published in June 1992, establishes program priorities and guidance for allocating funding. The core program, currently under the Office of Energy Management, supports projects in the areas of hydrogen production, storage, and systems research. At an annual program review, each research project is evaluated by a panel of technical experts for technical quality, progress, and programmatic benefit. This Proceedings of the April 1994 Hydrogen Program Review compiles all research projects supported by the Hydrogen Program during FY 1994. For those people interested in the status of hydrogen technologies, we hope that the Proceedings will serve as a useful technical reference. Individual reports are processed separately.

THE PROBLEMS OF PROFESSIONAL PUBLIC ACCREDITATION OF ADDITIONAL PROFESSIONAL EDUCATION PROGRAMS AND THE PROSPECTS OF ITS IMPLEMENTATION

Directory of Open Access Journals (Sweden)

Tatyana V. Matveeva

2015-01-01

Full Text Available Leading role in the process of development and improvement of modern Russian education plays an additional professional education, which, to the greatest extent, responds to the qualitative changes in the socio-economic relations in a rapidly changing world. The aim of this paper is to identify the organizational and legal problems of professional and public accreditation of additional professional education programs in Russia and the opportunities development of this institution in modern conditions. The scientific research problem was to justify the need for professional and public accreditation of additional professional education programs of modern universities on the basis of delegation of procedures for evaluating the quality of education by public authorities to the public expert organizations, which ensure the independence and objectivity of the decisions made by qualified experts using a standardized assessment tools and tech to meet the needs of all parties concerned for highly qualified professionals. Methods. Empirical and theoretical methods were applied in the process of solving the problems in the scientific work to achieve the objectives of the study and test the hypothesis of an integrated methodology. Theoretical research methods involve: analysis of different literary sources (including legislative and regulatory enactments of the Higher Authorities of the Russian Federation, regulatory enactments of the Ministry of General and Vocational Education of the Russian Federation, compilation, synthesis of empirical data, comparative analysis, and others. Empirical research methods include: observation, testing, interview, questionnaire, ranking, pedagogical experiment, analysis of the products of activity, method of expert evaluations, methods of mathematical statistics, and other. Results. The expediency of independent accreditation procedures is proved. The goals that need to be solved to enhance the competitiveness of

Assessing a GTA professional development program

OpenAIRE

Alicea-Muñoz, Emily; Masip, Joan Espar; Sullivan, Carol Subiño; Schatz, Michael F.

2018-01-01

For the last four years, the School of Physics at Georgia Tech have been preparing new Graduate Teaching Assistants (GTAs) through a program that integrates pedagogy, physics content, and professional development strategies. Here we discuss various assessments we have used to evaluate the program, among them surveys, GTA self-reporting, and end-of-semester student evaluations. Our results indicate that GTAs who participate in the program find its practical activities useful, feel better prepa...

Professional Development Programs for Teachers of English

Directory of Open Access Journals (Sweden)

Singgih Widodo

2016-02-01

Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

Toward the Ideal Professional Master's Degree Program.

Science.gov (United States)

Russell, Maria P.

1999-01-01

Outlines work accomplished at the 1998 National Communication Association Summer Conference, presenting a model for a professional master's-degree program in public relations that integrates outcomes, assessment, curriculum, and pedagogy. Outlines program outcomes, curriculum, essential curriculum-content areas, pedagogical approaches, and…

Business Professional Doctoral Programs: Student Motivations, Educational Process, and Graduate Career Outcomes

Directory of Open Access Journals (Sweden)

Louis J. Grabowski

2015-08-01

Full Text Available The emerging body of research on business professional doctoral programs has focused primarily on the programs’ composition and management, offering limited insight into students’ motivations and the impact the degree has on graduates and their careers. However, understanding these student motivations and career impacts is valuable for several reasons. In addition to helping future candidates assess various programs and the business professional doctoral degree itself, it can help enrolled students maximize their academic experience and help administrators improve these programs so that they better meet students’ personal and professional expectations. To bridge this research gap, this study pursued a mixed-methods approach to glean insights into why people pursue professional doctorates in business, the ultimate personal and professional outcomes of students, and the educational process producing those outcomes. The study revealed that most students entered these programs with a desire for personal or professional transformation, including the possibility of entering academia or a new industry. Moreover, the vast majority of program graduates believed they had experienced such a transformation, often in both professional and personal ways. Further, while important to personal growth, alumni perceived that certain program elements—such as the student networks they created and non-research related coursework—had little to no effect upon their career and viewed their research and the research process as far more important to their professional development. Based upon these findings, the researchers propose a comprehensive process model to explain the personal and professional factors and outcomes for graduates of business professional doctoral programs. They also suggest practical steps that students and administrators can take to improve the business professional doctoral educational experience.

Assessing an Academic Library Professional Development Program

Science.gov (United States)

Harker, Karen R.; O'Toole, Erin; Sassen, Catherine

2018-01-01

Professional development programs have been established in many academic libraries to support the research and scholarly activities of librarians. Continuous assessment can contribute to the sustainability and effectiveness of these programs. This study describes how measures of need, participation, satisfaction, and impact were employed to assess…

Critical Care Nurses' Reasons for Poor Attendance at a Continuous Professional Development Program.

Science.gov (United States)

Viljoen, Myra; Coetzee, Isabel; Heyns, Tanya

2016-12-01

Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners' attendance rates at these programs is low. To explore critical care nurses' reasons for their unsatisfactory attendance at a continuous professional development program. A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program's importance and are involved in the planning and implementation of a program that focuses on the nurses' individual learning needs. ©2016 American Association of Critical-Care Nurses.

Promoting Success: A Professional Development Coaching Program for Interns in Medicine.

Science.gov (United States)

Palamara, Kerri; Kauffman, Carol; Stone, Valerie E; Bazari, Hasan; Donelan, Karen

2015-12-01

Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported. Design, implement, and evaluate a program to support intern professional development through positive psychology coaching. We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews. Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort. There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout.

Dance Educator Enrichment Program (DEEP): A Model for Professional Development

Science.gov (United States)

Sofras, Pamela Anderson; Emory-Maier, Ambre

2005-01-01

In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed…

Proceedings of the 11th European Conference on Object-Oriented Programming

NARCIS (Netherlands)

Unknown, [Unknown; Aksit, Mehmet; Matsuoka, S.

1997-01-01

This book constitutes the strictly refereed proceedings of the 11th European Conference on Object-Oriented Programming, ECOOP'97, held in Jyväskylä, Finland, in June 1997. The book presents 20 revised full papers selected from a total of 103 submissions; also included are two full invited

Program to improve the effectiveness of education and professional activities of college students

Directory of Open Access Journals (Sweden)

I.V. Vlaskina

2013-04-01

Full Text Available We describe a training program on “Psychology of effective professional activity”, realized on the basis of the Ural College of the Beauty Industry. The purpose of this discipline is to improve the effectiveness of education and professional activities of college students acquiring professions of “Human-Human” type. To improve effectiveness of education and professional activities, this program provides formation of professionally important qualities of students. The results of the program can be: students’ acquisition of knowledge required for the effective performance of professional activities (ways to prevent burnout, increase self-confidence, etc.; mastery of professional skills (planning, simulation, etc.; formation of professionally important qualities (stress, tolerance, etc.; increasing the efficiency of their professional activities.

A Graduate Professional Program in Translation.

Science.gov (United States)

Waldinger, Renee

1987-01-01

The City University of New York Graduate School's professional program in translation combines high-level, specialized language learning in French, German, and Spanish with related graduate work in such disciplines as international affairs, finance, banking, jurisprudence, literature, and computer science. (CB)

Prevalent Approaches to Professional Development in State 4-H Programs

Science.gov (United States)

Smith, Martin H.; Worker, Steven M.; Schmitt-McQuitty, Lynn; Meehan, Cheryl L.; Lewis, Kendra M.; Schoenfelder, Emily; Brian, Kelley

2017-01-01

High-quality 4-H programming requires effective professional development of educators. Through a mixed methods study, we explored professional development offered through state 4-H programs. Survey results revealed that both in-person and online delivery modes were used commonly for 4-H staff and adult volunteers; for teen volunteers, in-person…

Developing nurse leaders: a program enhancing staff nurse leadership skills and professionalism.

Science.gov (United States)

Abraham, Pauline J

2011-01-01

This study aims to determine whether participation in the Nursing Leadership Perspectives Program (NLPP) at Mayo Clinic in Rochester, Minnesota, produced a change in leadership skills, increased professional activities, leadership promotion, and retention rates of participants. The NLPP is an educational program designed to enhance leadership skills and promote professionalism of registered nurses. The 6-month program provides participants with theoretical knowledge, core competencies, and opportunities to practice application of leadership skills. Outcome metrics were collected from registered nurses who completed the program (n = 15). Data analysis included descriptive and nonparametric methods. Participants reported statistically significant changes in their leadership skills after participation in the program (P = .007) on the Leadership Practices Inventory. Changes in professional behavior were also statistically significant as rated by the Nursing Activity Scale (P = .001). Participants demonstrated a change in leadership skills and professional behavior following the program.

Work engagement in employees at professional improvement programs in health

Directory of Open Access Journals (Sweden)

Elizangela Gianini Gonsalez

2017-09-01

Full Text Available Objective: This study evaluated the levels of engagement at work in enhancement programs and professionals training in health. Method: A cross-sectional study with 82 health professionals enhancement programs and improvement of a public institution in the State of São Paulo, using the Utrech Work Engagement Scale (UWES, a self-administered questionnaire composed of seventeen self-assessment items in three dimensions: vigor, dedication and absorption. The scores were calculated according to the statistical model proposed in the Preliminary Manual UWES. Results: Engagement levels were too high on the force, high dedication and dimension in general score, and medium in size to 71.61% absorption, 58.03%, 53.75% and 51.22% of workers, respectively. The professionals present positive relationship with the work; they are responsible, motivated and dedicated to the job and to the patients. Conclusion: Reinforces the importance of studies that evaluate positive aspects of the relationship between professionals and working environment, contributing to strengthen the programs of improvement, advancing the profile of professionals into the labour market.

Teaching and Assessing Professionalism in Ophthalmology Residency Training Programs

NARCIS (Netherlands)

Lee, Andrew G.; Beaver, Hilary A.; Boldt, H. Culver; Olson, Richard; Oetting, Thomas A.; Abramoff, Michael; Carter, Keith

2007-01-01

The Accreditation Council for Graduate Medical Education (ACGME) has mandated that all residency training programs teach and assess new competencies including professionalism. This article reviews the literature on medical professionalism, describes good practices gleaned from published works, and

Professional Android Sensor Programming

CERN Document Server

Milette, Greg

2012-01-01

Learn to build human-interactive Android apps, starting with device sensors This book shows Android developers how to exploit the rich set of device sensors—locational, physical (temperature, pressure, light, acceleration, etc.), cameras, microphones, and speech recognition—in order to build fully human-interactive Android applications. Whether providing hands-free directions or checking your blood pressure, Professional Android Sensor Programming shows how to turn possibility into reality. The authors provide techniques that bridge the gap between accessing sensors and putting the

Satisfaction with a distance continuing education program for health professionals.

Science.gov (United States)

Bynum, Ann B; Irwin, Cathy A; Cohen, Betty

2010-09-01

This study assessed differences in program satisfaction among health professionals participating in a distance continuing education program by gender, ethnicity, discipline, and community size. A one-group posttest design was used with a sample of 45,996 participants in the University of Arkansas for Medical Sciences, Rural Hospital, Distance Continuing Medical Education Program during 1995-2007. This program provided 2,219 continuing education programs for physicians (n = 7,047), nurses (n = 21,264), allied health (n = 3,230) and dental (n = 305) professionals, pharmacists (n = 4,088), administrators (n = 1,211), and marketing/finance/human resources professionals (n = 343). These programs were provided in Arkansas hospitals, clinics, and area health education centers. Interactive video technology and the Internet were used to deliver these programs. The program satisfaction instrument demonstrated adequate internal consistency reliability (Cronbach's alpha = 0.91) and construct validity. Participants had high levels of satisfaction regarding knowledge and skills, use of information to enhance patient care, program quality, and convenience of the technology (mean total satisfaction score = 4.44, range: 1-5). Results from the t-test for independent samples and one-way analysis of variance indicated that men (p = 0.01), African-Americans and Hispanics (p affect satisfaction with distance continuing education programs.

77 FR 6096 - Applications for New Awards; Indian Education-Professional Development Grants Program

Science.gov (United States)

2012-02-07

... DEPARTMENT OF EDUCATION Applications for New Awards; Indian Education--Professional Development...: Notice. Overview Information: Indian Education--Professional Development Grants Program Notice inviting... Opportunity Description Purpose of Program: The purposes of the Indian Education Professional Development...

Third workshop on geothermal reservoir engineering: Proceedings

Energy Technology Data Exchange (ETDEWEB)

Ramey, H.J. Jr.; Kruger, P. (eds.)

1977-12-15

Workshop under the Stanford Geothermal Program was supported by a grant from DOE through a subcontract with the Lawrence Berkeley Laboratory of the University of California. A second significant event was the first conference under the ERDA (DOE)-ENEL cooperative program where many of the results of well testing in both nations were discussed. The Proceedings of that conference should be an important contribution to the literature. These Proceedings of the Third Workshop should also make an important contribution to the literature on geothermal reservoir engineering. Much of the data presented at the Workshop were given for the first time, and full technical papers on these subjects will appear in the professional journals. The results of these studies will assist markedly in developing the research programs to be supported by the Federal agencies, and in reducing the costs of research for individual developers and utilities. It is expected that future workshops of the Stanford Geothermal Program will be as successful as this third one. Planning and execution of the Workshop... [see file; ljd, 10/3/2005] The Program Committee recommended two novel sessions for the Third Workshop, both of which were included in the program. The first was the three overviews given at the Workshop by George Pinder (Princeton) on the Academic aspect, James Bresee (DOE-DGE) on the Government aspect, and Charles Morris (Phillips Petroleum) on the Industry aspect. These constituted the invited slate of presentations from the several sectors of the geothermal community. The Program Committee acknowledges their contributions with gratitude. Recognition of the importance of reservoir assurance in opting for geothermal resources as an alternate energy source for electric energy generation resulted in a Panel Session on Various Definitions of Geothermal Reservoirs. Special acknowledgments are offered to Jack Howard and Werner Schwarz (LBL) and to Jack Howard as moderator; to the panelists: James Leigh

Interprofessional development and implementation of a pharmacist professional advancement and recognition program.

Science.gov (United States)

Hager, David; Chmielewski, Eric; Porter, Andrea L; Brzozowski, Sarah; Rough, Steve S; Trapskin, Philip J

2017-11-15

The interprofessional development, implementation, and outcomes of a pharmacist professional advancement and recognition program (PARP) at an academic medical center are described. Limitations of the legacy advancement program, in combination with low rates of employee engagement in peer recognition and professional development, at the UW Health department of pharmacy led to the creation of a task force comprising pharmacists from all practice areas to develop a new pharmacist PARP. Senior leadership within the organization expanded the scope of the project to include an interprofessional work group tasked to develop guidelines and core principles that other professional staff could use to reduce variation across advancement and recognition programs. Key program design elements included a triennial review of performance against advancement standards and the use of peer review to supplement advancement decisions. The primary objective was to meaningfully improve pharmacists' engagement as measured through employee engagement surveys. Secondary outcomes of interest included the results of pharmacist and management satisfaction surveys and the program's impact on the volume and mix of pharmacist professional development activities. Of the 126 eligible pharmacists, 93 participated in the new program. The majority of pharmacists was satisfied with the program. For pharmacists who were advanced as part of the program, meaningful increases in employee engagement scores were observed, and a mean of 95 hours of professional development and quality-improvement activities was documented. Implementation of a PARP helped increase pharmacist engagement through participation in quality-improvement and professional development activities. The program also led to the creation of organizationwide interprofessional guidelines for advancement programs within various healthcare disciplines. Copyright © 2017 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Providing Effective Professional Development: Lessons from the Eisenhower Program.

Science.gov (United States)

Porter, Andrew C.; Garet, Michael S.; Desimone, Laura M.; Birman, Beatrice F.

2003-01-01

Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…

Proceedings Sixth Workshop on Trends in Functional Programming in Education

OpenAIRE

Thompson, Simon

2018-01-01

The Sixth International Workshops on Trends in Functional Programming in Education, TFPIE 2017, was held on 22 June 2017 at the University of Kent, in Canterbury, UK, and was co-located with TFP, the Symposium on Trends in Functional Programming. The goal of TFPIE is to gather researchers, professors, teachers, and all professionals interested in functional programming in education. This includes the teaching of functional programming, but also the application of functional programming as a t...

Teacher education program explores building professional learning ...

International Development Research Centre (IDRC) Digital Library (Canada)

2016-05-02

May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

Development of a Rheumatoid Arthritis Education Program using the PRECEDE_PROCEED Model

Directory of Open Access Journals (Sweden)

Kaveh Bahmanpour

2011-12-01

Full Text Available Background: In order to help rheumatoid arthritis (RA patients in carrying out and attaining relevant self-care behaviors and adaptation to the physical limitations of this disease and, conse-quently, promoting their level of health status, an education program based on the PRECEDE component of the PRECEDE–PROCEED model targeting patients with RA was developed. This paper describes the planning of a RA Patient Education Program (RAPEP designed to promote their quality of life.Methods: The development of the program began with a comprehensive review of the literature. This included a review of the signs and symptoms of RA, accompanying functional disabilities, previous educational programs and the effect of the disease on the patient’s quality of life. Be-sides, in order to help inform RAPEP program development, and organize the survey according to the factors identified in the PRECEDE model a cross-sectional survey was applied on a non-prob-ability sample of 181 outpatients in Yazd, center of Iran.Results: The quality of life (QOL problem identified was the considerable low role functioning, health perception and physical functioning due to chronic pain. One of the most significant modi-fiable behavioral factors impacting pain and functional limitations was self-care behaviors in RA patients. Higher level of knowledge, attitude, self-efficacy, enabling factors and social support is associated with better self-care behavior.Conclusions: The PRECEDE component of the PRECEDE–PROCEED model provided a com-prehensive conceptual framework for the development of RAPEP aiming at RA patients in Yazd. Further research to evaluate this educational program is suggested.

Literacy for Youth: Programs, Problems and Perspectives. Proceedings of the Youth Literacy Forum (Melbourne, Australia, July 30, 1999).

Science.gov (United States)

Sanguinetti, Jill, Ed.; Jones, Myfanwy, Ed.

These proceedings document some of the work and the stories of literacy teachers who work with youth outside the school system and help to paint the educational and policy context of their work. "Professionalism and Passion: A Report on Teachers Working with the Literacy Needs of Unemployed Youth" (Beverley Campbell) introduces the…

Proceedings of the 1995 U.S. DOE hydrogen program review, Volume 1

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-01

This document containes reports from the proceedings of the 1995 U.S. DOE hydrogen program review. Reports are organized under the topics of systems analysis, utilization, storage, and production. This volume, Volume I, contains the reports concerned with systems analysis and utilization. Individual reports were processed separately for the DOE data bases.

Proceedings of the 1995 U.S. DOE hydrogen program review. Volume II

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-01

The 1995 US DOE Hydrogen Program Review was held April 18-21, 1995 in Coral Gables, FL. Volume II of the Proceedings contains 8 papers presented under the subject of hydrogen storage and 17 papers presented on hydrogen production. Selected papers are indexed separately for inclusion in the Energy Science and Technology Database.

Professionalizing Gerontology: Why AGHE Must Accredit Gerontology Programs

Science.gov (United States)

Pelham, Anabel; Schafer, Donna; Abbott, Pauline; Estes, Carroll

2012-01-01

The aging of society requires more trained aging specialists. Are higher education institutions prepared? Results of a comparison of gerontology programs in 2000 and 2010 indicate that the number of programs has declined and that higher education is not prepared. To address this challenge, the authors propose that gerontology be professionalized.…

Role of Information Professionals in Knowledge Management Programs: Empirical Evidence from Canada

Directory of Open Access Journals (Sweden)

la Ajiferuke

2003-01-01

Full Text Available The implementation of a knowledge management program in an organization has the potential of im-proving customer services, quickly bringing new products to market, and reducing cost of business operations. Information technologies are often used in knowledge management programs in informing clients and employees of latest innovation/development in the business sector as well as sharing knowledge among the employees. The key professionals involved in knowledge management programs are information technologists and human resource managers but the information professionals also have a role to play as they are traditionally known as good managers of explicit knowledge. Hence, the aim of this study is to provide empirical evidence of the role of information professionals in knowledge management programs. 386 information professionals working in Canadian organizations were selected from the Special Libraries Association's Who's Who in Special Libraries 2001/2002, and a questionnaire with a stamped self-addressed envelope for its return was sent to each one of them. 63 questionnaires were completed and returned, and 8 in-depth interviews conducted. About 59% of the information professionals surveyed are working in organizations that have knowledge management programs with about 86% of these professionals being involved in the programs. Factors such as gender, age, and educational background (i.e. highest educational qualifications and discipline did not seem to have any relationship with involvement in knowledge management programs. Many of those involved in the programs are playing key roles, such as the design of the information architecture, development of taxonomy, or con-tent management of the organization's intranet. Others play lesser roles, such as providing information for the intranet, gathering competitive intelligence, or providing research services as requested by the knowledge management team.

A suicide awareness and intervention program for health professional students.

Science.gov (United States)

De Silva, Eve; Bowerman, Lisa; Zimitat, Craig

2015-01-01

Many emergency service professionals and health professionals play important roles in the assessment and management of suicide risk but often receive inadequate mental health training in this area. A 'Suicide Awareness and Intervention Program' (SAIP) was developed for first year medical, paramedical and pharmacy students at the University of Tasmania, Australia. The program aimed to increase students' knowledge and awareness about suicide-related issues, develop interpersonal skills around suicide screening and increase awareness of available support services. A 5-hour experiential SAIP was embedded within the curriculum. A pre and post evaluation of knowledge, skills and attitudes was conducted, with an open-ended follow-up survey regarding use of what was learned in the program. Pre and post SAIP surveys showed significant improvement inknowledge and practical skills. Feedback from students and the counselling service indicated enduring impact of the program. Participation in the SAIP increased knowledge, skills and attitudes related to the assessment and management of individuals at risk for suicide, and the application of this ability to students' personal and professional lives.

Fifth parabolic dish solar thermal power program annual review: proceedings

Energy Technology Data Exchange (ETDEWEB)

None

1984-03-01

The primary objective of the Review was to present the results of activities within the Parabolic Dish Technology and Module/Systems Development element of the Department of Energy's Solar Thermal Energy Systems Program. The Review consisted of nine technical sessions covering overall Project and Program aspects, Stirling and Brayton module development, concentrator and engine/receiver development, and associated hardware and test results to date; distributed systems operating experience; international dish development activities; and non-DOE-sponsored domestic dish activities. A panel discussion concerning business views of solar electric generation was held. These Proceedings contain the texts of presentations made at the Review, as submitted by their authors at the beginning of the Review; therefore, they may vary slightly from the actual presentations in the technical sessions.

The Model of Designing an Individual Program of Professional Development of Pedagogue-Psychologists According to the Requirements of the Professional Standard (Experience of Cheboksary, Chuvash Republic

Directory of Open Access Journals (Sweden)

Udina T.N.

2017-11-01

Full Text Available The approaches to design of individual program of professional development of Pedagogue-psychologist that were developed within the framework of the pilot site for approbation and introduction of the professional standard "Pedagogue-psychologist” in Cheboksary of the Chuvash Republic in 2015-2017 are outlined. Attention is drawn to the important role of territorial methodological services accompanying the professional development of psychology teachers in ensuring their transfer to "effective contracts". The article describes: an approximate special program for accompanying the professional development of psychological educators in accordance with the requirements of the professional standard; variants of the organization of the process of designing an individual program for the professional development of Pedagogue-psychologist; an approximate model for designing an individual program of professional development of Pedagogue-psychologist.

Professional Values of RN-to-BSN Students in an Online Program.

Science.gov (United States)

Koomey, Cynthia L; Osteen, Kathryn; Gray, Jennifer

2015-01-01

Professional values are an important component of nursing education. This cross-sectional study assessed the professional values of 222 students in an online RN-to-BSN program. Higher scores were related to items reflecting direct patient care and accountability for nursing practice. Items focusing on nursing theory, cost of care, and professional nursing organization revealed lower scores.

Professional development and extension programs

Energy Technology Data Exchange (ETDEWEB)

Bereznai, G. [University of Ontario Institute of Technology, Oshawa, ON (Canada)

2015-07-01

Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

Professional development and extension programs

International Nuclear Information System (INIS)

Bereznai, G.

2015-01-01

Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

Proceedings of the 1998 U.S. DOE Hydrogen Program Review: Volume 2

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-08-01

This document contains technical progress reports on 42 research projects funded by the DOE Hydrogen Program in Fiscal Year 1998, in support of its mission to make hydrogen a cost-effective energy carrier for utility, building, and transportation applications. Each year, the Program conducts a rigorous review of its portfolio of projects, utilizing teams of experts to provide vital feedback on the progress of research. These proceedings serve as an important technology reference for the DOE Hydrogen Program. The papers in Volume 2 are arranged under the following topical sections: Storage and separation systems; Thermal systems; and Transportation systems. Selected papers have been indexed separately for inclusion in the Energy Science and Technology Database.

Reliability of risk assessment measures used in sexually violent predator proceedings.

Science.gov (United States)

Miller, Cailey S; Kimonis, Eva R; Otto, Randy K; Kline, Suzonne M; Wasserman, Adam L

2012-12-01

The field interrater reliability of three assessment tools frequently used by mental health professionals when evaluating sex offenders' risk for reoffending--the Psychopathy Checklist-Revised (PCL-R), the Minnesota Sex Offender Screening Tool-Revised (MnSOST-R) and the Static-99-was examined within the context of sexually violent predator program proceedings. Rater agreement was highest for the Static--99 (intraclass correlation coefficient [ICC₁] = .78) and lowest for the PCL-R (ICC₁ = .60; MnSOST-R ICC₁ = .74), although all instruments demonstrated lower field reliability than that reported in their test manuals. Findings raise concerns about the reliability of risk assessment tools that are used to inform judgments of risk in high-stake sexually violent predator proceedings. Implications for future research and suggestions for improving evaluator training to increase accuracy when informing legal decision making are discussed.

Computer science teacher professional development in the United States: a review of studies published between 2004 and 2014

Science.gov (United States)

Menekse, Muhsin

2015-10-01

While there has been a remarkable interest to make computer science a core K-12 academic subject in the United States, there is a shortage of K-12 computer science teachers to successfully implement computer sciences courses in schools. In order to enhance computer science teacher capacity, training programs have been offered through teacher professional development. In this study, the main goal was to systematically review the studies regarding computer science professional development to understand the scope, context, and effectiveness of these programs in the past decade (2004-2014). Based on 21 journal articles and conference proceedings, this study explored: (1) Type of professional development organization and source of funding, (2) professional development structure and participants, (3) goal of professional development and type of evaluation used, (4) specific computer science concepts and training tools used, (5) and their effectiveness to improve teacher practice and student learning.

The proceedings of the 15th professional conference on Williams Syndrome.

Science.gov (United States)

Walton, Jennifer R; Martens, Marilee A; Pober, Barbara R

2017-05-01

Williams Syndrome (WS) is a contiguous gene deletion disorder, caused by the deletion of approximately 26-28 genes from chromosome 7 (7q11.23). Individuals with WS have complex medical, developmental, and behavioral features, requiring multidisciplinary and interdisciplinary collaboration. Guidelines detailing the identification, evaluation, and monitoring of individuals with WS need clarification, especially for primary care providers who are first-line in their management. This report summarizes the proceedings of the 2016 Professional Conference on WS in Columbus, OH. Presentations were directed towards primary care providers and subspecialists, emphasizing evidence-based practices for treating the prevalent medical and behavioral features of WS. Included in this report are findings from a panel of cardiovascular experts discussing three case studies on treatment of hypertension and the use of sedation or anesthesia for non-cardiac procedures. Abstracts from individual expert presenters are included, covering various medical and behavioral topics, and providing updates in management of WS individuals. The following topics were discussed: differences in phenotypes of 7q11.23 deletion versus duplication, growth parameters, endocrine concerns, sleep difficulties, behaviors to monitor, and pharmacological options, the neurodevelopmental profile of WS individuals, and the importance of monitoring medical and behavioral concerns as WS individuals transition to adulthood. © 2017 Wiley Periodicals, Inc.

Preparing Science-Trained Professionals for the Biotechnology Industry: A Ten-Year Perspective on a Professional Science Master’s Program

Directory of Open Access Journals (Sweden)

Paul T. Hamilton

2012-02-01

Full Text Available The biotechnology industry has a need for business-savvy scientists; however, this is not the way scientists are traditionally trained at universities and colleges. To address this need, universities have developed Professional Science Master’s (PSM degree programs that offer advanced training in a technical field along with professional skills development through team-based projects and internships. Nearly ten years ago, the Department of Microbiology at NCSU started a PSM program in Microbial Biotechnology (MMB. This article provides an overview of the MMB program, and shares some of the lessons that we have learned.

Eurasian Higher Education Leaders' Forum: Higher Education and Modernization of the Economy: Innovative and Entrepreneurial Universities. Conference Proceedings (5th, Astana, Kazakhstan, May 26, 2016)

Science.gov (United States)

Sagintayeva, Aida, Ed.; Kurakbayev, Kairat, Ed.

2016-01-01

This collection of papers introduces the proceedings of the fifth Annual Conference--"Eurasian Higher Education Leaders' Forum" held on the 26th May, 2016 at Nazarbayev University in Astana, Kazakhstan. The contributors include university presidents, rectors, deans, directors of professional development and leadership programs, faculty…

Collaboration between colleagues in teaching professional development programs

Directory of Open Access Journals (Sweden)

Patrícia Meyer

2018-05-01

Full Text Available Although collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors’ performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national, from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors’ practices.

Professional competence in a health promotion program in the Netherlands.

Science.gov (United States)

Rijkers-de Boer, Caroline J M; Heijsman, Anke; van Nes, Fenna; Abma, Tineke A

2017-07-12

Health promotion for senior citizens ('seniors') is an increasingly important factor in health and welfare policy, having important implications for occupational therapy. The health promotion program 'Healthy and Active Aging' originated in the US, has been modified and adapted to the Dutch context and has been implemented in community contexts. This study aimed to generate an in-depth understanding of the Healthy and Active Aging program and to use this knowledge to inform professional practice. A naturalistic case study methodology was followed, using document analysis, observations, interviews and a group interview as data gathering methods. Data were analyzed and interpreted using narrative analyses. In this specific case, a small group of women joined the program. During 10 sessions, the participants explored the meaning of everyday activities for their self-perceived health and well-being. The key experience reported by the participants and professionals related to the positive ambience within the group, the emotional recognition among the participants and the responsive guidance of the professionals. This case showed how the framework of the program can be modified and tailored to the wishes and needs of the participating seniors. The group facilitators chose a subtle, responsive manner to support and motivate the participants. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Inspiring Leaders: Unique Museum Programs Reinforce Professional Responsibility

Science.gov (United States)

Ciardelli, Jennifer; Wasserman, JoAnna

2011-01-01

Since 1998, the United States Holocaust Memorial Museum has developed educational programs targeting adult audiences. Engaging public service professionals--those charged with serving and protecting our nation's democratic principles--has become a core outreach strategy to achieve the Museum's mission. This article describes the Museum's process…

Impact of a Sustained Job-Embedded Professional Development Program on Classroom Technology Integration

Science.gov (United States)

Grashel, Mark A.

2014-01-01

The purpose of this single case study was to examine a grant-funded program of professional development (PD) at a small rural high school in Ohio. Evidence has shown that the current model of technology professional development in-service sessions has had little impact on classroom technology integration. This PD program focused on 21st Century…

Workshop on Program for Elimination of Requirements Marginal to Safety: Proceedings

International Nuclear Information System (INIS)

Dey, M.

1993-09-01

These are the proceedings of the Public Workshop on the US Nuclear Regulatory Commission's Program for Elimination of Requirements Marginal to Safety. The workshop was held at the Holiday Inn, Bethesda, on April 27 and 28, 1993. The purpose of the workshop was to provide an opportunity for public and industry input to the program. The workshop addressed the institutionalization of the program to review regulations with the purpose of eliminating those that are marginal. The objective is to avoid the dilution of safety efforts. One session was devoted to discussion of the framework for a performance-based regulatory approach. In addition, panelists and attendees discussed scope, schedules and status of specific regulatory items: containment leakage testing requirements, fire protection requirements, requirements for environmental qualification of electrical equipment, requests for information under 10CFR50.54(f), requirements for combustible gas control systems, and quality assurance requirements

Workshop on Program for Elimination of Requirements Marginal to Safety: Proceedings

Energy Technology Data Exchange (ETDEWEB)

Dey, M. [Nuclear Regulatory Commission, Washington, DC (United States). Div. of Safety Issue Resolution; Arsenault, F.; Patterson, M.; Gaal, M. [SCIENTECH, Inc., Rockville, MD (United States)

1993-09-01

These are the proceedings of the Public Workshop on the US Nuclear Regulatory Commission`s Program for Elimination of Requirements Marginal to Safety. The workshop was held at the Holiday Inn, Bethesda, on April 27 and 28, 1993. The purpose of the workshop was to provide an opportunity for public and industry input to the program. The workshop addressed the institutionalization of the program to review regulations with the purpose of eliminating those that are marginal. The objective is to avoid the dilution of safety efforts. One session was devoted to discussion of the framework for a performance-based regulatory approach. In addition, panelists and attendees discussed scope, schedules and status of specific regulatory items: containment leakage testing requirements, fire protection requirements, requirements for environmental qualification of electrical equipment, requests for information under 10CFR50.54(f), requirements for combustible gas control systems, and quality assurance requirements.

Proceedings of the 9th symposium on JAERI's Reimei Research Program

International Nuclear Information System (INIS)

Yamashita, Toshiyuki

2005-09-01

The Reimei (Dawn) Research Program is a research project based on public application to be conducted within the framework of the Reimei Research Promotion project of the Japan Atomic Energy Research Institute. The objective of the program is to encourage original and/or unique ideas in the field of fundamental nuclear science and nuclear energy. The Symposium on JAERI's Reimei Research Program carried out in the 2004 fiscal year was held at Tokai Research Establishment on 28th and 29th of June 2005. 38 papers were reported through the short presentation followed by the poster presentation, and animated discussions were carried out by about 120 attendees. These presented papers were compiled in the proceedings. We hope that new researches will be grown and developed by the help of Reimei Research Promotion project. The 37 of the presented papers are indexed individually. (J.P.N.)

Proceedings of the Third Annual Information Meeting DOE Low-Level Waste-Management Program

Energy Technology Data Exchange (ETDEWEB)

Large, D.E.; Lowrie, R.S.; Stratton, L.E.; Jacobs, D.G. (comps.)

1981-12-01

The Third Annual Participants Information Meeting of the Low-Level Waste Management Program was held in New Orleans, Louisiana, November 4-6, 1981 The specific purpose was to bring together appropriate representatives of industry, USNRC, program management, participating field offices, and contractors to: (1) exchange information and analyze program needs, and (2) involve participants in planning, developing and implementing technology for low-level waste management. One hundred seven registrants participated in the meeting. Presentation and workshop findings are included in these proceedings under the following headings: low-level waste activities; waste treatment; shallow land burial; remedial action; greater confinement; ORNL reports; panel workshops; and summary. Forty-six papers have been abstracted and indexed for the data base.

Proceedings of the Third Annual Information Meeting DOE Low-Level Waste-Management Program

International Nuclear Information System (INIS)

Large, D.E.; Lowrie, R.S.; Stratton, L.E.; Jacobs, D.G.

1981-12-01

The Third Annual Participants Information Meeting of the Low-Level Waste Management Program was held in New Orleans, Louisiana, November 4-6, 1981 The specific purpose was to bring together appropriate representatives of industry, USNRC, program management, participating field offices, and contractors to: (1) exchange information and analyze program needs, and (2) involve participants in planning, developing and implementing technology for low-level waste management. One hundred seven registrants participated in the meeting. Presentation and workshop findings are included in these proceedings under the following headings: low-level waste activities; waste treatment; shallow land burial; remedial action; greater confinement; ORNL reports; panel workshops; and summary. Forty-six papers have been abstracted and indexed for the data base

Remote programming of MED-EL cochlear implants: users' and professionals' evaluation of the remote programming experience.

Science.gov (United States)

Kuzovkov, Vladislav; Yanov, Yuri; Levin, Sergey; Bovo, Roberto; Rosignoli, Monica; Eskilsson, Gunnar; Willbas, Staffan

2014-07-01

Remote programming is safe and is well received by health-care professionals and cochlear implant (CI) users. It can be adopted into clinic routine as an alternative to face-to-face programming. Telemedicine allows a patient to be treated anywhere in the world. Although it is a growing field, little research has been published on its application to CI programming. We examined hearing professionals' and CI users' subjective reactions to the remote programming experience, including the quality of the programming and the use of the relevant technology. Remote CI programming was performed in Italy, Sweden, and Russia. Programming sessions had three participants: a CI user, a local host, and a remote expert. After the session, each CI user, local host, and remote expert each completed a questionnaire on their experience. In all, 33 remote programming sessions were carried out, resulting in 99 completed questionnaires. The overwhelming majority of study participants responded positively to all aspects of remote programming. CI users were satisfied with the results in 96.9% of the programming sessions; 100% of participants would use remote programming again. Although technical problems were encountered, they did not cause the sessions to be considerably longer than face-to-face sessions.

Training and Certification Program for Certified Energy Auditors (CEA) and Certified Building Commissioning Professionals (CBCP)

Energy Technology Data Exchange (ETDEWEB)

Kent, Bill

2012-08-24

The Association of Energy Engineers (AEE) has offered energy efficiency training and certification programs for over 30 years. During that time AEE has certified more than 22,000 professionals. All of our certification programs are the result of extensive industry research and program development and oversight by certification boards. For this project award, AEE proposed to work with the Department of Energy to utilize and extend existing industry recognized Certified Energy Auditor (CEA) and Certified Building Commissioning Professional (CBCP) programs under this Training Program Development Announcement. These expanded training programs will have significant impact in training professionals for building commissioning and energy auditing to achieve the goal of bringing existing buildings up to their optimal energy performance potential and ensuring that new buildings maintain their expected optimal level of performance. The goals and objectives of the training development project were achieved with the development of new training programs that are now being offered as self-sustaining commercial training and certification programs. These new programs are training and certifying professionals who are accomplishing the goal of increasing building energy performance in both existing and new buildings.

SPORTS PHYSICAL THERAPY CURRICULA IN PHYSICAL THERAPIST PROFESSIONAL DEGREE PROGRAMS.

Science.gov (United States)

Mulligan, Edward P; DeVahl, Julie

2017-10-01

The specialty niche of sports physical therapy has grown at a significant rate over the past 40 years. Despite this growth there is little information or direction from the physical therapy education accreditation body or professional association to guide academic programs on the interest or necessity of this type of practice content in physical therapy professional degree programs. The purpose of this survey study is to report on the prevalence, attitudes, barriers, resources, and faculty expertise in providing required or elective sports physical therapy course work. Cross-sectional descriptive survey. A 57-item questionnaire with branching logic was distributed via a web-based electronic data capture tool to survey all Commission on Accreditation for Physical Therapy Education (CAPTE) accredited and candidate schools in the United States. Response data was analyzed to describe typical educational program profiles, faculty demographics, and correlational factors consistent with the presence or absence of specific sports physical therapy curricular content. Thirty one percent of the schools responded to the survey and the program demographics were consistent with all currently accredited schools in regards to their geography, Carnegie classification, and faculty and student size. Forty three percent of programs offered a required or elective course distinct to the practice of sports physical therapy. Descriptive information regarding the sequencing, curricular make-up, resources, and assessment of content competence is reported. The odds of providing this content nearly doubles for programs that have faculty with sports clinical specialist credentials, accredited sports residency curriculums, or state practice acts that allow sports venue coverage. This survey provides an initial overview of sports physical therapy educational efforts in professional physical therapy degree programs. The data can used to spur further discussion on the necessity, structure, and

Effects of program design on the professional socialization of RN-BSN students.

Science.gov (United States)

Eckhardt, Jo Anne

2002-01-01

The purpose of this study was to examine effects of program design on the bureaucratic and professional role conceptions of registered nurses in baccalaureate nursing programs. Attention to how programs are set up and function has relevance for theory and practice and enables improving frameworks for program planning. The study design embodied qualitative and quantitative elements and used six processes of socialization in organizations as a conceptual guide. Qualitative data collection concerned comparative case studies of three baccalaureate nursing programs and data analysis included narratives detailing program organization and describing student experience. Quantitative matter involved mailed questionnaires to determine graduates' bureaucratic, professional, and service role conceptions. Data analysis (analysis of variance) revealed statistically significant differences in role conceptions (F[3.56] = 4.51) of registered nurses graduating from different baccalaureate programs in nursing. Indications are that nursing programs can be set up to produce equal education and reach certain stated outcomes, yet implicit program processes can impact student learning. Copyright 2002, Elsevier Science (USA). All rights reserved.

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program.

Science.gov (United States)

McKeown, Tammy R; Abrams, Lisa M; Slattum, Patricia W; Kirk, Suzanne V

2016-01-01

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

Non-Verbal Communication Training: An Avenue for University Professionalizing Programs?

Science.gov (United States)

Gazaille, Mariane

2011-01-01

In accordance with today's workplace expectations, many university programs identify the ability to communicate as a crucial asset for future professionals. Yet, if the teaching of verbal communication is clearly identifiable in most university programs, the same cannot be said of non-verbal communication (NVC). Knowing the importance of the…

Prediction Modeling for Academic Success in Professional Master's Athletic Training Programs

Science.gov (United States)

Bruce, Scott L.; Crawford, Elizabeth; Wilkerson, Gary B.; Rausch, David; Dale, R. Barry; Harris, Martina

2016-01-01

Context: A common goal of professional education programs is to recruit the students best suited for the professional career. Selection of students can be a difficult process, especially if the number of qualified candidates exceeds the number of available positions. The ability to predict academic success in any profession has been a challenging…

The effect of nursing internship program on burnout and professional commitment.

Science.gov (United States)

Ayaz-Alkaya, Sultan; Yaman-Sözbir, Şengül; Bayrak-Kahraman, Burcu

2018-05-26

Professional commitment is defined as a belief in and acceptance of the values of the profession which is chosen, effort to actualize these values, desire to improve him/herself. Nurses' professional and organizational commitment are influenced by factors such as job stress, job satisfaction and burnout. This study was conducted to determine the effect of nursing internship program on professional commitment and burnout of senior nursing students. A quasi-experimental study with a pretest and posttest without control group design was used. Students who were attending nursing internship program and agreed to participate were included in the study. Sample consisted of 101 students. Data were collected with a questionnaire, the burnout measure short version and nursing professional commitment scale. After the nursing internship, 77.2% were pleased to study nursing, 83.2% were pleased to be a senior student, 55.4% did not have any intention to change their profession, 81.2% wanted to work as nurses, and 82.2% were planning career advancement in nursing of the students, 34.7% and 43.6% were found to experience burnout, before and after the nursing internship, respectively (p nursing professional commitment scale were compared, a significant difference was found between mean scores on the total score and "maintaining membership" subscale (p nursing internship, burnout and professional commitment levels of the students increased. Copyright © 2018 Elsevier Ltd. All rights reserved.

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

Science.gov (United States)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with

Evaluating a Graduate Professional Development Program for Informal Science Educators

Science.gov (United States)

Lake, Jeremy Paul

This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course

76 FR 18538 - Applications for New Awards; National Professional Development Program

Science.gov (United States)

2011-04-04

... Development Program AGENCY: Office of English Language Acquisition, Language Enhancement, and Academic... the National Professional Development Program. This notice makes corrections to the CFDA number...-mail: [email protected] . If you use a telecommunications device for the deaf (TDD), call the Federal...

The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  

OpenAIRE

Thomas III, Harry R.

2015-01-01

This study presents a qualitative analysis of principals' perceptions of the relationship among principal preparation programs, professional development and instructional leadership confidence in one urban school division in Virginia. Levine (2005) argued that the principal has a salient effect on the instructional programs within schools, and the preparation and professional development of the principal affects the degree to which they maintain and improve instruction. To examine principal p...

Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

Science.gov (United States)

Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

2015-01-01

The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

The DataTools Professional Development Program: Sustainability via a University Partnership

Science.gov (United States)

Haddad, N.; Ledley, T. S.; McAuliffe, C. A.; Reider, D.

2009-12-01

The DataTools professional development program (http://serc.carleton.edu/eet/msdatatools), offered by TERC, helps teachers integrate technology, scientific data, and inquiry into their middle and high school curricula. It leverages the resources and techniques of the Earth Exploration Toolbook (http://serc.carleton.edu/eet), an online collection of investigations that promotes the use of technology and scientific data in the context of studying the earth system. Over the course of the year-long program, teachers develop skills and a pedagogy of inquiry through a combination of on-line and face-to-face professional development and a significant amount of peer support. They learn to use information technologies that support the visualization and analysis of numerical, geospatial, and image data. DataTools was funded by NSF’s ITEST program to operate for three years. During year two we started to investigate the possibility of transforming the program into a graduate-level course at the University of Massachusetts, Dartmouth (UMD). The first step in that process was partnering with UMD to offer the third year of the NSF-funded program as a 3-credit graduate course on a 1-year trial basis. Our UMD partner participated in advertising the program to teachers in its network, provided classroom space at UMD for the face-to-face meetings and summer workshop, and offered three graduate credits to teachers who successfully completed the program. TERC staff continued to provide the professional development. The formation of the School for Education, Public Policy, and Civic Engagement at UMD, and the new STEM Department within that school appear to be favoring the transformation of this NSF-funded program into a sustainable graduate level course for in-service teachers. A key element to developing a sustainable course at a large university is to position it in a way that can service the largest number of students. In addition to the tremendous need of science professional

75 FR 34519 - Bureau of Educational and Cultural Affairs; U.S. Professional Development Program for...

Science.gov (United States)

2010-06-17

.... Professional Development Program for EducationUSA Advisers Notice: Correction to original Request for Grant..., announces a revision to the original Request for Grant Proposals (RFGP) for the U.S. Professional Development Program for EducationUSA Advisers, announced in the Federal Register on May 6, 2010 (Volume 75...

Lessons from a Train-the-Trainer Professional Development Program: The Sustainable Trainer Engagement Program (STEP)

Science.gov (United States)

Shupla, Christine; Gladney, Alicia; Dalton, Heather; LaConte, Keliann; Truxillo, Jeannette; Shipp, Stephanie

2015-11-01

The Sustainable Trainer Engagement Program (STEP) is a modified train-the-trainer professional development program being conducted by the Lunar and Planetary Institute (LPI). STEP has provided two cohorts of 6-8th grade science specialists and lead teachers in the Houston region with in-depth Earth and Space Science (ESS) content, activities, and pedagogy over 15 days each, aligned with Texas science standards. This project has two over-arching goals: to improve middle school ESS instruction, and to create and test an innovative model for Train-the-Trainer.This poster will share details regarding STEP’s activities and resources, program achievements, and its main findings to date. STEP is being evaluated by external evaluators at the Research Institute of Texas, part of the Harris County Department of Education. External evaluation shows an increase after one year in STEP participants’ knowledge (cohort 1 showed a 10% increase; cohort 2 showed a 20% increase), confidence in teaching Earth and Space Science effectively (cohort 1 demonstrated a 10% increase; cohort 2 showed a 20% increase), and confidence in preparing other teachers (cohort 1 demonstrated a 12% increase; cohort 2 showed a 20% increase). By September 2015, STEP participants led (or assisted in leading) approximately 40 workshops for about 1800 science teachers in Texas. Surveys of teachers attending professional development conducted by STEP participants show very positive responses, with averages for conference workshop evaluations ranging from 3.6 on a 4 point scale, and other evaluations averaging from 4.1 to 5.0 on a 5 point scale.Main lessons for the team on the train-the-trainer model include: a lack of confidence by leaders in K-12 science education in presenting ESS professional development, difficulties in arranging for school or district content-specific professional development, the minimal duration of most school and district professional development sessions, and uncertainties in

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities.

Science.gov (United States)

Graham, James M; Kim, Yang-Hyang

2011-04-01

In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology. © 2011 Wiley Periodicals, Inc.

Proceedings of the Annual Meeting of the Council for Programs in Technical and Scientific Communication (14th, Orlando, Florida, October 7-9, 1987).

Science.gov (United States)

Geonetta, Sam C., Ed.

Based on the notion of "reaching out," this proceedings presents papers from the annual meeting of the Council for Programs in Technical and Scientific Communication. Papers in the proceedings are: "Southern Tech's Technical Writing Certificate" (William S. Pfeiffer); "Reach Out and Quack Someone" (Daniel R. Jones);…

Faculty role modeling of professional writing: one baccalaureate nursing program's experience.

Science.gov (United States)

Newton, Sarah E

2008-01-01

According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.

Professional Development: Are We Meeting the Needs of State EHDI Programs?

Science.gov (United States)

Houston, K. Todd; Munoz, Karen F.; Bradham, Tamala S.

2011-01-01

State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that consisted of 12 evaluative areas of EHDI programs. For the professional development area, 47 coordinators responded with a total of 223 items, and themes were identified in each SWOT…

Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

Science.gov (United States)

Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

2018-01-01

The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

Professional Parallel Programming with C# Master Parallel Extensions with NET 4

CERN Document Server

Hillar, Gastón

2010-01-01

Expert guidance for those programming today's dual-core processors PCs As PC processors explode from one or two to now eight processors, there is an urgent need for programmers to master concurrent programming. This book dives deep into the latest technologies available to programmers for creating professional parallel applications using C#, .NET 4, and Visual Studio 2010. The book covers task-based programming, coordination data structures, PLINQ, thread pools, asynchronous programming model, and more. It also teaches other parallel programming techniques, such as SIMD and vectorization.Teach

Proceedings of the 7th symposium on JAERI's Reimei Research Program

International Nuclear Information System (INIS)

Shibata, Takemasa

2004-02-01

The Reimei (Dawn) Research Program is a research project based on public application to be conducted within the framework of the Reimei Research Promotion Project of Japan Atomic Energy Research Institute. The objective of the system is to encourage often vague or unique ideas in the field of fundamental nuclear science and nuclear energy. The symposium on JAERI's Reimei Research Program carried out at the 2002 fiscal year was held at Tokai Research Establishment on 1st and 2nd of July 2003. Each report of 51 papers was carried out by short presentation and poster, and the active discussion was carried out by about 120 attendees. Those presented papers are compiled in the proceedings. We hope that many new researches grow and develop by the help of Reimei Research Promotion Project. The 36 of the presented papers are indexed individually. (J.P.N.)

Proceedings of the 8th symposium on JAERI's Reimei research program

International Nuclear Information System (INIS)

Shibata, Takemasa

2004-12-01

The Reimei (Dawn) Research Program is a research project based on public application to be conducted within the framework of the Reimei Research Promotion Project of the Japan Atomic Energy Research Institute. The objective of the system is to encourage often vague and/or unique ideas in the field of fundamental nuclear science and nuclear energy. The symposium on JAERI's Reimei Research Program carried out in the 2003 fiscal year was held at Tokai Research Establishment on 29th and 30th of June 2004. 42 papers were reported through the short presentation followed by the poster presentation, and the active discussions was carried out by about 120 attendees. Those presented papers are compiled in the proceedings. We hope that new researches will be grown and developed by the help of Reimei Research Promotion Project. The 40 of the presented papers are indexed individually. (J.P.N.)

Development of a training program to support health care professionals to deliver the SPACE for COPD self-management program

Directory of Open Access Journals (Sweden)

Blackmore C

2017-06-01

Full Text Available Claire Blackmore,1 Vicki L Johnson-Warrington,2 Johanna EA Williams,2 Lindsay D Apps,2 Hannah ML Young,2 Claire LA Bourne,2 Sally J Singh2 1Kettering General Hospital National Health Service (NHS Trust, Kettering, Northamptonshire, 2Centre for Exercise and Rehabilitation Science, Leicester Respiratory Biomedical Research Unit, University Hospitals of Leicester NHS Trust, Leicester, UK Background: With the growing burden of COPD and associated morbidity and mortality, a need for self-management has been identified. The Self-management Programme of ­Activity, Coping and Education for Chronic Obstructive Pulmonary Disease (SPACE for COPD manual was developed to support self-management in COPD patients. Currently, there is no literature available regarding health care professionals’ training needs when supporting patients with COPD on self-management.Aim: This study sought to identify these needs to inform, design and develop a training program for health care professionals being trained to deliver a self-management program in COPD.Methods: Fourteen health care professionals from both primary and secondary care COPD services participated in face-to-face semistructured interviews. Thematic analysis was used to produce a framework and identify training needs and views on delivery of the SPACE for COPD self-management program. Components of training were web-based knowledge training, with pre- and posttraining knowledge questionnaires, and a 1-day program to introduce the self-management manual. Feedback was given after training to guide the development of the training program.Results: Health care professionals were able to identify areas where they required increased knowledge to support patients. This was overwhelming in aspects of COPD seen to be outside of their current clinical role. Skills in goal setting and behavioral change were not elicited as a training need, suggesting a lack of understanding of components of supporting self

20 CFR 220.64 - Program integrity.

Science.gov (United States)

2010-04-01

... for reasons bearing on professional competence, professional conduct, or financial integrity; who has surrendered such a license while formal disciplinary proceedings involving professional conduct were pending...

Evaluating the effectiveness of a laboratory-based professional development program for science educators

Science.gov (United States)

Amolins, Michael W.; Ezrailson, Cathy M.; Pearce, David A.; Elliott, Amy J.

2015-01-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. PMID:26628658

Learning reflexively from a health promotion professional development program in Canada.

Science.gov (United States)

Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Beaudet, Nicole

2014-09-01

In recent decades, reflexivity has received much attention in the professional education and training literature, especially in the public health and health promotion fields. Despite general agreement on the importance of reflexivity, there appears to be no consensus on how to assess reflexivity or to conceptualize the different forms developed among professionals and participants of training programs. This paper presents an analysis of the reflexivity outcomes of the Health Promotion Laboratory, an innovative professional development program aimed at supporting practice changes among health professionals by fostering competency development and reflexivity. More specifically, this paper explores the difference between two levels of reflexivity (formative and critical) and highlights some implications of each for practice. Data were collected through qualitative interviews with participants from two intervention sites. Results showed that involvement in the Health Promotion Laboratory prompted many participants to modify their vision of their practice and professional role, indicating an impact on reflexivity. In many cases, new understandings seem to have played a formative function in enabling participants to improve their practice and their role as health promoters. The reflective process also served a critical function culminating in a social and moral understanding of the impacts on society of the professionals' practices and roles. This type of outcome is greatly desired in health promotion, given the social justice and equity concerns of this field of practice. By redefining the theoretical concept of reflexivity on two levels and discussing their impacts on practice, this study supports the usefulness of both levels of reflexivity. © The Author (2013). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The role of financial intermediaries in the legalization of proceeds from crime

Directory of Open Access Journals (Sweden)

Gobrusenko K. I.

2017-12-01

Full Text Available the article is about the problem of the participation of professional financial intermediaries in the legalization (laundering of proceeds from crime, and considers legislative measures of regulating the activity of such intermediaries and methods for identifying organizations that laundering money on a professional basis.

[Profile, competencies and digital fluency of nurses in the Professional Improvement Program].

Science.gov (United States)

Tanabe, Lyvia Pini; Kobayashi, Rika Miyahara

2013-08-01

A descriptive exploratory study conducted in the city of São Paulo, which aimed to identify the profile, competencies and digital fluency of nurses in the Professional Improvement Program in handling technology at work. The population, composed by 60 nurses in the program, answered a questionnaire with data about profile, digital fluency and professional competencies. The participants were found to be: 95.0% female, 61.7% between 23 and 25 years old, 75.0% from public schools, 58.3% enrolled in cardiovascular nursing, 98.3% had contact with computing resources during graduation, 100.0% had a computer at home, 86.7% accessed the internet daily, 96.7% used Messenger and 58.3% had an intermediate level of knowledge and skill in computing. Professional competencies required for technology management referred to knowing how to be innovative, creative, and updated to identify and manage software and to use technological resources.

Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories

Science.gov (United States)

Hutchins, Kristen L.; Friedrichsen, Patricia J.

2012-12-01

The purpose of this study was to investigate how science faculty members' belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Data sources for this qualitative study included three semi-structured interviews, observations during the program and during faculty members' implementation in their courses, and a researcher's journal. In the first phase of data analysis, we created profiles for each of the four participants. Next, we developed assertions, and tested for confirming and disconfirming evidence across the profiles. The assertions indicated that, through the professional development program, participants' knowledge and beliefs about inquiry-based teaching shifted, placing more value on student-directed learning and classroom inquiry. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students' responses played a critical role in participants' belief systems and their decision to continue using the inquiry-based format. The findings from this study have implications for professional development design.

A Model for the Development an Upper-Division Marketing Certificate Program: Professional Sales.

Science.gov (United States)

Grahn, Joyce L.

The sequential components of a model for the development of an upper-division marketing certificate program in professional sales are described in this report as they were implemented at the University of Minnesota's General College during Fall 1980. After introductory material examining the responsibilities of the professional sales…

Evaluating the effectiveness of a laboratory-based professional development program for science educators.

Science.gov (United States)

Amolins, Michael W; Ezrailson, Cathy M; Pearce, David A; Elliott, Amy J; Vitiello, Peter F

2015-12-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. Copyright © 2015 The American Physiological Society.

Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

Directory of Open Access Journals (Sweden)

Lawrence Ingvarson

2005-01-01

Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

What You Should Get from a Professionally Oriented Master's Degree Program in Technical Communication.

Science.gov (United States)

Carliner, Saul

1992-01-01

Cites reasons for pursuing a curriculum in technical communication, lists objectives a program should achieve, and outlines a four-part program that includes theory, professional skills, technical proficiency, and an internship. Lists schools offering programs in technical communication. (SR)

Learning clinical communication skills: outcomes of a program for professional practitioners.

Science.gov (United States)

Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui

2011-07-01

To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

PRoMoTo 2013 proceedings

OpenAIRE

Bishop, Judith; Tillmann, Nikolai; Puder, Arno; Naik, Vinayak

2013-01-01

Programming for Mobile and Touch (PRoMoTo'13) was held at the 2013 ACM SIGPLAN conference on Systems, Programming, Languages and Applications (SPLASH 2013), October 2013 in Indianapolis, USA. Submissions for this event were invited in the general area of mobile and touch-oriented programming languages and programming environments, and teaching of programming for mobile devices. These are proceedings of the PRoMoTo'13.

Planning and Implementing a Public Health Professional Distance Learning Program

Science.gov (United States)

Escoffery, Cam; Leppke, Allison M.; Robinson, Kara B.; Mettler, Erik P.; Miner, Kathleen R.; Smith, Iris

2005-01-01

Training of public health professionals through web-based technology is rapidly increasing. This article describes one school of public health's effort to establish an online Master's program that serves students nationally and internationally. It examines the critical components in the design and implementation of distance education, including…

Operational Demands of AAC Mobile Technology Applications on Programming Vocabulary and Engagement During Professional and Child Interactions.

Science.gov (United States)

Caron, Jessica; Light, Janice; Drager, Kathryn

2016-01-01

Typically, the vocabulary in augmentative and alternative communication (AAC) technologies is pre-programmed by manufacturers or by parents and professionals outside of daily interactions. Because vocabulary needs are difficult to predict, young children who use aided AAC often do not have access to vocabulary concepts as the need and interest arises in their daily interactions, limiting their vocabulary acquisition and use. Ideally, parents and professionals would be able to add vocabulary to AAC technologies "just-in-time" as required during daily interactions. This study compared the effects of two AAC applications for mobile technologies: GoTalk Now (which required more programming steps) and EasyVSD (which required fewer programming steps) on the number of visual scene displays (VSDs) and hotspots created in 10-min interactions between eight professionals and preschool-aged children with typical development. The results indicated that, although all of the professionals were able to create VSDs and add vocabulary during interactions with the children, they created more VSDs and hotspots with the app with fewer programming steps than with the one with more steps, and child engagement and programming participation levels were high with both apps, but higher levels for both variables were observed with the app with fewer programming steps than with the one with more steps. These results suggest that apps with fewer programming steps may reduce operational demands and better support professionals to (a) respond to the child's input, (b) use just-in-time programming during interactions, (c) provide access to more vocabulary, and (d) increase participation.

Provision of enabling technology in professional sports.

Science.gov (United States)

McBride, D K

2000-06-01

Multiple-round golf tournaments are designed intentionally to separate individuals' scores as play proceeds. Variance analyses and consideration of individual differences (vs group mean effects) for a sample of professional events confirm that 3-, 4-, and 5-round tournaments show significantly increased variability (though stable means) from first to last rounds. It is argued here that the dispersion of scores increases as play proceeds because the more physically or mentally fit players emerge and continue to perform best. Furthermore, a marginal income analysis indicates that the average gain in earnings from a one-shot improvement in score is approximately $8,000. An interpretation based on fatigue, competition, and stress supports the Professional Golf Association's claim that provision of enabling devices, like a golf cart for disabled players, is also an enhancement and is thus unfair.

Examining Sense of Community among Medical Professionals in an Online Graduate Program

Directory of Open Access Journals (Sweden)

Kadriye O. Lewis

2015-01-01

Full Text Available As the number of online degree programs continues to grow, one of the greatest challenges is developing a sense of community among learners who do not convene at the same time and place. This study examined the sense of community among medical professionals in an online graduate program for healthcare professionals. We took the sample from a fully online program delivered jointly by a state university and a local children's hospital in the Midwest. We administered Rovai's Classroom Community Survey with 11 additional demographic questions. We also utilized online interviews to further explore students’ understanding of sense of community. A bi-factor model was fitted to the online sense of community survey data. Using multivariate analysis of variance (MANOVA and univariate analysis of variance (ANOVA we identified potential group differences. The qualitative data were analyzed thematically in a recursive and iterative process. Study results suggested that a dominant factor existed: sense of community with two sub-domain factors including sense of learning and sense of connectedness. No significant differences in sense of community with regard to gender, native language, or area of medical practice were detected. However, results showed a difference in sense of community between the three courses examined. This study is the first to examine the sense of community among online medical professionals. Since our findings are in contrast to those of previous studies, this opens the door to additional studies around the possible differences between the community characteristics and needs of medical professionals as online students.

Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review.

Science.gov (United States)

Nicoll, Pam; MacRury, Sandra; van Woerden, Hugo C; Smyth, Keith

2018-04-11

Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals. We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies. This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers. The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner

Evaluation of an online training program in eating disorders for health professionals in Australia.

Science.gov (United States)

Brownlow, Rachel S; Maguire, Sarah; O'Dell, Adrienne; Dias-da-Costa, Catia; Touyz, Stephen; Russell, Janice

2015-01-01

Early detection and treatment of eating disorders is instrumental in positive health outcomes for this serious public health concern. As such, workforce development in screening, diagnosis and early treatment of eating disorders is needed. Research has demonstrated both high rates of failure to accurately diagnose and treat cases early and low levels of perceived access to training in eating disorders by health professionals-representing an urgent need for clinician training in this area. However, significant barriers to the access of evidence-based training programs exist, including availability, cost and time, particularly when large geographic distances are involved. Online learning presents a solution to workforce challenges, as it can be delivered anywhere, at a fraction of the cost of traditional training, timing is user controlled, and a growing body of research is demonstrating it as effective as face-to-face training. The Centre for Eating and Dieting Disorders in Australia has developed an Online Training Program In Eating Disorders, to educate health professionals in the nature, identification, assessment and management of eating disorders. The aim of the current study was to evaluate the ability of this online learning course to improve clinician levels of knowledge, skill and confidence to treat eating disorders. As well as its effect on stigmatised beliefs about eating disorders known to effect treatment delivery. One-hundred-eighty-seven health professionals participated in the program. A pre training questionnaire and a post training evaluation examined participants' levels of knowledge, skill and confidence to treat eating disorders, as well attitudes and beliefs about people with eating disorders. Significant improvements in knowledge, skill, and confidence to treat eating disorders was found between pre and post program assessment in health professionals who completed the course, along with a significant decrease in stigmatised beliefs about

Learning professional ethics: Student experiences in a health mentor program.

Science.gov (United States)

Langlois, Sylvia; Lymer, Erin

2016-01-01

The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

Proceedings of the Second NASA Aviation Safety Program Weather Accident Prevention Review

Science.gov (United States)

Martzaklis, K. Gus (Compiler)

2003-01-01

The Second NASA Aviation Safety Program (AvSP) Weather Accident Prevention (WxAP) Annual Project Review held June 5-7, 2001, in Cleveland, Ohio, presented the NASA technical plans and accomplishments to the aviation community. NASA-developed technologies presented included an Aviation Weather Information System with associated digital communications links, electronic atmospheric reporting technologies, forward-looking turbulence warning systems, and turbulence mitigation procedures. The meeting provided feedback and insight from the aviation community of diverse backgrounds and assisted NASA in steering its plans in the direction needed to meet the national safety goal of 80-percent reduction of aircraft accidents by 2007. The proceedings of the review are enclosed.

Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

Science.gov (United States)

Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

2017-12-04

The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines

Misprescribing controlled substances: An evaluation of a professional development program.

Science.gov (United States)

Dewey, Charlene M; Ghulyan, Marine V; Swiggart, William H

2016-01-01

Controlled prescription drug (CPD) abuse has reached epidemic proportions in the United States. Most physicians attending a 3-day continuing medical education (CME) professional development program (PDP) lack training in identifying risk and in managing patients who misuse CPDs. To address this issue, the authors conducted an evaluation of a PDP that trains physicians on proper prescribing, identifying substance abuse, utilizing screening, brief intervention, and referral to treatment (SBIRT), and implementing motivational interviewing (MI). The authors conducted a program evaluation to assess the efficacy and impact of the PDP on physicians' knowledge and prescribing behaviors. Participants (N = 174) were typically middle-aged (average age of 53 years), male (89%), and physicians (82%) and other health care professionals (18%). Many physicians practice in solo primary care settings (46%). Course evaluations were completed by n = 155 (89%) participants who rated the course and presenters highly (mean 4.8/5 respectively). Physicians' knowledge scores on pre/post assessments increased significantly: pretest (M = 58.7, SD = 13.12) and posttest (M = 78.28, SD = 9.83) (t(173) = 20.06, P ≤ .0001, 95% confidence interval, CI: [-21.51, -17.65]). Almost half of the participants, n = 83/174 (48%), completed the follow-up survey, and 93% agreed/strongly agreed (A/SA) they made professional practice changes. Of participants practicing with an active DEA (Drug Enforcement Administration) registration (n = 57), most agreed/strongly agreed they implemented changes to align their practices with current guidelines (89%), used CPD more appropriately (87%), implemented office policies on prescribing (81%), identified and referred more substance abuse patients to treatment (80%), shared new information/experience from course with other 25 health professionals (93%), and felt the course positively impacted their behaviors personally and professionally (90% and 96%, respectively

Evaluation of a District-Wide Inservice Professional Development Program for Science Teachers: Challenges Faced and Lessons Learned.

Science.gov (United States)

Dass, Pradeep Maxwell

Nation-wide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. The Collier Chautauqua Program (CCP) implemented the Iowa Chautauqua model at the district level in Collier County, Florida. A formative evaluation of the…

Health-related Culinary Education: A Summary of Representative Emerging Programs for Health Professionals and Patients.

Science.gov (United States)

Polak, Rani; Phillips, Edward M; Nordgren, Julia; La Puma, John; La Barba, Julie; Cucuzzella, Mark; Graham, Robert; Harlan, Timothy S; Burg, Tracey; Eisenberg, David

2016-01-01

Beneficial correlations are suggested between food preparation and home food preparation of healthy choices. Therefore, there is an emergence of culinary medicine (CM) programs directed at both patients and medical professionals which deliver education emphasizing skills such as shopping, food storage, and meal preparation. The goal of this article is to provide a description of emerging CM programs and to imagine how this field can mature. During April 2015, 10 CM programs were identified by surveying CM and lifestyle medicine leaders. Program directors completed a narrative describing their program's structure, curricula, educational design, modes of delivery, funding, and cost. Interviews were conducted in an effort to optimize data collection. All 10 culinary programs deliver medical education curricula educating 2654 health professionals per year. Educational goals vary within the domains of (1) provider's self-behavior, (2) nutritional knowledge and (3) prescribing nutrition. Six programs deliver patients' curricula, educating 4225 individuals per year. These programs' content varies and focuses on either specific diets or various culinary behaviors. All the programs' directors are health professionals who are also either credentialed chefs or have a strong culinary background. Nine of these programs offer culinary training in either a hands-on or visual demonstration within a teaching kitchen setting, while one delivers remote culinary tele-education. Seven programs track outcomes using various questionnaires and biometric data. There is currently no consensus about learning objectives, curricular domains, staffing, and facility requirements associated with CM, and there has been little research to explore its impact. A shared strategy is needed to collectively overcome these challenges.

Evaluating the effectiveness of a laboratory-based professional development program for science educators

Science.gov (United States)

Amolins, Michael Wayne

The development of effective science educators has been a long-standing goal of the American education system. Numerous studies have suggested a breadth of professional development programs that have sought to utilize constructivist principles in order to orchestrate movement toward student-led, inquiry-based instruction. Very few, however, have addressed a missing link between the modern scientific laboratory and the traditional science classroom. While several laboratory-based training programs have begun to emerge in recent years, the skills necessary to translate this information into the classroom are rarely addressed. The result is that participants are often left without an outlet or the confidence to integrate these into their lessons. The purpose of this study was to examine the effectiveness of a laboratory-based professional development program focused on classroom integration and reformed science teaching principles. This was measured by the ability to invigorate its seven participants in order to achieve higher levels of success and fulfillment in the classroom. These participants all taught at public high schools in South Dakota, including both rural and urban locations, and taught a variety of courses. Participants were selected for this study through their participation in the Sanford Research/USD Science Educator Research Fellowship Program. Through the use of previously collected data acquired by Sanford Research, this study attempted to detail the convergence of three assessments in order to demonstrate the growth and development of its participants. First, pre- and post-program surveys were completed in order to display the personal and professional growth of its participants. Second, pre- and post-program classroom observations employing the Reformed Teaching Observation Protocol allowed for the assessment of pedagogical modifications being integrated by each participant, as well as the success of such modifications in constructively

76 FR 20033 - Robert Charles Ley, D.O. ; Dismissal of Proceeding

Science.gov (United States)

2011-04-11

..., whether he intends to remain in professional practice, and why he failed to file a renewal application... Law Judge (ALJ), who proceeded to conduct pre-hearing procedures. On November 4, 2009, the Government...

The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

Science.gov (United States)

Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

2017-01-01

This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

Professional Development through Organizational Assessment: Using APPA's Facilities Management Evaluation Program

Science.gov (United States)

Medlin, E. Lander; Judd, R. Holly

2013-01-01

APPA's Facilities Management Evaluation Program (FMEP) provides an integrated system to optimize organizational performance. The criteria for evaluation not only provide a tool for organizational continuous improvement, they serve as a compelling leadership development tool essential for today's facilities management professional. The senior…

The Impact of a Teacher Professional Development Program on Student Engagement

Science.gov (United States)

Powers, Kristin; Shin, Seon-Hi; Hagans, Kristi S.; Cordova, Monica

2015-01-01

Student engagement is associated with many positive outcomes, including academic achievement, school persistence, and social-emotional well-being. The present study examined whether the Freedom Writers Institute, a professional development program designed to improve teachers' skills in creating personalized learning environments, can increase…

Creating, Constructing, and Cultivating Professional Development within a Reggio-Inspired Early Childhood Education Program

Science.gov (United States)

Haigh, Karen M.

2009-01-01

The study examined the professional development system of an early childhood education program which was influenced by the Reggio Emilia Approach to early learning. This multi-site program thrived within low-income, inner-city communities of Chicago. Literature connected to the program's historical context of the Settlement House and the Reggio…

76 FR 29227 - Funding Down Slate; Indian Education Professional Development Program

Science.gov (United States)

2011-05-20

... Development Program AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION... use the existing slate of applications from the FY 2010 competition for the Professional Development... you use a telecommunications device for the deaf (TDD), call the Federal Relay Service (FRS), toll...

Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

Science.gov (United States)

Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

2016-10-03

Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

Aquatic Species Program review: proceedings of principal investigators meeting

Energy Technology Data Exchange (ETDEWEB)

1985-06-01

The purpose of the Aquatic Species Program is to improve the productivity, conversion to fuels, and cost efficiency of aquatic plant culture technologies. The emphasis of the program is on developing a mass culture technology for cultivating oil-yielding microalgae in the American southwest. A technical and economic analysis indicated that such a concept would be feasible if (1) lipid yields from microalgae are improved, (2) there is sufficient saline water for large-scale development, and (3) microalgal lipids can be economically converted to conventional fuels. It was determined that fuels from microalgal lipids presented better options than converting the microalgal biomass to either alcohols or methane. All lipids can potentially be catalytically converted to gasoline, or the fatty acids can be converted to substitute diesel fuels. The Southwest has the necessary low, flat, underutilized lands, and carbon dioxide is available from either natural deposits or flue gas from industrial plants. The amount of saline water available will probably determine how much fuel can be produced from aquatic species, and this question should be answered during 1985. The largest constraint of this technology is the economical production of an oil-rich microalgal feedstock. The agenda for the review was divided into four sections: species selection and characterization, applied physiological studies, outdoor mass cultivation, and systems design and analysis. Papers from these presentations are included in these proceedings. Program advances were reported in the areas of species collection and selection, modulated light physiology, mass culture yields, harvesting of microalgae, mass culture facility design and analysis, and assessments on fuel options from microalgae. Separate abstracts have been prepared for each paper for inclusion in the Energy Data Base.

Professional development programs in health promotion: tools and processes to favor new practices.

Science.gov (United States)

Torres, Sara; Richard, Lucie; Guichard, Anne; Chiocchio, François; Litvak, Eric; Beaudet, Nicole

2017-06-01

Developing innovative interventions that are in sync with a health promotion paradigm often represents a challenge for professionals working in local public health organizations. Thus, it is critical to have both professional development programs that favor new practices and tools to examine these practices. In this case study, we analyze the health promotion approach used in a pilot intervention addressing children's vulnerability that was developed and carried out by participants enrolled in a public health professional development program. More specifically, we use a modified version of Guichard and Ridde's (Une grille d'analyse des actions pour lutter contre les inégalités sociales de santé. In Potvin, L., Moquet, M.-J. and Jones, C. M. (eds), Réduire les Inégalités Sociales en Santé. INPES, Saint-Denis Cedex, pp. 297-312, 2010) analytical grid to assess deductively the program participants' use of health promotion practices in the analysis and planning, implementation, evaluation, sustainability and empowerment phases of the pilot intervention. We also seek evidence of practices involving (empowerment, participation, equity, holism, an ecological approach, intersectorality and sustainability) in the intervention. The results are mixed: our findings reveal evidence of the application of several dimensions of health promotion (equity, holism, an ecological approach, intersectorality and sustainability), but also a lack of integration of two key dimensions; that is, empowerment and participation, during various phases of the pilot intervention. These results show that the professional development program is associated with the adoption of a pilot intervention integrating multiple but not all dimensions of health promotion. We make recommendations to facilitate a more complete integration. This research also shows that the Guichard and Ridde grid proves to be a thorough instrument to document the practices of participants. © The Author 2015. Published by

Creation of a competency-based professional development program for infection preventionists guided by the APIC Competency Model: steps in the process.

Science.gov (United States)

Bernard, Heather; Hackbarth, Diana; Olmsted, Russell N; Murphy, Denise

2018-06-07

Infection Preventionists have varying levels of educational preparation. Many have no prior experience in IP. The diversity makes design of professional development programs challenging. Recent surveys suggest that only about half of practicing IPs are board certified. There is an urgent need to employ competent IP's to drive improvement in patient outcomes. This is a project that utilized the APIC Competency Model to create a professional development program characterizing three career stages. Methods included a review of literature on professional development; a survey of IP competence; an assessment of job descriptions and performance evaluations; and a crosswalk of IP competencies. The professional development program includes competency - based IP job descriptions and performance evaluations for each career stage; a professional portfolio; and a toolkit for supervisors. Participants agreed that application of the model resulted in tools which are more closely aligned with current roles for IPs; and increased satisfaction and motivation with the new program. Competent and knowledgeable IP's are crucial to optimizing efficacy of IPC programs. A professional development program has the potential to guide staff orientation, improve satisfaction and retention, improve patient outcomes and promote a positive trajectory in advancing practice. Copyright © 2018 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

THE ANALYSIS OF EFFECTIVENESS OF CORRECTIVE PROGRAM OF FORMING OF COMPONENTS OF PROFESSIONAL SELF-DEVELOPMENT OF FUTURE PRIMARY SCHOOL TEACHERS

Directory of Open Access Journals (Sweden)

Artem Smoliuk

2017-07-01

Full Text Available The analysis of effectiveness of corrective program of forming of components of professional self-development of future primary school teachers is made in the article. The methodological base of design of corrective program was the principles of systematic and genetic, personal and active, action approaches to the professional self-development, humanist theory of self- actualization and self-realization of the personality. The program, designed by author consisted of: diagnostic, forming and recovering, psychical and preventive and correctional, control blocks. In the psychical and preventive and correctional process the gaming technologies, which consist of numerous exercises and performed both individually and within groups, psychological actions and role games and quests, personality-oriented technologies of professional development were used. The conducted justification of effectiveness of corrective program showed, that the specially arranged events allowed to increase levels of such components of professional self-development of future primary school teachers as: need and motivational, reflexive and value and social-communicative. During the conducting of pedagogical correction the specially organized training as the addition to traditional educational forms were used. The objectives of such education are the following: the promotion of forming of subjective position of the personality about the professional promotion; the supporting of personal-professional development; the stimulating of upward professional mobility and career growth in the pedagogical activity; optimization of attitude to oneself as to the professional; the expansion of oriental level in the professional field; the actualization of personal resources in the professional self-development; help in passing of new professional status of future pedagogue; the prognostication of possible difficulties, which are related to the future pedagogical activity. Thus proved, that the

Health-related Culinary Education: A Summary of Representative Emerging Programs for Health Professionals and Patients

Science.gov (United States)

Phillips, Edward M.; Nordgren, Julia; La Puma, John; La Barba, Julie; Cucuzzella, Mark; Graham, Robert; Harlan, Timothy S.; Burg, Tracey; Eisenberg, David

2016-01-01

Background: Beneficial correlations are suggested between food preparation and home food preparation of healthy choices. Therefore, there is an emergence of culinary medicine (CM) programs directed at both patients and medical professionals which deliver education emphasizing skills such as shopping, food storage, and meal preparation. Objective: The goal of this article is to provide a description of emerging CM programs and to imagine how this field can mature. Methods: During April 2015, 10 CM programs were identified by surveying CM and lifestyle medicine leaders. Program directors completed a narrative describing their program's structure, curricula, educational design, modes of delivery, funding, and cost. Interviews were conducted in an effort to optimize data collection. Results: All 10 culinary programs deliver medical education curricula educating 2654 health professionals per year. Educational goals vary within the domains of (1) provider's self-behavior, (2) nutritional knowledge and (3) prescribing nutrition. Six programs deliver patients' curricula, educating 4225 individuals per year. These programs' content varies and focuses on either specific diets or various culinary behaviors. All the programs' directors are health professionals who are also either credentialed chefs or have a strong culinary background. Nine of these programs offer culinary training in either a hands-on or visual demonstration within a teaching kitchen setting, while one delivers remote culinary tele-education. Seven programs track outcomes using various questionnaires and biometric data. Conclusions: There is currently no consensus about learning objectives, curricular domains, staffing, and facility requirements associated with CM, and there has been little research to explore its impact. A shared strategy is needed to collectively overcome these challenges. PMID:26937315

Permanent health education based on research with professionals of a multidisciplinary residency program: case study

Directory of Open Access Journals (Sweden)

Cristiane Trivisiol da Silva

Full Text Available This research aims to identify the perception of professional members of a multi-professional residency program on Permanent Health Education. It is a case study research using a qualitative approach, with sixteen members of a multi-professional residency program. The data were collected from January to May 2012, through semi-structured interviews, document analysis and systematic observation, and analyzed according to Thematic Content Analysis. Two categories were identified: Permanent Health Education establishing collective spaces of reflection of practices and Permanent Health Education that promotes integration between disciplines. The members of the multiprofessional residency team were found to be aware that permanent education permeates their training and enables reflection on their clinical practices and multidisciplinary action as producers of health actions.

Geothermal Program Review VII: proceedings. DOE Research and Development for the Geothermal Marketplace

Energy Technology Data Exchange (ETDEWEB)

1989-01-01

Each year the Geothermal Technology Division of the US Department of Energy conducts an indepth review of its entire geothermal R and D program. The 2--3 day conference serves several purposes: a status report on current R and D activities, an assessment of progress and problems, a review of management issues, and a technology transfer opportunity between DOE and the US geothermal industry. This year's conference, Program Review 7, was held in San Francisco on March 21--23, 1989. As indicated by its title, ''DOE Research and Development for the Geothermal Marketplace'', Program Review 7 emphasized developing technologies, concepts, and innovations having potential for commercial application in the foreseeable future. Program Review 7 was comprised of eight sessions including an opening session and a special presentation on the ''Role of Geothermal Energy in Minimizing Global Environmental Problems.'' The five technical sessions covered GTD-sponsored R and D in the areas of hydrothermal (two sessions), hot dry rock, geopressured, and magma. Presentations were made by the relevant field researchers, and sessions were chaired by the appropriate DOE Operations Office Geothermal Program Manager. The technical papers and commentary of invited speakers contained in these Proceedings have been compiled in the order in which they were presented at Program Review 7.

1988 DOE model conference proceedings: Volume 3

International Nuclear Information System (INIS)

1988-01-01

These Proceedings of the October 3 - 7, 1988, DOE Model Conference are a compilation of the papers that were presented in the technical or poster sessions at the conference. Papers and posters not submitted for publication are not included in the Proceedings. The Table of Contents lists the titles of papers as well as the names of the presenters. These individuals are not, in all cases, the primary authors of the papers published. The actual title pages, appearing later with the papers, show the primary author(s) and all co-authors. The papers in all three volumes of the proceedings appear as they were originally submitted for publication and have not been edited or changed in any way. Topics included in Volume 3 include treatment of soils, waste characterization and certification, waste minimization site remediation management plans and programs, and training programs

Defining, illustrating and reflecting on logic analysis with an example from a professional development program.

Science.gov (United States)

Tremblay, Marie-Claude; Brousselle, Astrid; Richard, Lucie; Beaudet, Nicole

2013-10-01

Program designers and evaluators should make a point of testing the validity of a program's intervention theory before investing either in implementation or in any type of evaluation. In this context, logic analysis can be a particularly useful option, since it can be used to test the plausibility of a program's intervention theory using scientific knowledge. Professional development in public health is one field among several that would truly benefit from logic analysis, as it appears to be generally lacking in theorization and evaluation. This article presents the application of this analysis method to an innovative public health professional development program, the Health Promotion Laboratory. More specifically, this paper aims to (1) define the logic analysis approach and differentiate it from similar evaluative methods; (2) illustrate the application of this method by a concrete example (logic analysis of a professional development program); and (3) reflect on the requirements of each phase of logic analysis, as well as on the advantages and disadvantages of such an evaluation method. Using logic analysis to evaluate the Health Promotion Laboratory showed that, generally speaking, the program's intervention theory appeared to have been well designed. By testing and critically discussing logic analysis, this article also contributes to further improving and clarifying the method. Copyright © 2013 Elsevier Ltd. All rights reserved.

76 FR 9331 - Professional Development for Arts Educators Program; Office of Innovation and Improvement...

Science.gov (United States)

2011-02-17

... in elementary and secondary education for music, dance, drama, media arts, or visual arts, including... DEPARTMENT OF EDUCATION Professional Development for Arts Educators Program; Office of Innovation... education programs and to help ensure that all students meet challenging State academic content standards...

A Faculty Development Program for Change and Growth. [and] Leadership Institute for Continuing Professional Education.

Science.gov (United States)

Wheeler, Daniel W.; Queeney, Donna S.

1993-01-01

The purpose of the Nebraska University Program for Renewal of Faculty is to foster systematic, planned change benefiting the individual and the institution. Penn State and Harvard Universities initiated the Leadership Institute for Continuing Professional Education to enable participants to discuss issues common to professional continuing…

Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

Science.gov (United States)

Passow, Michael J.

2015-04-01

By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators

An analysis of the adaptability of a professional development program in public health: results from the ALPS Study.

Science.gov (United States)

Richard, Lucie; Torres, Sara; Tremblay, Marie-Claude; Chiocchio, François; Litvak, Éric; Fortin-Pellerin, Laurence; Beaudet, Nicole

2015-06-14

Professional development is a key component of effective public health infrastructures. To be successful, professional development programs in public health and health promotion must adapt to practitioners' complex real-world practice settings while preserving the core components of those programs' models and theoretical bases. An appropriate balance must be struck between implementation fidelity, defined as respecting the core nature of the program that underlies its effects, and adaptability to context to maximize benefit in specific situations. This article presents a professional development pilot program, the Health Promotion Laboratory (HPL), and analyzes how it was adapted to three different settings while preserving its core components. An exploratory analysis was also conducted to identify team and contextual factors that might have been at play in the emergence of implementation profiles in each site. This paper describes the program, its core components and adaptive features, along with three implementation experiences in local public health teams in Quebec, Canada. For each setting, documentary sources were analyzed to trace the implementation of activities, including temporal patterns throughout the project for each program component. Information about teams and their contexts/settings was obtained through documentary analysis and semi-structured interviews with HPL participants, colleagues and managers from each organization. While each team developed a unique pattern of implementing the activities, all the program's core components were implemented. Differences of implementation were observed in terms of numbers and percentages of activities related to different components of the program as well as in the patterns of activities across time. It is plausible that organizational characteristics influencing, for example, work schedule flexibility or learning culture might have played a role in the HPL implementation process. This paper shows how a

Feasibility of an Online Professional Development Program for Early Intervention Practitioners

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Kyzar, Kathleen B.; Chiu, Caya; Kemp, Peggy; Aldersey, Heather Michelle; Turnbull, Ann P.; Lindeman, David P.

2014-01-01

This article reports findings from 2 studies situated within a larger scope of design research on a professional development program, "Early Years," for Part C early intervention practitioners, working with families in home and community settings. Early Years includes online modules and onsite mentor coaching, and its development has…

Creating Professional Learning Communities in a Traditional Educational Leadership Preparation Program

Science.gov (United States)

Doolittle, Gini; Stanwood, H. Mark; Simmerman, Herb

2006-01-01

In this article, the authors examine the prerequisites for leadership preparation programs with regard to implementing and institutionalizing professional learning communities as an instructional strategy. First, the authors posit that as faculty they must examine and reflect on their own teaching practices and how they influence their reciprocal…

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program

Science.gov (United States)

Rozenszajn, Ronit; Yarden, Anat

2014-02-01

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey.

Science.gov (United States)

Kitts, Robert Li; Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

2015-11-02

Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. To address the needs of these future health professionals, a novel program-Program for Research Assistant Development and Achievement (PRADA)-was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. High response rate and favorable outlook among respondents

Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

Science.gov (United States)

Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

2018-06-01

Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and

Epistemology, development, and integrity in a science education professional development program

Science.gov (United States)

Hancock, Elizabeth St. Petery

This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

Online Platform Support for Sustained, Collaborative and Self-directed Engagement of Teachers in a Blended Professional Development Program

Science.gov (United States)

Osburg, Thomas; Todorova, Albena

Professional development of teachers plays a significant role for the success of educational reforms and for student achievement. Programs for developing teachers’ skills to integrate digital media in the classroom have received increased attention, due to the role of technology in today’s world. Recent research and field experiences have identified elements which contribute to the effectiveness of such programs, among them opportunities for sustained, collaborative and self-directed learning. This paper explores how an online platform of a large scale blended program for professional development, Intel® Teach - Advanced Online, supports the implementation of such opportunities in practice and incorporates them in the structure of the program. The positive outcomes from the program as evidenced by its evaluation indicate that professional development based on the design principles identified as effective by recent research is a viable solution for addressing the limitations of traditional teacher training for technology integration.

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

Science.gov (United States)

Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

2017-12-01

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.

Implementing a Principal Tutor to Increase Student Engagement and Retention within the First Year of a Professional Program

Directory of Open Access Journals (Sweden)

Jason Lodge

2012-03-01

Full Text Available With ongoing changes to the requirements for professional registration, greater demand for professional services, and targets for increasing participation, universities must adapt quickly to ensure that the quality of accredited professional programs is continually improving. The problem of retaining students is particularly relevant in accredited professional courses where students often have unrealistic expectations about course content and the profession. In order to address issues surrounding student engagement and retention in an accredited psychology course, a Principal Tutor was appointed to a first year cohort. By using a transition pedagogy framework to support student engagement through incorporating administrative and profession-specific advice within and outside the formal curriculum, the program appears to have been successful in increasing student engagement. Indicators of student engagement were higher than national averages and retention rates improved. Implications for possible application of the initiatives included in this program elsewhere are discussed. 

The Ecuadorian Professional Preparation Program

Science.gov (United States)

Berzins, Anton Robert

2008-01-01

Across all fields of psychology within the United States, many mental health and educational professionals involved in the assessment of school-age children are not members of a minority population. As a result, these professionals are unfamiliar with the diverse cultural and linguistic characteristics of the individuals that they serve. This…

Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs

Science.gov (United States)

Walser, Tamara M.; Trevisan, Michael S.

2016-01-01

Evaluability assessment (EA) has potential as a design option for thesis and dissertation studies, serving as a practical training experience for both technical and nontechnical evaluation skills. Based on a content review of a sample of EA theses and dissertations from graduate professional degree programs, the authors of this article found that…

[Effectiveness of a mindfulness program in primary care professionals].

Science.gov (United States)

Martín Asuero, Andrés; Rodríguez Blanco, Teresa; Pujol-Ribera, Enriqueta; Berenguera, Anna; Moix Queraltó, Jenny

2013-01-01

To determine the long-term effects of a mindfulness program on burnout, mood states, empathy, and mindfulness in primary care professionals. A repeated measures before-after study was performed in 87 participants working in primary care. The variables evaluated were scores of the Burnout Inventory (Maslach), mood states (Profile of Mood States [POMS]), empathy (Jefferson Scale of Physician Empathy [JSPE]) and mindfulness (Five Facet Mindfulness Questionnaire [FFMQ]), adherence to the intervention, and changes in attitudes. Evaluations were performed at baseline, at 8 weeks, and at 6 and 12 months. The intervention lasted for 1 year and consisted of two training phases, an intensive first phase lasting 28 hours, spread over 8 weeks, and a second, maintenance phase of 25 hours spread over 10 months. The effect of the intervention was assessed through observed change, standardized response mean (SRM), and linear mixed-effects models on repeated measures. The scores of all the scales improved significantly during the follow-up compared with baseline scores. The greatest differences were obtained at 12 months, especially in the the FFMQ (SRM: 1.4), followed by the POMS (SRM: 0,8). The greatest improvement in the maintenance phase was found in the difference between consecutive scores. The only scale that showed major changes in all phases was the FFMQ scale. At the end of the intervention, 89% of participants practiced the exercises of the program on their own and 94% reported improvements in self-care and greater professionalism. A psychoeducational program based on mindfulness reduces burnout and improves mood states, empathy, and mindfulness, while encouraging better self-care. Copyright © 2013 SESPAS. Published by Elsevier Espana. All rights reserved.

Allogeneic BMT and patient eligibility based on psychosocial criteria: a survey of BMT professionals.

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Foster, L W; McLellan, L J; Rybicki, L A; Dabney, J; Welsh, E; Bolwell, B J

2006-01-01

BMT professionals were compared regarding their willingness to proceed with allogeneic BMT given select psychosocial issues. A questionnaire was sent to 660 physician members of ASBMT, 92 social work members of BMT Special Interest Group, Association of Oncology Social Work, and 626 nurse members of BMT Special Interest Group, Oncology Nursing Society; 597 responded with a response rate of 43.5%. Items included background information, followed by 17 case vignettes; each represented a different psychosocial issue to which respondents indicated whether or not they would recommend proceeding with allogeneic BMT. In every vignette, at least 10% of respondents indicated they would not proceed. In six vignettes, at least 64% indicated do not proceed: suicidal ideation (86.8%), uses addictive illicit drugs (81.7%), history of noncompliance (80.5%), no lay caregiver (69.3%), alcoholic (64.8%), and mild dementia/Alzheimer's (64.4%). In 10 vignettes, at least 73% indicated proceed. On four vignettes, professional subgroups differed in their recommendation on whether or not to proceed with allogeneic BMT. Qualitative data suggest that this decision is contingent on the perceived acuity, severity, and currency of the psychosocial issue, patient ability to comply with treatment given the issue, and its manageability as a risk factor for treatment related vulnerability and outcomes.

Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

Science.gov (United States)

Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

2000-06-01

Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

Fourth conference on radiation protection and dosimetry: Proceedings, program, and abstracts

Energy Technology Data Exchange (ETDEWEB)

Casson, W.H.; Thein, C.M.; Bogard, J.S. [eds.

1994-10-01

This Conference is the fourth in a series of conferences organized by staff members of Oak Ridge National Laboratory in an effort to improve communication in the field of radiation protection and dosimetry. Scientists, regulators, managers, professionals, technologists, and vendors from the United States and countries around the world have taken advantage of this opportunity to meet with their contemporaries and peers in order to exchange information and ideas. The program includes over 100 papers in 9 sessions, plus an additional session for works in progress. Papers are presented in external dosimetry, internal dosimetry, radiation protection programs and assessments, developments in instrumentation and materials, environmental and medical applications, and on topics related to standards, accreditation, and calibration. Individual papers are indexed separately on EDB.

Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

Science.gov (United States)

Kaszczak, Lesia

With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional

The Reuni Program and Challenges for Professional Education in Social Work

Directory of Open Access Journals (Sweden)

Kátia Regina de Souza Lima

2013-11-01

Full Text Available This article analyzes the implementation of the Program for Support to Plans for the Restructuring and Expansion of Federal Universities (Reuni, particularly concerning the expansion of the number of openings for students in the schools of Social Work at federal universities. It identifies Reuni as an expression of the expansion policy underway in Brazil in the first decade of the new century. The text analyzes the political and pedagogical significance of the program, it’s impacts on the intensification of the work of teaching and on professional education in Social Work.

Accreditation of Professional Preparation Programs for School Health Educators: The Changing Landscape

Science.gov (United States)

Taub, Alyson; Goekler, Susan; Auld, M. Elaine; Birch, David A.; Muller, Susan; Wengert, Deitra; Allegrante, John P.

2014-01-01

The health education profession is committed to maintaining the highest standards of quality assurance, including accreditation of professional preparation programs in both school and community/public health education. Since 2001, the Society for Public Health Education (SOPHE) has increased attention to strengthening accreditation processes for…

A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs

Science.gov (United States)

Khrabrova, Iryna; Sanzo, Karen L.

2013-01-01

The purpose of this study was to investigate the professional experiences of foreign-born faculty members serving in U.S. educational leadership preparation programs, utilizing a cultural approach to discern their lived experiences related to professional life. Cultural values were explored as reflected in professional life experiences. The…

Evaluation of the Professional Development Program on Web Based Content Development

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Yurdakul, Bünyamin; Uslu, Öner; Çakar, Esra; Yildiz, Derya G.

2014-01-01

The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey's levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that…

Automating with SIMATIC S7-1500 configuring, programming and testing with STEP 7 Professional

CERN Document Server

Berger, Hans

2014-01-01

With many innovations, the SIMATIC S7-1500 programmable logic controller (PLC) sets new standards in productivity and efficiency in control technology. By its outstanding system performance and with PROFINET as the standard interface, it ensures extremely short system response times and the highest control quality with a maximum of flexibility for most demanding automation tasks. The engineering software STEP 7 Professional operates inside TIA Portal, a user interface that is designed for intuitive operation. Functionality includes all aspects of Automation: from the configuration of the controllers via the programming in the IEC languages ¿¿LAD, FBD, STL, and SCL up to the program test. In the book, the hardware components of the automation system S7-1500 are presented including the description of their configuration and parameterization. A comprehensive introduction into STEP 7 Professional illustrates the basics of programming and troubleshooting. Beginners learn the basics of automation with Simatic...

Classroom Programming: What Should Be Taught? Book 2. The Parent/Professional Partnership.

Science.gov (United States)

National Association for Retarded Citizens, Arlington, TX.

The second of three books written for parents, professionals, and others involved in educating severely and profoundly retarded children offers detailed information regarding educational programing in the public schools. Two chapters on the public schools and one chapter on residential institutions contain sections which address the following…

Proceedings of seventh symposium on sharing of computer programs and technology in nuclear medicine, computer assisted data processing

International Nuclear Information System (INIS)

Howard, B.Y.; McClain, W.J.; Landay, M.

1977-01-01

The Council on Computers (CC) of the Society of Nuclear Medicine (SNM) annually publishes the Proceedings of its Symposium on the Sharing of Computer Programs and Technology in Nuclear Medicine. This is the seventh such volume and has been organized by topic, with the exception of the invited papers and the discussion following them. An index arranged by author and by subject is included

Proceedings of seventh symposium on sharing of computer programs and technology in nuclear medicine, computer assisted data processing

Energy Technology Data Exchange (ETDEWEB)

Howard, B.Y.; McClain, W.J.; Landay, M. (comps.)

1977-01-01

The Council on Computers (CC) of the Society of Nuclear Medicine (SNM) annually publishes the Proceedings of its Symposium on the Sharing of Computer Programs and Technology in Nuclear Medicine. This is the seventh such volume and has been organized by topic, with the exception of the invited papers and the discussion following them. An index arranged by author and by subject is included.

MANAGEMENT basic professional educational program IN THE CONDITIONS OF information and educational environment based on cloud TECHNOLOGIES

Directory of Open Access Journals (Sweden)

O. F. Bryksina

2016-01-01

Full Text Available The article substantiates the advantages of building information-educational environment of the basic professional educational program based on cloud technologies. Universal tool for building information-educational environment is Google Apps for Education services, which allows to organize the effective cooperation of all participants of the educational process, to plan collaborative activities, properly allocate resources and provide the solution of various learning tasks by necessary tools. Examples of using various Google-services in the organization of the collaborative activities of teachers of the department of applied informatics and information technologies in education of the Minin Nizhny Novgorod State Pedagogical University to improve implementation of the basic professional educational program in the direction of preparation "Information systems and technology". The core of the informational and educational environment of the basic professional educational program is Google-site that integrates different Google services and Google Apps applications.

The DEVELOP National Program: Building Dual Capacity in Decision Makers and Young Professionals Through NASA Earth Observations

Science.gov (United States)

Childs, L. M.; Rogers, L.; Favors, J.; Ruiz, M.

2012-12-01

Through the years, NASA has played a distinct/important/vital role in advancing Earth System Science to meet the challenges of environmental management and policy decision making. Within NASA's Earth Science Division's Applied Sciences' Program, the DEVELOP National Program seeks to extend NASA Earth Science for societal benefit. DEVELOP is a capacity building program providing young professionals and students the opportunity to utilize NASA Earth observations and model output to demonstrate practical applications of those resources to society. Under the guidance of science advisors, DEVELOP teams work in alignment with local, regional, national and international partner organizations to identify the widest array of practical uses for NASA data to enhance related management decisions. The program's structure facilitates a two-fold approach to capacity building by fostering an environment of scientific and professional development opportunities for young professionals and students, while also providing end-user organizations enhanced management and decision making tools for issues impacting their communities. With the competitive nature and growing societal role of science and technology in today's global workplace, DEVELOP is building capacity in the next generation of scientists and leaders by fostering a learning and growing environment where young professionals possess an increased understanding of teamwork, personal development, and scientific/professional development and NASA's Earth Observation System. DEVELOP young professionals are partnered with end user organizations to conduct 10 week feasibility studies that demonstrate the use of NASA Earth science data for enhanced decision making. As a result of the partnership, end user organizations are introduced to NASA Earth Science technologies and capabilities, new methods to augment current practices, hands-on training with practical applications of remote sensing and NASA Earth science, improved remote

Proceedings of the geosciences workshop

Energy Technology Data Exchange (ETDEWEB)

None

1991-01-01

The manuscripts in these proceedings represent current understanding of geologic issues associated with the Weldon Spring Site Remedial Action Project (WSSRAP). The Weldon Spring site is in St. Charles County, Missouri. The proceedings are the record of the information presented during the WSSRAP Geosciences Workshop conducted on February 21, 1991. The objective of the workshop and proceedings is to provide the public and scientific community with technical information that will facilitate a common understanding of the geology of the Weldon Spring site, of the studies that have been and will be conducted, and of the issues associated with current and planned activities at the site. This coverage of geologic topics is part of the US Department of Energy overall program to keep the public fully informed of the status of the project and to address public concerns as we clean up the site and work toward the eventual release of the property for use by this and future generations. Papers in these proceedings detail the geology and hydrology of the site. The mission of the WSSRAP derives from the US Department of Energy's Surplus Facilities Management Program. The WSSRAP will eliminate potential hazards to the public and the environment and make surplus real property available for other uses to the extent possible. This will be accomplished by conducting remedial actions which will place the quarry, the raffinate pits, the chemical plant, and the vicinity properties in a radiologically and chemically safe condition. The individual papers have been catalogued separately.

A longitudınal study on the effect of tailored training and counseling on the professional attitude of nursing students.

Science.gov (United States)

Karadağ, Ayise; Hisar, Filiz; Göçmen Baykara, Zehra; Çalışkan, Nurcan; Karabulut, Hatice; Öztürk, Deniz

2015-01-01

The development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010-2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than "competence and continuous education" significantly increased after training. Controls showed no growth in professional attitudes, other than in "contribution to scientific knowledge." The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended. Copyright © 2015 Elsevier Inc. All rights reserved.

Proceedings of the first analysis meeting on JUPITER Program. Report SN-241-80-14

Energy Technology Data Exchange (ETDEWEB)

NONE

1980-09-01

These proceedings provide an analysis of the JUPITER Experiment in ZPPR-9. A general description of data and methods is provided along with discussions of criticality, reaction rate ratio and reaction rate, Doppler and sample reactivity worth, sodium void worth, and control rod worth. Topics provided are: Considerations on a Critical Experiment Program for a Large Fast Breeder Reactor; Analysis of Sodium Void Worths in ZPPR-3 Modified Phase 3 Core; Fuel Pin and Subassembly Heterogeneity Effect on Neutronics Properties of a Fast Power Reactor; and An Evaluation Method for Mesh Size Effects in Neutron Diffusion Calculations. The individual topics have been cataloged separately.

The Impact of a Professional Development Program on Teachers' Understandings about Watersheds, Water Quality, and Stream Monitoring.

Science.gov (United States)

Shepardson, Daniel P.; Harbor, Jon; Cooper, Barbara; McDonald, Jim

2002-01-01

Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. Reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. (Author/YDS)

Integrating professional behavior development across a professional allied health curriculum.

Science.gov (United States)

Tsoumas, Linda J; Pelletier, Deborah

2007-01-01

Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors.

The Impact of an Advanced Certificate in Education (ACE Program on the Professional Practice of Graduates

Directory of Open Access Journals (Sweden)

Ruth Folake Aluko

2009-09-01

Full Text Available This paper examines the impact of a distance education program offered by the University of Pretoria, South Africa, on the professional practice of teachers. A pilot study was conducted using a combination of surveys and focus group interviews. Findings reveal that the program was beneficial to graduates’ personal development, professional practice, schools, learners, and colleagues. Further, principals who participated in the study attested to the differences they observed between the graduates and other teachers who had not been exposed to such a program. Suggestions for improvements included the introduction of subjects taught at school as areas of specialization, involvement of school principals in the assessment of enrolled students, visits to schools by the organizers, and exposure of students to the practical opportunities offered by the program (with portfolios that could be a part of the assessment.

[Impact of an informative intervention on the colorectal cancer screening program in primary care professionals].

Science.gov (United States)

Benito-Aracil, Llúcia; Binefa-Rodriguez, Gemma; Milà-Diaz, Núria; Lluch-Canut, M Teresa; Puig-Llobet, Montse; Garcia-Martinez, Montse

2015-01-01

To evaluate the impact of an intervention in primary care professionals on their current knowledge about colorectal cancer screening, subsequent surveillance recommendations and referral strategies. Cluster randomized controlled trial. Primary Care Centers in L'Hospitalet de Llobregat (Barcelona). Primary Care Professionals (doctors and nurses). Training session in six of the 12 centers (randomly selected) about the colorrectal cancer screening program, and three emails with key messages. Professionals and centers characteristics and two contextual variables; involvement of professionals in the screening program; information about colorectal cancer knowledge, risk factors, screening procedures, surveillance recommendations and referral strategies. The total score mean on the first questionnaire was 8.07 (1.38) and the second 8.31 (1.39). No statistically significant differences between the intervention and control groups were found, however, in 9 out of 11 questions the percentage of correct responses was increased in the intervention group, mostly related to the surveillance after the diagnostic examination. The intervention improves the percentage of correct answers, especially in those in which worst score obtained in the first questionnaire. This study shows that professionals are familiar with colorectal cancer screening, but there's a need to maintain frequent communication in order to keep up to date the information related to the colorectal cancer screening. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

The Development of Professional Empowerment Program for Principals by Interorganizational Collaboration and Action Research

Directory of Open Access Journals (Sweden)

Peiying Chen

2015-06-01

Full Text Available As an action research approach through interorganizational collaboration, this study aims to develop an effective professional learning program for enhancing principals’ leadership. There are three phases in this research: program design, implementation, and feedback and reflection. With a comprehensive literature review and focus group interviews, key competences of leadership were identified. The program contents were designed through interorganizational collaboration between academics, local officers, experienced principals, and NGO practitioners. The program contains self-awareness and team building in the dark, leading for the future, curriculum and instructional leadership, systems thinking, Understanding by Design, framework and practice, and World Café dialogue. In Phase II, a four-day workshop program has been held twice in the summer of 2012. Learning feedback was posted on Facebook as informal formative evaluation during the implementation phase. In phase III, opinions and feedbacks from learners, external observers, and curriculum designers were collected to assess the effectiveness of the program. The challenges and revision ideas were proposed at the end of the paper. Through the cycle of “design-act-feedback-revision” of action research with interorganizational collaboration, the present professional development program for principals can be refined and better empower school leaders with new ways of situated learning, collaboration, and reflective thinking. Although this program has been implemented for a few times in the past two years, this paper only explained and discussed the merits and effects of the workshops implemented in the summer of 2012.

Bereavement photography for children: program development and health care professionals' response.

Science.gov (United States)

Michelson, Kelly Nicole; Blehart, Kathleen; Hochberg, Todd; James, Kristin

2013-07-01

Reports of in-hospital bereavement photography focus largely on stillborns and neonates. Empiric data regarding the implementation of bereavement photography in pediatrics beyond the neonatal period and the impact of such programs on healthcare professionals (HCPs) is lacking. The authors describe the implementation of a pediatric intensive care unit (PICU) bereavement photography program and use questionnaire data from HCPs to describe HCPs' reflections on the program and to identify program barriers. From July 2007 through April 2070, families of 59 (36%) of the 164 patients who died in the PICU participated in our bereavement photography program. Forty questionnaires from 29 HCPs caring for 39 participating patients/families indicated that families seemed grateful for the service (n = 34; 85%) and that the program helped HCPs feel better about their role (n = 30; 70%). Many HCPs disagreed that the program consumed too much of his/her time (n = 34; 85%) and that the photographer made his/her job difficult (n = 37; 92.5%). Qualitative analysis of responses to open-ended questions revealed 4 categories: the program's general value; positive aspects of the program; negative aspects of the program; and suggestions for improvements. Implementing bereavement photography in the PICU is feasible though some barriers exist. HCPs may benefit from such programs.

The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 27-28, 2014). Volume 2014, Issue 1

Science.gov (United States)

Russell, William Benedict, III, Ed.

2014-01-01

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in…

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

Science.gov (United States)

Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

Science.gov (United States)

Zhang, Yan; Hawk, Skyler T.; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model. PMID:27199810

The Limits of Programmed Professional Development on Integration of Information and Communication Technology in Education

Science.gov (United States)

Peeraer, Jef; Van Petegem, Peter

2012-01-01

In the framework of a development cooperation program on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year program. We describe how the framework on "Technological…

Feasibility and acceptability of a child sexual abuse prevention program for childcare professionals: comparison of a web-based and in-person training.

Science.gov (United States)

Rheingold, Alyssa A; Zajac, Kristyn; Patton, Meghan

2012-01-01

Recent prevention research has established the efficacy of some child sexual abuse prevention programs targeting adults; however, less is known about the feasibility of implementing such programs. The current study examines the feasibility and acceptability of a child sexual abuse prevention program for child care professionals provided in two different formats: in person and Web based. The sample consisted of 188 child care professionals from a large-scale, multisite, randomized controlled trial. Findings indicate that both in-person and online training formats are feasible to implement and acceptable to professionals. When comparing formats, the in-person format was favored in terms of comfort level and likelihood of sharing information with others. These findings have significant implications for dissemination of child sexual abuse prevention programs for child care professionals.

Structured-Exercise-Program (SEP): An Effective Training Approach to Key Healthcare Professionals

Science.gov (United States)

Miazi, Mosharaf H.; Hossain, Taleb; Tiroyakgosi, C.

2014-01-01

Structured exercise program is an effective approach to technology dependent resource limited healthcare area for professional training. The result of a recently conducted data analysis revealed this. The aim of the study is to know the effectiveness of the applied approach that was designed to observe the level of adherence to newly adopted…

Proceedings of Sixth National Seminar of Waste Management Technology

International Nuclear Information System (INIS)

Sucipta; Zainus Salimin; Lubis, Erwansyah; Herlan Martono; Aisyah; Syahrir; Erini Yuwatini; Thamzil Las; Kusnanto

2008-06-01

The sixth proceedings of the seminar on technology of waste management held by National Nuclear Energy Agency on June 24, 2007. The aim of seminar is to increase strengthening of radioactive waste management infrastructure to support a success in nuclear energy program in Indonesia. The proceedings consist of 32 articles from researcher of BATAN and outside BATAN. (PPIKSN)

Coordinated school health program and dietetics professionals: partners in promoting healthful eating.

Science.gov (United States)

Gross, Sandra M; Cinelli, Bethann

2004-05-01

Although research indicates that school meal programs contribute to improved academic performance and healthier eating behaviors for students who participate, fewer than 60% of students choose the National School Lunch Program or School Breakfast Program. School meal programs have a difficult time competing with foods that are marketed to young people through sophisticated advertising campaigns. Youth's preferences for fast foods, soft drinks, and salty snacks; mixed messages sent by school personnel; school food preparation and serving space limitations; inadequate meal periods; and lack of education standards for school foodservice directors challenge school meal programs as well. A coordinated school health program offers a framework for meeting these challenges and provides children and adolescents with the knowledge and skills necessary for healthful eating. This article identifies challenges facing school foodservice directors in delivering healthful meals and acquaints dietetics professionals with the coordinated school health program to be used as a tool for addressing unhealthful weight gain and promoting healthful eating.

The Impact of a National Faculty Development Program Embedded Within an Academic Professional Organization.

Science.gov (United States)

Baldwin, Constance D; Gusic, Maryellen E; Chandran, Latha

2017-08-01

A sizeable literature describes the effectiveness of institution-based faculty development programs in nurturing faculty educators as scholars, but national programs are less common and seldom evaluated. To fill this role, the Educational Scholars Program (ESP) was created within the Academic Pediatric Association (APA) in 2006. It is a national, three-year, cohort-based certification program focused on fostering educational scholarship. This article describes the development and outcomes of an innovative program embedded within the framework of a national professional organization, and offers a model for potential adaptation by similar organizations to enhance their support of educators.After 10 years, 171 scholars have enrolled in the ESP, and 50 faculty have participated. Scholars are assigned a faculty advisor and participate in three full-day sessions at a national meeting; online, interactive learning modules; and a mentored, scholarly project. The program receives support from the APA in four organizational frames: structural, human resource, political, and symbolic. The self-perceived scholarly proficiency of the scholars in Cohort 1 increased significantly over time, and their productivity and collaborations increased during and after the program. Scholars wrote enthusiastically about their experience in yearly and postprogram evaluations. In interviews, eight past APA presidents explained that the ESP strengthened the APA's mission, created new leaders, and provided a new model for other APA programs. Outcomes of the ESP suggest that a longitudinal faculty development program embedded within a national professional organization can create a social enterprise not only within the organization but also within the broader national community of educator-scholars.

The Importance of MS PHD'S and SEEDS Mentoring and Professional Development Programs in the Retenion of Underrepresented Minorities in STEM Fields

Science.gov (United States)

Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ricciardi, L.

2012-12-01

According to a recent study by the National Academy of Sciences, underrepresented minority (URM) participation in STEM disciplines represents approximately one third of the URM population in the U.S. Thus, the proportion of URM in STEM disciplines would need to triple in order to reflect the demographic makeup in the U.S. Individual programs targeting the recruitment and retention of URM students in STEM have demonstrated that principles of mentoring, community building, networking, and professional skill development are crucial in encouraging URM students to remain in STEM disciplines thereby reducing this disparity in representation. However, to paraphrase an old African proverb, "it takes a village to nurture and develop a URM student entering into the STEM community." Through programs such as the Institute for Broadening Participation's Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science and the Ecological Society of America's Strategies for Ecology Education, Diversity and Sustainability (SEEDS), URM students are successfully identifying and benefitting from meaningful opportunities to develop the professional skills and strategies needed to achieve their academic and career goals. Both programs share a philosophy of professional development, reciprocal mentoring, field trips, internships, employment, research partnerships, collaborations, fellowships, scholarships, grants, and professional meeting travel awards to support URM student retention in STEM. Both programs share a mission to bring more diversity and inclusivity into STEM fields. Both programs share a history of success at facilitating the preparation and advancement of URM students. This success has been documented with the multitude of URM students that have matriculated through the programs and are now actively engaged in the pursuit of advanced degrees in STEM or entering the STEM workforce. Anonymous surveys from

Measuring Satisfaction with Family-Professional Partnership in Early Intervention and Early Childhood Special Education Programs in Qatar

Science.gov (United States)

Al-Hadad, Nawal Khalil

2010-01-01

Family-professional partnership has been considered a recommended practice in Early Intervention/Early Childhood Special Education (EI/ECSE) programs for young children with disabilities and their families for the past two decades. The importance of establishing successful partnerships between families and professionals in educational planning has…

The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 26-27, 2015) Volume 2015, Issue 1

Science.gov (United States)

Russell, William Benedict, III, Ed.

2015-01-01

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2015 proceedings: (1) Local History and Local Culture at the Core of Elementary Social Studies Curriculum (C.…

Exploring the utility of measures of critical thinking dispositions and professional behavior development in an audiology education program.

Science.gov (United States)

Ng, Stella L; Bartlett, Doreen J; Lucy, S Deborah

2013-05-01

Discussions about professional behaviors are growing increasingly prevalent across health professions, especially as a central component to education programs. A strong critical thinking disposition, paired with critical consciousness, may provide future health professionals with a foundation for solving challenging practice problems through the application of sound technical skill and scientific knowledge without sacrificing sensitive, empathic, client-centered practice. In this article, we describe an approach to monitoring student development of critical thinking dispositions and key professional behaviors as a way to inform faculty members' and clinical supervisors' support of students and ongoing curriculum development. We designed this exploratory study to describe the trajectory of change for a cohort of audiology students' critical thinking dispositions (measured by the California Critical Thinking Disposition Inventory: [CCTDI]) and professional behaviors (using the Comprehensive Professional Behaviors Development Log-Audiology [CPBDL-A]) in an audiology program. Implications for the CCTDI and CPBDL-A in audiology entry-to-practice curricula and professional development will be discussed. This exploratory study involved a cohort of audiology students, studied over a two-year period, using a one-group repeated measures design. Eighteen audiology students (two male and 16 female), began the study. At the third and final data collection point, 15 students completed the CCTDI, and nine students completed the CPBDL-A. The CCTDI and CPBDL-A were each completed at three time points: at the beginning, at the middle, and near the end of the audiology education program. Data are presented descriptively in box plots to examine the trends of development for each critical thinking disposition dimension and each key professional behavior as well as for an overall critical thinking disposition score. For the CCTDI, there was a general downward trend from time point 1 to

Student perspectives of a Student-Led Groups Program model of professional practice education in a brain injury rehabilitation unit.

Science.gov (United States)

Patterson, Freyr; Fleming, Jennifer; Marshall, Kathryn; Ninness, Nadine

2017-10-01

Professional practice education is a core and essential component of occupational therapy training. With increasing numbers of education programmes and more students requiring professional practice placements, development of innovative models of professional practice education has emerged, but these require investigation. The aim of this study was to investigate student experiences and perceptions of the Student-Led Groups Program model of professional practice education in an inpatient brain injury rehabilitation unit. A qualitative approach, guided by phenomenological theory was used. Participants were 15 students who had completed a professional practice placement in the Student-Led Groups Program. Data were collected using in-depth semi-structured interviews and analysed thematically. Three over-arching themes emerged from the data; balance of support and freedom, development of clinical skills and missed opportunities. Students described how the structure of the placement facilitated independent learning and autonomy that was balanced with support from clinicians and student peers. Students perceived that they had developed a breadth of clinical skills and also had missed some learning opportunities in this professional practice placement structure. Overall student perceptions of the Student-Led Groups Program were positive, supporting the continued use of this model of professional practice education in this setting. The results highlight the value of structured and consistent approaches for supervision, including the use of formal approaches to peer supervision in the initial stages of learning. © 2017 Occupational Therapy Australia.

Geothermal Program Review XIV: proceedings. Keeping Geothermal Energy Competitive in Foreign and Domestic Markets

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-01-01

The U.S. Department of Energy`s Office of Geothermal Technologies conducted its annual Program Review XIV in Berkeley, April 8-10, 1996. The geothermal community came together for an in-depth review of the federally-sponsored geothermal research and development program. This year`s theme focused on ``Keeping Geothermal Energy Competitive in Foreign and Domestic Markets.`` This annual conference is designed to promote technology transfer by bringing together DOE-sponsored researchers; utility representatives; geothermal developers; equipment and service suppliers; representatives from local, state, and federal agencies; and others with an interest in geothermal energy. Program Review XIV consisted of eight sessions chaired by industry representatives. Introductory and overview remarks were presented during every session followed by detailed reports on specific DOE-funded research projects. The progress of R&D projects over the past year and plans for future activities were discussed. The government-industry partnership continues to strengthen -- its success, achievements over the past twenty years, and its future direction were highlighted throughout the conference. The comments received from the conference evaluation forms are published in this year`s proceedings. Individual papers have been processed for inclusion in the Energy Science and Technology Database.

Fourth DOE Natural Phenomena Hazards Mitigation Conference: Proceedings

International Nuclear Information System (INIS)

1993-01-01

This conference allowed an interchange in the natural phenomena area among designers, safety professionals, and managers. The papers presented in Volume I of the proceedings are from sessions I - VIII which cover the general topics of: DOE standards, lessons learned and walkdowns, wind, waste tanks, ground motion, testing and materials, probabilistic seismic hazards, risk assessment, base isolation and energy dissipation, and lifelines and floods. Individual papers are indexed separately. (GH)

Professional Android Programming with Mono for Android and NETC#

CERN Document Server

McClure, Wallace B; Croft, John J; Dick, Jonathan; Hardy, Chris

2012-01-01

A one-of-a-kind book on Android application development with Mono for Android The wait is over! For the millions of .NET/C# developers who have been eagerly awaiting the book that will guide them through the white-hot field of Android application programming, this is the book. As the first guide to focus on Mono for Android, this must-have resource dives into writing applications against Mono with C# and compiling executables that run on the Android family of devices. Putting the proven Wrox Professional format into practice, the authors provide you with the knowledge you need to become a succ

Issues of IT-Professionals Training in Traditional Educational Process

Science.gov (United States)

Eminov, Farid; Golitsyna, Irina

2017-01-01

The paper presents issues of modern IT-specialists training. Formation of information-educational environment of IT-professionals is discussed. Studying of enterprise infocommunication infrastructure and its management features within a framework of the traditional educational process is considered. [For the complete proceedings, see ED579395.

Proceedings of the fourth international conference on CANDU maintenance

International Nuclear Information System (INIS)

1997-01-01

These proceedings record the information presented at the 4th International Conference on CANDU Maintenance held November 16-18,1997 in Toronto, Canada. The papers for these proceedings were prepared on component maintenance, human performance, steam generator leak detection, fuel channel inspections, rotating equipment maintenance, surveillance programs, inspection techniques, valve maintenance, steam generator repairs and performance, reactor aging management and preventative maintenance

Proceedings of the fourth international conference on CANDU maintenance

Energy Technology Data Exchange (ETDEWEB)

NONE

1997-07-01

These proceedings record the information presented at the 4th International Conference on CANDU Maintenance held November 16-18,1997 in Toronto, Canada. The papers for these proceedings were prepared on component maintenance, human performance, steam generator leak detection, fuel channel inspections, rotating equipment maintenance, surveillance programs, inspection techniques, valve maintenance, steam generator repairs and performance, reactor aging management and preventative maintenance.

Proceedings of the efficient separations and processing crosscutting program 1997 technical exchange meeting

Energy Technology Data Exchange (ETDEWEB)

Gephart, J.M. [ed.

1997-05-01

This document contains summaries of technology development presented at the 1997 Efficient Separations and Processing Crosscutting Program (ESP-CP) Technical Exchange Meeting (TEM), held January 28-30, 1997, in Gaithersburg, Maryland. The ESP-CP is sponsored by the U.S. Department of Energy`s Office of Environmental Management (DOE/EM), Office of Science and Technology. The ESP-CP TEM is held annually to: (1) Present current technology development activities funded by the ESP-CP. Developers of ESP-CP-funded technologies describe the problems and needs addressed by their technologies; the technical approach, accomplishments, and resolution of issues; the strategy and schedule for commercialization; and evolving potential applications. Representatives from DOE/EM`s Focus Areas also present their technology needs. (2) Promote the exchange of technical information among those developing new separations technologies, those responsible for providing new separations technologies to meet DOE/EM needs, and those who need or will potentially make use of such technologies. (3) Familiarize the ESP-CP Technical Review Team with the FY 1997 program and solicit reviewers` views on the program as a whole. This meeting is not a program review of the individual tasks, but instead focuses on the technical aspects and implementation of ESP-CP-sponsored technology or data. This document also contains a list of ESP-CP-sponsored publications, presentations, and patents. Separate abstracts have been indexed into the energy database for contributions to this proceedings.

Proceedings of the efficient separations and processing crosscutting program 1997 technical exchange meeting

International Nuclear Information System (INIS)

Gephart, J.M.

1997-01-01

This document contains summaries of technology development presented at the 1997 Efficient Separations and Processing Crosscutting Program (ESP-CP) Technical Exchange Meeting (TEM), held January 28-30, 1997, in Gaithersburg, Maryland. The ESP-CP is sponsored by the U.S. Department of Energy's Office of Environmental Management (DOE/EM), Office of Science and Technology. The ESP-CP TEM is held annually to: (1) Present current technology development activities funded by the ESP-CP. Developers of ESP-CP-funded technologies describe the problems and needs addressed by their technologies; the technical approach, accomplishments, and resolution of issues; the strategy and schedule for commercialization; and evolving potential applications. Representatives from DOE/EM's Focus Areas also present their technology needs. (2) Promote the exchange of technical information among those developing new separations technologies, those responsible for providing new separations technologies to meet DOE/EM needs, and those who need or will potentially make use of such technologies. (3) Familiarize the ESP-CP Technical Review Team with the FY 1997 program and solicit reviewers' views on the program as a whole. This meeting is not a program review of the individual tasks, but instead focuses on the technical aspects and implementation of ESP-CP-sponsored technology or data. This document also contains a list of ESP-CP-sponsored publications, presentations, and patents. Separate abstracts have been indexed into the energy database for contributions to this proceedings

Chinese preservice teachers’ professional identity links with education program performance: The roles of task value belief and learning motivations

Directory of Open Access Journals (Sweden)

Yan eZhang

2016-04-01

Full Text Available AbstractProfessional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA of courses (both subject and pedagogy courses was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first three years of a teacher-training program indicated that: (1 variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2 professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM; (3 task value belief was positively linked to intrinsic and extrinsic learning motivation; (4 higher extrinsic (but not intrinsic learning motivation was associated with increased program performance; and (5 task value belief and extrinsic learning motivation were significant mediators in the model.

Proceedings of the heavy ion fusion workshop

Energy Technology Data Exchange (ETDEWEB)

Arnold, R C [ed.

1978-01-01

These proceedings contain reviews of current laboratory programs dealing with inertial fusion driven by beams of heavy ions, as well as several individually abstracted invited talks, workshop reports and contributed papers.

Towson University's Professional Science Master's Program in Applied Physics: The first 5 years

Science.gov (United States)

Kolagani, Rajeswari

It is a well-established fact that the scientific knowledge and skills acquired in the process of obtaining a degree in physics meet the needs of a variety of positions in multiple science and technology sectors. However, in addition to scientific competence, challenging careers often call for skills in advanced communication, leadership and team functions. The professional science master's degree, which has been nick-named as the `Science MBA', aims at providing science graduates an edge both in terms of employability and earning levels by imparting such skills. Our Professional Science Master's Program in Applied Physics is designed to develop these `plus' skills through multiple avenues. In addition to advanced courses in Applied Physics, the curriculum includes graduate courses in project management, business and technical writing, together with research and internship components. I will discuss our experience and lessons learned over the 5 years since the inception of the program in 2010. The author acknowledges support from the Elkins Professorship of the University System of Maryland.

Goals, data use, and instruction : the effect of a teacher professional development program on reading achievement

NARCIS (Netherlands)

van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a

STEM professional volunteers in K-12 competition programs: Educator practices and impact on pedagogy

Science.gov (United States)

Zintgraff, Alfred Clifton

This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

Enhancing Feedback on Professionalism and Communication Skills in Anesthesia Residency Programs.

Science.gov (United States)

Mitchell, John D; Ku, Cindy; Diachun, Carol Ann B; DiLorenzo, Amy; Lee, Daniel E; Karan, Suzanne; Wong, Vanessa; Schell, Randall M; Brzezinski, Marek; Jones, Stephanie B

2017-08-01

Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions. In this prospective cohort study (October 2013 to July 2014), we implemented a video-based educational program on feedback at 4 institutions. Feedback records from 3 months before to 3 months after the intervention were rated for quality (0-5), utility (0-5), and whether they had negative/constructive feedback and/or were related to professionalism/communication. Feedback records during the preintervention, intervention, and postintervention periods were compared using the Kruskal-Wallis and χ tests. Data are reported as median (interquartile range) or proportion/percentage. A total of 1926 feedback records were rated. The institutions overall did not have a significant difference in feedback quantity (preintervention: 855/3046 [28.1%]; postintervention: 896/3327 [26.9%]; odds ratio: 1.06; 95% confidence interval, 0.95-1.18; P = .31), feedback quality (preintervention: 2 [1-4]; intervention: 2 [1-4]; postintervention: 2 [1-4]; P = .90), feedback utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 1 [1-2]; P = .61), or percentage of feedback records containing negative/constructive feedback (preintervention: 27%; intervention: 32%; postintervention: 25%; P = .12) or related to professionalism/communication (preintervention: 23%; intervention: 33%; postintervention: 24%; P = .03). Institution 1 had a significant difference in feedback quality (preintervention: 2 [1-3]; intervention: 3 [2-4]; postintervention: 3 [2-4]; P

Professional practice of dietitians in the Brazilian School Feeding Program: A multiple case study

Directory of Open Access Journals (Sweden)

Patrícia Fernanda Ferreira PIRES

Full Text Available ABSTRACT Objective: To assess dietician’s numerical parameters for school feeding and discuss limitations and possibilities for professional practice in the municipalities of Vale do Ivaí, in Northern Paraná, Brazil. Methods: This is a multiple case study. A semi-structured interview was administered to dietitians working at the School Feeding Program in nine cities located in Vale do Ivaí, Paraná, Brazil. Resolution nº 465/2010, from the Brazilian Federal Board of Dietitians, was used to calculate the adequacy of working hours of dietitians. The legistation of the Brazilian School Feeding Program was applied to discuss professional practice. Results: All the cities had at least one dietitian responsible for the School Feeding Program. The percentage of adequate working hours was from 20 to 66%. Some dietitians were involved in management activities, administration, procurement, and accounting, in addition to dietitian assignments for the School Feeding Program. Most dietitians worked in other sectors of the municipalities such as the health system, social assistance, and at events. This practice could compromise compliance of technical activities that must be met by the dietitians of the School Feeding Program. Conclusion: The number of dietitians in most of cities working at School Feeding Program is not sufficient to meet the number of students. The insuficient workload and excessive activities could hinder the development of dietitian’s private activities. The hiring of nutrition and dietitian technicians and administrative assistants for bureaucratic activies is recommended.

C-MORE Professional Development Training Program for Graduate Students and Post-Docs

Science.gov (United States)

Bruno, B. C.; DeLeo, F.; Bottjer, D.; Jungbluth, S.; Burkhardt, B.; Hawco, N.; Boiteau, R.

2012-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a National Science Foundation-sponsored Science and Technology Center. C-MORE comprises six partner institutions: University of Hawaii (headquarters), Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California at Santa Cruz and Monterey Bay Aquarium Research Institute. C-MORE's Professional Development Training Program is aimed at equipping graduate students and post-docs at all six institutions with the skills and experiences needed to maximize their potential and succeed in their professional careers. This program is administered through the C-MORE Education Office and was developed in close collaboration with graduate students, post-docs, and faculty. This program has formal but flexible requirements. There is only one required module (Outreach). The seven optional modules include: Science Communication, Leadership, Mentoring, Teaching, Research Exchange, Diversity and Proposal Writing. Masters students choose three optional modules; Ph.D. students and post-docs choose five. Most modules consist of a training component, followed by a practical component. All participants will are expected to complete program evaluations. Below are some examples of program offerings: Science Communication Module In partnership with the Communication Partnership for Science and the Sea, C-MORE organized three Science Communication workshops at the University of Hawaii, Monterey Bay Aquarium Research Institute and Massachusetts Institute of Technology. These workshops train participants to distill their research into language that is free of jargon and accessible to a general audience. After the training, participants are asked to produce a communication product based on their research, such as a magazine article, press release, podcast or a blog. Diversity Module To date, C-MORE has organized three teleconferences on diversity, attended by

Professional Certification

Science.gov (United States)

WaterSense recognizes certification programs for irrigation professionals that meet the specification criteria. Certification programs cover three areas: irrigation system design, installation and maintenance, and system auditing.

In-Service Infant Teachers Re-Envision Their Practice through a Professional Development Program

Science.gov (United States)

Loizou, Eleni; Recchia, Susan L.

2018-01-01

Research Findings: Most infant teachers have been prepared to be early childhood educators with minimal theoretical or practical exposure to infancy. This study highlights the outcomes of a professional development program (PDP) designed to support a group of infant teachers who lacked specific infancy preparation to re-envision their roles. Data…

A Professional Learning Program for Enhancing the Competency of Students with Special Needs

Science.gov (United States)

Kantavong, Pennee; Sivabaedya, Suwaree

2010-01-01

This study used a quasi-experimental research design to examine the impact of a professional learning program designed to enhance the competency of children with Autism, Attention Deficit Hyperactivity Disorder and Learning Disabilities and to develop knowledge, understanding and skills of teachers and parents in helping them. Data were collected…

MS PHD'S Professional Development Program: A Scientific Renaissance in Cyberspace

Science.gov (United States)

Powell, J. M.; Williamson, V. A.; Griess, C. A.; Pyrtle, A. J.

2004-12-01

This study is a component of a four-year investigation of MS PHD'S Professional Development Program's virtual community through the lenses of underrepresented minority students in Earth system science and engineering fields. In this presentation, the development, assessment and projected utilization of the ongoing study will be discussed. The overall goal of this study is to examine the effectiveness of virtual team building methods and understand how the development of a communal cyberinfrastructure acts as an integral part of the emergence of a Scientific Renaissance. The exemplar, Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S), provides professional development experiences to facilitate the advancement of students of color achieving outstanding Earth system careers. Undergraduate and graduate students are supported through access to scientific conferences, mentorship and virtual community building. Framed by critical theory, this ethnographic exploration uses a mixed methods research design to record, observe, and analyze both the processes and products of the website, listserv and synchronous web-based dialogue. First, key findings of the formative evaluation and annual reports of the successfully implemented 2003 MS PHD'S Pilot Project are presented. These findings inform future evaluations of the use of technological resources and illustrate how this public space provides peer support and enriched research opportunities. Quantitative methods such as statistical analysis, academic and professional tracking and evaluative tools for scientific content and competency are complimented by qualitative methods that include observations, heuristic case studies and focus group interviews. The findings of this ongoing investigation will provide insight on how national organizations, higher education practitioners, community-based support systems and underrepresented minorities in the sciences promote diversity by developing

Understanding the design research process: The evolution of a professional development program in Indian slums

NARCIS (Netherlands)

McKenney, Susan; Raval, Harini; Pieters, Jules

2011-01-01

McKenney, S., Raval, H., & Pieters, J. (2011, 8-12 April). Understanding the design research process: The evolution of a professional development program in Indian slums. Presentation at AERA annual meeting, New Orleans.

Proceedings of the 1992 DOE/NREL hydrogen program review

Energy Technology Data Exchange (ETDEWEB)

Rocheleau, R.E.; Gao, Q.H.; Miller, E. [Univ. of Hawaii, Honolulu, HI (United States). Hawaii Natural Energy Inst.

1992-07-01

These proceedings contain 18 papers presented at the meeting. While the majority of the papers (11) had to do with specific hydrogen production methods, other papers were related to hydrogen storage systems, evaluations of and systems analysis for a hydrogen economy, and environmental transport of hydrogen from a pipeline leak.

Social contract theory as a foundation of the social responsibilities of health professionals.

Science.gov (United States)

Welie, Jos V M

2012-08-01

This paper seeks to define and delimit the scope of the social responsibilities of health professionals in reference to the concept of a social contract. While drawing on both historical data and current empirical information, this paper will primarily proceed analytically and examine the theoretical feasibility of deriving social responsibilities from the phenomenon of professionalism via the concept of a social contract.

The effectiveness of assertiveness communication training programs for healthcare professionals and students: A systematic review.

Science.gov (United States)

Omura, Mieko; Maguire, Jane; Levett-Jones, Tracy; Stone, Teresa Elizabeth

2017-11-01

Communication errors have a negative impact on patient safety. It is therefore essential that healthcare professionals have the skills and confidence to speak up assertively when patient safety is at risk. Although the facilitators to and barriers of assertive communication have been the subject of previous reviews, evidence regarding the effectiveness of interventions designed to enhance assertive communication is lacking. Thus, this paper reports the findings from a systematic review of the effectiveness of assertiveness communication training programs for healthcare professionals and students. The objective of this review is to identify, appraise and synthesise the best available quantitative evidence in relation to the effectiveness of assertiveness communication training programs for healthcare professionals and students on levels of assertiveness, communication competence and impact on clinicians' behaviours and patient safety. The databases included: CINAHL, Cochrane library, EMBASE, Informit health collection, MEDLINE, ProQuest nursing and allied health, PsycINFO, Scopus and Web of Science. The search for unpublished studies included: MedNar, ProQuest Dissertations & Theses A&I. Studies published in English from 2001 until 2016 inclusive were considered. The review included original quantitative research that evaluated (a) any type of independent assertiveness communication training program; and (b) programs with assertiveness training included as a core component of team skills or communication training for healthcare professionals and students, regardless of healthcare setting and level of qualification of participants. Studies selected based on eligibility criteria were assessed for methodological quality and the data were extracted by two independent researchers using the Joanna Briggs Institute critical appraisal and data extraction tools. Eleven papers were critically appraised using the Joanna Briggs Institute critical appraisal checklists. Eight

Evaluation of a community transition to professional practice program for graduate registered nurses in Australia.

Science.gov (United States)

Aggar, Christina; Gordon, Christopher J; Thomas, Tamsin H T; Wadsworth, Linda; Bloomfield, Jacqueline

2018-03-26

Australia has an increasing demand for a sustainable primary health care registered nursing workforce. Targeting graduate registered nurses who typically begin their nursing career in acute-care hospital settings is a potential workforce development strategy. We evaluated a graduate registered nurse Community Transition to Professional Practice Program which was designed specifically to develop and foster skills required for primary health care. The aims of this study were to evaluate graduates' intention to remain in the primary health care nursing workforce, and graduate competency, confidence and experiences of program support; these were compared with graduates undertaking the conventional acute-care transition program. Preceptor ratings of graduate competence were also measured. All of the 25 graduates (n = 12 community, n = 13 acute-care) who completed the questionnaire at 6 and 12 months intended to remain in nursing, and 55% (n = 6) of graduates in the Community Transition Program intended to remain in the primary health care nursing workforce. There were no differences in graduate experiences, including level of competence, or preceptors' perceptions of graduate competence, between acute-care and Community Transition Programs. The Community Transition to Professional Practice program represents a substantial step towards developing the primary health care health workforce by facilitating graduate nurse employment in this area. Copyright © 2018 Elsevier Ltd. All rights reserved.

Understanding the design research process: The evolution of a professional development program in Indian slums

OpenAIRE

McKenney, Susan; Raval, Harini; Pieters, Jules

2011-01-01

McKenney, S., Raval, H., & Pieters, J. (2011, 8-12 April). Understanding the design research process: The evolution of a professional development program in Indian slums. Paper presentation at AERA annual meeting, New Orleans.

Understanding the design research process: The evolution of a professional development program in Indian slums

NARCIS (Netherlands)

McKenney, Susan; Raval, Harini; Pieters, Jules

2012-01-01

McKenney, S., Raval, H., & Pieters, J. (2011, 8-12 April). Understanding the design research process: The evolution of a professional development program in Indian slums. Paper presentation at AERA annual meeting, New Orleans.

Collaborative Learning Processes in the Context of a Public Health Professional Development Program: A Case Study

Science.gov (United States)

Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole

2017-01-01

The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…

Planning Considerations for Afterschool Professional Development

Science.gov (United States)

Bradshaw, L. Daniele

2015-01-01

Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

The contribution of the health management studies program to the professional status of graduates.

Science.gov (United States)

Haller-Hayon, Orit; Korn, Liat; Magnezi, Racheli

2015-11-13

This study examines the contribution of the Health Management Bachelor's degree program at an Israeli university to the professional development of its graduates. The aims of this study were: To examine the perceived gaps between acquired knowledge and required knowledge within the workforce; To explore the potential changes in the graduates' occupation conditions or professional status following their studies; To test the contribution of the curricula content studied by the graduates to their understanding, knowledge and integration within the healthcare system; and to examine the graduates perceptions towards required content, that should be added to the curricula. A structured, self-reported questionnaire was administered to 182 Health Management Department individuals whom have graduated from the Bachelors program between the years 2005 and 2009. The majority of the graduates reported the existance of a knowledge gap (greater among males, young and single than among females, older and married graduates). Most of the courses which were ranked as the lowest contributing ones were related to Management (e.g. Mathematics for Social Sciences, Accounting Fundamentals, Finance Theory), while the graduates recommended the inclusion of additional components to the curricula. The study demonstrates that a perceived gap exists between the acquired and the required knowledge of the Health Management Studies graduates. Various changes have been reported by the graduates (such as wage raise and role changes), following their study completion, suggesting that the program has partially contributed to their professional status. A 'Learning by Sharing' forum of academic staff, employers and graduates is recommended.

Exploring the potential for joint training between legal professionals in the criminal justice system and health and social care professionals in the mental-health services.

Science.gov (United States)

Hean, Sarah; Heaslip, Vanessa; Warr, Jerry; Staddon, Sue

2011-05-01

Effective screening of mentally-ill defendants in the criminal court system requires cooperation between legal professionals in the criminal justice system (CJS), and health and social care workers in the mental-health service (MHS). This interagency working, though, can be problematic, as recognized in the Bradley inquiry that recommended joint training for MHS and CJS professionals. The aim of this study was to examine the experiences and attitudes of workers in the CJS and MHS to inform the development of relevant training. The method was a survey of mental-health workers and legal professionals in the court. The results showed that both agencies were uncertain of their ability to work with the other and there is little training that supports them in this. Both recognized the importance of mentally-ill defendants being dealt with appropriately in court proceedings but acknowledged this is not achieved. There is a shared willingness to sympathize with defendants and a common lack of willingness to give a definite, unqualified response on the relationship between culpability, mental-illness and punishment. Views differ around defendants' threat to security.Findings suggest there is scope to develop interprofessional training programs between the CJS and MHS to improve interagency working and eventually impact on the quality of defendants' lives. Recommendations are made on the type of joint training that could be provided.

From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

Science.gov (United States)

Spektor-Levy, Ornit; Abramovich, Anat

2017-01-01

This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

Perspectives of nursing professionals and older adults differ on aspects of care for older people after a nationwide improvement program.

Science.gov (United States)

Verweij, Lisanne Marlieke; Wehrens, Rik; Oldenhof, Lieke; Bal, Roland; Francke, Anneke L

2018-05-02

The perspectives of nursing professionals might differ from those of older adults when it comes to care for older people. This cross-sectional study compares the views of older adults with the views of nursing professionals on the quality of care after a nationwide improvement program for care for older people was implemented (2008-2016) in the Netherlands. Questionnaire data were used from 385 nursing professionals (response rate 51%) that were part of the Nursing Staff Panel, a nationwide representative group of nursing staff, and working in home care, hospitals or general practices. Additionally, questionnaire data were used from 73 older adults (response rate 81%) who were involved in regional networks to discuss project proposals and to represent the voice of older adults in the nationwide improvement program. Participants were asked to evaluate care for older people with regard to collaboration between healthcare organizations and with regard to the tailored service, accessibility, and quality of care within their organizations and in the region in which they lived. A majority of older adults (54%) and nursing professionals (61%) felt that collaboration with others had improved over the last few years. Approximately one third of the older adults stated that care for older people was tailored to fit individual needs and was accessible most of the time or always, as opposed to approximately two thirds of the professionals. Moreover, 17% older adults thought that the quality of care was good, compared with 54% of the nursing professionals. 77% of the nursing professionals and 94% of the older adults thought that improvements were still needed in care for older people, for example better integration of the different aspects of care and a more patient-centered approach. Older adults who were involved in networks of the improvement program generally gave a less positive evaluation of aspects of care for older people and its development than nursing professionals

Examining science teachers' pedagogical content knowledge in the context of a professional development program

NARCIS (Netherlands)

Wongsopawiro, Dirk Soenario

2012-01-01

This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

Peer coaching as part of a professional development program for science teachers in Botswana

NARCIS (Netherlands)

Thijs, Annette; van den Berg, Ellen

2002-01-01

This paper discusses the findings of a study into the potentials of peer coaching as part of a professional development program, consisting of an in-service course and exemplary curriculum materials, in supporting the implementation of learner-centred teaching in senior secondary science and

Teacher Research Programs: An Effective Form of Professional Development to Increase Student Achievement and Benefit the Economy

Science.gov (United States)

Dubner, J.

2008-12-01

U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional

A Program Applying Professional Safety Basics in Construction Projects

Directory of Open Access Journals (Sweden)

Entisar Kadhim Rasheed

2016-04-01

Full Text Available When industrial and constructional renaissance started in the world, the great interest was going on towards the equipment’s, which was the first mean for production. After industry was settled the interest was going on towards the men ship which manpower on which the production depends. It was approved that it represents the basic part in all of the processes and the protection of those individuals against dangers of these equipment’s, industry and its accidents was the basic things which was studied in many researches until it crystallized in general principles for all industries and other take care in each industry. The professional safety is concerned as restrict which aims to take care of humanitarian and material principles also to raise the production of these principles, in the aspect of safety, health and providing the suitable healthy condition to the worker so he can feel safety, confidence and sociological settle, this will increase the production. So In order to maintain the manpower of business risks and to enable them to fulfill their role better to increase production and improve the quality and maintain the machine and supporting the national economy and keep pace with industrial developments and technological came the idea of research to focus on the importance of studying the subject of occupational safety by conducting a field survey to see the reality of professional safety in the relevant departments and work sites and through a questionnaire on the subject and conduct personal interviews with those concerned in this area and to prepare a program for the application of professional safety for each resource (labor, machines, materials, money in construction sites and departments concerned.

Current Status of Human Resource Training Program for Fostering RIBiomics Professionals

Energy Technology Data Exchange (ETDEWEB)

Lee, Dong-Eun; Jang, Beom-Su; Choi, Dae Seong [Advanced Radiation Technology Institute, Korea Atomic Energy Research Institute, Jeongeup 580-185 (Korea, Republic of); Park, Tai-jin [Radiation Research Division, Korea Radioisotope Association, Seoul 132-822, Republic of Korea (Korea, Republic of); Park, Sang Hyun [Advanced Radiation Technology Institute, Korea Atomic Energy Research Institute, Jeongeup 580-185 (Korea, Republic of); Radiation Research Division, Korea Radioisotope Association, Seoul 132-822, Republic of Korea (Korea, Republic of); Department of Radiobiotechnology and Applied Radioisotope Science, Korea University of Science and Technology, Deajeon 305-350 (Korea, Republic of)

2015-07-01

training program for fostering RI-Biomics professionals in the following key fields; (1) Radio-pharmaceuticals synthesis and labeled compound development, (2) Development of RI-ADME in the living object and image assessment technology. Personnel training program that carries out theoretical education and practical training in the field related to RI-Biomics in parallel is being conducted. Internship training for university students has been administered twice already while educational program for the existing professionals in the RI-Biomics field will be carried out during the summer of 2014. The human resource training program for combination of RIADME and different molecular imaging techniques can offer synergistic advantages to facilitate understanding RIADME and fostering RI-ADME professionals. (authors)

Current Status of Human Resource Training Program for Fostering RIBiomics Professionals

International Nuclear Information System (INIS)

Lee, Dong-Eun; Jang, Beom-Su; Choi, Dae Seong; Park, Tai-jin; Park, Sang Hyun

2015-01-01

training program for fostering RI-Biomics professionals in the following key fields; (1) Radio-pharmaceuticals synthesis and labeled compound development, (2) Development of RI-ADME in the living object and image assessment technology. Personnel training program that carries out theoretical education and practical training in the field related to RI-Biomics in parallel is being conducted. Internship training for university students has been administered twice already while educational program for the existing professionals in the RI-Biomics field will be carried out during the summer of 2014. The human resource training program for combination of RIADME and different molecular imaging techniques can offer synergistic advantages to facilitate understanding RIADME and fostering RI-ADME professionals. (authors)

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

Science.gov (United States)

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

Enhancing professionalism at GPU nuclear

International Nuclear Information System (INIS)

Coe, R.P.; Landy, F.J.

1991-01-01

Late in 1988, GPU Nuclear embarked on a major program aimed at enhancing Professionalism at its Oyster Creek and Three Mile Island Nuclear Generating Stations. The program was also to include its Corporate Headquarters in Parsippany, New Jersey. The overall program was to take several directions which included on-site degree programs, a sabbatical leave-type program for personnel to finish college degrees, advanced technical training for licensed staff, career progression for SROs and expanded teamwork and leadership training for control room crews. The largest portion of this initiative was the development and delivery of professionalism training to the nearly two thousand people at both sites. Three primary philosophies guided the development of the program. Employees as Experts: First, GPU Nuclear employees were considered to be the most valuable source of information for designing a Professionalism program because it is these individuals who are sensitive to the issues encountered in the workplace. Realism: The second philosophy guiding this effort was that the program must be grounded in real life challenges that employees face and must address. Active Learning: The third guiding philosophy was that, in order to have any real impact on the way employees think about professionalism, the program must utilize active rather than passive learning techniques

A discourse on the integration of library and information science educational program with professional practicum——The case of NSL

Institute of Scientific and Technical Information of China (English)

CHU Jingli

2008-01-01

There is an ongoing professional tensionin the LIS community about the structural relationship between LIS education and professional practice in terms of the best way in fostering and strengthening the education program for librarianship.This is increasingly becoming an urgent issue due to the pressing demands of a rapidly changing information environment.The divergent viewpoints and approaches of these two professional bodies toward one of the most important issues of their common interest are further aggravated by each of their own entrenched professional provincialism as well as by their isolated professional undertakings.These factors are inevitably threatening the vitality and thriving of both bodies.In an attempt to ease this developing trend of professional tension from evolving further into a mutually self-destructive situation,it is suggested in this paper that librarians and library educators should join hands together and transcend their own provincial interest by solving this thorny issue of this professional tension which has multi-dimensional adverse impacts on both professional enterprises.The collaboration of these two parties can serve as a catalyst to bring the two professional groups together more closely and in an organic way to reconstruct a sound LIS educational program with an integral component of professional practicum such as the case of National Science Library,the Chinese Academy of Sciences (CAS).The author believes that the integration of LIS education with professional practicum being offered at National Science Library of CAS (NSL) may shed light onto a new vista of hope for those who are so dedicated themselves to the changes of the LIS education.

A discourse on the integration of library and information science educational program with professional practicum——The case of NSL

Institute of Scientific and Technical Information of China (English)

CHU; Jingli

2008-01-01

There is an ongoing professional tension in the LIS community about the structural relationship between LIS education and professional practice in terms of the best way in fostering and strengthening the education program for librarianship.This is increasingly becoming an urgent issue due to the pressing demands of a rapidly changing information environment.The divergent viewpoints and approaches of these two professional bodies toward one of the most important issues of their common interest are further aggravated by each of their own entrenched professional provincialism as well as by their isolated professional undertakings.These factors are inevitably threatening the vitality and thriving of both bodies.In an attempt to ease this developing trend of professional tension from evolving further into a mutually self-destructive situation,it is suggested in this paper that librarians and library educators should join hands together and transcend their own provincial interest by solving this thorny issue of this professional tension which has multi-dimensional adverse impacts on both professional enterprises.The collaboration of these two parties can serve as a catalyst to bring the two professional groups together more closely and in an organic way to reconstruct a sound LIS educational program with an integral component of professional practicum such as the case of National Science Library,the Chinese Academy of Sciences(CAS).The author believes that the integration of LIS education with professional practicum being offered at National Science Library of CAS(NSL)may shed light onto a new vista of hope for those who are so dedicated themselves to the changes of the LIS education.

1988 DOE model conference proceedings: Volume 5

Energy Technology Data Exchange (ETDEWEB)

1988-01-01

These Proceedings of the October 3--7, 1988 DOE Model Conference are a compilation of the papers that were presented in the technical or poster sessions at the conference papers and posters not submitted for publication are not included in the Proceedings. The Table of Contents lists the titles of papers as well as the names of the presenters. These individuals are not, in all cases, the primary authors of the papers published. The actual title pages, appearing later with the papers, show the primary author(s) and all co-authors. The papers in all three volumes of the Proceedings appear as they were originally submitted for publication and have not been edited or changed in any way. Topics discussed in Volume 5 include environmental assessments and program strategies, waste treatment technologies, and regulations and compliance studies.

1988 DOE model conference proceedings: Volume 5

International Nuclear Information System (INIS)

1988-01-01

These Proceedings of the October 3--7, 1988 DOE Model Conference are a compilation of the papers that were presented in the technical or poster sessions at the conference papers and posters not submitted for publication are not included in the Proceedings. The Table of Contents lists the titles of papers as well as the names of the presenters. These individuals are not, in all cases, the primary authors of the papers published. The actual title pages, appearing later with the papers, show the primary author(s) and all co-authors. The papers in all three volumes of the Proceedings appear as they were originally submitted for publication and have not been edited or changed in any way. Topics discussed in Volume 5 include environmental assessments and program strategies, waste treatment technologies, and regulations and compliance studies

Clinical confidence following an interprofessional educational program on eating disorders for health care professionals: a qualitative analysis

Directory of Open Access Journals (Sweden)

Pettersen G

2012-08-01

Full Text Available Gunn Pettersen,1 Jan H Rosenvinge,1 Kari-Brith Thune-Larsen,2 Rolf Wynn1,31Faculty of Health Sciences, University of Tromsø, Tromsø, Norway; 2Oslo University Hospital, Oslo, Norway; 3Division of Addictions and Specialized Services, University Hospital of North Norway, Tromsø, NorwayAbstract: There are an increasing number of educational programs to improve clinical competence and skills to treat mental disorders. For complex disorders there is also a focus on improving the quality of interprofessional work. This paper reports on interprofessional outputs of an educational program on eating disorders. A total of 207 professionals who completed the program were requested to describe up to 12 possible scenarios depicted as realistic prospects for their future work within this field. Analyzing the scenarios resulted in three categories of describing the participants' preferences: (1 interprofessional interventions and treatment; (2 the further development of competence; and (3 organization of the health care system. The findings showed that the participants were considering working across new lines in their current workplaces or crossing borders to new frontiers in the execution of competence. Our findings may be summarized into the concept of "clinical confidence." This concept has so far been understood as some kind of personal trait, disposition, or attitude. The present findings add nuances to this concept in terms of state-dependent encouragement, engagement, and a potential to act and to cross professional borders in order to better treat complex mental disorders.Keywords: interprofessional educational programs, interprofessional work, clinical confidence, eating disorders program, health care professional

Balancing Privacy and Professionalism: A Survey of General Surgery Program Directors on Social Media and Surgical Education.

Science.gov (United States)

Langenfeld, Sean J; Vargo, Daniel J; Schenarts, Paul J

Unprofessional behavior is common among surgical residents and faculty surgeons on Facebook. Usage of social media outlets such as Facebook and Twitter is growing at exponential rates, so it is imperative that surgery program directors (PDs) focus on professionalism within social media, and develop guidelines for their trainees and surgical colleagues. Our study focuses on the surgery PDs current approach to online professionalism within surgical education. An online survey of general surgery PDs was conducted in October 2015 through the Association for Program Directors in Surgery listserv. Baseline PD demographics, usage and approach to popular social media outlets, existing institutional policies, and formal curricula were assessed. A total of 110 PDs responded to the survey (110/259, 42.5% response rate). Social media usage was high among PDs (Facebook 68% and Twitter 40%). PDs frequently viewed the social media profiles of students, residents, and faculty. Overall, 11% of PDs reported lowering the rank or completely removing a residency applicant from the rank order list because of online behavior, and 10% reported formal disciplinary action against a surgical resident because of online behavior. Overall, 68% of respondents agreed that online professionalism is important, and that residents should receive instruction on the safe use of social media. However, most programs did not have formal didactics or known institutional policies in place. Use of social media is high among PDs, and they often view the online behavior of residency applicants, surgical residents, and faculty surgeons. Within surgical education, there needs to be an increased focus on institutional policies and standardized curricula to help educate physicians on social media and online professionalism. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Professional confidence and job satisfaction: an examination of counselors' perceptions in faith-based and non-faith-based drug treatment programs.

Science.gov (United States)

Chu, Doris C; Sung, Hung-En

2014-08-01

Understanding substance abuse counselors' professional confidence and job satisfaction is important since such confidence and satisfaction can affect the way counselors go about their jobs. Analyzing data derived from a random sample of 110 counselors from faith-based and non-faith-based treatment programs, this study examines counselors' professional confidence and job satisfaction in both faith-based and non-faith-based programs. The multivariate analyses indicate years of experience and being a certified counselor were the only significant predictors of professional confidence. There was no significant difference in perceived job satisfaction and confidence between counselors in faith-based and non-faith-based programs. A majority of counselors in both groups expressed a high level of satisfaction with their job. Job experience in drug counseling and prior experience as an abuser were perceived by counselors as important components to facilitate counseling skills. Policy implications are discussed. © The Author(s) 2013.

Professional Interaction, Relevant Practical Experience, and Intellectual Contributions at Nondoctoral AACSB-Accredited Accounting Programs

Science.gov (United States)

Arlinghaus, Barry P.

2008-01-01

In this article, the author discusses a survey of faculty members at nondoctoral AACSB-accredited accounting programs in the United States. The purpose of the survey was to determine the environment for professional interaction and relevant experience in light of institutional demands for intellectual contributions. The findings show that the…

Fourth DOE Natural Phenomena Hazards Mitigation Conference: Proceedings. Volume 1

Energy Technology Data Exchange (ETDEWEB)

1993-12-31

This conference allowed an interchange in the natural phenomena area among designers, safety professionals, and managers. The papers presented in Volume I of the proceedings are from sessions I - VIII which cover the general topics of: DOE standards, lessons learned and walkdowns, wind, waste tanks, ground motion, testing and materials, probabilistic seismic hazards, risk assessment, base isolation and energy dissipation, and lifelines and floods. Individual papers are indexed separately. (GH)

Physician Contribution to Developing an Online Master’s Degree in Education Program for Health Care Professionals

Directory of Open Access Journals (Sweden)

Kadriye O. Lewis, Ed.D.

2006-07-01

Full Text Available Online education is increasingly recognized by medical educators as a teaching and learning tool to support formal and continuing medical education. The faculty development team at Cincinnati Childrens Hospital Medical Center (CCHMC in collaboration with the University of Cincinnati College of Education (UCCOE developed an Online Masters Degree in Education program designed to provide healthcare professionals with the educational pedagogy needed to teach more effectively and to conduct educational research. A qualitative case study describes the experiences of four physicians who completed the existing Master’s Degree in Education (Curriculum and Instruction major in a combined in-class/online format. These physicians then helped customize the curriculum for medical education and adapt the program to an all-online format. Each participant benefited from the program in different ways (e.g. improved educational research methods, teaching and technology skills, assessment techniques, performance-based learning. The program introduced new concepts in education that the physician participants were able to adapt to medical education. All participants became more aware of their role as educators, and demonstrated increased understanding of teaching and learning concepts, including the many benefits of online learning for physicians with full-time professional responsibilities.

Six teachers' experience with a video-based professional development program: Its implementation and development

Science.gov (United States)

Nelson, Marianne T.

Many professional development programs fall short of accomplishing their objectives. Recently, programs have been developed that would appear to appeal to teachers and to enhance their potential to influence teachers' practice. My research describes six teachers' responses to a professional development program that employs video as a key feature. The Next Move program consists of eight two-hour sessions, and includes a one-hour video intended to stimulate discussion among a group of teachers. All group participants were invited to participate in the study. My interview sample consisted of six teachers from two groups who volunteered to participate in the study. The first group consisted of four study participants from an urban district. Twelve teachers from this district attended the initial session. Of these, seven became regular participants who completed all sessions. Most of them registered for the graduate credit option. Two study participants were from a single suburban elementary school that had five teachers; they occasionally met jointly with a group from another elementary school, so the numbers varied. Teachers volunteering for this study had from four to seventeen years experience. They were all Caucasian and included four women and two men. My data set consists of three interviews with each teacher, one at the start of the program, one after the last session, and one at the end of the school year. I interviewed each facilitator and jointly interviewed the program's producer and project manager. Additional data was obtained from observation of program sessions and classrooms. Print data sources were the program guide and the project summative evaluation. The data analysis suggests a poor match between the funder's intent and what the teachers expected, based on the program title and information in the promotional flyer. Because of these discontinuities, the program failed to meet its objectives fully. However, some interesting benefits did appear. For

Teachers' Practice a Decade After an Extensive Professional Development Program in Science Education

Science.gov (United States)

Furman Shaharabani, Yael; Tal, Tali

2017-10-01

Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.

8 CFR 1292.3 - Professional conduct for practitioners-Rules and procedures.

Science.gov (United States)

2010-01-01

... sufficient prima facie evidence exists to warrant charging a practitioner with professional misconduct as set... should be read to denigrate the practitioner's duty to represent zealously his or her client within the bounds of the law. (c) Immediate suspension and summary disciplinary proceedings; duty of practitioner to...

Canada's MMP (Maintenance Management Professional) education and certification program

International Nuclear Information System (INIS)

Clegg, N.; Rae, V.

2010-01-01

'Full text:' Plant Engineering and Maintenance Association of Canada (PEMAC) is a national not-for-profit association providing global leadership, education and certification in world class maintenance, reliability and physical asset management practices. This presentation will introduce the MMP (Maintenance Management Professional) education and certification program and its 8 Modules. You will see the learning elements and learning outcomes of each of the 8 Modules which are delivered through selected colleges, institutes and universities across Canada using in-class, on-site and live, on-line formats in both official languages. (author)

Integrating parts of the APhA Career Pathway Evaluation Program for pharmacy professionals into a career development lab.

Science.gov (United States)

Linn, Brooke A; Burton, Samantha J; Shepler, Brian M

To use parts of the APhA Career Pathway Evaluation Program for Pharmacy Professionals in a career development laboratory designed to provide students with relevant information that will help them prepare for successful careers across the profession of pharmacy. Students enrolled in the second professional year of pharmacy school participated in an interactive three-hour career development laboratory. Students completed the APhA Career Pathway Evaluation Program for Pharmacy Professionals Online Assessment Tool prior to the laboratory. In class, the students were randomized into eight groups. Two career profiles were assigned to each group for discussion during a thirty-minute brainstorming session. The groups reported their knowledge for each career profile to the entire class, and the instructors supplemented the discussion with details and more specific information about each profile. Two years of data were collected (n=300 students). One hundred and twenty four (41.3%) students responded to the voluntary post-laboratory survey questions. Overall, students rated the career pathway activities favorably with an average score of 8.13 out of 10. After participation in the discussion, 74 (59.7%) respondents indicated their career interests had been impacted. This career development laboratory is one example of how the APhA Career Pathway Evaluation Program for Pharmacy Professionals can be effectively incorporated into the PharmD curriculum in order to help students explore the various career options they might not have otherwise discovered on their own. Published by Elsevier Inc.

The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program

Science.gov (United States)

Titus, David; Harris, Garth; Gulati, Rajesh; Bristow, Dennis

2017-01-01

The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and…

Radiography Student Participation in Professional Organizations.

Science.gov (United States)

Michael, Kimberly; Tran, Xuan; Keller, Shelby; Sayles, Harlan; Custer, Tanya

2017-09-01

To gather data on educational program requirements for student membership in a state or national professional society, organization, or association. A 10-question online survey about student involvement in professional societies was emailed to 616 directors of Joint Review Committee on Education in Radiologic Technology (JRCERT)-accredited radiography programs. A total of 219 responses were received, for a 36% response rate. Of these, 89 respondents (41%) answered that their programs require students to join a professional organization. The society respondents most often required (70%) was a state radiography society. Sixty respondents (68%) answered that students join a society at the beginning of the radiography program (from matriculation to 3 months in). Of programs requiring student membership in professional societies, 42 (49%) reported that their students attend the state or national society annual conference; however, participation in activities at the conferences and in the society throughout the year is lower than conference attendance. Some directors stated that although their programs' policies do not allow membership mandates, they encourage students to become members, primarily so that they can access webinars and other educational materials or information related to the profession. Survey data showed that most JRCERT-accredited radiography programs support but do not require student membership in professional organizations. The data reveal that more programs have added those requirements in recent years. Increased student participation could be realized if programs mandated membership and supported it financially. ©2017 American Society of Radiologic Technologists.

Readiness to proceed: Characterization planning basis

International Nuclear Information System (INIS)

Adams, M.R.

1998-01-01

This report summarizes characterization requirements, data availability, and data acquisition plans in support of the Phase 1 Waste Feed Readiness to Proceed Mid-Level Logic. It summarizes characterization requirements for the following program planning documents: Waste Feed Readiness Mid-Level Logic and Decomposition (in development); Master blue print (not available); Tank Waste Remediation System (TWRS) Operations and Utilization Plan and Privatization Contract; Enabling assumptions (not available); Privatization low-activity waste (LAW) Data Quality Objective (DQO); Privatization high-level waste (HLW) DQO (draft); Problem-specific DQOs (in development); Interface control documents (draft). Section 2.0 defines the primary objectives for this report, Section 3.0 discusses the scope and assumptions, and Section 4.0 identifies general characterization needs and analyte-specific characterization needs or potential needs included in program documents and charts. Section 4.0 also shows the analyses that have been conducted, and the archive samples that are available for additional analyses. Section 5.0 discusses current plans for obtaining additional samples and analyses to meet readiness-to-proceed requirements. Section 6.0 summarizes sampling needs based on preliminary requirements and discusses other potential characterization needs. Many requirements documents are preliminary. In many cases, problem-specific DQOs have not been drafted, and only general assumptions about the document contents could be obtained from the authors. As a result, the readiness-to-proceed characterization requirements provided in this document are evolving and may change

Perspectives of nursing professionals and older adults differ on aspects of care for older people after a nationwide improvement program.

NARCIS (Netherlands)

Verweij, L.M.; Wehrens, R.; Oldenhof, L.; Bal, R.; Francke, A.L.

2018-01-01

Background: The perspectives of nursing professionals might differ from those of older adults when it comes to care for older people. This cross-sectional study compares the views of older adults with the views of nursing professionals on the quality of care after a nationwide improvement program

The Emergence of Ethics and Professionalism in the Early Advertising Business.

Science.gov (United States)

Schultze, Quentin J.

In the pre-World War I era, advertising practitioners attempted to make their craft a profession. Generally agreeing that the creation of ethical codes was the most important step toward professionalism, practitioners organized the Associated Advertising Clubs of America (AACA). Early journal articles and AACA proceedings indicate that…

Evaluating professional development

CERN Document Server

Guskey, Thomas R

2000-01-01

This is a practical guide to evaluating professional development programs at five increasing levels of sophistication: participants' reaction to professional development; how much participants learned; evaluating organizational support and change; how participants use their new knowledge and skills; and improvements in student learning.

[Evaluation of a Two-day Hospital On-site Training Program for Community Pharmacists: Approach to Facilitate Collaboration among Community Healthcare Professionals].

Science.gov (United States)

Sumi, Masaki; Hasegawa, Chiaki; Morii, Hiroaki; Hoshino, Nobuo; Okunuki, Yumi; Kanemoto, Kashie; Horie, Miya; Okamoto, Haruka; Yabuta, Naoki; Matsuda, Masashi; Kamiya, Takaki; Sudo, Masatomo; Masuda, Kyouko; Iwashita, Yuri; Matsuda, Kaori; Motooka, Yoshiko; Hira, Daiki; Morita, Shin-Ya; Terada, Tomohiro

2018-01-01

　The importance of community-based care systems has increased due to the highly aging population and diversity of disease. To enhance the cooperation among healthcare professionals in community-based care systems, a two-day on-site training program for community pharmacists based on a multidisciplinary team approach was conducted at the Medical Science Hospital of Shiga University from April 2015 to March 2017. There were two professional courses in this training program: the palliative care course and nutrition support course. Both courses consisted of common pharmaceutical care training as follows: regional cooperation among healthcare professionals, pharmacist's clinical activities in the ward, pressure ulcer care, infection control, and aseptic technique for parenteral solutions. Each course was limited to 2 participants. A questionnaire was given to participants in the training program. Seventy-five pharmacists participated in the training and all of them answered the questionnaire. According to the questionnaire, 86% of participants felt that 2 days was an appropriate term for the training program. Positive answers regarding the content of each program and overall satisfaction were given by 100% and 99% of the participants, respectively. In the categorical classification of free comments regarding the expected change in pharmacy practice after the training, both "support for patients under nutritional treatment" and "cooperation with other medical staff" were answered by 24 participants. These results suggested that the 2-day on-site training for community pharmacists facilitated cooperation among healthcare professionals in the community.

An "Evidence-Based" Professional Development Program for Physics Teachers Focusing on Knowledge Integration

Science.gov (United States)

Berger, Hana

This dissertation is concerned with the design and study of an evidence-based approach to the professional development of high-school physics teachers responding to the need to develop effective continuing professional development programs (CPD) in domains that require genuine changes in teachers' views, knowledge, and practice. The goals of the thesis were to design an evidence-based model for the CPD program, to implement it with teachers, and to study its influence on teachers' knowledge, views, and practice, as well as its impact on students' learning. The program was developed in three consecutive versions: a pilot, first, and second versions. Based on the pilot version (that was not part of this study), we developed the first version of the program in which we studied difficulties in employing the evidence-based and blended-learning approaches. According to our findings, we modified the strategies for enacting these approaches in the second version of the program. The influence of the program on the teachers and students was studied during the enactment of the second version of the program. The model implemented in the second version of the program was characterized by four main design principles: 1. The KI and evidence aspects are acquired simultaneously in an integrated manner. 2. The guidance of the teachers follows the principles of cognitive apprenticeship both in the evidence and the KI aspects. 3. The teachers experience the innovative activities as learners. 4. The program promotes continuity of teachers' learning through a structured "blended learning" approach. The results of our study show that this version of the program achieved its goals; throughout the program the teachers progressed in their knowledge, views, and practice concerning the knowledge integration, and in the evidence and learner-centered aspects. The results also indicated that students improved their knowledge of physics and knowledge integration skills that were developed

Teacher Training and Professional Development Needs in the Literacy Field: Implications of the New Spanish Programs for Elementary Education in Costa Rica

Directory of Open Access Journals (Sweden)

Ana María Hernández-Segura

2015-05-01

Full Text Available This article considers the training and professional development of teachers in the literacy field, in order to analyze the implications of implementing the new Spanish program for Elementary Education in Costa Rica. For this purpose, the results obtained from questionnaires completed by current elementary teachers are shared, in order to get firsthand knowledge of their professional training and experience, as well as their training and pedagogical needs in the literacy field. Among the main findings of the research, it is considered as critical that the teachers’ own training and professional development regarding the initial processes of reading and writing allow them to fully comprehend the theoretical background of the Elementary Level Spanish Program; otherwise, there is a risk of misinterpretations and incorrect practices that might jeopardize the Program´s approach.

Development of a Professional Certification in Cancer Patient Education.

Science.gov (United States)

Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

2018-04-19

Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

[Research within the reach of Osakidetza professionals: Primary Health Care Research Program].

Science.gov (United States)

Grandes, Gonzalo; Arce, Verónica; Arietaleanizbeaskoa, María Soledad

2014-04-01

To provide information about the process and results of the Primary Health Care Research Program 2010-2011 organised by the Primary Care Research Unit of Bizkaia. Descriptive study. Osakidetza primary care. The 107 health professionals who applied for the program from a total of 4,338 general practitioners, nurses and administrative staff who were informed about it. Application level, research topics classification, program evaluation by participants, projects funding and program costs. Percentage who applied, 2.47%; 95% CI 2.41-2.88%. Of the 28 who were selected and 19 completed. The research topics were mostly related to the more common chronic diseases (32%), and prevention and health promotion (18%). Over 90% of participants assessed the quality of the program as good or excellent, and half of them considered it as difficult or very difficult. Of the18 new projects generated, 12 received funding, with 16 grants, 10 from the Health Department of the Basque Government, 4 from the Carlos III Institute of Health of the Ministry of Health of Spain, and 2 from Kronikgune. A total of €500,000 was obtained for these projects. This program cost €198,327. This experience can be used by others interested in the promotion of research in primary care, as the program achieved its objectives, and was useful and productive. Copyright © 2013 Elsevier España, S.L. All rights reserved.

Building a patient-centered and interprofessional training program with patients, students and care professionals: study protocol of a participatory design and evaluation study.

Science.gov (United States)

Vijn, Thomas W; Wollersheim, Hub; Faber, Marjan J; Fluit, Cornelia R M G; Kremer, Jan A M

2018-05-30

A common approach to enhance patient-centered care is training care professionals. Additional training of patients has been shown to significantly improve patient-centeredness of care. In this participatory design and evaluation study, patient education and medical education will be combined by co-creating a patient-centered and interprofessional training program, wherein patients, students and care professionals learn together to improve patient-centeredness of care. In the design phase, scientific literature regarding interventions and effects of student-run patient education will be synthesized in a scoping review. In addition, focus group studies will be performed on the preferences of patients, students, care professionals and education professionals regarding the structure and content of the training program. Subsequently, an intervention plan of the training program will be constructed by combining these building blocks. In the evaluation phase, patients with a chronic disease, that is rheumatoid arthritis, diabetes and hypertension, and patients with an oncologic condition, that is colonic cancer and breast cancer, will learn together with medical students, nursing students and care professionals in training program cycles of three months. Process and effect evaluation will be performed using the plan-do-study-act (PDSA) method to evaluate and optimize the training program in care practice and medical education. A modified control design will be used in PDSA-cycles to ensure that students who act as control will also benefit from participating in the program. Our participatory design and evaluation study provides an innovative approach in designing and evaluating an intervention by involving participants in all stages of the design and evaluation process. The approach is expected to enhance the effectiveness of the training program by assessing and meeting participants' needs and preferences. Moreover, by using fast PDSA cycles and a modified control design

Geothermal Program Review IV: proceedings

Energy Technology Data Exchange (ETDEWEB)

1985-01-01

The research and development program of DOE's Geothermal Technology Division is reviewed in separate presentations according to program area. Separate abstracts have been prepared for the individual papers. (ACR)

Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.

Science.gov (United States)

Chamblee, Tracy B; Dale, Juanita Conkin; Drews, Barbie; Spahis, Joanna; Hardin, Teri

2015-01-01

The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards.

Universal Interconnection Technology Workshop Proceedings

Energy Technology Data Exchange (ETDEWEB)

Sheaffer, P.; Lemar, P.; Honton, E. J.; Kime, E.; Friedman, N. R.; Kroposki, B.; Galdo, J.

2002-10-01

The Universal Interconnection Technology (UIT) Workshop - sponsored by the U.S. Department of Energy, Distributed Energy and Electric Reliability (DEER) Program, and Distribution and Interconnection R&D - was held July 25-26, 2002, in Chicago, Ill., to: (1) Examine the need for a modular universal interconnection technology; (2) Identify UIT functional and technical requirements; (3) Assess the feasibility of and potential roadblocks to UIT; (4) Create an action plan for UIT development. These proceedings begin with an overview of the workshop. The body of the proceedings provides a series of industry representative-prepared papers on UIT functions and features, present interconnection technology, approaches to modularization and expandability, and technical issues in UIT development as well as detailed summaries of group discussions. Presentations, a list of participants, a copy of the agenda, and contact information are provided in the appendices of this document.

Professionalization and retention outcomes of a university-service mentoring program partnership.

Science.gov (United States)

Latham, Christine L; Ringl, Karen; Hogan, Mikel

2011-01-01

With the use of a university-service partnership to introduce mentoring and shared governance, the aim of this study was to evaluate the effect of these interventions on nurse perceptions of the supportive culture of the workplace environment, professional skill development, decisional involvement, and retention and vacancy rates. A nonequivalent pretest-posttest, noncontrol group design was used with mentors of newly hired mentees to evaluate their workplace perspectives following mentor classes, ongoing mentor support, and a formal mentor-management workforce governance board. A convenience sample of 89 RNs from two acute care facilities attended mentoring and professionalization classes and worked with 109 mentees over 1-3 years. Mentors reported improved teamwork and the ability to deal with conflict but wanted more administrative oversight of the quality and scope of practice of support staff and additional interdepartmental collaboration. One hospital's vacancy rate decreased by 80%, and the other facility's retention rate improved by 21%. The data suggest that a mentor program with comprehensive education and mentor-management alliances through formal workforce environment governance enhances professionalization of frontline nurses and helps sustain a positive, constructive workplace environment. Mentoring classes on communication and cultural sensitivity skills and other leadership concepts, followed by mentor support and mentor-administrative forums, have positive implications for sustained improvement of a supportive culture as perceived by hospital-based RNs and new nurse graduates. Copyright © 2011 Elsevier Inc. All rights reserved.

The effectiveness of environmental education programs from the perspectives of three stakeholders: Participants, sponsors, and professionals

Science.gov (United States)

Luera, Gail Rose

As the field of environmental education has matured since its inception in 1970, so have the number and variety of environmental programs. Along with the increased number of programs has come a need for in-depth program evaluations. This is especially critical because of reductions in educational funding and competition for a place in an already crowded curriculum. Evaluation is essential to convince the educational community that environmental education can improve the curriculum, ensure cost effectiveness, and become more relevant to students. Drawing on program evaluation research, action research, and interpretive (qualitative) research to strengthen the research design and methodology, this dissertation explores how different stakeholders of two environmental education programs determine program effectiveness. Effectiveness was investigated primarily through the use of in-depth interviews of participants, program sponsors, and professionals. Program success at the professional field level was determined by criteria set by the North American Association for Environmental Education. Characteristics considered in the selection of programs for this study included: method of dissemination, sponsor, subject focus, the method of action which they encourage, and their vision for the future. Using the qualitative case study approach, the Orange County Outdoor Science School in California and Project WILD in Michigan were evaluated. The results show that all levels of stakeholders perceived the two programs to be effective. Areas of effectiveness varied with each program and by stakeholder level. Issues facing each program also differed. At the Orange County Outdoor Science School, program cost was named as the major issue. The most often cited issues for Project WILD was public awareness of the program and stabilizing long term financial support for the Michigan program. Interview data were analyzed at the question level in addition to the thematic level. Themes which

75 FR 5225 - Professional Conduct for Practitioners: Rules, Procedures, Representation, and Appearances

Science.gov (United States)

2010-02-02

... sufficient prima facie evidence exists to warrant charging a practitioner with professional misconduct as set... duty to represent zealously his or her client within the bounds of the law. (c) Immediate suspension and summary disciplinary proceedings; duty of practitioner to notify DHS of conviction or discipline...

Development and evaluation of an educational intervention program for pre-professional adolescent ballet dancers: nutrition for optimal performance.

Science.gov (United States)

Doyle-Lucas, Ashley F; Davy, Brenda M

2011-06-01

The purpose of this investigation was to develop, implement, and evaluate a theoretically based nutritional education intervention through a DVD lecture series (three 30-minute classes) in summer intensive programs for pre-professional, adolescent ballet dancers. Objectives of this intervention program were to increase knowledge of basic sports nutrition principles and the Female Athlete Triad and promote self-efficacy for adopting healthier dietary habits. Dancers ranging from 13 to 18 years old who were attending summer intensive programs affiliated with professional ballet companies were recruited. Group One (n = 231) participated in the nutrition education program, while Group Two the control participants (n = 90) did not. Assessments of the participants' dietary status consisted of a demographic questionnaire, a Sports Nutrition Knowledge and Behavior Questionnaire, and a Food Frequency Questionnaire. The intervention group was assessed at baseline, immediately post-program, and at six weeks post-program. The control group was assessed at baseline and at six weeks post-baseline. The intervention program was effective at increasing nutrition knowledge, perceived susceptibility to the Female Athlete Triad, and self-efficacy constructs. Improvements in dietary intake were also observed among intervention group participants. To improve overall health and performance nutrition education should be incorporated into the training regimens of adolescent dancers. This potentially replicable DVD-based program may be an effective, low-cost mechanism for doing that.

Latino Doctoral Students in Counseling Programs: Navigating Professional Identity within a Predominantly White American Profession

Science.gov (United States)

Locke, Anna Flores

2017-01-01

Using a basic qualitative research design, this author interviewed eight Latino doctoral students in counseling programs about their professional identity development experiences. The author analyzed the data from a Latino Critical Race theoretical perspective to explore the ways in which power and privilege played a role in the participants'…

Accounting for professionalism: an innovative point system to assess resident professionalism

Directory of Open Access Journals (Sweden)

Gary L. Malakoff

2014-04-01

Full Text Available Background: Professionalism is a core competency for residency required by the Accreditation Council of Graduate Medical Education. We sought a means to objectively assess professionalism among internal medicine and transitional year residents. Innovation: We established a point system to document unprofessional behaviors demonstrated by internal medicine and transitional year residents along with opportunities to redeem such negative points by deliberate positive professional acts. The intent of the policy is to assist residents in becoming aware of what constitutes unprofessional behavior and to provide opportunities for remediation by accruing positive points. A committee of core faculty and department leadership including the program director and clinic nurse manager determines professionalism points assigned. Negative points might be awarded for tardiness to mandatory or volunteered for events without a valid excuse, late evaluations or other paperwork required by the department, non-attendance at meetings prepaid by the department, and inappropriate use of personal days or leave. Examples of actions through which positive points can be gained to erase negative points include delivery of a mentored pre-conference talk, noon conference, medical student case/shelf review session, or a written reflection. Results: Between 2009 and 2012, 83 residents have trained in our program. Seventeen categorical internal medicine and two transitional year residents have been assigned points. A total of 55 negative points have been assigned and 19 points have been remediated. There appears to be a trend of fewer negative points and more positive points being assigned over each of the past three academic years. Conclusion: Commitment to personal professional behavior is a lifelong process that residents must commit to during their training. A professionalism policy, which employs a point system, has been instituted in our programs and may be a novel tool to

Assessing Training Needs of LIS Professionals: A Prerequisite for Developing Training Programs in University Libraries of Pakistan

Directory of Open Access Journals (Sweden)

Rubina Bhatti

2014-06-01

Full Text Available This study investigated LIS professionals’ perception related to their training needs in university libraries of Pakistan. The study adopted a descriptive survey design and the data were collected using a questionnaire administered to 150 LIS professionals in 59 public and private universities recognized by the Higher Education Commission of Pakistan. The response rate was 84 percent. The results obtained show that LIS professionals need training related to troubleshooting new technologies, endnote, data compression, Internet, social media such as Facebook, Blogger, Flickr, Twitter, and online databases. The respondents considered seminars, web-based training, computer tutorials, ad-hoc training sessions by staff members, and group briefings as effective training programs for improving their professional skills.

Children in Jeopardy. Proceedings of the Iowa Governor's Conference (Des Moines, Iowa, November 28, 1984).

Science.gov (United States)

Sharp, Peggy, Ed.; Turney, Michael, Ed.

The conference proceedings in this document include edited transcripts of the plenary sessions and individual reports on each of the 10 workshops from Iowa's Children in Jeopardy Conference. The conference was held, not for professional children's services workers, but for people with civic commitment and the ability to involve themselves and…

13 CFR 120.342 - What are eligible uses of proceeds?

Science.gov (United States)

2010-01-01

... Special Purpose Loans Export Working Capital Program (ewcp) § 120.342 What are eligible uses of proceeds... pre-shipment working capital; and (f) For post-shipment foreign accounts receivable financing. ...

Future Professional Communication in Astronomy II

Science.gov (United States)

Accomazzi, Alberto

The present volume gathers together the talks presented at the second colloquium on the Future Professional Communication in Astronomy (FPCAII), held at the Harvard-Smithsonian Center for Astrophysics (Cambridge, MA) on 13-14 April 2010. This meeting provided a forum for editors, publishers, scientists, librarians and officers of learned societies to discuss the future of the field. The program included talks from leading researchers and practitioners and drew a crowd of approximately 50 attendees from 10 countries. These proceedings contain contributions from invited and contributed talks from leaders in the field, touching on a number of topics. Among them: The role of disciplinary repositories such as ADS and arXiv in astronomy and the physical sciences; Current status and future of Open Access Publishing models and their impact on astronomy and astrophysics publishing; Emerging trends in scientific article publishing: semantic annotations, multimedia content, links to data products hosted by astrophysics archives; Novel approaches to the evaluation of facilities and projects based on bibliometric indicators; Impact of Government mandates, Privacy laws, and Intellectual Property Rights on the evolving digital publishing environment in astronomy; Communicating astronomy to the public: the experience of the International Year of Astronomy 2009.

Workshop UNK-600 (proceedings)

International Nuclear Information System (INIS)

Zajtsev, A.M.; Bitykov, S.I.

1994-01-01

Proceedings are presented of the workshop devoted to the accelerating storage complex of IHEP (UNK-600). In the first section is given the information on the present status of the UNK-600 and particle channels design and on the adopted experiment NEPTUN-A. In the papers of the second section are discussed hadron physics investigations at 600 GeV. Experiments in the neutrino and muon beams are analyzed. A possible program of studying the charged kaon rare decays is described

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

Science.gov (United States)

Sample McMeeking, Laura B.; Orsi, Rebecca; Cobb, R. Brian

2012-01-01

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented…

10 CFR 12.103 - Proceedings covered.

Science.gov (United States)

2010-01-01

... under the Program Fraud Civil Remedies Act (31 U.S.C. 3801-12); (2) Any appeal of a decision made... contract appeals as provided in section 8 of that Act (41 U.S.C. 607); and (3) Adversary adjudications...” under 5 U.S.C. 504(b)(1)(C). (b) The Commission's failure to identify a type of proceeding as an...

First experience of programming a court decision

Directory of Open Access Journals (Sweden)

Sergey B. Polyakov

2017-06-01

Full Text Available Objective Consideration of the computer program model for making a lawful and wellgrounded judicial act in order to reduce the times for making the court decision. Methods universal dialecticmaterialistic method which removes the contradictions of the professional training of judges and procedural controls the formal legal method for transferring the requirements of the law and jurisprudence for the lawenforcement activity into programs for judges and case participants the objectoriented modeling objectoriented programming methodology. Results a computer program was created that allows to adjudicate in a civil case if the claim is recognized by the defendant. The program does not resolve the judge from the decisionmaking process but creates conditions to move along the stages of lawenforcement procedure and legal reasoning in accordance with the requirements of the law and of legal science. Therefore filling forms manually in the trial should be simultaneous with writing the decision judgment sentence assessment. The program includes the following sections preparation of forms common to certain types of proceedings certain categories of cases courts in the above forms determination of the order to establish the actual circumstances the burden of proof distribution types of evidence methods of law interpretation characteristics of collisions and gaps in legislation and ways to overcome them the standard wording in the judicial act templates and in the forms mandatory and optional information in the form. Based on the above the article concludes that by analogy with the presented program it is possible to create software for making a lawful wellgrounded and fair judicial act for other categories of cases and as a consequence to reduce the period of making judicial decisions. Scientific novelty the first computer program is created for rendering and production of judicial decisions. Practical significance the model is made to create a mass tool of

Develop a Professional Learning Plan

Science.gov (United States)

Journal of Staff Development, 2013

2013-01-01

A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

Science.gov (United States)

Hardrict-Ewing, Gloria

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a mid-sized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy, and focused on innovative classroom resources, hands-on learning and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February, 2017, and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

Enhancing professionalism at GPU Nuclear

International Nuclear Information System (INIS)

Coe, R.P.

1992-01-01

Late in 1988, GPU Nuclear embarked on a major program aimed at enhancing professionalism at its Oyster Creek and Three Mile Island nuclear generating stations. The program was also to include its corporate headquarters in Parsippany, New Jersey. The overall program was to take several directions, including on-site degree programs, a sabbatical leave-type program for personnel to finish college degrees, advanced technical training for licensed staff, career progression for senior reactor operators, and expanded teamwork and leadership training for control room crew. The largest portion of this initiative was the development and delivery of professionalism training to the nearly 2,000 people at both nuclear generating sites

Proceedings of the 32. annual conference of the Canadian Nuclear Association

International Nuclear Information System (INIS)

1992-01-01

The conference proceedings comprise 34 papers, arranged under the following sessions: Plenary; The international CANDU program; Canadian used fuel management program; Public information advocates; Fuel and electricity supply; In which direction should reactors advance?; Canadian advanced nuclear research programs; International cooperation in operations; Safety in design, operation, regulation; Renovation of operating stations; CNS/CNA luncheon addresses. The individual papers have been abstracted separately

NGSS aligned Earth science resources and professional development programs from the Exploratorium.

Science.gov (United States)

Muller, E.

2016-12-01

The Exploratorium is a museum of science, art and human perception located in San Francisco, CA. The Exploratorium has been offering resources and professional development to primary and secondary teachers since 1972. We focus on inquiry based, hands-on learning, with an emphasis on Next Generation Science Standards (NGSS) implementation. This brief, invited presentation will feature the programs and online resources developed by the Exploratorium's "Institute for Inquiry" and "Teacher Institute" that may help formal and informal educators engage, implement and promote three dimensional learning in the Earth Sciences.

Core Professionalism Education in Surgery: A Systematic Review

Directory of Open Access Journals (Sweden)

Akile Sarıoğlu Büke

2018-03-01

Full Text Available Background: Professionalism education is one of the major elements of surgical residency education. Aims: To evaluate the studies on core professionalism education programs in surgical professionalism education. Study Design: Systematic review. Methods: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Results: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. Conclusion: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

Core Professionalism Education in Surgery: A Systematic Review.

Science.gov (United States)

Sarıoğlu Büke, Akile; Karabilgin Öztürkçü, Özlem Sürel; Yılmaz, Yusuf; Sayek, İskender

2018-03-15

Professionalism education is one of the major elements of surgical residency education. To evaluate the studies on core professionalism education programs in surgical professionalism education. Systematic review. This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

49 CFR 40.385 - Who bears the burden of proof in a PIE proceeding?

Science.gov (United States)

2010-10-01

... 49 Transportation 1 2010-10-01 2010-10-01 false Who bears the burden of proof in a PIE proceeding... TRANSPORTATION WORKPLACE DRUG AND ALCOHOL TESTING PROGRAMS Public Interest Exclusions § 40.385 Who bears the burden of proof in a PIE proceeding? (a) As the proponent of issuing a PIE, the initiating official bears...

Confidentiality and the employee assistance program professional.

Science.gov (United States)

Mistretta, E F; Inlow, L B

1991-02-01

During the last two decades EAPs have offered employees confidential assessment, counseling, and referral. Many occupational health nurses have taken on the role of EAP professional or function as the liaison between the EAP counselor and the employee. The occupational health nurse involved in any EAP issue must adhere to the standards of confidentiality. The federal and state laws, company policy, and professional codes of ethics regarding these clients must be clearly understood, especially related to the issue of confidentiality.

Partnering to develop a continuing professional development program in a low-resource setting: Cambodia.

Science.gov (United States)

Mack, Heather G; Meng, Ngy; Parsons, Tanya; Schlenther, Gerhard; Murray, Neil; Hart, Richard

2017-08-01

To design and implement a continuing professional development (CPD) program for Cambodian ophthalmologists. Partnering (twinning) between the Royal Australian and New Zealand College of Ophthalmologists (RANZCO) and the Cambodian Ophthalmological Society (COS). Practicing ophthalmologists in Cambodia. A conjoint committee comprising 4 ophthalmologists from RANZCO and 3 ophthalmologists from COS was established, supported by a RANZCO administrative team experienced in CPD administration. CPD requirements and recording were adapted from the RANZCO CPD framework. Cambodian ophthalmologists were surveyed during program implementation and after handover to COS. At the end of the 3-year program at handover to COS, a CPD program and online recording system was established. All 47 (100%) practicing ophthalmologists in Cambodia were registered for CPD, and 21/47 (45%) were actively participating in the COS CPD program online recording. Surveys of attitudes toward CPD demonstrated no significant change. Partnering was moderately effective in establishing a CPD program for Cambodian ophthalmologists. Uptake of CPD may have been limited by lack of a requirement for CPD for continuing medical licensure in Cambodia. Follow-up will be necessary to demonstrate CPD program longevity. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Professional Socialization in Nurse Anesthesia Educational Programs: Attitudes and Beliefs of Faculty Members and Recent Graduates

Science.gov (United States)

Buettner, Kevin Charles

2013-01-01

The purpose of this study was to better understand professional socialization in nurse anesthesia educational programs through an exploration of the attitudes and beliefs of faculty members and recent graduates. Participants for this cross-sectional, quasi-experimental online study included a convenience sample of 178 nurse anesthesia faculty…

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

Science.gov (United States)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

Factors related to self-directed learning readiness of students in health professional programs: A scoping review.

Science.gov (United States)

Slater, Craig E; Cusick, Anne

2017-05-01

Academic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students' readiness for self-directed learning. A five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted. The final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments. There is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines. Copyright © 2017 Elsevier Ltd. All rights reserved.

Contributions of co-curricular summer research programs to my professional growth

Science.gov (United States)

Moore, K. D.

2014-12-01

The co-curricular summer research program, in which I was involved over three summers as an undergraduate student, greatly benefited me. In this paper I will briefly describe the program and how the experience contributed to my value and growth. The U.S. Department of Energy operated the Global Change Education Program (GCEP), from 1999-2013, as an outreach to both undergraduate and graduate students. Its goals were to: provide students with hands-on research experience in a one-on-one setting with leaders in global change fields, encourage undergraduate students to enter graduate school, and increase the number of high quality U.S. scientists. I took part in GCEP as a Summer Undergraduate Research Experience (SURE) Fellow. Each Fellow was teamed with a scientist to conduct research over the summer. I spent one summer at Pacific Northwest National Laboratory in Richland, WA working with Dr. William Shaw. The next two summers I spent working at Aerodyne Research, Inc. in Billerica, MA with Dr. Leah Williams. My experiences as a SURE Fellow have benefitted me in many ways. The research presentations, required of SURE Fellows, helped to improve my presentation skills. The GCEP workshops expanded the scope of my knowledge about global change impacts at all scales. I was involved in two large, collaborative field studies, which provided experiences and examples that have helped me lead my own field studies. I took part in well-functioning research teams, helping me see the value of open communication in collaborative work. My critical and analytical thinking abilities were continually honed. My problem solving skills were challenged in laboratory and field work. I worked with talented professionals and students that are now part of my professional network. My contributions resulted in being a coauthor on two peer-reviewed publications. I was able to experience research teams outside of academia, which included government and private sectors. The time spent as a SURE

Evaluation of the United States Support Program’s Internship and Junior Professional Officer Programs

Energy Technology Data Exchange (ETDEWEB)

Cruz J.; Patterson, J.; Pepper, S.

2012-07-15

The U.S. Support Program (USSP) to International Atomic Energy Agency (IAEA) Safeguards established a program of one-year paid internships for students and recent graduates. The program was in effect from 2002 until 2006 with a total of forty-one U.S. citizens and permanent residents placed in the IAEA. The USSP created a Junior Professional Officer (JPO) Program in 2005 that replaced the internship program at the IAEA. The JPO program creates opportunities for U.S. college graduates to become IAEA employees for a period of one to two years to help increase the effectiveness and efficiency of safeguards. The twenty three former and current JPOs work in varying fields such as software development, information collection and analysis, non-destructive analysis systems, and unattended monitoring systems. This paper will look at the impacts of the USSP internship and JPO program on the interns and JPOs, the U.S. government, and the IAEA. Academic backgrounds, past involvement in nuclear fields, program assessment, and post-program positions were recorded and analyzed through two studies using questionnaires sent to former interns and former and current JPOs. This paper will discuss the effects of the programs on the careers of the interns and JPOs, present the evaluations of the internship and JPO Programs, and report the recommendations for changes.

An Evaluation of a School-Based Professional Development Program on Teachers' Efficacy for Technology Integration: Findings from an Initial Study

Science.gov (United States)

Skoretz, Yvonne; Childress, Ronald

2013-01-01

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

Launching a new training and professional organization to serve GHG management professionals

International Nuclear Information System (INIS)

Baumann, T.

2009-01-01

This paper discusses the program to train and develop a community of experts with the highest standards of professional practice in measuring, accounting, auditing and managing greenhouse gas emissions. Experts should operate with a common code of conduct and ethics, and provide the high levels of professional competency.

SPACE: Enhancing Life on Earth. Proceedings Report

Science.gov (United States)

Hobden, Alan (Editor); Hobden, Beverly (Editor); Bagley, Larry E. (Editor); Bolton, Ed (Editor); Campaigne, Len O. (Editor); Cole, Ron (Editor); France, Marty (Editor); Hand, Rich (Editor); McKinley, Cynthia (Editor); Zimkas, Chuck (Editor)

1996-01-01

The proceedings of the 12th National Space Symposium on Enhancing Life on Earth is presented. Technological areas discussed include: Space applications and cooperation; Earth sensing, communication, and navigation applications; Global security interests in space; and International space station and space launch capabilities. An appendices that include featured speakers, program participants, and abbreviation & acronyms glossary is also attached.

The study of informational professional field of pharmacy specialists

Directory of Open Access Journals (Sweden)

N. O. Tkachenko

2014-08-01

publications in print. The analysis of the nature of the information which the respondents are interested in showed that the information on new drugs and the issues of legislative and normative regulation of pharmaceutical enterprises’ activities is the most studied. Unfortunately, quite a few practical workers are interested in issues of social direction, administration (management in pharmacy and marketing activities. To the question «How often do you work with Proceedings of scientific practical conferences?" 60,3% of respondents answered that they study and work with them rarely and only in their spare time from work. Only 19,8% of respondents always learn and study the conference proceedings. Unfortunately, almost the same proportion of professionals (19,9% are not interested or they are very rarely interested in proceedings of Scientific Practical Conferences, as they think the information of Conferences is only intended for scientists and managerial leaders. The positive result of the questionnaire was that 98% of respondents consider it necessary to conduct centralized measures on each enterprise concerning staff awareness of new trends in pharmaceutical science and practice of frequency once in half a year. That is the optimal frequency as it is believed by 63% of respondents. Conclusions. It was determined that very little attention is paid by the experts to the national scientific periodicals that are professional (magazine is included in the list of publications recognized by HAC of Ukraine. Almost half of the surveyed professionals rarely work with specialized publications, which are available in their companies. The disadvantage of the process of pharmacists’ review with innovative search and achievements of scientists in the field of pharmacy is that only 20% of pharmacy specialists at various levels of management in the course of their practical activities work with the materials of scientific practical conferences. Such situation can be explained by the

An Evaluation of the Psychometric Properties of an Advising Survey for Medical and Professional Program Students

Science.gov (United States)

Royal, Kenneth D.; Gonzalez, Liara M.

2016-01-01

The purpose of this study was to evaluate the psychometric properties of a newly developed instrument intended to measure faculty competence as it pertains to their role as advisors, particularly in medical and professional programs. A total of 166 students completed the Faculty Advisor's Skills and Behaviors Inventory (FASBI). The psychometric…

A description of professional pediatric physical therapy education.

Science.gov (United States)

Schreiber, Joe; Goodgold, Shelley; Moerchen, Victoria A; Remec, Nushka; Aaron, Carolanne; Kreger, Alison

2011-01-01

The purpose of this work was to reexamine the status of professional pediatric physical therapy education in the United States. A task force designed a 16-item survey and contacted representatives from all professional physical therapy programs. Surveys were gathered from 151 programs for a return rate of 75%. Much variability exists across programs in total number of hours devoted to pediatrics (range, 35-210 hours). In addition, almost 60% of respondents indicated that the individual responsible for delivering the pediatric content will be retiring within the next 15 years. These results describe current pediatric professional education and provide numerous opportunities and challenges for the development of optimal professional pediatric education.

Certifying Enrollment Management Professionals

Science.gov (United States)

Tremblay, Christopher W.

2015-01-01

Most current professionals who serve in an enrollment management leadership capacity likely were trained "on the job," or at professional development events, primarily because credit-bearing credentials, degrees, and other formal programs were nonexistent (Phair 2014). However, that landscape has since changed, and now there are multiple…

Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

Science.gov (United States)

Sondgerath, Travis

2016-01-01

The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…

Feasibility and Acceptability of a Child Sexual Abuse Prevention Program for Childcare Professionals: Comparison of a Web-Based and In-Person Training

Science.gov (United States)

Rheingold, Alyssa A.; Zajac, Kristyn; Patton, Meghan

2012-01-01

Recent prevention research has established the efficacy of some child sexual abuse prevention programs targeting adults; however, less is known about the feasibility of implementing such programs. The current study examines the feasibility and acceptability of a child sexual abuse prevention program for child care professionals provided in two…

Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

Science.gov (United States)

Cook, Nicole D.

This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

Science.gov (United States)

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Professional C++

CERN Document Server

Gregoire, Marc

2014-01-01

Master complex C++ programming with this helpful, in-depth resource From game programming to major commercial software applications, C++ is the language of choice. It is also one of the most difficult programming languages to master. While most competing books are geared toward beginners, Professional C++, Third Edition, shows experienced developers how to master the latest release of C++, explaining little known features with detailed code examples users can plug into their own codes. More advanced language features and programming techniques are presented in this newest edition of the book,

Geothermal program review 16: Proceedings. A strategic plan for geothermal research

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-12-31

The proceedings contain 21 papers arranged under the following topical sections: Exploration technology (4 papers); Reservoir technology (5 papers); Energy conversion technology (8 papers); Drilling technology (2 papers); and Direct use and geothermal heat pump technology (2 papers). An additional section contains a report on a workshop on dual-use technologies for hydrothermal and advanced geothermal reservoirs.

Teaching Note--Educating Public Health Social Work Professionals: Results from an MSW/MPH Program Outcomes Study

Science.gov (United States)

Ruth, Betty J.; Marshall, Jamie Wyatt; Velásquez, Esther E. M.; Bachman, Sara S.

2015-01-01

Dual-degree programs in public health and social work continue to proliferate, yet there has been little research on master's of social work (MSW)/master's of public health (MPH) graduates. The purpose of this study was to describe and better understand the self-reported professional experiences, identities, roles, and outcomes associated with 1…

Practice Audit in Gastroenterology (PAGE) program: A novel approach to continuing professional development

Science.gov (United States)

Armstrong, David; Hollingworth, Roger; Gardiner, Tara; Klassen, Michael; Smith, Wendy; Hunt, Richard H; Barkun, Alan; Gould, Michael; Leddin, Desmond

2006-01-01

BACKGROUND: Practice audit is an important component of continuing professional development that may more readily be undertaken if it were less complex. This qualitative study assessed the use of personal digital assistants to facilitate data collection and review. METHODS: Personal digital assistants programmed with standard questionnaires related to upper gastrointestinal endoscopies (Practice Audit in Gastroenterology-Endoscopy [‘PAGE-Endo’]) and colonoscopies (PAGE-Colonoscopy [‘PAGE-Colo’]) were provided to Canadian gastroenterologists, surgeons and internists. Over a three-week audit period, participants recorded indications, and the expected (E) and reported (R) findings for each procedure. Thereafter, participants recorded compliance with reporting, the ease of use and value of the PAGE program, and their willingness to perform another audit. RESULTS: Over 15 to 18 months, 173 participants completed PAGE-Endo (6168 procedures) and 111 completed PAGE-Colo (4776 procedures). Most respondents noted that PAGE was easy to use (99%), beneficial (88% to 95%), and that they were willing undertake another audit (92% to 95%). In PAGE-Endo, alarm features were prevalent (55%), but major reported findings were less common than expected: esophagitis (E 29.9%, R 14.8%), esophageal stricture (E 8.3%, R 3.6%), gastric ulcer (E 17.0%, R 4.7%), gastric cancer (E 4.3%, R 1.0%) and duodenal ulcer (E 11.5%, R 5.7%). In PAGE-Colo, more colonoscopies were performed for symptom investigation (55%) than for screening (25%) or surveillance (20%). There were marked interprovincial variations with respect to sedation, biopsies and technical aspects of colonoscopy. CONCLUSION: Secure, real-time data entry with review of aggregate and individual data in the PAGE program provided an acceptable, straightforward methodology for accredited practice audit activities. PAGE has considerable potential for continuing professional development in gastroenterology and other specialties

Proceedings of the of the Tenth Workshop on Language Descriptions, Tools and Applications (LDTA 2010)

DEFF Research Database (Denmark)

Brabrand, Claus

2010-01-01

-Louis Giavitto ("A Domain Specific Language for Complex Natural & Artificial Systems Simulations") and the 11 contributed papers that were selected for presentation and the proceedings by the programme committee from 30 submissions (i.e., 37% acceptance rate). Every submission was reviewed by at least three......This volume contains the proceedings of the Tenth Workshop on Language Descriptions, Tools and Applications (LDTA 2010), held in Paphos, Cyprus on March 28--29, 2010. LDTA is a two-day satellite event of ETAPS (European Joint Conferences on Theory and Practice of Software) organized in cooperation...... with ACM Sigplan. LDTA is an application and tool-oriented forum on meta programming in a broad sense. A meta program is a program that takes other programs as input or output. The focus of LDTA is on generated or otherwise efficiently implemented meta programs, possibly using high level descriptions...

Community and school mental health professionals' knowledge and use of evidence based substance use prevention programs.

Science.gov (United States)

Evans, Steven W; Randy Koch, J; Brady, Christine; Meszaros, Peggy; Sadler, Joanna

2013-07-01

Youth with learning and behavioral problems are at elevated risk for substance use during adolescence. Although evidence-based substance use prevention and screening practices are described in the literature, the extent with which these are provided to these youth is unclear. Mental health professionals in schools and community mental health centers are in an ideal position to conduct substance use screening and prevention practices since they have frequent contact with this high risk group. In order to determine whether these mental health professionals were using evidence based substance use screening and prevention programs with these youth, we analyzed 345 completed surveys from mental health professionals in schools and community clinics throughout a mid-Atlantic state. Results indicated that a large portion of the respondents were unfamiliar with evidence based practices and they were infrequently used. Implications for the division of labor at schools and community mental health centers are discussed in relation to time allotment and priority for these procedures.

SAGES Foregut Surgery Masters Program: a surgeon's social media resource for collaboration, education, and professional development.

Science.gov (United States)

Jackson, Hope T; Young, Monica T; Rodriguez, H Alejandro; Wright, Andrew S

2018-06-01

Facebook is a popular online social networking platform increasingly used for professional collaboration. Literature regarding use of Facebook for surgeon professional development and education is limited. The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has established a Facebook group dedicated to discussion of surgery of the esophagus, stomach, and small intestine-the "SAGES Foregut Surgery Masters Program." The aim of this study is to examine how this forum is used for professional development, education, and quality improvement. Member and post statistics were obtained from https://grytics.com , a Facebook group analytics service. All posts added to the Foregut forum since its creation in April 2015 through December 2016 were reviewed and categorized for content and topic. Posts were reviewed for potential identifiable protected health information. As of December 2016, there were 649 total members in the group. There have been a total of 411 posts and 4116 comments with a median of 10.1 comments/post (range 0-72). Posts were categorized as operative technique (64%), patient management (52%), continuing education (10%), networking (10%), or other (6%). Video and/or photos were included in 53% of posts with 4% of posts depicting radiologic studies and 13% with intraoperative photos or videos. An additional 40 posts included links to other pages, such as YouTube, journal articles, or the SAGES website. One post (0.2%) contained identifiable protected health information and was deleted once recognized by the moderators of the group. Social media is a unique, real-time platform where surgeons can learn, discuss, and collaborate towards the goal of optimal treatment of surgical disease. Active online surgical communities such as the SAGES Foregut Surgery Masters Program have the potential to enhance communication between surgeons and are a potential innovative adjunct to traditional methods of continuing surgical education. Surgical societies

Educating professionals

DEFF Research Database (Denmark)

Wahlgren, Bjarne

2011-01-01

relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts’ in accordance with the curriculum. How...... does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter ‘he’) uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.......The purpose of the professional bachelor’s degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article...

Steps to the Future. Dental Hygiene Education and Practice Workshop II Proceedings (Louisville, Kentucky, April 25-27, 1985).

Science.gov (United States)

American Dental Hygienists' Association, Chicago, IL.

The proceedings of the second in a series of workshops on dental hygiene education and practice are presented. The opening remarks are by Cheryl Westphal. Papers categorized as "Considerations for the Professionalization of Dental Hygiene" are as follows: "Socio-Economic Viewpoint" (Gary Gaumer); "Political Science Viewpoint" (Lelia Helms);…

Professionalism and professional quality of life for oncology nurses.

Science.gov (United States)

Jang, Insil; Kim, Yuna; Kim, Kyunghee

2016-10-01

To identify the relationship between professionalism and professional quality of life among oncology nurses working at tertiary hospitals in Korea. Oncology nurses are combined with core competencies and qualities required in cancer patient care. Professionalism that means compassion satisfaction and compassion fatigue is a main concept in problem-solving strategies as motivation. Their satisfaction is representative of professionalism and professional quality of life. However, little research has focused on professionalism and professional quality of life. A cross-sectional study with self-administered questionnaires. A total of 285 nurses from two tertiary hospitals were included. Data collection was undertaken using Korean version of professionalism scale derived from the Hall Professional Inventory Scale and professional quality of life. Data were analysed by spss 21.0 for Windows Program using t-test, anova, and multiple regression. The mean score of professionalism in oncology nurses was 77·98 ± 7·31. The mean professional quality of life score for compassion satisfaction, compassion fatigue and secondary traumatic stress was 33·84 ± 5·62, 28·38 ± 5·36 and 28·33 ± 5·48. Compassion satisfaction was affected by factors of professionalism with an explanatory power of 49·2%. Burnout and secondary traumatic stress were affected by factors of professionalism with an explanatory power of 39·3% and 4·8%. The higher the professionalism leads to the higher the compassion satisfaction, the lower the compassion fatigue. The relationship between professionalism and professional quality of life for a health work environment requires further investigation. Our study supports the idea that enhancing professionalism can increase professional quality of life. It is necessary to develop professionalism by recognised qualifications and applied rewards in advanced nursing organisational culture. Furthermore, compassion satisfaction is increased by

Consumer energy conservation options - professional and consumer perspectives

Energy Technology Data Exchange (ETDEWEB)

Ritchie, B.J.R.; Claxton, J.D.; McDougall, G.H.G.

1980-01-01

The objectives of this study were to: identify government policies for reducing Canadian consumption of home heating fuel, electricity, and gasoline; assess probable effectiveness of different policy alternatives as a means of reducing consumer energy consumption; and measure the acceptability to Canadian consumers of the different policy alternatives. Interviews were conducted with energy conservation professionals to identify and evaluate existing energy conservation programs, and interviews were conducted with consumers who had evaluated selected programs previously reviewed by the professionals. Information was also gathered on energy conservation activities of consumers surveyed. A directory of 34 energy conservation programs was also compiled. Some of the conclusions reached in this report are as follows. There is a need for an information system to gather data on existing conservation programs in order to increase the knowledge of relevant parties as to the outcomes of operating programs. This would help evaluation and improvement of current programs and suggest new program possibilities. The professionals rated six of the 34 programs highly, including the Energuide and the Canadian Home Insulation Program (CHIP). Retrofitting programs for houses are recommended for continuation and expansion, with some consideration given to linking these kinds of programs with home audit programs. In the private transport sector, any new conservation programs should be thoroughly tested on a small scale before widespread implementation, as evidence indicates that certain programs favorably evaluated by professionals may not be received favorably by consumers. 3 refs., 24 tabs.

Supersymmetry: proceedings

International Nuclear Information System (INIS)

Brennan, E.C.

1985-07-01

Some lectures in these proceedings examine the theoretical basis for supersymmetry, recent developments in theories with compact dimensions, and experimental searches for supersymmetric signatures. Technologies are explored for obtaining very high energy electron-positron colliding beams. Separate abstracts were prepared for 35 papers in these conference proceedings

AORN sales professional course.

Science.gov (United States)

Moss, R; Thompson, J

1996-04-01

The sales professional course "Introduction to the Operating Room" offered by the AORN Center for Nursing Practice, Health Policy, and Research is an introductory program in OR etiquette. Its purpose is to provide sales professionals a working knowledge of OR protocol for them to function appropriately in OR settings. Sales professionals who have completed this course establish mutually beneficial perioperative partnerships with OR personnel. Sales professionals' effectiveness is strengthened as a result of their newly acquired knowledge of OR protocol, and patient safety is protected. An AORN Certificate of Recognition is awarded on completion of the course.

Developing Standards for Language Teacher Education Programs in Indonesia: Professionalizing or Losing in Complexity?

Directory of Open Access Journals (Sweden)

Luciana Luciana

2004-01-01

Full Text Available Setting standards for language teacher education programs, materials, and evaluation sparks some hope in attempts to improve the quality of the programs. Yet, this very fact augmented by my examination of ten language teacher education programs in Java, Bali, and Lampung (FKIP and PGRI triggers a critical look at the idea of standard development. In particular, I would like to explore whether it can lead to a better professionalism or we are just lost in the complexity of the standardization itself. This paper consists of four sections. Departing from an overview of language teacher education programs in Indonesia and the theoretical foundations, some major problems in this area are identified. Following this, the discussion is focused on the idea of standard development for language teacher education programs in Indonesia. Eventually, some suggestions are put forth to highlight the need for establishing coherent curriculum framework bridging the two realms of language teacher education and school milieu as well as providing learners with knowledge base that enables them to cope with complex demands of school settings and more essentially, to act as an agent in the social change process.

Proceedings of the US DOE Photovoltaics Technology Development and Applications Program Review

Energy Technology Data Exchange (ETDEWEB)

None

1978-01-01

The proceedings include summaries of thirty-eight presentations under the following sections: overview and project status reports; standards performance criteria; cost/economics; concentrator and flat panel technology alternative for 50 cents/watt; balance of system technology; and experience gained from the design and operation of photovoltaic systems.

Supersymmetry: proceedings

Energy Technology Data Exchange (ETDEWEB)

Brennan, E.C. (ed.)

1985-07-01

Some lectures in these proceedings examine the theoretical basis for supersymmetry, recent developments in theories with compact dimensions, and experimental searches for supersymmetric signatures. Technologies are explored for obtaining very high energy electron-positron colliding beams. Separate abstracts were prepared for 35 papers in these conference proceedings. (LEW)

Professional Development of School Principals in the Pilot Program of ‘Pedagogical Flexibility’: The Israeli Case

Directory of Open Access Journals (Sweden)

Nets Mali

2017-12-01

Full Text Available The past decade constitutes a significant turning point in the orientation of policy makers in the Israeli educational system. This period is characterized by comprehensive structural and pedagogical reforms intended for the promotion of the system’s achievements. ‘Pedagogical Flexibility’, a reform in the professional development of teaching staff implemented in 2015, constitutes a significant breakthrough in the perception of development and learning in Israel. The school principals play a main role in leading the reform and in the development of a new organizational culture in the staff as well. This led to the creation of focused learning frameworks for school principals who sought to improve their knowledge and skill in the leadership of the reform. The article presents the main points of the first pilot program implemented in the North District for the training of 20 school principals in the reform and the main findings from the evaluation of the program, data from a questionnaire, and a focus group. In addition, the article proposes a critical look at the program effectiveness and indicates further focuses for future learning. The article presents a view of the role of the school principal in the leadership of the professional development in Israel and reviews theoretical aspects that arise from the research regarding this issue.

Rethinking Professional Study Programs and Continuing Education in the Euro-Mediterranean Region: Action Agenda and Recommendations

Directory of Open Access Journals (Sweden)

Karim Moustaghfir

2013-12-01

Full Text Available the newcompetitive and changing dynamics made knowledge resources the most strategic assets to create and sustain competitive advantage in today’s business landscape. Businesses and public organizations alike need knowledge workers to streamline their processes, differentiate their product and service offerings, and generate value for their stakeholders. The discrepancy between the demand for such distinctive profiles and the current supply of human resources is causing higher education institutions to rethink their learning practices and the process whereby knowledge resources are developed, applied, and renewed. This article analyzes these dynamics and sheds more light on the changes that are affecting the learning processes with regards to professional study programs and continuing education, particularly in the Euro-Mediterranean region. The article draws up an action agenda to make such programs more valuable emphasizing the role of innovative pedagogical approaches, the importance of instructional design, the adding-value of information technologies, and the required structural and human resource changes at the level of universities’ organizational design. Building on the participants’ input gathered during the Emuni’s 2013 HR&R Conference, the article suggests specific recommendations on how the Euro-Mediterranean universities can play a catalyst role in reshaping, leading, and implementing competitive and targeted professional study programs based on network-based structures and on mapping and leveraging different partners’ distinctive capabilities and core competences.

Environmental Management Science Program Workshop. Proceedings

Energy Technology Data Exchange (ETDEWEB)

None

1998-07-01

The Department of Energy Office of Environmental Management (EM), in partnership with the Office of Energy Research (ER), designed, developed, and implemented the Environmental Management Science Program as a basic research effort to fund the scientific and engineering understanding required to solve the most challenging technical problems facing the government's largest, most complex environmental cleanup program. The intent of the Environmental Management Science Program is to: (1) Provide scientific knowledge that will revolutionize technologies and cleanup approaches to significantly reduce future costs, schedules, and risks. (2) Bridge the gap between broad fundamental research that has wide-ranging applications such as that performed in the Department's Office of Energy Research and needs-driven applied technology development that is conducted in Environmental Management's Office of Science and Technology. (3) Focus the nation's science infrastructure on critical Department of Energy environmental problems. In an effort to share information regarding basic research efforts being funded by the Environmental Management Science Program and the Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program), this CD includes summaries for each project. These project summaries, available in portable document format (PDF), were prepared in the spring of 1998 by the principal investigators and provide information about their most recent project activities and accomplishments.

Professional Learning 101: A Syllabus of Seven Protocols

Science.gov (United States)

Fogarty, Robin; Pete, Brian

2010-01-01

Seven elements found in professional development research are necessary for successful professional development programs. High-quality professional learning must be sustained, job-embedded, collegial, interactive, integrative, practical, and results-oriented.

Joint International Workshop on Professional Learning, Competence Development and Knowledge Management - LOKMOL and L3NCD

NARCIS (Netherlands)

Memmel, Martin; Ras, Eric; Weibelzahl, Stephan; Burgos, Daniel; Olmedilla, Daniel; Wolpers, Martin

2006-01-01

Memmel, M., Ras, E., Weibelzahl, S., Burgos, D., Olmedilla, D., & Wolpers, M. (2006). Joint International Workshop on Professional Learning, Competence Development and Knowledge Management - LOKMOL and L3NCD. Proceedings of ECTEL 2006. October 2nd-4th, Crete, Greece. Retrieved October 2nd, 2006,

Interactions between youth and mental health professionals: The Youth Aware of Mental health (YAM) program experience

Science.gov (United States)

Wasserman, Camilla; Postuvan, Vita; Herta, Dana; Iosue, Miriam; Värnik, Peeter; Carli, Vladimir

2018-01-01

The Youth Aware of Mental health (YAM) experience Youth stand at the core of much mental health promotion, yet little is written about their experiences of such efforts. We aimed to take this on by interviewing youth after they participated in Youth Aware of Mental Health (YAM), a universal mental health promotion program. YAM has a non-anticipatory methodology that provides youth with a safe space for reflection, role-play, and discussion. Addressing everyday mental health, YAM invites the experiences and issues relevant to the youth present to influence the program in a slightly different direction every time. The YAM instructor guides the participants but does not present the youth with given formulas on how to solve their problems. Like any mental health promotion, YAM appeals to some more than others in its intended audience and individuals engage with the program in many different ways. We set out to learn more about these experiences. Conversations about mental health Thirty-two semi-structured interviews were conducted with 15–17 year olds in Estonia, Italy, Romania and Spain. In these interviews, the researchers made an effort to discuss mental health in terms relevant to youth. Still, wide-ranging levels of motivation, ease with engaging in dialogue with mental health professionals, and comfort with the format and content of YAM were detected. The youth were clustered in five different groups relating to their positioning vis-à-vis the researcher during the interview. The following evocative labels were used: “interested”, “foot in the door”, “respect for authority”, “careful”, and “not my topic”. Corresponding labels were devised for their YAM experience: “engaged”, “initially hesitant”, “cautious”, “eager to please”, or “disengaged”. We also observed that the researchers brought their own expectations and employed a variety of approaches that led to anticipating answers, stating the obvious, or getting along

Effectiveness of a video-based aging services technology education program for health care professionals.

Science.gov (United States)

Weakley, Alyssa; Tam, Joyce W; Van Son, Catherine; Schmitter-Edgecombe, Maureen

2017-01-19

Health care professionals (HCPs) are a critical source of recommendations for older adults. Aging services technologies (ASTs), which include devices to support the health-care needs of older adults, are underutilized despite evidence for improving functional outcomes and safety and reducing caregiver burden and health costs. This study evaluated a video-based educational program aimed at improving HCP awareness of ASTs. Sixty-five HCPs viewed AST videos related to medication management, daily living, and memory. Following the program, participants' objective and perceived AST knowledge improved, as did self-efficacy and anticipated AST engagement. About 95% of participants stated they were more likely to recommend ASTs postprogram. Participants benefitted equally regardless of years of experience or previous AST familiarity. Furthermore, change in self-efficacy and perceived knowledge were significant predictors of engagement change. Overall, the educational program was effective in improving HCPs' awareness of ASTs and appeared to benefit all participants regardless of experience and prior knowledge.

Assessing Teacher Change in Facilitating Mathematizing in Urban Middle Schools: Results of an Effective Professional Development Program

Science.gov (United States)

Tarlow, Lynn D.

2014-01-01

This study documents the change in teaching practices of a group of mathematics teachers in urban middle schools as they participated in a program of professional development to promote standards-based learning environments. The teachers made a shift in their classroom practice from a traditional, didactic lecture approach towards a role of…

Fossil Energy Materials Program conference proceedings

Energy Technology Data Exchange (ETDEWEB)

Judkins, R.R. (comp.)

1987-08-01

The US Department of Energy Office of Fossil Energy has recognized the need for materials research and development to assure the adequacy of materials of construction for advanced fossil energy systems. The principal responsibility for identifying needed materials research and for establishing a program to address these needs resides within the Office of Technical Coordination. That office has established the Advanced Research and Technology Development (AR and TD) Fossil Energy Materials Program to fulfill that responsibility. In addition to the AR and TD Materials Program, which is designed to address in a generic way the materials needs of fossil energy systems, specific materials support activities are also sponsored by the various line organizations such as the Office of Coal Gasification. A conference was held at Oak Ridge, Tennessee on May 19-21, 1987, to present and discuss the results of program activities during the past year. The conference program was organized in accordance with the research thrust areas we have established. These research thrust areas include structural ceramics (particularly fiber-reinforced ceramic composites), corrosion and erosion, and alloy development and mechanical properties. Eighty-six people attended the conference. Papers have been entered individually into EDB and ERA. (LTN)

The evolving professional nursing self-image of students in baccalaureate programs: a cross-sectional survey.

Science.gov (United States)

Milisen, Koen; De Busser, Tinne; Kayaert, Annelore; Abraham, Ivo; de Casterlé, Bernadette Dierckx

2010-06-01

We have previously examined the professional self-image of practicing nurses in Belgium and its association with various professional decisions, however there is limited knowledge about the professional self-image of nurses-to-be. Despite prior research on nursing students' perceptions of nursing or their self-esteem, students' professional image, defined as "the way students perceive themselves in their clinical practice environment and their anticipated work environment", has not been described nor compared to that of practicing nurses. To describe the professional nursing self-image among students in their final year of baccalaureate education. Cross-sectional survey. Nine geographically spread baccalaureate programs in the Flemish region of Belgium. 427 evaluable students from 455 recruited from 663 potential. Data collected in each school during regular hours using an adapted version of the BELIMAGE (Belgian professional self-image instrument for hospital nurses) including questions on personal demographics, education and competence, nursing care, team and practice environment. Voluntary participation with returned questionnaire deemed informed consent. Respondents identified several curricular components as contributing to their perceived competence. They also identified several skills deemed important to professional nursing, however did not feel competent in all of these. Important nursing care aspects included individualizing patient care, detecting care problems and potential complications, and promoting patient well-being; within a care environment with open interdisciplinary communication, where care problems could be discussed with nursing colleagues, where one cares for the same patient regularly, and led by a team leader with vision. Society's view of nursing was generally more negative than students'. Most students planned on working in nursing after their studies and many had thought about additional education at some point. Most were proud of

On the Cutting Edge Professional Development Program - An effective model built from years of experience

Science.gov (United States)

Bruckner, M. Z.; Macdonald, H.; Beane, R. J.; Manduca, C. A.; Mcconnell, D. A.; Mogk, D. W.; Tewksbury, B. J.; Wiese, K.; Wysession, M. E.; Iverson, E. A. R.; Fox, S.

2015-12-01

The On the Cutting Edge (CE) program offers a successful model for designing and convening professional development events. Information about the model is now available on the CE website. The program model has evolved from more than 12 years of experience, building with input from strong leaders and participants. CE offers face-to-face, virtual, and hybrid events, and features a rich website that supports these professional development events as well as a growing community with a shared interest in effective geoscience teaching. Data from national surveys, participant feedback, and self-report data indicate the program's success in improving undergraduate geoscience education. Successes are also demonstrated in classroom observations using RTOP, indicating a significant difference in teaching style among participants and non-participants. A suite of web pages, with a planning timeline, provides guidance to those interested in designing and convening face-to-face or virtual events based on the CE model. The pages suggest ways to develop robust event goals and evaluation tools, how to choose strong leaders and recruit diverse participants, advice for designing effective event programs that utilize participant expertise, websites, and web tools, and suggestions for effectively disseminating event results and producing useful products. The CE model has been successfully transferred to projects that vary in scale and discipline. Best practices from the CE model include (1) thinking of the workshop as shared enterprise among conveners and participants; (2) incorporating conveners and participants who bring diverse viewpoints and approaches; (3) promoting structured discussions that utilize participants' expertise; (4) emphasizing practical strategies to effect change; and (5) using the website as a platform to prepare for the workshop, share ideas, and problem-solve challenges. Learn more about how to utilize this model for your project at:serc.carleton.edu/NAGTWorkshops/workshops/convene

Proceedings Workshop on Generic Programming (WGP2000)

NARCIS (Netherlands)

Jeuring, J.T.

2000-01-01

This report contains the papers selected for presentation at the 2nd Workshop on Generic Programming (WGP2000), which was held on July 6, 2000 in Ponte de Lima, Portugal. Generic programming is about making programs more adaptable by making them more general. Generic programs often embody

Technical and management information system: The tool for professional productivity on the space station program

Science.gov (United States)

Montoya, G.; Boldon, P.

1985-01-01

The Space Station Program is highly complex not only in its technological goals and requirements but also in its organizational structure. Eight Contractor teams supporting four NASA centers plus Headquarters must depend on effective exchange of information--the lifeblood of the program. The Technical and Management Information System (TMIS) is the means by which this exchange can take place. Value of the TMIS in increasing productivity comes primarily from its ability to make the right information available to whomever needs it when it is needed. Productivity of the aerospace professional and how it can be enhanced by the use of specifically recommended techniques and procedures for information management using the TMIS are discussed.

Addressing holistic health and work empowerment through a body-mind-spirit intervention program among helping professionals in continuous education: A pilot study.

Science.gov (United States)

Ho, Rainbow T H; Sing, Cheuk Yan; Wong, Venus P Y

2016-01-01

To examine the effectiveness of a body-mind-spirit (BMS) intervention program in improving the holistic well-being and work empowerment among helping professionals in continuous education. Forty-four helping professionals, who were in their first-year part-time postgraduate study, participated in the present study. All participants attended a 3-day BMS intervention program which emphasized a holistic approach to health and well-being. Ratings on their levels of physical distress, daily functioning, affect, spirituality, and psychological empowerment at work were compared before and immediately after the intervention. Participants reported significantly lower levels of negative affect and physical distress, and were less spiritually disoriented after the intervention. Enhanced levels of daily functioning, positive affect, spiritual resilience, and tranquility were also reported. Results also suggested that participants were empowered at work, and specifically felt more able to make an impact on work outcomes. The 3-day BMS intervention program produced a positive and measurable effect on participants' holistic well-being and empowerment at work. Educators in related fields could incorporate holistic practices into the curriculum to better prepare the future practitioners, leading to better outcomes both to the professionals themselves and their clients or patients.

Service learning in Guatemala: using qualitative content analysis to explore an interdisciplinary learning experience among students in health care professional programs

OpenAIRE

Fries, Kathleen S; Bowers, Donna M; Gross, Margo; Frost, Lenore

2013-01-01

Kathleen S Fries,1 Donna M Bowers,2 Margo Gross,3 Lenore Frost31Nursing Program, 2Department of Physical Therapy and Human Movement Science, 3Graduate Program in Occupational Therapy, College of Health Professions, Sacred Heart University, Fairfield, CT, USAIntroduction: Interprofessional collaboration among health care professionals yields improved patient outcomes, yet many students in health care programs have limited exposure to interprofessional collaboration in the classroom and in clin...

Professional excellence : defining learning outcomes for honours higher education

NARCIS (Netherlands)

Fuller, Melissa; Robbe, Patricia; Wolfensberger, Marca

2016-01-01

Purpose Honours programs prepare talented students to become future excellent professionals . However, competences defining an excellent professional have not been elucidated yet. We investigated how professionals characterize an excellent communication professional, aiming to develop a competence

A Norm-Based Analysis of Swearing Rendition in Professional Dubbing and Non-Professional Subtitling from English into Persian

Directory of Open Access Journals (Sweden)

Saeed Ameri

2014-12-01

Full Text Available This study takes a norm-based approach to analyzing the dubbing and non-professional subtitling of English swearing into Persian in an American movie. The article revolves around three main theoretical frameworks, i.e., Wajnryb (2005, Toury (1995, 2012a, 2012b, and Chesterman (1997. After analyzing the strategies in rendering the original swearing into Persian, the researchers achieved a model of four basic strategies: (a direct translation with strong force, (b direct translation with weak force, (c deletion, and (d foreignization. On the whole, the results of this research showed that both dubbed and non-professional subtitled versions were target language-oriented with deleting the original swearing as the most frequent strategy. But, the vulgarity and the degree of offensiveness of swearing in the original version were to some extent euphemized in the dubbed version. On the other hand, the non-professional subtitled version, in comparison with the dubbed version, employed more direct translation of the original swearing with strong force. The article then proceeded to delve into why these strategies were employed by the dubbed and non-professional subtitled producers, and why there were remarkable differences between the two versions. The findings provided useful information within descriptive translation studies nevertheless, they cannot be generalized since the study was limited by a relatively small corpus and utilized a non-probability sampling procedure.

Employer Supported Child Care: An Idea Whose Time Has Come. A Conference on Child Care as an Employee Benefit (Costs and Benefits, Successful Programs, Company Options, Current Issues). Conference Proceedings.

Science.gov (United States)

Haiman, Peter, Ed.; Sud, Gian, Ed.

Many aspects of employer-sponsored child care programs--including key issues, costs and benefits, programmatic options, and implementation strategies--are discussed in these conference proceedings. Public policy issues, legal aspects of child care as an employee benefit, tax incentives for corporate child care, and funding sources for child care…

Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

Science.gov (United States)

Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

2017-01-01

Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

Interactions between youth and mental health professionals: The Youth Aware of Mental health (YAM) program experience.

Science.gov (United States)

Wasserman, Camilla; Postuvan, Vita; Herta, Dana; Iosue, Miriam; Värnik, Peeter; Carli, Vladimir

2018-01-01

Youth stand at the core of much mental health promotion, yet little is written about their experiences of such efforts. We aimed to take this on by interviewing youth after they participated in Youth Aware of Mental Health (YAM), a universal mental health promotion program. YAM has a non-anticipatory methodology that provides youth with a safe space for reflection, role-play, and discussion. Addressing everyday mental health, YAM invites the experiences and issues relevant to the youth present to influence the program in a slightly different direction every time. The YAM instructor guides the participants but does not present the youth with given formulas on how to solve their problems. Like any mental health promotion, YAM appeals to some more than others in its intended audience and individuals engage with the program in many different ways. We set out to learn more about these experiences. Thirty-two semi-structured interviews were conducted with 15-17 year olds in Estonia, Italy, Romania and Spain. In these interviews, the researchers made an effort to discuss mental health in terms relevant to youth. Still, wide-ranging levels of motivation, ease with engaging in dialogue with mental health professionals, and comfort with the format and content of YAM were detected. The youth were clustered in five different groups relating to their positioning vis-à-vis the researcher during the interview. The following evocative labels were used: "interested", "foot in the door", "respect for authority", "careful", and "not my topic". Corresponding labels were devised for their YAM experience: "engaged", "initially hesitant", "cautious", "eager to please", or "disengaged". We also observed that the researchers brought their own expectations and employed a variety of approaches that led to anticipating answers, stating the obvious, or getting along better with some of the youth. These modes of interaction were categorized under: "favoritism", "familiarity", "frustration

Proceedings of the TOUGH Symposium 2009

Energy Technology Data Exchange (ETDEWEB)

Moridis, George J.; Doughty, Christine; Finsterle, Stefan; Sonnenthal, Eric

2009-10-01

Welcome to the TOUGH Symposium 2009. Within this volume are the Symposium Program for eighty-nine papers to be presented in both oral and poster formats. The full papers are available as pdfs linked from the Symposium Program posted on the TOUGH Symposium 2009 website http://esd.lbl.gov/newsandevents/events/toughsymposium09/program.html Additional updated information including any changes to the Program will also be available at the website. The papers cover a wide range of application areas and reflect the continuing trend toward increased sophistication of the TOUGH codes. A CD containing the proceedings papers will be published immediately following the Symposium and sent to all participants. As in the prior Symposium, selected papers will be invited for submission to a number of journals for inclusion in Special Issues focused on applications and developments of the TOUGH codes. These journals include, Transport in Porous Media, Geothermics, Energy Conversion and Management, Journal of Nuclear Science and Technology, and the Vadose Zone Journal.

Culturally and linguistically diverse students in health professional programs: an exploration of concerns and needs.

Science.gov (United States)

Gilligan, C; Outram, S

2012-07-01

Cultural diversity among students in tertiary institutions in Australia and globally has increased rapidly in the last decade, and is continuing to do so. Focus groups were held at the University of Newcastle, NSW to: (1) examine the specific needs of international students in the Master of Pharmacy, Bachelor of Medicine and Bachelor of Nursing programs in relation to language and cultural considerations and (2) to understand the attitudes of domestic students to the cultural issues faced among their peers. The project explored these issues with the intention to inform curricula changes to accommodate the needs of culturally and linguistically diverse students. The key themes emerging from international students were: difficulties in spoken language, differences in professional roles and expectations, differences in methods of learning, inadequate social interaction outside the classroom and acceptance of differences in cultural and religious practices. The domestic student views reinforced the comments from international students both in regard to social interaction and in regard to participation in class discussions. Although local students were interested in learning from international students about their culture and religious beliefs, there were limited initiatives from both sides. There is a need for tertiary institutions that benefit economically from increasing the numbers of international students to help them to study and live in a new environment. Assistance needs to go beyond learning the English language to helping students understand its use in a professional context (health terminology and slang used by patients), the nuances of the health professional disciplines in a western society, the approach to study and problem-based learning styles and skills to assist with social interaction. The results of the present exploration have led to a series of proposed actions for the University of Newcastle. These recommendations are applicable to any "Western

Supplement to proceedings of the second analysis meeting on JUPITER Program

Energy Technology Data Exchange (ETDEWEB)

NONE

1981-10-01

This document provides a supplement to the proceedings which provided an analysis of the JUPITER Experiment in ZPPR-10 (including ZPPR-9). The Addendum and Comments discusses Reaction Rate Ratio and Distribution. Topics provided are: Some Additional Corrections for ZPPR-9 Reaction Rate Distribution; An Analysis of the Sample Worth Experiments in ZPPR-10A; Homogenization Method of Pin Rods in ZPPR- 10A Assembly; and Control Rod Analysis in ZPPR-3.

The Home Independence Program with non-health professionals as care managers: an evaluation

Directory of Open Access Journals (Sweden)

Lewin G

2016-06-01

Full Text Available Gill Lewin,1 Karyn Concanen,2 David Youens3 1School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, WA, Australia; 2Silver Chain Group, Osborne Park, WA, Australia; 3Faculty of Health Science, Curtin University, Perth, WA, Australia Abstract: The Home Independence Program (HIP, an Australian restorative home care/reablement service for older adults, has been shown to be effective in reducing functional dependency and increasing functional mobility, confidence in everyday activities, and quality of life. These gains were found to translate into a reduced need for ongoing care services and reduced health and aged care costs over time. Despite these positive outcomes, few Australian home care agencies have adopted the service model – a key reason being that few Australian providers employ health professionals, who act as care managers under the HIP service model. A call for proposals from Health Workforce Australia for projects to expand the scope of practice of health/aged care staff then provided the opportunity to develop, implement, and evaluate a service delivery model, in which nonprofessionals replaced the health professionals as Care Managers in the HIP service. Seventy older people who received the HIP Coordinator (HIPC service participated in the outcomes evaluation. On a range of personal outcome measures, the group showed statistically significant improvement at 3 and 12 months compared to baseline. On each outcome, the improvement observed was larger than that observed in a previous trial in which the service was delivered by health professionals. However, differences in the timing of data collection between the two studies mean that a direct comparison cannot be made. Clients in both studies showed a similarly reduced need for ongoing home care services at both follow-up points. The outcomes achieved by HIPC, with non-health professionals as Care Managers, were positive and can be considered to compare favorably

Assessment of current NRC/IE professional training program and recommendations for improvement

International Nuclear Information System (INIS)

Bartley, H.J.; Hagerup, J.E.; Harrison, O.J.; Heyer, F.H.K.; Kaas, I.W.; Schwartz, E.G.

1978-05-01

This document is the General Research Corporation (GRC) report on Task III: to assess the current NRC/IE professional training program and to provide recommendations for improvement. The major objectives of this task were to determine the overall effectiveness of the NRC/IE training program and to provide recommendations for improvements where appropriate. The research involved a review of course manuals and of student critiques, observation in the classroom and person to person interviews; it also included an evaluation of the assignment of instructors to the Career Management Branch. Findings addressed refresher training, retread training and initial training--with emphasis on the last of these. Conclusions are that: (1) The curriculum provides, in general, types and levels of training needed; (2) the mix of training methods used is correct; and (3) the training management is effective. However, the training facilities do not reflect a commitment to quality instruction nor is assignment as instructor to the Career Management Branch attractive to inspectors. Recommendations presented in the report are based upon the findings; all lie within the implementing authority of Headquarters NRC/IE

Organizational aspects of an experimental program for physical education with a strengthened course in professional and applied physical training of future electrical engineers in the railway sector

Directory of Open Access Journals (Sweden)

Anzhelika Yefremova

2017-06-01

Full Text Available Purpose: to develop an optimized program for physical education with a strengthened course in professional and applied physical training (PAPT for students of railway universities. Material & Methods: analysis and generalization of scientific sources and program-normative documentation on physical education of the higher educational institution of railway transport, survey. Results: the results of the survey of railroad specialists are given. Pilot studies have determined the nature and conditions of professional activity of electrical engineers of railway transport. The experimental program on physical education with the strengthened course of the PAPT of students of railway universities was developed and theoretically justified. Conclusion: structure of the experimental program on physical education with the strengthened course of the PAPT included a theoretical section (8 hours, methodical and practical exercises (6 hours, a practical section (114 hours and a control section (12 hours. The program focuses on improving professionally important physical and psycho-physiological qualities and functions, psychomotor skills and physical performance. The basis of the practical section was the physical exercises from different sections of the current basic curriculum.

Evaluation of a Web-Based Professional Development Program (Project ACE) for Teachers of Children with Autism Spectrum Disorders

Science.gov (United States)

Rakap, Salih; Jones, Hazel A.; Emery, Alice Kaye

2015-01-01

This article describes the development, implementation, and second-year evaluation of Project Autism Competencies for Endorsement (ACE), a web-based professional development (PD) program that is designed to train teachers currently working in the field to meet the unique and diverse needs of children with autism spectrum disorders (ASDs). A…

Effects of the professional identity development programme on the professional identity, job satisfaction and burnout levels of nurses: A pilot study.

Science.gov (United States)

Sabancıogullari, Selma; Dogan, Selma

2015-12-01

The aim of this study was to evaluate the effects of the Professional Identity Development Program on the professional identity, job satisfaction and burnout levels of registered nurses. This study was conducted as a quasi-experimental one with 63 nurses working in a university hospital. Data were gathered using the Personal Information Questionnaire, the Professional Self Concept Inventory, Minnesota Job Satisfaction Inventory and the Maslach Burnout Inventory. The Professional Identity Development Program which consists of ten sessions was implemented to the study group once a week. The Program significantly improved the professional identity of the nurses in the study group compared to that of the control group. During the research period, burnout levels significantly decreased in the study group while those of the control group increased. The programme did not create any significant differences in the job satisfaction levels of the nurses. The programme had a positive impact on the professional identity of the nurses. It is recommended that the programme should be implemented in different hospitals with different samples of nurses, and that its effectiveness should be evaluated. © 2014 Wiley Publishing Asia Pty Ltd.

Anticipation and Action in Graduate-Level Design Programs: Building a Theory of Relationships among Academic Culture, Professional Identity and the Design of the Teaching Environment

Science.gov (United States)

Littlejohn, Deborah Kathleen

2011-01-01

This research concerns the culture of design education in the context of great change in the social and professional conditions of practice. Findings illuminate interrelationships among pedagogy, professional identity and the design of the instructional setting in programs that teach visual communication and interaction design. Participants'…

Women’s disengagement from legal proceedings for intimate partner violence: Sociodemographic and psychological variables

Directory of Open Access Journals (Sweden)

María Jesús Cala

2016-01-01

Full Text Available The aim of this study is to shed light on what makes women decide whether or not to continue with legal proceedings for intimate partner violence once they have commenced. Legal professionals, members of the police force, and women in Spain were interviewed to help draft a questionnaire that was applied to a sample of 345 women who had undertaken legal proceedings against their (expartners. Socio-demographic, emotional, and psychological variables were considered as possible predictor variables and included in a logistic regression analysis. Results show that the best equation for predicting disengagement from legal procedures includes the level of support received by the victim, contact with the aggressor, thoughts about going back with the aggressor, and a feeling of guilt. The essential role of the psychological support during the legal process is emphasized in conclusions

On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

Science.gov (United States)

MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

2004-12-01

Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty

Functional and Logic Programming - 14th International Symposium (FLOPS 2018)

DEFF Research Database (Denmark)

This volume contains the proceedings of the 14th International Symposium on Functional and Logic Programming - FLOPS 2018 - held in Nagoya, Japan, May 9 - 11, 2018......This volume contains the proceedings of the 14th International Symposium on Functional and Logic Programming - FLOPS 2018 - held in Nagoya, Japan, May 9 - 11, 2018...

Substance Abuse-Specific Knowledge Transfer or Loss? Treatment Program Turnover versus Professional Turnover among Substance Abuse Clinicians

Science.gov (United States)

Eby, Lillian T.; Curtis, Sara L.

2014-01-01

This longitudinal study investigated the extent to which substance abuse (SA) clinician turnover is associated with SA-specific knowledge loss due to change in professions (professional turnover) versus SA-specific knowledge transfer due to movement from one SA clinical setting to another (treatment program turnover). For this study, clinicians had to voluntarily leave their current treatment program. Eligible clinicians completed a quantitative survey while employed and a qualitative post-employment exit interview 1 year later. Compared to those that exited the SA profession (N = 99), clinicians who changed treatment programs (N = 120) had greater SA-specific formal knowledge and were more likely to be personally in recovery. No differences were found between the two groups in terms of SA-specific practical knowledge. PMID:25115318

An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

Science.gov (United States)

Garcia Arriola, Alfonso

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a

Cultural Awareness and Reading. Proceedings of the Annual Reading Conference (12th, Terre Haute, Indiana, June 17-18, 1982).

Science.gov (United States)

Gibbs, Vanita M., Comp.; Pabst, Robert L., Comp.

Reflecting the expertise of the speakers and providing a rich resource of information within the conference theme, the articles in these proceedings explore the relationship between cultural awareness and reading. The proceedings begin with a copy of the conference program and opening remarks by the conference cochair. Following an opening address…

An Authentic Research Experience in an Astronomy Education Professional Development Program: An Analysis of 8 Years of Data on the NASA/IPAC Teacher Archive Research Program (NITARP)

Science.gov (United States)

Rebull, Luisa; Roberts, Tracy; Laurence, Wendi; Fitzgerald, Michael; French, Debbie; Gorjian, Varoujan; Squires, Gordon

2018-01-01

The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs and has worked with a total of 103 educators since 2005. In this poster, we explore surveys obtained from 74 different educators, at up to four waypoints during the course of 13 months, incorporating data from the class of 2010 through the class of 2017. The reasons educators participate are mapped onto a continuum ranging from more inward-focused to more outward-focused; NITARP has had more outward-focused educators than inward-focused, though there is a bias against the extremes on either end of the continuum. This insight into teacher motivations has implications for how the educators are supported during the NITARP year. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 11% report that the experience was “life changing.” At least 60% are including richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants, and serves as a model for similar PD programs in other STEM subjects.

Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

Science.gov (United States)

Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

2016-01-01

This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation.…

Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

Science.gov (United States)

Çetin, Nagihan Imer

2016-01-01

The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

ATTENDING PROFESSIONALS VICTIMS OF ACCIDENT WITH BIOLOGICAL MATERIAL IN A TROPICAL DISEASES HOSPITAL

Directory of Open Access Journals (Sweden)

Lillian Kelly de Oliveira Lopes

2006-12-01

Full Text Available ABSTRACT: The occupational risk for the health´s workers is a subject discussed in the last decades. However, the professional accident involving biological material´s records in the health´s units don´t describe the real situation. The purpose of this article is to identify the number of attending of professional accident involving biological material and the source of the leading. The data were obtained by the professional accident´s handbooks in 2003. The hospital had 5768 appointments. Among these, 621 (10,76% were about professional accident, 25 (4,03% of this amount came from the own hospital and 596 (95,97% from other services. The article verified that workers proceeding from big services are leaded to the hospital evaluated. It´s important to structure health´s services to optimize the worker´s attending in the original´s unit. KEYWORDS: Occupational accidents; Occupational risk; Occupational Accidents registry.

Use of a Web-based Delphi for identifying critical components of a professional science master's program in biotechnology

Science.gov (United States)

Kantz, Jeannine Wells

The primary purpose of this research was to develop a model for a professional science master's program combining biotechnology and business. The objectives were to identify stakeholder preferences for various dimensions of a professional science master's program combining biotechnology and business and to identify differences in priorities between subgroups. A secondary purpose was to examine user preferences between Web-based and traditional methods of conducting a Delphi study and the panelist's impressions of its usefulness for program development. Prior to the first round, demographic data were collected on panelists regarding their gender, age, years experience in their current field, position title and education levels. Round 1 started with eight open-ended questions designed to investigate (a) learning objectives, (b) internships, (c) thesis vs. non-thesis degrees, (d) program focus (e) possible entry level positions, (f) roles for the industry advisory board, (g) recommended hours of hands-on experience and (h) other issues of importance. The final round ended with three questions to assess the panelists' perception of the usefulness of the Delphi for program development in higher education. Twenty-four panelists started Round 1 and participation in subsequent rounds varied from 17 in Round 2 to 11 in Round 4. Education level varied and included all levels of education in science and business. Issues emerged early in the study regarding development of different program tracks and the program goals, which were clarified in subsequent rounds. Significant differences occurred between industry and academic subgroups for two tracks, six skills designated for tracks, method of evaluating the internship, and entry-level positions appropriate for new graduates. When analyzed by level of confidence (high confidence vs. low confidence), significant differences occurred for (a) the number of semesters of hands-on experience students should have upon graduation, (b

Programs as Data Objects

DEFF Research Database (Denmark)

This book constitutes the refereed proceedings of the Second Symposium on Programs as Data Objects, PADO 2001, held in Aarhus, Denmark, in May 2001. The 14 revised full papers presented were carefully reviewed and selected from 30 submissions. Various aspects of looking at programs as data objects...... are covered from the point of view of program analysis, program transformation, computational complexity, etc....

The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

Science.gov (United States)

Lotter, Christine

2005-11-01

This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

Sixth workshop on geothermal reservoir engineering: Proceedings

Energy Technology Data Exchange (ETDEWEB)

Ramey, H.J. Jr.; Kruger, P. (eds.)

1980-12-18

INTRODUCTION TO THE PROCEEDINGS OF THE SIXTH GEOTHERMAL RESERVOIR ENGINEERING WORKSHOP, STANFORD GEOTHERMAL PROGRAM Henry J. Ramey, Jr., and Paul Kruger Co-Principal Investigators Ian G. Donaldson Program Manager Stanford Geothermal Program The Sixth Workshop on Geothermal Reservoir Engineering convened at Stanford University on December 16, 1980. As with previous Workshops the attendance was around 100 with a significant participation from countries other than the United States (18 attendees from 6 countries). In addition, there were a number of papers from foreign contributors not able to attend. Because of the success of all the earlier workshops there was only one format change, a new scheduling of Tuesday to Thursday rather than the earlier Wednesday through Friday. This change was in general considered for the better and will be retained for the Seventh Workshop. Papers were presented on two and a half of the three days, the panel session, this year on the numerical modeling intercomparison study sponsored by the Department of Energy, being held on the second afternoon. This panel discussion is described in a separate Stanford Geothermal Program Report (SGP-TR42). This year there was a shift in subject of the papers. There was a reduction in the number of papers offered on pressure transients and well testing and an introduction of several new subjects. After overviews by Bob Gray of the Department of Energy and Jack Howard of Lawrence Berkeley Laboratory, we had papers on field development, geopressured systems, production engineering, well testing, modeling, reservoir physics, reservoir chemistry, and risk analysis. A total of 51 papers were contributed and are printed in these Proceedings. It was, however, necessary to restrict the presentations and not all papers printed were presented. Although the content of the Workshop has changed over the years, the format to date has proved to be satisfactory. The objectives of the Workshop, the bringing together of

International conference on theoretical approaches to heavy ion reaction mechanisms. Proceedings

International Nuclear Information System (INIS)

Lepage, F.

1984-01-01

This booklet contains copies of the short written contributions to the Paris Conference (14-18 May 1984). Some of the authors have wished to present it orally in a special session. Its program will be found in the proceedings of the Conference published by Nuclear Physics

Proceedings of the 1983 civilian radioactive waste management information meeting

International Nuclear Information System (INIS)

1984-02-01

This proceedings document from the 1983 Civilian Radioactive Waste Management Information Meeting serves to highlight developments since the passage of the Nuclear Policy Act of 1982 and reviews program activities necessary to provide for the permanent disposal and storage of commercially generated high-level radioactive waste. Presentations included in this program cover topics concerning interim spent fuel, monitored retrievable storage, geologic repository deployment as well as management of the Nuclear Waste Fund. Individual papers were abstracted for inclusion in the Energy Data Base

A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

Science.gov (United States)

Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E

2017-11-01

Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

The Skype-Buddy Model in an Online Environment: Patterns and Perceptions of Language Teachers in a Professional Development Program

Science.gov (United States)

Macharaschwili, Carmen E.

2013-01-01

Patterns and perceptions of language teachers in a professional development program were examined through various forms of classroom discourse & multimodal products. Research questions include: What kinds of learning patterns emerge with the use of Skype in an online environment? What phases of cognitive engagement are evident in Skype…

Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

Science.gov (United States)

Porter, Andrew C.; Garet, Michael S.; Desimone, Laura; Yoon, Kwang Suk; Birman, Beatrice F.

This report, the third in a series of reports from the longitudinal evaluation of the Eisenhower Professional Development Program, examines the effects of professional development on improving classroom teaching practice. The Eisenhower Professional Development Program, Title II of the Elementary and Secondary Education Act, is the federal…

Professional Socialisation of Valuers: Program Directors Perspective

Science.gov (United States)

Page, Geoff

2007-01-01

An examination of the professional socialisation process is critical in changing the way graduates are trained and how they are supported post graduation. This article summarises key mechanisms to facilitate socialisation from recent socialisation studies undertaken in the fields of medicine, physical therapy nursing, occupational therapy, and…

Proceedings: 2003 Radiation Protection Technology Conference

International Nuclear Information System (INIS)

2004-01-01

Health physics professionals within the nuclear industry are continually upgrading their programs with new methods and technologies. The Third Annual EPRI Radiation Protection Technology Conference facilitated this effort by communicating technical developments, program improvements, and experience throughout the nuclear power industry. When viewed from the perspective of shorter outages, diminishing numbers of contract RP technicians and demanding emergent work, this information flow is critical for the industry

Classroom Research and Professional Development

Directory of Open Access Journals (Sweden)

Omaira Vergara Luján

2009-04-01

Full Text Available This article intends to share the experience of a group of teachers in the Classroom Research Seminar of the Teacher Development Program in English carried out at Universidad del Valle, Cali, from January to June, 2007. The seminar was part of a high-level in-service program for teachers of English of a network of private educational institutions. We would like to share the highlights and difficulties of the experience. We will start with the general framework of the program and the concept of professional development that underlies it. Next we will focus on the classroom research seminar, its objectives, methodology and results. Finally we share the voices of some of the participants, who talk about the influence this seminar had on their professional development and daily work.

Ethical issues of using psychological knowledge in the proceedings of the non-procedural forms

Directory of Open Access Journals (Sweden)

Safuanov F.S.

2014-12-01

Full Text Available The article discusses the main ethical problems arising from the use of psychological knowledge in the criminal and civil proceedings in the form of non-procedural. Showing legal environment conducive to violations of ethics of psychological research reference and advisory nature: equality of the parties, the right of lawyers to draw on contractual basis to clarify issues related to the provision of legal aid. Reveals the main subjective factors of psychological research ethics violations: low level of professional competence psychologist, ignoring the principles of independence, objectivity, confidentiality. Suggests ways of overcoming the ethical issues - in the process of formation of graduate and postgraduate education of ethical competence, implementation of certain algorithms psychologist interaction with the side of a criminal or civil process - customer psychological services. It is proposed to consolidate legislation or regulations regulating certain kinds of non-procedural forms of use of psychological knowledge in the proceedings.

Critical Review of Dual Diagnosis Training for Mental Health Professionals

DEFF Research Database (Denmark)

Pinderup, Pernille; Thylstrup, Birgitte; Hesse, Morten

2016-01-01

To review evidence on the effects of training programs in dual diagnosis treatment for mental health professionals. Three databases were searched. Included studies were evaluated by an adapted version of Kirkpatrick’s Training Evaluation Model, which evaluates participant perception of training, ...... of dual diagnosis training programs for mental health professionals should involve control groups, validated measures, follow-ups, and patient outcomes.......To review evidence on the effects of training programs in dual diagnosis treatment for mental health professionals. Three databases were searched. Included studies were evaluated by an adapted version of Kirkpatrick’s Training Evaluation Model, which evaluates participant perception of training...... level showed mixed results. Training mental health professionals in dual diagnosis treatment may have a positive effect on professional competencies and clinical practice. Any conclusion regarding the overall training effect is premature due to limitations in study designs. Future studies on the effects...

Comprehensive legal aid to the participants in criminal proceedings when applying security measures

Directory of Open Access Journals (Sweden)

Fadeev P.V.

2014-12-01

Full Text Available Legal assistance to the participants in criminal procedure is represented as a complex phenomenon, including the features of international legal assistance, qualified legal assistance, as well as the activities of public authorities in criminal proceedings and professional lawyers (attorneys, advocates, representatives to assist physical and legal persons to protect, safeguard and realize their rights and interests. Legal assistance in case of threat to life, health, rights of participants in criminal proceedings is considered. The activity of certain subjects of criminal proceedings aimed at explaining the rights of crime victims is analyzed. The grounds for applying security measures are determined. Proposals for improving part 3 of article 11 of the RF Criminal Procedure Code are made: “3. In case there is a threat of causing physical, property, moral damage or other harm prohibited by criminal law to rights and legitimate interests of the victim, witness or other participants in criminal proceedings as well as their close relatives, relatives or close persons, the court (judge, the prosecutor, the head of the investigative agency, the investigator, the preliminary investigation agency take security measures, provided by part 9 of article 166, part 2 of article 186, part 8 of article 193, paragraph 4 of part 2 of article 241 and part 5 of article 278 of this Code as well as other security measures provided by the RF legislation, in respect of those persons within twenty-four hours on the basis of these persons’ written (oral statement or on their own initiative within their competence”.

16 CFR 3.2 - Nature of adjudicative proceedings.

Science.gov (United States)

2010-01-01

... 16 Commercial Practices 1 2010-01-01 2010-01-01 false Nature of adjudicative proceedings. 3.2... RULES OF PRACTICE FOR ADJUDICATIVE PROCEEDINGS Scope of Rules; Nature of Adjudicative Proceedings § 3.2 Nature of adjudicative proceedings. Adjudicative proceedings are those formal proceedings conducted under...

Astronomy in Research-Based Science Education (A-RBSE): A Review of a Decade of Professional Development Programs in Support of Teacher and Student Research at the National Optical Astronomy Observatory

Science.gov (United States)

Pompea, S. M.; Garmany, C. D.; Walker, C. E.; Croft, S. K.

2006-12-01

We will review the evolution of the Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory over the last eleven years. The program has evolved from an NSF-funded program in teacher enhancement to an observatory-supported core education initiative. The present manifestation of our program is an umbrella of programs designed to aid teachers in doing research with astronomical data archives, small telescopes, large research-grade telescopes, and the Spitzer Space Telescope. The professional development program has addressed basic questions on the nature of research, best techniques to bring it into the classroom, the value of authentic research, and the mix of on-line versus in- person professional development. The current program is used to test new models of teacher professional development that for outreach programs for the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program has been funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.

XXXIX Days of Radiation Protection. Proceedings of Abstracts

International Nuclear Information System (INIS)

2018-01-01

The publication has been set up as a proceedings of the conference dealing with health protection during work with ionizing radiation for different activities which involve the handling of ionizing radiation sources. The main conference topics are focused on current problems in radiation protection and radioecology. In this proceedings totally 91 abstracts are published. The Conference consists of following sections: (I) Radiation protection, consequences of implementation of the EU2013 / 59 directive in the Czech Republic and the Slovak Republic); (II) Radiation protection in the application of ionizing radiation in medicine; (III) Dosimetry and metrology of external and internal irradiation; (IV) Natural sources of ionizing radiation, national radon programs; (V) Nuclear energy, the concept of decommissioning of nuclear power plants in terms of radiation protection; (VI) Use of standards of radiation protection in emergency management; (VII) Biological effects of radiation and estimation of irradiation risk.

Village Power `97. Proceedings

Energy Technology Data Exchange (ETDEWEB)

Cardinal, J.; Flowers, L.; Taylor, R.; Weingart, J. [eds.

1997-09-01

It is estimated that two billion people live without electricity and its services. In addition, there is a sizable number of rural villages that have limited electrical service, with either part-day operation by diesel gen-sets or partial electrification (local school or community center and several nearby houses). For many villages connected to the grid, power is often sporadically available and of poor quality. The U.S. National Renewable Energy Laboratory (NREL) in Golden, Colorado, has initiated a program to address these potential electricity opportunities in rural villages through the application of renewable energy (RE) technologies. The objective of this program is to develop and implement applications that demonstrate the technical performance, economic competitiveness, operational viability, and environmental benefits of renewable rural electric solutions, compared to the conventional options of line extension and isolated diesel mini-grids. These four attributes foster sustainability; therefore, the program is entitled Renewables for Sustainable Village Power (RSVP). The RSVP program is a multi-disciplinary, multi-technology, multi-application program composed of six key activities, including village application development, computer model development, systems analysis, pilot project development, technical assistance, and an Internet-based village power project database. The current program emphasizes wind, photovoltaics (PV), and their hybrids with diesel gen-sets. NREL`s RSVP team is currently involved in rural electricity projects in thirteen countries, with U.S., foreign, and internationally based agencies and institutions. This document contains reports presented at the Proceedings of Village Power, 1997. Individual projects have been processed separately for the United States Department of Energy databases.

Building Sustainable Professional Development Programs: Applying Strategies From Implementation Science to Translate Evidence Into Practice.

Science.gov (United States)

Baldwin, Constance D; Chandran, Latha; Gusic, Maryellen E

2017-01-01

Multisite and national professional development (PD) programs for educators are challenging to establish. Use of implementation science (IS) frameworks designed to convert evidence-based intervention methods into effective health care practice may help PD developers translate proven educational methods and models into successful, well-run programs. Implementation of the national Educational Scholars Program (ESP) is used to illustrate the value of the IS model. Four adaptable elements of IS are described: (1) replication of an evidence-based model, (2) systematic stages of implementation, (3) management of implementation using three implementation drivers, and (4) demonstration of program success through measures of fidelity to proven models and sustainability. Implementation of the ESP was grounded on five established principles and methods for successful PD. The process was conducted in four IS stages over 10 years: Exploration, Installation, Initial Implementation, and Full Implementation. To ensure effective and efficient processes, attention to IS implementation drivers helped to manage organizational relationships, build competence in faculty and scholars, and address leadership challenges. We describe the ESP's fidelity to evidence-based structures and methods, and offer three examples of sustainability efforts that enabled achievement of targeted program outcomes, including academic productivity, strong networking, and career advancement of scholars. Application of IS frameworks to program implementation may help other PD programs to translate evidence-based methods into interventions with enhanced impact. A PD program can follow systematic developmental stages and be operationalized by practical implementation drivers, thereby creating successful and sustainable interventions that promote the academic vitality of health professions educators.

Proceedings of the 1991 Joint International Waste Management Conference

International Nuclear Information System (INIS)

1991-01-01

This proceedings contains articles of 1991 joint international waste management conference. It was held on October 21-23, 1991 in Seoul, Korea. The main subject titles are as follows: national waste management programs, waste management in developing countries, incineration - development and experience, site characterization and performance assessment, waste disposal, decontamination and decommissioning, waste solidification and waste form, radioactive waste processing, mixed waste and others (Yi, J. H.)

The efficiency of state protection of participants in criminal proceedings from the impact of organized crime

Directory of Open Access Journals (Sweden)

Silchenko V.V.

2014-12-01

Full Text Available Illegal impact on victims and witnesses has acquired “epidemic” character and is the most dangerous form of counteraction to crimes investigation and solution. Based on his own experience of ensuring the safety of persons being the subject to state protection, the author proves the relevance and usefulness of such security measures when investigating the crimes committed by organized criminal groups (particularly grave and especially grave crimes. The problem of lack of confidence of participants in criminal proceedings in their own safety and their close persons’ safety is considered. Often the police officers themselves negatively affect this situation in case they don’t know how to implement the professional solutions in ensuring these persons’ security. A direct connection of public trust in the police with their ability to provide security of criminal proceedings participants is proved. The most effective security measures are: temporary placement in a safe place, personal protection (bodyguard, home and property protection. The mass media role in covering the positive results of law enforcement agencies activities on applying security measures for criminal proceedings participants and their close relatives is shown. The expediency of applying appropriate security measures for crimes committed by organized groups and criminal networks is emphasized: 1 it contributes to the realization of the criminal law objectives and principles, minimizes the possibility of avoiding criminal liability by criminals by unlawful impact on participants in criminal proceedings; 2 confidence in one’s own and close people’s safety favorably affects criminal investigations and excludes refusals to participate in criminal proceedings.

An analysis of the use of Pharmacy Curriculum Outcomes Assessment (PCOA) scores within one professional program.

Science.gov (United States)

Garavalia, Linda S; Prabhu, Sunil; Chung, Eunice; Robinson, Daniel C

The Pharmacy Curriculum Outcomes Assessment (PCOA) is a recent assessment requirement for US pharmacy professional programs. This study analyses PCOA scores for uses described in the 2016 Standards with data from one professional program. PCOA data were analyzed for two consecutive classes (n=215) of pharmacy students at the end of their didactic curriculum to explore relationships among PCOA scores, grade point average (GPA), and North American Pharmacist Licensure Examination (NAPLEX) scores utilizing regression analyses. Decisions about student learning based on PCOA scores and GPA indicated remediation would have been prescribed for approximately 7% of students. In comparison, NAPLEX scores revealed a 1% failure rate among the study sample. Relationships between PCOA scores and GPA (r=0.47) and NAPLEX (r=0.51) were moderate to large, respectively. GPA explained a larger portion of unique variance (14%) than PCOA (8%) in NAPLEX scores. In this sample of students, academic decisions would have varied depending upon the learning assessment, which is consistent with a moderate correlation between GPA and PCOA scores. Although PCOA scores correlate with GPA and NAPLEX, PCOA scores explained a smaller portion of unique variance in NAPLEX scores than GPA. The ongoing establishment of validity evidence of PCOA scores is important for meaningful interpretation of scores for the intended uses. Copyright © 2017 Elsevier Inc. All rights reserved.

Second Annual AEC Scientific Computer Information Exhange Meeting. Proceedings of the technical program theme: computer graphics

Energy Technology Data Exchange (ETDEWEB)

Peskin,A.M.; Shimamoto, Y.

1974-01-01

The topic of computer graphics serves well to illustrate that AEC affiliated scientific computing installations are well represented in the forefront of computing science activities. The participant response to the technical program was overwhelming--both in number of contributions and quality of the work described. Session I, entitled Advanced Systems, contains presentations describing systems that contain features not generally found in graphics facilities. These features can be roughly classified as extensions of standard two-dimensional monochromatic imaging to higher dimensions including color and time as well as multidimensional metrics. Session II presents seven diverse applications ranging from high energy physics to medicine. Session III describes a number of important developments in establishing facilities, techniques and enhancements in the computer graphics area. Although an attempt was made to schedule as many of these worthwhile presentations as possible, it appeared impossible to do so given the scheduling constraints of the meeting. A number of prospective presenters 'came to the rescue' by graciously withdrawing from the sessions. Some of their abstracts have been included in the Proceedings.

Coping with Social Change: Programs That Work. Proceedings of a Conference (Acapulco, Mexico, June 1989) = Como enfrentarse al cambio social: programas eficaces. Actas de uno Conferencia (Acapulco, Mexico, Junio de 1989).

Science.gov (United States)

Hoskins, Irene, Ed.

Written in English and Spanish, this document contains the proceedings of the 14th International Congress of Gerontology on concerns about the impact of rapid social change on the well-being of older women and families in Latin American and the Caribbean and about effective programs that address the needs of the older populations. The first…

Standards for Educational Public Relations and Communications Professionals.

Science.gov (United States)

Chappelow, Marsha A.

2003-01-01

Describes National School Public Relations Association standards for school public relations and communications professionals and program. Includes reactions and comments about new Association standards from seven superintendents and four school public-relations professionals. (PKP)

Can Professional Development Improve School Leadership? Results from a Randomized Control Trial Assessing the Impact of McREL's Balanced Leadership Program on Principals in Rural Michigan Schools

Science.gov (United States)

Miller, Robert James; Goddard, Roger D.; Kim, Minjung; Jacob, Robin; Goddard, Yvonne; Schroeder, Patricia

2016-01-01

Purpose: This multiyear experimental study was designed to examine (1) the causal impact of McREL International's Balanced Leadership® Professional Development (BLPD) program on school principals' learning, beliefs, and behaviors and (2) whether there were differences in the types of outcomes the professional development influenced. Outcomes…

From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training.

Science.gov (United States)

Ullrich, Lauren; Dumanis, Sonya B; Evans, Tanya M; Jeannotte, Alexis M; Leonard, Carrie; Rozzi, Summer J; Taylor, Caitlin M; Gale, Karen; Kanwal, Jagmeet S; Maguire-Zeiss, Kathleen A; Wolfe, Barry B; Forcelli, Patrick A

2014-01-01

A key facet of professional development is the formation of professional identity. At its most basic level, professional identity for a scientist centers on mastery of a discipline and the development of research skills during doctoral training. To develop a broader understanding of professional identity in the context of doctoral training, the Carnegie Initiative on the Doctorate (CID) ran a multi-institutional study from 2001 to 2005. A key outcome of the CID was the development of the concept of 'stewards of the discipline'. The Interdisciplinary Program in Neuroscience (IPN) at Georgetown University participated in CID from 2003 to 2005. Here, we describe the IPN and highlight the programmatic developments resulting from participation in the CID. In particular, we emphasize programmatic activities that are designed to promote professional skills in parallel with scientific development. We describe activities in the domains of leadership, communication, teaching, public outreach, ethics, collaboration, and mentorship. Finally, we provide data that demonstrate that traditional metrics of academic success are not adversely affected by the inclusion of professional development activities in the curricula. By incorporating these seven 'professional development' activities into the required coursework and dissertation research experience, the IPN motivates students to become stewards of the discipline.

Critical and strategic materials proceedings of the laboratory study group meeting

International Nuclear Information System (INIS)

1983-06-01

These Proceedings serve to identify the appropriate role for the DOE-BES-DMS Laboratory program concerning critical and strategic materials, identify and articulate high priority DOE-BES-DMS target areas so as to maximize programmatic responsiveness to national needs concerning critical and strategic materials, and identify research, expertise, and resources (including Collaborative Research Centers) that are relevant to critical and strategic materials that is either underway or in place under the DOE-BES-DMS Laboratory program. Laboratory statements of collaborative research are given

Proceedings of RIKEN BNL Research Center Workshop: Brookhaven Summer Program on Nucleon Spin Physics

Energy Technology Data Exchange (ETDEWEB)

Aschenauer, A.; Qiu, Jianwei; Vogelsang, W.; Yuan, F.

2011-08-02

second one following the Berkeley Summer Program taken place in June of 2009. This program at BNL focused on theory and had many presentations on a wide range of theoretical aspects on nucleon spin, from perturbative-QCD calculations to models, and to the first principle lattice calculation. It also had a good number of summary talks from all major experimental collaborations on spin physics. The program facilitated many discussions between theorists as well as experimentalists. With five transparencies from each presentation at the Summer Program, this proceedings provides a valuable summary on the status and progress, as well as the future prospects of spin physics.

Theory and practice in professional education

DEFF Research Database (Denmark)

Nielsen, Trine Kløveager

the relationship between theory and practice in teacher, nurse, social work and engineering education, and to contribute with knowledge about how to bridge the gap between theory and practice in these educations. Aim: The aim of the present study is to identify the most promising strategies for improving......, nursing, engineering and social work and in other professional bachelor education programs regarding health, teaching and technology, and how?”. The systematic review consists of a research mapping which will identify and characterize the empirical research concerning the review question and a synthesis......Background: A fundamental component in professional education is the link between theory and practice. However, many students in professional education programs experience a lack of coherence between theory and practice which is often described as the theory practice gap. This PhD-project is part...

Opinions of legal professionals: Comparing child and adult witnesses' memory report capabilities

Directory of Open Access Journals (Sweden)

Jens Knutsson

2014-07-01

Full Text Available The opinions of legal professionals about child and adult witnesses might influence the likelihood that a case is allowed to proceed through the different stages of the legal process. With the aim of knowing the opinions of legal practitioners about child and adult witnesses, 84 legal professionals (Swedish police, prosecutors, and attorneys were surveyed about their beliefs about child and adult eyewitness memory (and metamemory abilities. The respondents answered 27 questions relating to nine forensically relevant belief areas in which they compared the memory ability of children (ages 7 to 11 years and adults. The results showed no differences in assessment among members of different professions and a general trend suggesting that, across the professions, children were believed to be poorer witnesses than adults regarding their memory abilities. Moreover, the professionals' within-group consensus was very low. These results are discussed in the context of eyewitness research findings and with respect to the implications for both legal and research practice.

Defining learning goals in Honours education : what makes an excellent professional?

NARCIS (Netherlands)

Robbe, Patricia; Heijne-Penninga, Marjolein; Wijkamp, Inge; Wolfensberger, Marca

2016-01-01

Honours programs prepare talented students to become the excellent professionals of the future. However, the behavioral aspects which define an excellent professional have not been elucidated yet. We therefore performed a research study on how professionals characterize an excellent professional in

Developing professional competence

DEFF Research Database (Denmark)

Wahlgren, Bjarne

2015-01-01

The purpose of university programs for professionals is to qualify the students to act competently in a subsequent job situation. Practical experiences as well as comprehensive research studies have shown that only a limited part of what is learned during the coursework is applied in the subsequent...

Proceedings of the 1st international scientific conference "Teaching methods for economics and business sciences"

OpenAIRE

2017-01-01

Teaching is a challenging but also a rewarding profession. It is underpinned by one key question: how do we build a good teaching and learning environment so that our students can acquire professional competences which will enable them to be successful in today’s global business environment. These proceedings include the papers presented at the 1st International Scientific Conference »Teaching Methods for Economics and Business Sciences« held on 8 May 2017 at the University of Maribor, F...

Realizing the Potential of Information Resources: Information, Technology, and Services. Proceedings of the CAUSE Annual Conference (New Orleans, Louisiana, November 28-December 3, 1995).

Science.gov (United States)

CAUSE, Boulder, CO.

This document presents the proceedings of a conference on managing and using information technology in higher education in regard to client/server computing, network delivery, process reengineering, leveraging of resources, and professional development. Eight tracks, with eight papers in each track, addressed the themes of: (1) strategic planning;…

Integration of Professional Certification Examinations with the Financial Planning Curriculum: Increasing Efficiency, Motivation, and Professional Success

Science.gov (United States)

Goetz, Joseph W.; Zhu, Dandan; Hampton, Vickie L.; Chatterjee, Swarn; Salter, John

2011-01-01

This article provides a theoretical-based rationale and plan of action for educational programs to encourage and create opportunities for the integration of course study with professional exam preparation, while highlighting the complementary benefits for students, academic programs, and the financial services profession. Serving primarily as a…

Krakow conference on low emissions sources: Proceedings

Energy Technology Data Exchange (ETDEWEB)

Pierce, B.L.; Butcher, T.A. [eds.

1995-12-31

The Krakow Conference on Low Emission Sources presented the information produced and analytical tools developed in the first phase of the Krakow Clean Fossil Fuels and Energy Efficiency Program. This phase included: field testing to provide quantitative data on missions and efficiencies as well as on opportunities for building energy conservation; engineering analysis to determine the costs of implementing pollution control; and incentives analysis to identify actions required to create a market for equipment, fuels, and services needed to reduce pollution. Collectively, these Proceedings contain reports that summarize the above phase one information, present the status of energy system management in Krakow, provide information on financing pollution control projects in Krakow and elsewhere, and highlight the capabilities and technologies of Polish and American companies that are working to reduce pollution from low emission sources. It is intended that the US reader will find in these Proceedings useful results and plans for control of pollution from low emission sources that are representative of heating systems in central and Eastern Europe. Selected papers are indexed separately for inclusion in the Energy Science and Technology Database.

Professionalizing Intelligence Analysis

Directory of Open Access Journals (Sweden)

James B. Bruce

2015-09-01

Full Text Available This article examines the current state of professionalism in national security intelligence analysis in the U.S. Government. Since the introduction of major intelligence reforms directed by the Intelligence Reform and Terrorism Prevention Act (IRTPA in December, 2004, we have seen notable strides in many aspects of intelligence professionalization, including in analysis. But progress is halting, uneven, and by no means permanent. To consolidate its gains, and if it is to continue improving, the U.S. intelligence community (IC should commit itself to accomplishing a new program of further professionalization of analysis to ensure that it will develop an analytic cadre that is fully prepared to deal with the complexities of an emerging multipolar and highly dynamic world that the IC itself is forecasting. Some recent reforms in intelligence analysis can be assessed against established standards of more fully developed professions; these may well fall short of moving the IC closer to the more fully professionalized analytical capability required for producing the kind of analysis needed now by the United States.

Summary proceedings of a workshop on Bioremediation and its Societal Implications and Concerns (BASIC)

Energy Technology Data Exchange (ETDEWEB)

Drell, D.W. [Department of Energy, Germantown, MD (United States). Office of Health and Environmental Research, Health Effects and Life Sciences Research Division; Metting, F.B. Jr. [Pacific Northwest National Lab., Richland, WA (United States); Wuy, L.D. [ed.] [Lawrence Berkeley National Lab., CA (United States)

1996-11-01

This document summarizes the proceedings of a workshop on Bioremediation and Its Societal Implications and Concerns (BASIC) held July 18-19, 1996 at the Airlie Center near Warrenton, Virginia. The workshop was sponsored by the Office of Health and Environmental Research (OHER), U.S. Department of Energy (DOE), as part of its fundamental research program in Natural and Accelerated Bioremediation Research (NABIR). The information summarized in these proceedings represents the general conclusions of the workshop participants, and not the opinions of workshop organizers or sponsors. Neither are they consensus opinions, as opinions differed among participants on a number of points. The general conclusions presented below were reached through a review, synthesis, and condensation of notes taken by NABIR Program Office staff and OHER program managers throughout the workshop. Specific contributions by participants during breakout sessions are recorded in bullet form in the appropriate sections, without attribution to the contributors. These contributions were transcribed as faithfully as possible from notes about the original discussions. They were edited only to make them grammatically correct, parallel in structure, and understandable to someone not familiar with the NABIR Program or BASIC element.

Summary proceedings of a workshop on Bioremediation and its Societal Implications and Concerns (BASIC)

International Nuclear Information System (INIS)

Drell, D.W.; Wuy, L.D.

1996-11-01

This document summarizes the proceedings of a workshop on Bioremediation and Its Societal Implications and Concerns (BASIC) held July 18-19, 1996 at the Airlie Center near Warrenton, Virginia. The workshop was sponsored by the Office of Health and Environmental Research (OHER), U.S. Department of Energy (DOE), as part of its fundamental research program in Natural and Accelerated Bioremediation Research (NABIR). The information summarized in these proceedings represents the general conclusions of the workshop participants, and not the opinions of workshop organizers or sponsors. Neither are they consensus opinions, as opinions differed among participants on a number of points. The general conclusions presented below were reached through a review, synthesis, and condensation of notes taken by NABIR Program Office staff and OHER program managers throughout the workshop. Specific contributions by participants during breakout sessions are recorded in bullet form in the appropriate sections, without attribution to the contributors. These contributions were transcribed as faithfully as possible from notes about the original discussions. They were edited only to make them grammatically correct, parallel in structure, and understandable to someone not familiar with the NABIR Program or BASIC element

Proceedings of the final scientific restitution seminar of the GICC-1 program

International Nuclear Information System (INIS)

Deque, M.; Li, L.; Bozec, A.; Crepon, M.; Somot, S.; Mathy, S.; Helioui, K.; Gouvello, Ch. de; Glachant, M.; Deroubaix, F.; Recous, S.; Barrois, F.; Coppens, F.; Garnier, P.; Grehan, E.; Balesdent, J.; Dambrine, E.; Zeller, B.; Loiseau, P.; Personeni, E.; Elhani, S.; Dupouey, J.L.; Fernandez Lema, B.; Brechet, C.; Guehl, J.M.; Zeller, B.; Chabbert, B.; Nys, C.; Hermitte, M.A.; Chuine, I.; Morin, X.; Roy, J.; Salager, J.L.; Sonie, L.; Staudt, M.; Ledoux, E.; Viennot, P.; Thiery, D.; Golaz, C.; Amraoui, N.; Lamouroux, N.; Leblois, E.; Gresillon, J.M.; Maihol, J.C.; Gonzalez-Camacho, J.M.; Lacaze, B.; Katiyar, N.; Ottle, C.; Le Hegarat, S.; Li, L.; Saulnier, G.M.; Hendrickx, F.; Gailhard, J.; Garcon, R.; Boone, A.; Etchevers, P.; Noilhan, J.; Habets, F.; Pellarin, T.; Ducharne, A.; Thery, S.; Billen, G.; Benoit, M.; Brisson, N.; Garnier, J.; Kieken, H.; Ledoux, E.; Mary, B.; Mignolet, C.; Poux, X.; Schott, X.; Viennot, P.; Bost, C.A.; Charrasssin, J.B.; Cotte, C.; Bailleul, F.; Dubroca, L.; Guinet, C.; Granier, C.; Petron, G.; Mieville, A.; Ciais, Ph.; Bousquet, Ph.; Liousse, C.; Junker, C.; Guillaume, B.; Rosset, R.; Michel, C.; Cachier, H.; Guinot, B.; Criqui, P.; Mima, S.; Gregoire, J.M.; Serca, D.; Laville, P.; Beekmann, M.; Henault, C.; Gabrielle, B.; Ravetta, F.; Cortinovis, J.; Soussana, J.F.; Allard, V.; Falcimagne, R.; Ceschia, E.; Berbigier, P.; Henault, C.; Cellier, P.; Laville, P.; Martin, C.; Pinares-Patino, C.; Dhour, P.; Fiorelli, J.L.; Vuichard, N.; Viovy, N.; Ciais, P.; Pont, D.; Bady, P.; Boet, P.; Carrel, G.; Combe, P.M.; Doledec, S.; Dutartre, A.; Gorge, G.; Olivier, J.M.; Lamouroux, N.; Plante-Tabacchi, A.M.; Poirel, A.; Rogers, C.; Tabacchi, E.

2006-01-01

symposium presenting the available results of the GICC first phase has taken place in MEDD, Paris, November 23-24, 2004. A final presentation workshop of the first phase took place in Paris, on May 11-12, 2006. This document is the proceedings of this scientific restitution seminar. It is organized in 9 sessions which follow the 8 themes listed above plus a round table for the status and perspectives of the GICC program. (J.S.)

Ice, Ice, Baby: A Program for Sustained, Classroom-Based K-8 Teacher Professional Development

Science.gov (United States)

Hamilton, C.

2009-12-01

Ice, Ice, Baby is a K-8 science program created by the education team at the Center for the Remote Sensing of Ice Sheets (CReSIS), an NSF-funded science and technology center headquartered at the University of Kansas. The twenty-four hands-on activities, which constitute the Ice, Ice, Baby curriculum, were developed to help students understand the role of polar ice sheets in sea level rise. These activities, presented in classrooms by CReSIS' Educational Outreach Coordinator, demonstrate many of the scientific properties of ice, including displacement and density. Student journals are utilized with each lesson as a strategy for improving students' science process skills. Journals also help the instructor identify misconceptions, assess comprehension, and provide students with a year-long science reference log. Pre- and post- assessments are given to both teachers and students before and after the program, providing data for evaluation and improvement of the Ice, Ice, Baby program. While students are actively engaged in hands-on learning about the unusual topics of ice sheets, glaciers, icebergs and sea ice, the CReSIS' Educational Coordinator is able to model best practices in science education, such as questioning and inquiry-based methods of instruction. In this way, the Ice, Ice, Baby program also serves as ongoing, in-class, professional development for teachers. Teachers are also provided supplemental activities to do with their classes between CReSIS' visits to encourage additional science lessons, reinforce concepts taught in the Ice, Ice, Baby program, and to foster teachers' progression toward more reform-based science instruction.

1994 DOE Technical Standards Program Workshop: Proceedings

International Nuclear Information System (INIS)

Spellman, D.J.

1994-01-01

The DOE Technical Standards Program has been structured to provide guidance and assistance for the development, adoption, and use of voluntary standards within the Department. OMB Circular A-119, ''Federal Participation in the Development and Use of Voluntary Standards'' establishes the policy to be followed in working with voluntary standards bodies, and in adopting and using voluntary standards whenever feasible. The DOE Technical Standards Program is consistent with this policy and is dedicated to the task of promoting its implementation. The theme of this year's workshop is ''Standards Initiatives in Environmental Management fostering the development and use of industry standards for safe, environmentally responsible operations.'' The objective of the workshop is to increase the participant's awareness of the standardization activities taking place nationally and internationally and the impact of these activities on their efforts, and to facilitate the exchange of experiences, processes, and tools for implementing the program. Workshop sessions will include presentations by industry and Government notables in the environment, safety, and health arena with ample opportunity for everyone to ask questions and share experiences. There will be a breakout session which will concentrate on resolution of issues arising from the implementation of the DOE Technical Standards Program and a plenary session to discuss the plans developed by the breakout groups. Many organizations provide services and products which support the development, processing, distribution, and retrieval of standards. Those organizations listed at the end of the agenda will have exhibits available for your perusal throughout the workshop. Last year's workshop was very successful in stimulating an understanding of an interest in the standards program. This year, we hope to build on that success and provide an environment for the synergism of ideas to enhance the program and advance its implementation

PROFESSIONAL COMMUNITIES AND HIGH SCHOOL: TO FIND INTERACTION

Directory of Open Access Journals (Sweden)

M. V. Artamonova

2015-01-01

Full Text Available Discusses the issue of development of professionally-oriented educational programs on the basis of requirements for the competence of graduates of higher educational institutions as a way to improve the quality of education and higher education model adaptation to modern conditions. Analyzes the experience of interaction between higher education institutions and professional associations in the formation of professional standards.

17 CFR 12.24 - Parallel proceedings.

Science.gov (United States)

2010-04-01

...) Definition. For purposes of this section, a parallel proceeding shall include: (1) An arbitration proceeding... the receivership includes the resolution of claims made by customers; or (3) A petition filed under... any of the foregoing with knowledge of a parallel proceeding shall promptly notify the Commission, by...

Toward a next-generation high-energy gamma-ray telescope. Proceedings

Energy Technology Data Exchange (ETDEWEB)

Bloom, E.D.; Evans, L.L. [eds.

1997-03-01

It has been some time between the time of the first Gamma-ray Large Area Space Telescope (GLAST) workshop, Towards a Next Generation High-Energy Gamma-Ray Telescope, in late August 1994, and the publication of a partial proceedings of that meeting. Since then there has been considerable progress in both the technical and project development of GLAST. From its origins at SLAC/Stanford in early 1992, the collaboration has currently grown to more than 20 institutions from France, Germany, Italy, Japan, and the US, and is still growing. About half of these are astrophysics/astronomy institutions; the other half are high-energy physics institutions. About 100 astronomers, astrophysicists, and particle physicists are currently spending some fraction of their time on the GLAST R and D program. The late publication date of this proceedings has resulted in some additions to the original content of the meeting. The first paper is actually a brochure prepared for NASA by Peter Michelson in early 1996. Except for the appendix, the other papers in the proceedings were presented at the conference, and written up over the following two years. Some presentations were never written up.

Towards a next-generation high-energy gamma-ray telescope. Proceedings

International Nuclear Information System (INIS)

Bloom, E.D.; Evans, L.L.

1997-03-01

It has been some time between the time of the first Gamma-ray Large Area Space Telescope (GLAST) workshop, Towards a Next Generation High-Energy Gamma-Ray Telescope, in late August 1994, and the publication of a partial proceedings of that meeting. Since then there has been considerable progress in both the technical and project development of GLAST. From its origins at SLAC/Stanford in early 1992, the collaboration has currently grown to more than 20 institutions from France, Germany, Italy, Japan, and the US, and is still growing. About half of these are astrophysics/astronomy institutions; the other half are high-energy physics institutions. About 100 astronomers, astrophysicists, and particle physicists are currently spending some fraction of their time on the GLAST R and D program. The late publication date of this proceedings has resulted in some additions to the original content of the meeting. The first paper is actually a brochure prepared for NASA by Peter Michelson in early 1996. Except for the appendix, the other papers in the proceedings were presented at the conference, and written up over the following two years. Some presentations were never written up

Breakfast and Learning in Children. Symposium Proceedings (Washington, DC, April 22, 1999).

Science.gov (United States)

Food, Nutrition, and Consumer Services (USDA), Washington, DC. Center for Nutrition Policy and Promotion.

Noting that many schools do not participate in the U.S. Department of Agriculture's School Breakfast Program despite evidence that poor nutrition affects children's school attendance and performance, this document presents the proceedings of a 1999 symposium on links between breakfast and school performance and the implications for public policy.…

Proceedings of the international symposium NUCEF 2005

Energy Technology Data Exchange (ETDEWEB)

NONE

2005-08-01

Japan Atomic Energy Research Institute (JAERI) held the international symposium NUCEF 2005 at Techno Community Square RICOTTI in Tokai-mura on February 9 and 10, 2005. This symposium was co-organized by Japan Nuclear Cycle Development Institute (JNC), and Nuclear Fuel Cycle Safety Research Committee authorized the program. Two hundred thirty-nine participants from 11 countries presented fifty-nine papers, and discussed recent research activities and its outputs on waste disposal safety, fuel cycle facility safety including criticality safety, and separation process development. The presented papers are compiled in the proceedings. (author)

Eleventh symposium on energy engineering sciences: Proceedings

International Nuclear Information System (INIS)

1993-01-01

The Eleventh Symposium on Energy Engineering Sciences was held on May 3--5, 1993, at the Argonne National Laboratory, Argonne, Illinois. These proceedings include the program, list of participants, and the papers that were presented during the eight technical sessions held at this meeting. This symposium was organized into eight technical sessions: Surfaces and interfaces; thermophysical properties and processes; inelastic behavior; nondestructive characterization; multiphase flow and thermal processes; optical and other measurement systems; stochastic processes; and large systems and control. Individual projects were processed separately for the databases

Proceedings of the workshop on heavy ion physics at the Alternating Gradient Synchrotron (AGS)

International Nuclear Information System (INIS)

Hansen, O.

1990-01-01

The Workshop in Heavy Ion Physics at the Alternating Gradient Synchrotron (HIPAGS) was held at Brookhaven from March 5 to 7, 2--1/2 days. The purpose was first to demonstrate the status of the experimental program of nucleus-nucleus collisions which started in the fall of 1986 with the first 16 O beam at 14.6 GeV/c per nucleon. The second objective was to present the theoretical concepts and models being applied to interpret the data. The program also included surveys of the results from the heavy ion program at the CERN-SPS, in areas that are relevant for the AGS program and discussions of future directions. The specific perspective at Brookhaven is the availability of Au beams at 11.5 GeV/c per nucleon from 1992, to which allusions were made so many times during the workshop. These proceedings are organized in the same way as the workshop program, so the list of papers is identical to the program. The workshop was very informal and very preliminary results were shown by experimentalists and theorists alike. Therefore it is strongly advised that anybody who quotes results or ideas from these proceedings, first consult with the authors of the paper being quoted. To facilitate that process, electronic mailing addresses (BITNET) are included with the list of papers and authors

Indonesian Christian Teachers' Perceptions of the Effectiveness of Professional Development Programs Offered by ACSI-I and Indonesian National Department of Education

Science.gov (United States)

Iwani, Amy

2014-01-01

This is a study to examine Indonesian Christian Teachers' Perceptions of the effectiveness of professional development programs offered by the Association of Christian Schools International Indonesia (ACSI-I) and by the Indonesian National Department of Education. The study was focused on how Indonesian Christian teachers perceived the…

Teachers' professional development needs and current practices at the Alexander Science Center School

Science.gov (United States)

Gargus, Gerald Vincent

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support

Curriculum evaluation of ethical reasoning and professional responsibility.

Science.gov (United States)

Christie, Carole R; Bowen, Denise M; Paarmann, Carlene S

2003-01-01

This exploratory study evaluated curricular content and evaluation mechanisms related to ethics and professionalism in the baccalaureate dental hygiene program at Idaho State University. Competency-based education requires enhanced student preparation in ethical reasoning, critical thinking, and decision-making. Graduates must integrate concepts, beliefs, principles, and values to fulfill ethical and professional responsibilities. Methods included 1) development of five supporting competencies defining ethics and professionalism to provide a framework for curricular evaluation; 2) assessment of all course content and evaluation methods for each supporting competency; 3) evaluation of students' clinical performance based on professional judgment grades; and 4) survey of junior (n=30) and senior (n=27) students' attitudes about dental hygiene practice related to ethics and professionalism. Results revealed that most courses include content and evaluation related to at least one supporting competency; however, authentic evaluation is weak. Clinical instructors rarely relate evaluations to ethical principles or values. Surveys showed significant differences between junior and senior students' attitudes about ethics and professionalism in six of thirty-four areas (the six were laws and regulations; communication and interpersonal skills; problem solving; professional activities/programs; integrity; and safe work environment). This article shares one approach for evaluating curricular content and evaluation methods designed to develop student competence in ethical reasoning and professionalism. Based upon the study's findings, recommendations are made for curricular enhancement via authentic evaluation and faculty training.

Preparing Marriage and Family Therapy Students to Become Employee Assistance Professionals.

Science.gov (United States)

Smith, Thomas A., Jr.; And Others

1989-01-01

Addresses issues pertinent to training Marriage and Family Therapy (MFT) students to develop the skills needed to become Employee Assistance Programs (EAP) professionals. Describes qualifications for becoming EAP professional. Suggests how skills may be taught within the framework of an academically based MFT training program. (Author/ABL)

Simplified proceeding as a civil procedure model

Directory of Open Access Journals (Sweden)

Олексій Юрійович Зуб

2016-01-01

Full Text Available Currently the directions for the development of modern civil procedural law such as optimization, facilitation, forwarding proceedings promoting the increase of the civil procedure efficiency factor are of peculiar importance. Their results are occurrence and functionality of simplified proceedings system designed to facilitate significantly hearing some categories of cases, promotion of their consideration within reasonable time and reduce legal expenses so far as it is possible. The category “simplified proceedings” in the native science of the procedural law is underexamined. A good deal of scientists-processualists were limited to studying summary (in the context of optimization as a way to improve the civil procedural form, summary proceedings and procedures functioning in terms of the mentioned proceedings, consideration of case in absentia as well as their modification. Among the Ukrainian scientist who studied some aspects of the simplified proceedings are: E. A. Belyanevych, V. I. Bobrik, S. V. Vasilyev, M. V. Verbitska, S. I. Zapara, A. A. Zgama, V. V. Komarov, D. D. Luspenuk, U. V. Navrotska, V. V. Protsenko, T. V. Stepanova, E. A. Talukin, S. Y. Fursa, M. Y. Shtefan others. The problems of the simplified proceedings were studied by the foreign scientists as well, such as: N. Andrews, Y. Y. Grubanon, N. A. Gromoshina, E. P. Kochanenko, J. Kohler, D. I. Krumskiy, E. M. Muradjan, I. V. Reshetnikova, U. Seidel, N. V. Sivak, M. Z. Shvarts, V. V. Yarkov and others. The paper objective is to develop theoretically supported, practically reasonable notion of simplified proceedings in the civil process, and also basing on the notion of simplified proceedings, international experience of the legislative regulation of simplified proceedings, native and foreign doctrine, to distinguish essential features of simplified proceedings in the civil process and to describe them. In the paper we generated the notion of simplified proceedings that

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

Science.gov (United States)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the

Monitoring Training Loads in Professional Basketball Players Engaged in a Periodized Training Program.

Science.gov (United States)

Aoki, Marcelo S; Ronda, Lorena T; Marcelino, Pablo R; Drago, Gustavo; Carling, Chris; Bradley, Paul S; Moreira, Alexandre

2017-02-01

Aoki, MS, Ronda, LT, Marcelino, PR, Drago, G, Carling, C, Bradley, PS, and Moreira, A. Monitoring training loads in professional basketball players engaged in a periodized training program. J Strength Cond Res 31(2): 348-358, 2017-The aim of this study was to investigate the dynamics of external training load (eTL) and internal training load (iTL) during seasonal periods, and examine the effect of a periodized training program on physical performance in professional basketball players. Repeated measures for 9 players (28 ± 6 years; 199 ± 8 cm; 101 ± 12 kg) were collected from 45 training sessions, over a 6-week preseason phase and a 5-week in-season phase. Physical tests were conducted at baseline (T1), week 4 (T2), and week 9 (T3). Differences in means are presented as % ± confident limits. A very likely difference was observed during in-season compared with preseason for the eTL variables (measured by multivariable monitoring device), mechanical load (13.5 ± 8.8) and peak acceleration (11.0 ± 11.2), respectively. Regarding iTL responses, a very large decrement in TRIMP (most likely difference, -20.6 ± 3.8) and in session rating of perceived exertion training load (very likely difference, -14.2 ± 9.0) was detected from preseason to in-season. Physical performance improved from T1 to T3 for Yo-Yo intermittent recovery test 1 (62.2 ± 34.3, effect size [ES] > 1.2); countermovement jump (8.8 ± 6.1, ES > 0.6); and squat jump (14.8 ± 10.2, ES > 0.8). Heart rate (HR; %HRpeak) exercise responses during a submaximal running test decreased from T1 to T3 (3.2 ± 4.3, ES 1.2). These results provide valuable information to coaches about training loads and physical performance across different seasonal periods. The data demonstrate that both eTL and iTL measures should be monitored in association with physical tests, to provide a comprehensive understanding of the training process.

Professional aspects of nuclear safety

International Nuclear Information System (INIS)

1987-01-01

Design and operation of nuclear facilities in Ontario are performed by professionals who have more at stake in the nuclear scene than the average resident of the province. Their technical expertise is constantly under scrutiny by their employers, the Atomic Energy Control Board, and the dissenting factions in the community. They and their families live close to nuclear facilities. It is highly unlikely that these professionals would assume a less than cautious approach to their work. The professional staff at both AECL-CANDU Operations and at Ontario Hydro have employee associations that date back many years. The presence of these associations has helped professional employees to divorce their labour-related concerns from their technical responsibilities to the advantage of the public. With the backing of their associations, the professional employees have encouraged the employers to sponsor career development programs to help them maintain state-of-the-art expertise. Employers have sponsored attendance and participation at technical seminars, many of them international. These benefits and privileges have contributed to improved standards in design, but most importantly the protection afforded by collective agreements to professional integrity has permitted engineers and other professionals to insist on the highest possible design standards

Preparing Adults to Work with Youth: An Environmental Scan of Professional Development

Directory of Open Access Journals (Sweden)

Jennifer Gerdes

2013-06-01

Full Text Available This feature article shares the results of a national environmental scan conducted to identify professional development programs offered for school age providers across the nation through the Cooperative Extension System. A purposeful sample comprised of representatives from state extension offices throughout the country included 135 respondents from 48 states. Results showed 139 professional development programs for school age providers were offered through the Cooperative Extension System. The majority of programs offered professional development in the areas of health, nutrition, safety, youth development, and quality afterschool environments. This article summarizes the findings of the environmental scan, including number of contact hours, program scope, and program partners, as well as discussion and recommendations for future work in this area.

1998 ACEEE summer study on energy efficiency in buildings: Proceedings

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-07-01

These proceedings are contained in the following 10 volumes: (1) Residential buildings--Technologies, design and performance analysis; (2) Residential buildings--Program design, implementation and evaluation; (3) Commercial buildings--Technologies, design and performance analysis; (4) Commercial buildings--Program design, implementation and evaluation; (5) International collaborations and global market issues; (6) Deregulation of the utility industry and role of energy services companies; (7) Market transformation; (8) Information technologies, consumer behavior, and non-energy benefits; (9) Sustainable development, climate change, energy planning, and policy; and (10) Building industry trends. Papers have been processed separately for inclusion on the data base.

John Paul College: The Professional Renewal Journey

Directory of Open Access Journals (Sweden)

Pauline Mundie

2014-09-01

Full Text Available John Paul College, a K-12 School in Queensland, Australia, recognises the centrality of classroom teachers to the ongoing improvement of student outcomes. The college has implemented a multi-tiered professional renewal and assessment process. These changes of emphasis are the result of significant research and subsequent/associated professional discussion and were supported during the EBA decision-making in 2012. The professional renewal process at John Paul College guides teachers through a cycle of goal setting (related to any aspect of teacher practice which aims to improve student learning and achievement; ongoing discussion between the teacher and a mentor which determines actions; directed classroom observations (3 per term and associated pre and post reflection/discussion; leading to application of changed practice toward achieving the criteria of the goals. The principles of the professional renewal program are to:  enhance development along accepted school-wide, team and department goals;  encourage professional pedagogical reflections and conversations with a colleague/mentor;  motivate improved performance and highlight the next steps in a teacher’s development. Through the introduction of professional renewal, attestation and exemplary teacher processes, the leadership and teachers of John Paul College have achieved an appropriate and innovative balance between self-directed, peer supported/directed and college-wide, strategic initiatives. Each member of the teaching team, from graduate to senior leaders are actively engaged in personalised programs of professional growth which is specifically aimed at improved learning and outcomes of the college’s students.

Professionalism, Portfolios and the Development of School Leaders.

Science.gov (United States)

Wildy, Helen; Wallace, John

1998-01-01

Describes how two reforms--portfolio culture and teacher professionalism--converge in a systemwide program for school leaders' professional development. Investigates use of portfolios to help (Australian) principals, deputy principals, and department heads improve their performance and accountability. Participants used portfolios as evidence of…

Lessons from the field: Transforming health professionals' education ...

African Journals Online (AJOL)

Health professionals' education is undergoing enormous transformation internationally and also in Rwanda. We present the contribution of a Social and Community Medicine program at the University of Rwanda to this new era of community oriented, people centred and socially accountable health professionals' education.

Factors Facilitating the Implementation of Church-Based Heart Health Promotion Programs for Older Adults: A Qualitative Study Guided by the Precede-Proceed Model.

Science.gov (United States)

Banerjee, Ananya Tina; Kin, R; Strachan, Patricia H; Boyle, Michael H; Anand, Sonia S; Oremus, Mark

2015-01-01

To describe the factors facilitating the implementation of heart health promotion programs for older adults in Anglican, United, and Catholic churches. The study used qualitative methods comprising semistructured interviews and focus groups. The interviews and focus groups were conducted in Anglican, Catholic, and United churches located in the Canadian cities of Toronto and Hamilton, Ontario. Twelve ordained pastors and 21 older parishioners who attended church regularly and who had no health conditions were recruited to best explain how churches could be suitable locations for health promotion activities targeting older adults. Twelve semistructured interviews with the pastors and three focus groups with the 21 parishioners were undertaken. A component of the Precede-Proceed model (a model for planning health education and health promotion programs and policies) was applied to the findings after direct content analysis of the data. Participants identified pastor leadership, funding for a parish nurse, community-focused interventions, secured infrastructure, and social support from congregation members as pertinent factors required for implementing health promotion programs in Anglican, United, and Catholic churches. The findings have particular relevance for health promotion and public health because they suggest factors that would be necessary to design church-based heart health promotion programs for older adults at risk of chronic diseases.

Geothermal Program Review XI: proceedings. Geothermal Energy - The Environmental Responsible Energy Technology for the Nineties

Energy Technology Data Exchange (ETDEWEB)

1993-10-01

These proceedings contain papers pertaining to current research and development of geothermal energy in the USA. The seven sections of the document are: Overview, The Geysers, Exploration and Reservoir Characterization, Drilling, Energy Conversion, Advanced Systems, and Potpourri. The Overview presents current DOE energy policy and industry perspectives. Reservoir studies, injection, and seismic monitoring are reported for the geysers geothermal field. Aspects of geology, geochemistry and models of geothermal exploration are described. The Drilling section contains information on lost circulation, memory logging tools, and slim-hole drilling. Topics considered in energy conversion are efforts at NREL, condensation on turbines and geothermal materials. Advanced Systems include hot dry rock studies and Fenton Hill flow testing. The Potpourri section concludes the proceedings with reports on low-temperature resources, market analysis, brines, waste treatment biotechnology, and Bonneville Power Administration activities. Selected papers have been indexed separately for inclusion in the Energy Science and Technology Database.

Teaching Professionalism in Nursing: A Quantitative Survey of Beginning Student Nurse Perceptions of Professional Values Interpreted within a Leadership Context

Science.gov (United States)

Corrao, Jocelyn J.

2016-01-01

The researcher designed this quantitative dissertation research to explore the perceptions of beginning nursing students toward professionalism in nursing, specific to professional values within the context of curriculum delivery for a leadership and management course in one baccalaureate nursing program. In addition, the researcher reviewed the…

EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL

Science.gov (United States)

GREGORY, ANNE; ALLEN, JOSEPH P.; MIKAMI, AMORI Y.; HAFEN, CHRISTOPHER A.; PIANTA, ROBERT C.

2017-01-01

Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. PMID:28232767

Ethics Education in Professional Psychology: A Survey of American Psychological Association Accredited Programs

OpenAIRE

Domenech Rodriguez, Melanie M.; Erickson Cornish, Jennifer A; Thomas, Janet T; Forrest, Linda; Anderson, Austin; Bow, James N

2014-01-01

Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators fro...

The Professional Development of High School Chemistry Coordinators

Science.gov (United States)

Hofstein, Avi; Carmeli, Miriam; Shore, Relly

2004-02-01

The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.

Enhancing the Professional Mindset of Future Sales Professionals: Key Insights from a Master in Sales Transformation

Science.gov (United States)

Marcos-Cuevas, Javier; Critten, Peter; Squire, Phil; Speakman, James I. F.

2014-01-01

Sales education has grown in importance, particularly throughout the last decade, with an increasing number of university sales centers offering programs to prepare new generations of sales professionals. In this article, we describe how work-based learning, action research, and reflective practice used in a sales master program can be used in…

24 CFR 906.27 - Limitations applicable to net proceeds on the sale of a property acquired through a homeownership...

Science.gov (United States)

2010-04-01

... program; (6) Any appreciation in the value of the property; and (7) Any other factors that the PHA... proceeds on the sale of a property acquired through a homeownership program. 906.27 Section 906.27 Housing... the sale of a property acquired through a homeownership program. (a) Where the family has owned a unit...

49 CFR 511.2 - Nature of adjudicative proceedings.

Science.gov (United States)

2010-10-01

... 49 Transportation 6 2010-10-01 2010-10-01 false Nature of adjudicative proceedings. 511.2 Section... SAFETY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION ADJUDICATIVE PROCEDURES Scope of Rules; Nature of Adjudicative Proceedings, Definitions § 511.2 Nature of adjudicative proceedings. Adjudicative proceedings...

Involving technical professionals in community relations

International Nuclear Information System (INIS)

Meyer, K.A.; Meyer, L.

1994-01-01

The Weldon Spring site Remedial Action Project (WSSRAP), a U.S. Department of Energy (DOE) environmental restoration project, has developed a successful community relations program that differs from the traditional approach and has built a general consensus about the DOE's work at the Weldon Spring site. The WSSRAP has a small, dedicated Community Relations Department that is heavily supported by technical professionals who receive intensive training in preparatory and presentation skills, role-playing, and critiquing of performances. This training allows the public to speak directly with the individuals responsible for remediation activities. The media, in turn, has access to technical individuals with good presentation skills, and WSSRAP managers can be confident that interactions are handled professionally. This approach results in a satisfied client. The WSSRAP's community relations program is a high-quality, cost-effective program that could be easily implemented by other facilities

Training Psychiatry Residents in Professionalism in the Digital World.

Science.gov (United States)

John, Nadyah Janine; Shelton, P G; Lang, Michael C; Ingersoll, Jennifer

2017-06-01

Professionalism is an abstract concept which makes it difficult to define, assess and teach. An additional layer of complexity is added when discussing professionalism in the context of digital technology, the internet and social media - the digital world. Current physicians-in-training (residents and fellows) are digital natives having been raised in a digital, media saturated world. Consequently, their use of digital technology and social media has been unconstrained - a reflection of it being integral to their social construct and identity. Cultivating the professional identity and therefore professionalism is the charge of residency training programs. Residents have shown negative and hostile attitudes to formalized professionalism curricula in training. Approaches to these curricula need to consider the learning style of Millennials and incorporate more active learning techniques that utilize technology. Reviewing landmark position papers, guidelines and scholarly work can therefore be augmented with use of vignettes and technology that are available to residency training programs for use with their Millennial learners.

International VLBI Service for Geodesy and Astrometry: 2000 General Meeting Proceedings

Science.gov (United States)

Vandenberg, Nancy R. (Editor); Baver, Karen D. (Editor)

2000-01-01

This volume is the proceedings of the first General Meeting of the International Very Long Base Interferometry (VLBI) Service for Geodesy and Astrometry (IVS), held in Koetzting, Germany, February 21-24, 2000. The content of this volume also appears on the IVS web site at: http://ivscc.gsfc.nasa.gov/publications/gm2000. The goal of the program committee for the General Meeting was to provide an interesting and informative program for a wide cross section of IVS members, including station operators, program managers, and analysts. The program included reports, tutorials, invited and contributed papers, and poster presentations. The tutorial papers should be particularly useful references because each one provides an overview and introduction to a topic relevant to VLBI.

Innovation in Graduate Education for Health Professionals in Humanitarian Emergencies.