Nurses professional development and networking session - utilising the competence framework to develop the role of endocrine nurses in adrenal insufficiency

2017 ◽  
Author(s):  
Janina Kirchner
Keyword(s):  
Professional Development ◽  
Adrenal Insufficiency ◽  
Competence Framework

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

CHILD-PARENT RELATIONS AS A FACTOR IN THE FORMATION OF PROFESSIONAL PREFERENCES IN PEDAGOGICAL DYNASTIES

2020 ◽  
Vol 2 (4) ◽  
pp. 126-130
Author(s):  
N. V. SHAMANIN ◽  
Keyword(s):  
Professional Development ◽  
The Family ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship ◽  
Parent Child Relationships ◽  
Professional Preferences ◽  
Parent Child

The article raises the issue of the relationship of parent-child relationships and professional preferences in pedagogical dynasties. Particular attention is paid to the role of the family in the professional development of the individual. It has been suggested that there is a relationship between parent-child relationships and professional preferences.

The Role of IL-1, IL-6, TNF-α and MIF in Relative Adrenal Insufficiency in Septic Shock: A Study in Piglet Model

2018 ◽  
Author(s):  
Bina Akura ◽  
Jose Batubara ◽  
Zakiudin Munasir ◽  
Gunati unknown ◽  
Joedo Prihartono ◽  
...  
Keyword(s):  
Septic Shock ◽  
Adrenal Insufficiency ◽  
Relative Adrenal Insufficiency ◽  
Tnf Α

Vocation as Autobiography: Family of Origin Influences on the Caregiving Role in Ministry

1994 ◽  
Vol 48 (4) ◽  
pp. 370-380 ◽  
Author(s):  
Frank J. Stalfa
Keyword(s):  
Professional Development ◽  
Systems Theory ◽  
Family Systems ◽  
Family Life ◽  
Family Of Origin ◽  
Family Systems Theory ◽  
Therapeutic Applications ◽  
Case Vignettes ◽  
And Function

Presents an overview of transgenerational family systems theory with primary emphasis on the dynamics of family life which are understood to influence the decision to enter a helping profession. Evaluates the role of caregiver as an aspect of ministerial identity and function in order to ascertain those factors which enhance or undermine professional development. Illustrates these influences with case vignettes and suggests education and therapeutic applications.

Guiding Principals: Middle-Manager Coaching and Human-Capital Reform

2020 ◽  
Vol 122 (10) ◽  
pp. 1-50
Author(s):  
Susan Bush-Mecenas ◽  
Julie A. Marsh ◽  
Katharine O. Strunk
Keyword(s):  
Professional Development ◽  
Human Capital ◽  
Policy Implementation ◽  
Survey Data ◽  
Empirical Work ◽  
Think Aloud ◽  
High Quality ◽  
Wide Range ◽  
Role Of Principal

Background/Context School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these supports influence principals’ HCR-related practices. Purpose Drawing on a two-year, mixed-methods study in the Los Angeles Unified School District (LAUSD), this article examines the role of principal supervisors in HCRs. We ask: What role did principal supervisors (Instructional Directors [IDs]) play in the implementation of human-capital reforms? What did high-quality coaching on the part of IDs look like in this context? Research Design Our two-part analysis draws upon survey and interview data. First, we conducted descriptive analyses and significance testing using principal and ID survey data to examine the correlations among principals’ ratings of ID coaching quality, ID coaching practices, and principals’ implementation of HCRs. Second, we conducted in-depth interviews, using a think-aloud protocol, with two sets of IDs—those consistently highly-rated and those with mixed ratings—who were identified using principals’ reports of coaching quality. Following interview coding, we created various case-ordered metamatrix displays to analyze our qualitative data in order to identify patterns in coaching strategy and approach across IDs, content, and contexts. Findings First, our survey data indicate that receiving high-quality coaching from IDs is correlated with stronger principal support for and implementation of HCRs. Our survey findings further illustrate that IDs support a wide range of principals’ HCR activities. Second, our think-aloud interviews with case IDs demonstrate that coaching strategy and approach vary between consistently highly-rated and mixed-rated coaches: Consistently highly-rated IDs emphasize the importance of engaging in, or defining HCR problems as, joint work alongside principals, while mixed-rated IDs often emphasize the use of tools to guide principal improvement. We find that, on the whole, the consistently highly-rated IDs in our sample employ a nondirective approach to coaching more often than mixed-rated coaches. Conclusions These findings contribute to a growing literature on the crucial role of principal supervisors as coaches to improve principals’ instructional leadership and policy implementation. While exploratory, this study offers the first steps toward building greater evidence of the connections between high-quality coaching and policy implementation, and it may have implications for the design and implementation of professional development for principal supervisors and the selection and placement of supervisors with principals.

Mentoring and Career Development among University Faculty

1995 ◽  
Vol 177 (2) ◽  
pp. 31-45 ◽  
Author(s):  
Frank M. Perna ◽  
Bart M. Lerner ◽  
Michael T. Yura
Keyword(s):  
Professional Development ◽  
Older Adults ◽  
Young Adults ◽  
Career Development ◽  
Mentoring Relationships ◽  
University Faculty

Historically, the major theories of career development have directly or indirectly implicated the role of older adults in the personal and professional development of young adults. Increasily, attention has been focused on explaining the dynamics and effects of these mentoring relationships. In this article we review and discuss the research relating to mentoring and university faculty career development.

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