Building Professional Capacity

2021 ◽  
pp. 71-95
Author(s):  
Jayson W. Richardson ◽  
Justin Bathon ◽  
Scott McLeod
Keyword(s):  
Professional Capacity

On the issue of criteria for recognition of occupational disease as an insured event in health care workers

2020 ◽  
pp. 618-619
Author(s):  
L. V. Dovgusha ◽  
N. N. Petruhin
Keyword(s):  
Health Care ◽  
Health Care Workers ◽  
Occupational Disease ◽  
Occupational Diseases ◽  
Medical Rehabilitation ◽  
Care Workers ◽  
Rehabilitation Measures ◽  
Professional Capacity ◽  
Insured Event

The publication deals with cases of occupational diseases in medical workers, in which the degree of loss of professional capacity is not determined, but patients need medical rehabilitation measures.

scholarly journals Siyabonga: a humble hero making a difference with his hands… and his heart

2021 ◽  
pp. bjsports-2021-104118
Author(s):  
Jon Patricios
Keyword(s):  
South Africa ◽  
Significant Contribution ◽  
Patellofemoral Pain ◽  
Nelson Mandela ◽  
Making A Difference ◽  
High Level ◽  
Professional Capacity

Siyabonga Kunene’s athletic build and confident stance belie his humble roots. Born in an impoverished area of South Africa, he soon learnt the benefits of an education. He is now a PhD-qualified sports physiotherapist making a significant contribution in both academic and clinical realms. Remaining true to his origins and the inspirational words of Nelson Mandela, Siyabonga has created a framework for managing patellofemoral pain in under-resourced athletes. He has established himself as a physiotherapy lecturer at his university and has been appointed to national teams in his professional capacity. However, his focus primary remains on treating those with a passion for sport who would not normally be able to access high-level athletic care.

Human Resources, Management Control, and Culture, an Exploratory Study of Indonesia's SME

2021 ◽  
Vol 12 (1) ◽  
pp. 93-93
Author(s):  
Marko S Hermawan ◽  
Burhanudin Burhanudin ◽  
Nurianna Thoha ◽  
Irene Oscarin
Keyword(s):  
Human Resources ◽  
Cultural Context ◽  
Research Question ◽  
Human Resources Management ◽  
Management Control ◽  
Point Of View ◽  
Company Strategy ◽  
Human Quality ◽  
Professional Capacity ◽  
Process Controls

This paper investigates the SME's management control, human resources, and cultural context in Indonesia. These perspectives come into 2 (two) themes; Professional Capacity and Company Strategy. Most SMEs show a struggle in developing human quality and in particular, Indonesia's SMEs, also lack process controls due to their beliefs and cultures. Nonetheless, despite the positive impacts for the business sustainability that previous researchers have found, the implementation of MCS still has not been adequately done by the SME due to their several limitations. Thus, this paper aims to analyze a company perspective regarding the MCS implementation, specifically in the new phenomenon related to the contingent factors that arise from company issues and challenges using a case study from a clothing manufacturing company. The research question proposes for this research study is "How does Indonesia's SME implement its management control within limited resources and local culture?" Keywords: management control system, SME, contingency-based research, SME Point of View, Business Issues, MCS strategy

Transforming Assessment in Response to COVID-19

2021 ◽  
pp. 246-265
Author(s):  
T. Dhurumraj ◽  
Sam Mabune Ramaila ◽  
Ferhana Raban
Keyword(s):  
South African ◽  
Performance Feedback ◽  
Teaching And Learning ◽  
Critical Role ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Learner Engagement ◽  
Pedagogical Content ◽  
Empirical Inquiry ◽  
Professional Capacity

Assessment plays a critical role in teaching and learning. Continuous assessment advocates for a sustainable learner engagement in a cyclical manner that provides information on performance, feedback, as well as critical support that serves to engender mastery of skills. Continuous assessment encapsulates the use of both formative and summative assessment. COVID-19 compelled teachers as agents of educational change to fundamentally rethink the enactment of assessment within the context of remote teaching and learning. This chapter reflects the transformation of assessment practices adopted by purposively selected teachers at South African schools in response to formidable instructional challenges induced by COVID-19. The empirical inquiry is underpinned by the technological pedagogical content knowledge (TPACK) framework. While teachers expressed fundamental appreciation of the key pedagogical affordances of technology integration in remote teaching and learning, they bemoaned the lack of professional capacity required for a meaningful enactment of technology-mediated assessment.

Analysis of Professional Competence Required by the Wind Energy Industry Practitioners

2013 ◽  
Vol 284-287 ◽  
pp. 3580-3585
Author(s):  
Wen Jie Zeng ◽  
Ching Shang Cheng ◽  
Syu Huei Huang ◽  
Chin Fu Lin ◽  
Pao Chi Chen
Keyword(s):  
Wind Energy ◽  
Wind Power ◽  
Delphi Method ◽  
Professional Competence ◽  
Power Industry ◽  
Energy Industry ◽  
Effective Response ◽  
Wind Power Industry ◽  
Professional Capacity ◽  
Industry Needs

This article is the study of the professional competence of employees required in the wind energy industry in Taiwan. This will combine a number of research methods, including literature review, Delphi method, IPA analysis to explore the professional capacity of wind power generation projects and connotation of the wind energy industry needs. This paper analyzes the results used as indicators to construct the wind power industry professional, and will be used as the design of the wind power industry practitioners professional competence course. The importance of part of the questionnaire using Likert five-point evaluation index scale [11], divided into very unimportant, unimportant, important, very important, very important to the five levels. The performance of part of the questionnaire, divided into strongly disagree, disagree, agree, agree very much, very much agree with five levels. In this study, the questionnaire survey sent to a written questionnaire of 30 valid questionnaires were collected 27, the effective response rate of 90%. The 39 professional competence items, five items on the C quadrant (the importance of less than 4.0), the remaining 34 (87%) are on the C quadrant (the importance of greater than 4.0). Which is located five professional capacity (13%) in the C quadrant items are green beliefs, it means that domestic subject to government to actively promote the concept of green sustainable.

Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses

2010 ◽  
Vol 39 (S1) ◽  
pp. 40-52 ◽  
Author(s):  
Berice Anning
Keyword(s):  
Indigenous Knowledge ◽  
Cultural Competency ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Department Of Education ◽  
Disciplinary Culture ◽  
Learning And Teaching ◽  
Workplace Relations ◽  
The University ◽  
Professional Capacity

AbstractThe paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.

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