Abilities required by professional foresters in practice

1996 ◽  
Vol 72 (5) ◽  
pp. 491-499 ◽  
Author(s):  
P. E. Zundel ◽  
T. D. Needham
Keyword(s):  
Forest Policy ◽  
Job Analysis ◽  
Clear Understanding ◽  
Life Long Learning ◽  
Analysis Technique ◽  
Structure Problem ◽  
Operational Practices ◽  
Learning Competence ◽  
Analytical Frameworks ◽  
Professional Foresters

To meet the changing educational needs of forestry practice, a clear understanding of what foresters and forest engineers do is required. This paper presents the results of a facilitated DACUM workshop in which 10 foresters and forest engineers from across Canada were asked to define the abilities required by foresters in practice. The DACUM process is a job analysis technique that identifies the tasks and duties performed by a competent practitioner. A consensus was reached by the participants on the following general areas of competence: Demonstrate a level of comfort in the woods; apply basic forest operational practices; demonstrate an understanding of economic and resource values; communicate; interact successfully with people; structure problem-solving and decision-making; supervise effectively; manage a working unit; demonstrate an understanding of forest policy and legislation and demonstrate a commitment to life-long learning. A series of analytical frameworks to evaluate the results are presented and the forestry community is asked to respond. Key words: forestry, professional practice, education, learning, competence, DACUM, job analysis, curriculum, teaching, continuing education, certification

Syllabus Evaluation by the Job-analysis Technique

1999 ◽  
Vol 24 (2) ◽  
pp. 163-172 ◽  
Author(s):  
RINA DORON ◽  
SHLOMO MARCO
Keyword(s):  
Job Analysis ◽  
Analysis Technique

scholarly journals A Journey to Cherish; How Transformational Leadership Affects Project Success through Team Performance

2021 ◽  
Vol 58 (1) ◽  
pp. 1156-1166
Author(s):  
Hina Saleem Et al.
Keyword(s):  
Transformational Leadership ◽  
Leadership Style ◽  
Team Performance ◽  
Project Success ◽  
Clear Understanding ◽  
Validity And Reliability ◽  
Construction Companies ◽  
Analysis Technique ◽  
Transformational Leadership Style ◽  
Improve Rate

Purpose: The study aims to explain the role of transformational leadership style in mediating team performance and its affect on project success.Approach/Methodology/Design: The method of determining the sample used is random sampling. The study population is construction companies in Pakistan. The sample used was a size of230subordinates as respondents. Data collection is done through survey by distributing questionnaires offline that have been tested for validity and reliability. The data analysis technique used is the SEM-PLS Analysis.Findings: The results showed that transformational leadership variable positively and significantly affects project success.Transformational leadership has a positive relationship with team performance and team performance also has a positive relation with project success. This study also proves the direct and indirect affect of transformational leadership on project success.Practical Implication: Therefore, transformational leadership provides a clear understanding to improve rate of project success and team performance.Originality/Value:Increasing team performance strategy can significantly mediate the affect of transformational leadership on project success in construction sector of Pakistan.

scholarly journals Student and teacher engagement in Learning and assessment with portfolios

2020 ◽  
Vol 15 (6) ◽  
pp. 1569-1573
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Language Teachers ◽  
Clear Understanding ◽  
Teacher Engagement ◽  
Student Knowledge ◽  
Teacher Survey ◽  
Life Long Learning ◽  
Teachers Attitudes

Assessing student knowledge and success during and after teaching and learning is an embedded part of education since it offers important specifics for teachers. This action research was undertaken to inquire about students’ and teachers’ attitudes to portfolio assessment in their English courses. Two methods were employed, including a student portfolio attitude survey and a teacher survey. It was found that most students had a clear understanding regarding how a portfolio was made and admitted that the portfolio could assist them in learning how to write better in many aspects. Likewise, most teachers found the portfolio to be practical mainly in indicating students’ problems and monitoring their learning progress. Implications from the study point to the need for training students to have skills important for using a portfolio as a life-long learning tool and for encouraging language teachers to use various forms of assessment to help students engage more in learning and ensure that targeted learning outcomes are achieved.          Keywords: Portfolio assessment, Engagement, Attitudes

scholarly journals Did Forestland Restitution Facilitate Institutional Amnesia? Some Evidence from Romanian Forest Policy

Land ◽  
2019 ◽  
Vol 8 (6) ◽  
pp. 99 ◽  
Author(s):  
Marian Drăgoi ◽  
Veronica Toza
Keyword(s):  
Sustainable Forest Management ◽  
Forest Policy ◽  
Natura 2000 ◽  
Communist Regime ◽  
Operational Laws ◽  
Policy Arrangements ◽  
Management Plans ◽  
General Elections ◽  
One Year ◽  
Professional Foresters

This paper shows how the slow process of forestland restitution, which is unfolding in Romania since 1991 has eroded the threads of sustainable forest management by an insidious institutional amnesia (IA). The four symptoms of this harmful process (frequent reorganization, transition from paperwork to electronic media, fewer people motivated to join public services, and popularity of radical changes) were analyzed from the legal standing point as well as from practitioners’ perspective. After having described the legal process and the relative dependencies between laws and government ordinances we also showed that the three laws on forestland restoration (three fully operational laws and two bills submitted in 2019, one year before general elections) were produced by unintended policy arrangements. The legal loopholes of forestland restitution were described in details as well as the challenges brought about by nature conservation policy (Natura 2000 management plans v traditional forest planning), and the overwhelming bureaucratic burden developed to deter illegal logging, instead of fully implementing a modern system of forest watching based on volunteering. However, the main cause of IA is institutional unsteadiness which was inherited from the communist regime, and cannot be alleviated unless more involvement of professional foresters in politics.

JOB ANALYSIS OF TEACHER IN INCLUSIVE EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 73-82
Author(s):  
A. K. Satynskay ◽  
◽  
A. M. Utilovа ◽  
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Professional Competence ◽  
Educational Institution ◽  
Job Analysis ◽  
Clear Understanding ◽  
Integrated Education ◽  
Rehabilitation Process ◽  
Children With Developmental Disabilities

One of the main conditions for inclusive education is the professional competence of teachers. The professional competence of the teacher ensures the education, upbringing and development of children with disabilities. In the context of inclusive education, special attention should be paid to the training of teachers to work with children with disabilities. The peculiarity of the organization of educational and correctional work with children with developmental disabilities requires special training of a teacher who provides integrated education. The teacher of an educational institution must know the basics of correctional pedagogy and special psychology. They should also have a clear understanding of the peculiarities of the psychophysical development of children with disabilities, the methods and technologies of organizing the educational and rehabilitation process of such children. People who have not received special education cannot successfully work with children with developmental disabilities.

scholarly journals IDENTIFYING CRITICAL SUCCESS FACTORS FOR CONSTRUCTION PARTNERING IN VIETNAM

2020 ◽  
Vol 30 (06) ◽  
Author(s):  
DANG NGOC CHAU ◽  
LE HOAI LONG
Keyword(s):  
Construction Industry ◽  
Critical Success Factors ◽  
Success Factors ◽  
Clear Understanding ◽  
Financial Security ◽  
Mutual Trust ◽  
Global Integration ◽  
Critical Success ◽  
Analysis Technique ◽  
Score Method

Partnering has been applied in the Vietnamese construction industry for several recent years, due to many new challenges emanating from the global integration and economic booming. This paper focuses on critical success factors (CSFs) for partnering in the Vietnamese construction industry. Using mean score method, this paper identifies six key CSFs for partnering in Vietnamese construction, including financial security, commitment from top management, mutual trust between parties, adequate resources, effective communication, and clear understanding about scope and objectives. Using factor analysis technique, eight underlying components for partnering in Vietnamese construction are extracted, including dedication, readiness, coordination, teamwork, sufficiency, leading, balance, and clearness. The findings could provide construction practitioners with useful information for deploying partnering in the Vietnamese construction industry and, hence, increase the chance of partnering success.

An Evaluation of Aviator Training Ability Requirements Scale Ratings

1984 ◽  
Vol 28 (4) ◽  
pp. 356-360
Author(s):  
D. Michael McAnulty ◽  
Dennis H. Jones
Keyword(s):  
Job Analysis ◽  
Interval Scale ◽  
Rater Bias ◽  
Equal Interval ◽  
Analysis Technique ◽  
Psychometric Analyses ◽  
And Task

The Ability Requirements Scales developed by Fleishman and his associates have been widely used as a job analysis technique. However, the ability ratings obtained with this technique may be confounded by rater bias effects. Fifteen instrument-phase instructor pilots rated the extent to which 32 basic abilities were required to perform 16 helicopter training tasks. Psychometric analyses showed significant differences in rater distributions. The method of successive intervals was used to transform the ratings to a common, equal-interval scale. Analyses of the transformed ratings indicate that significant task-ability discriminations were made that produced a logical, interpretable pattern of ability and task interrelationships.

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