Professional Education

In this study, the history and diversity of interior architecture education are accounted for. During the historical course, it is seen that discrete educational understandings have formed and reflected on contemporary interior architecture education. The differences in professional education are causing alienation in the professional knowledge base and culture. In order to protect the professional culture, rights, and limitations, professional organizations were formed. Additionally, to eliminate educational differences and for standardizing educational programs accreditation organizations have been formed.
In this study, the competencies constituted by the Higher Education Council, the criteria defined by ECIA in Europe and CIDA in the United States are explored. According to the mentioned criteria, the need for re-structuring of educational programs and the creation of a more unifying educational model is discussed.

Better understanding of how public works are procured through policy, regulation and upon acquisition is increasingly important. This knowledge can shape how architects can effectively impact wider architectural culture through improving quality, social values and advice to clients, while more successfully obtaining such commissions. In the UK the application of these regulations, which cascades multiple impacts from RIBA Stage 0 through subsequent work stages and extends into the private sector, is in urgent need of reform. Architects need to improve their knowledge of procurement to ensure a more sustainable built environment is achievable and also need to engage in advising clients and industry better to effect the necessary changes in procurement, to deliver more appropriate, simpler, robust, accessible and innovative procurement. Reform has been long overdue but is now an absolute necessity.

Denne bog er en introduktion til pædagogikken som fag og som praksis. Den hjælper dig med at finde faglig retning, så du med pædagogisk takt og omtænksomhed bliver i stand til at sætte dig selv i spil i arbejdet med menneskers udvikling.
Når du arbejder pædagogisk med mennesker, er du deltager i det, forfatterne til denne bog kalder det pædagogiske projekt. Det er det kulturelle projekt, som går ud på at opdrage, uddanne og støtte mennesker, sådan at de selv kan tage hånd om et liv og en fremtid, som står åben.

I bogen møder du fire forskellige mennesker i meget forskellige livssituationer: Freja, der er ny i børnehaven, Julie, en ældre dame, der har en demenssygdom og bor på plejehjem, Tom på 13, der lige er ankommet til en døgninstitution, hvor han nu skal bo, og Viggo, der går i 1. klasse og har svært ved at finde sig til rette i børnefællesskabet. Fælles for de fire er, at de har brug for pædagogisk støtte. Forfatterne bruger praksisfortællingerne til at gøre det pædagogiske projekt konkret og levende og til at vise, at der ikke er én rigtig vej, men mange mulige veje at gå i det pædagogiske arbejde. Og undervejs må der træffes pædagogiske valg.
Bogen giver forståelser, begreber og indsigter, der ruster dig som studerende eller professionel til at tage ansvar for det pædagogiske projekt og bidrager til udviklingen af en pædagogisk professionsidentitet

Diante da problemática do desencontro geracional que tende a provocar o desestímulo e a falta de engajamento dos estudantes atualmente, discute-se a possibilidade da utilização dos jogos (games) e/ou da gamificação como instrumentos motivadores no ensino-aprendizagem, explorando, além do referencial teórico, os dados de estudo de campo que avaliou a percepção motivacional de um grupo de estudantes monitorados em dois diferentes momentos – o primeiro com e o segundo sem a utilização dos jogos, chegando-se à conclusão de que os games favorecem o desejável entrosamento do discente em sala de aula, não sendo, contudo, capazes de promover metodologias ativas e inovadoras por si só – motivo pelo qual os gestores devem estar cônscios dos objetivos que pretendem alcançar a partir de qualquer que seja o instrumental adotado.

In the mostly self-regulated arboricultural industry, Louisiana, U.S., is one of a few places where arborists must possess a license to operate. Since 1993, state-licensed arborists in Louisiana have been required to attend at least one continuing education workshop each year to maintain their licenses. In 2002, the State of Louisiana assumed responsibility for providing arborist continuing education, and program planners identified increasing safety and professionalism among licensed arborists as the two primary goals for the training program. The authors collected written questionnaires from 386 licensed arborists who provided baseline data on their levels of safety and professional- ism and demographic information. Analysis suggested that safety and professionalism are not separate variables among respon- dents, but examination of categories of questions describing different aspects of safety and professionalism is revealing. Arborists self-reported good ethical practices in deal...

This study examines the beliefs of college Chicanas regarding ethnic iden-tification, preferred endogamy, and male perceptions of their achievements. The central research question of this cross-sectional and exploratory study is to determine if ethnically identified Chicanas who ...

1. Nurse Educ Today. 2007 Nov;27(8):821-4. Epub 2007 Aug 14. Hearing the voice of people with dementia in professional education. Hope K, Pulsford D, Thompson R, Capstick A, Heyward T. PMID: 17698260 [PubMed - indexed for MEDLINE]. Publication Types: ...

This paper is a conceptual commentary. The idea generated on reading the UNDP Report on Human Development Index (March 2013) which placed India on 136th position among 186 nations, HDI is a composite figure that indicates three elements: education, prosperity and life-expectancy. The Inequality Index analysis shows that India lost maximum on account of education 42.4% compared to life-expectancy (27.1%) and Income 15.8%) Hence this paper is based on exploring the perception and scenario prevailing on name of ‘education’ in India. Researcher explored and reflected on fundamental questions: like unequal distribution of wealth, is there also unequal distribution of wisdom, what are the tiers of ‘education’ and is there a ‘portion’ of hierarchy in education missing in India, and alike. The paper is based on efforts to collate the mutual relationships between and among indicators, secondary data and information.

A serious nursing shortage is creating a crisis in the nation’s health care system. Many experienced nurses are leaving the field and young people are not selecting nursing as a potential career. Reassessment of professionalism in nursing therefore is indicated. A descriptive comparative/correlational design examined differences and relationships among levels of nursing professionalism, experience, educational degrees, organizational membership, and specialty certification in a random sample of registered nurses (RNs) (N = 774). The Professionalism Inventory Scale was used to measure attitudinal attributes of professionalism and its five dimensions (use of professional organizations as major referent groups, belief in public service, autonomy, self-regulation, and a sense of calling). A series of statistical analyses revealed that professionalism was related significantly to years of experience as an RN, higher educational degrees in nursing, membership in organizations, service as ...

This is  an excerpt from my book:  Education Psychology: Theories of Learning and Human Development (2014).  National Science Press: www.nsspress.com.  It describes the basic theories of creativity and intuition, as well as their importance in all human endeavors.

The objective of this article is to point out factors that contribute to the dissociation between educational theory and practice, and to present the strategies for their reunification. The text deals with the devastating effect of this conceptual rift, which gives rise to an endless dilemma involving researchers, teachers, and educational managers. In such scenario, because of the lack of a communication channel between Science and current pedagogical practices, the results of this study reveal: a) the existence of feelings of threat to the credibility of Education as a profession; b) the possibility of scientists inadvertently outlining conceptual models distanced from the reality of the classrooms; and c) the risk that those responsible for public policies begin to defend educational practices that turn out to be ineffective in our days. Therefore, the article shows guidelines for the reunification of the concepts of educational theory and practice, emphasizing: a) the professional education of the teacher-researcher; b) the participation of the researcher in the school daily life; and c) the collaborative work between the academic researcher and the teacher in the classroom. Lastly, the work presents two North American educational programs that succeeded in associating academic research to school practice, using as their support a developmentalist model of work.

This mixed-method study looked at perceptions of induction and mentoring among New Zealand early childhood educators. Specifically, 213 respondents drawn from five regions representing urban, rural and differing socioeconomic levels, school organizations, and professional roles completed a 19-item psy-chometrically sound survey. There were significant differences in responses for leaders/mentors in contrast to mentees or teaching staff. Based on quantitative outcomes, two focus groups of school leaders/mentors and mentees were convened. Qualitative analysis of the transcripts revealed several important themes that served to amplify or extended the survey results. Implications of the quantitative and qualitative results are overviewed.

Langdon, F., Alexandra, P., Farquhar, S., Tesar, M., Courtney, M., Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. 57, (150-160).Teaching and Teacher Education. doi: 10.1016/j.tate.2016.03.016

Pendidikan merupakan hal yang mendasari kesejahteraan bangsa. Lulusan dari proses pendidikan diharapkan dapat menjadi sesuatu yang bernilai di masyarakat. Tenaga pendidik dan kependidikan di sekolah merupakan seorang yang profesional yang memiliki beban tugas dan tanggung jawab.

The little interest that Architecture as a discipline shows towards dealing with the future, our own future, poses a remarkable paradox : the irrelevance of thinking about the future in a future oriented field. This "Design Paradox" obviously cannot and has not worked in our favor. As the role of anticipation becomes increasingly vital for responding to our fast changing civilization, "futuring" needs to be formally included within architectural practice and education. Paying attention to the future means at least two things for architectural education:

(1) It means to look at the future of our discipline without the
curriculum to inform the way we should be educating our students.
This is a top-bottom approach. Certain image of the future may
demand changes in our educational structure to 'produce' a particular profile of the future architect. The most clear example of this adjustment has been the incorporation of computing within the architecture schools. The top-bottom approach is conservative, reactive, slow, and does not include any action to incorporate futures thinking within the curriculum. Nevertheless, it is obviously a necessary approach.

(2) It means to look at the future of our discipline within the
curriculum. This is a bottom-up approach not very common. Most
of the discussion about the future has remained at the administrative or theoretical level and, with few exceptions, has not permeated into actual teaching. A bottom-up approach that considers and/or simulate future architectural practices and challenges may do more to point at the real future of architecture than any top-bottom approach constructed as response to the pressing needs of the present.

This paper explores this bottom-up approach
because it is an area that remains largely unattended by academia.