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professionalism</title> <meta name="description" content="Search results for: professionalism"> <meta name="keywords" content="professionalism"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="professionalism"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 102</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: professionalism</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">102</span> Influence of Principal's Professionalism on Overall Development of the Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamesh%20Babu%20Nanvala">Hamesh Babu Nanvala</a>, <a href="https://publications.waset.org/abstracts/search?q=Madhuri%20Malhal%20Rao"> Madhuri Malhal Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The overall development of the Institution is dependent on the approach and attitude of the principal. Influence of principal’s professionalism on overall development of the Institution is the aim of this paper. Professionalism means conducting oneself with responsibility, integrity, accountability and excellence. The predominant characteristic of professionalism is the temperament of oneself to work in the public interest. By summarizing the observations based on authors’ experience regarding professionalism of principals towards the development of their respective institutions and correlating these observations with the findings in the literature and opinion of other principals and staff, the authors conceived a conceptual approach with its attributes by practicing suggested approach principals that can achieve overall development of their institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achiever" title="achiever">achiever</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=institution" title=" institution"> institution</a>, <a href="https://publications.waset.org/abstracts/search?q=principal" title=" principal"> principal</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/62028/influence-of-principals-professionalism-on-overall-development-of-the-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62028.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">101</span> University Arabic/Foreign Language Teacher's Competences, Professionalism and the Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Heider">Abeer Heider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers the definitions of teacher’s competences and professionalism from different perspectives of Arab and foreign scientists. A special attention is paid to the definition, classification of the stages and components of University Arabic /foreign language teacher’s professionalism. The results of the survey are offered and recommendations are given. In this paper, only some of the problems of defining professional competence and professionalism of the university Arabic/ foreign language teacher have been mentioned. It needs much more analysis and discussion, because the quality of training today’s competitive and mobile students with a good knowledge of foreign languages depends directly on the teachers’ professional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20competences" title="teacher’s professional competences">teacher’s professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%2F%20foreign%20language%20teacher%E2%80%99s%20professionalism" title=" Arabic/ foreign language teacher’s professionalism"> Arabic/ foreign language teacher’s professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20evaluation" title=" teacher evaluation"> teacher evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title=" teacher quality"> teacher quality</a> </p> <a href="https://publications.waset.org/abstracts/41881/university-arabicforeign-language-teachers-competences-professionalism-and-the-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">100</span> Affectness of Emotional Intelligence on Employee Profesionalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanisa%20Damayanti%20Yuningsih">Vanisa Damayanti Yuningsih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employee professionalism is certainly the hope for every company to create a good working environment. Emotional intelligence is one of the factors that determine the success of professionalism, for, in emotional intelligence, an employee can control his ego and can understand and understand his coworkers and thus create a dynamic environment in which to work. Each employee is encouraged to have professionalism in order to optimize his resources. This professionalism is shown by employees being able to do their work and taking responsibility in their profession by involving controlled feelings and emotions. The problem which is drawn from this research is how emotional intelligence can affect the professional attitudes of employees. The purpose of this research is to find out how far emotional intelligence goes in the professional manner of employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionalism" title="professionalism">professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20environment" title=" work environment"> work environment</a>, <a href="https://publications.waset.org/abstracts/search?q=company" title=" company"> company</a> </p> <a href="https://publications.waset.org/abstracts/145394/affectness-of-emotional-intelligence-on-employee-profesionalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">99</span> Threading Professionalism Through Occupational Therapy Curriculum: A Framework and Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Hobson">Ashley Hobson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Efaw"> Ashley Efaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professionalism is an essential skill for clinicians, particularly for Occupational Therapy Providers (OTPs). The World Federation of Occupational Therapy (WFOT) Guiding Principles for Ethical Occupational Therapy and American Occupational Therapy Association (AOTA) Code of Ethics establishes expectations for professionalism among OTPs, emphasizing its importance in the field. However, the teaching and assessment of professionalism vary across OTP programs. The flexibility provided by the country standards allows programs to determine their own approaches to meeting these standards, resulting in inconsistency. Educators in both academic and fieldwork settings face challenges in objectively assessing and providing feedback on student professionalism. Although they observe instances of unprofessional behavior, there is no standardized assessment measure to evaluate professionalism in OTP students. While most students are committed to learning and applying professionalism skills, they enter OTP programs with varying levels of proficiency in this area. Consequently, they lack a uniform understanding of professionalism and lack an objective means to self-assess their current skills and identify areas for growth. It is crucial to explicitly teach professionalism, have students to self-assess their professionalism skills, and have OTP educators assess student professionalism. This approach is necessary for fostering students' professionalism journeys. Traditionally, there has been no objective way for students to self-assess their professionalism or for educators to provide objective assessments and feedback. To establish a uniform approach to professionalism, the authors incorporated professionalism content into our curriculum. Utilizing an operational definition of professionalism, the authors integrated professionalism into didactic, fieldwork, and capstone courses. The complexity of the content and the professionalism skills expected of students increase each year to ensure students graduate with the skills to practice in accordance with the WFOT Guiding Principles for Ethical Occupational Therapy Practice and AOTA Code of Ethics. Two professionalism assessments were developed based on the expectations outlined in the both documents. The Professionalism Self-Assessment allows students to evaluate their professionalism, reflect on their performance, and set goals. The Professionalism Assessment for Educators is a modified version of the same tool designed for educators. The purpose of this workshop is to provide educators with a framework and tools for assessing student professionalism. The authors discuss how to integrate professionalism content into OTP curriculum and utilize professionalism assessments to provide constructive feedback and equitable learning opportunities for OTP students in academic, fieldwork, and capstone settings. By adopting these strategies, educators can enhance the development of professionalism among OTP students, ensuring they are well-prepared to meet the demands of the profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionalism" title="professionalism">professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=assessments" title=" assessments"> assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20preparedness" title=" student preparedness"> student preparedness</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20practice" title=" ethical practice"> ethical practice</a> </p> <a href="https://publications.waset.org/abstracts/186843/threading-professionalism-through-occupational-therapy-curriculum-a-framework-and-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">98</span> Professionalism and Responsible Journalism in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamsu%20Abdu%20Dauda">Shamsu Abdu Dauda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mass Media have come to be identified as important agents of development all over the world, especially in conflict situations. In the North-eastern Nigeria, where the insurgency has plagued the population for more than a decade now, mass media as important stakeholders are also expected to showcase a high level of social responsibility in reconstructing, rebuilding, and reengineering the crises-ravaged people in the region. However, the intuition of the mass media can only discharge such important responsibility if they upheld professionalism and responsible journalism. This paper observes that professionalism and responsible journalism practice cannot be attained where there is no responsible media education, which is a basic requirement for transforming the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20education" title="media education">media education</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=responsible%20journalism" title=" responsible journalism"> responsible journalism</a>, <a href="https://publications.waset.org/abstracts/search?q=North-eastern%20Nigeria" title=" North-eastern Nigeria"> North-eastern Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/166633/professionalism-and-responsible-journalism-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">97</span> Teacher Professionalisation and Professionalism Discourses in Teacher Unions: A Case Study of New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huidan%20Niu">Huidan Niu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing research has focused extensively on teachers’ professional experience in education reforms. However, there is a lack of research on the role and influence of teacher unions in education policy. This study aimed to examine how teacher unions frame teacher professionalisation and professionalism discourses. Critical education policy scholarship study was adopted. This study positioned teacher professionalisation and professionalism discourses within their socio-political contexts to explore how the meanings of teacher professionalisation and professionalism are constructed, as well as how teacher unions, as collective actors, shape these discourses. This study examined the development of professionalisation and professionalism discourses in the two main teacher unions in Aotearoa, New Zealand, the New Zealand Educational Institute, TeRiuRoa (NZEI), and the New Zealand Post-Primary Teachers’ Association, TeWehengarua (PPTA). The data were collected from documents and archival material, as well as elite interviews. Twenty-four union leaders, including national presidents, secretaries, executives, and senior union officials, participated in the study. The data analysis followed a grounded theory method: from codes to themes. The findings of the study suggest that the teacher unions, as teachers’ collective (powerful) voices, appeared to highlight tension and confrontation between the teaching profession and governments with respect to the meanings of teacher professionalisation and professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20education%20policy%20scholarship" title="critical education policy scholarship">critical education policy scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=governments" title=" governments"> governments</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalisation" title=" teacher professionalisation"> teacher professionalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20unions" title=" teacher unions"> teacher unions</a> </p> <a href="https://publications.waset.org/abstracts/149517/teacher-professionalisation-and-professionalism-discourses-in-teacher-unions-a-case-study-of-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">96</span> Concept Analysis of Professionalism in Teachers and Faculty Members</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taiebe%20Shokri">Taiebe Shokri</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahram%20Yazdani"> Shahram Yazdani</a>, <a href="https://publications.waset.org/abstracts/search?q=Leila%20Afshar"> Leila Afshar</a>, <a href="https://publications.waset.org/abstracts/search?q=Soleiman%20Ahmadi"> Soleiman Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The importance of professionalism in higher education not only determines the appropriate and inappropriate behaviors and guides faculty members in the implementation of professional responsibilities, but also guarantees faculty members' adherence to professional principles and values, ensures the quality of teaching and facilitator will be the teaching-learning process in universities and will increase the commitment to meet the needs of students as well as the development of an ethical culture based on ethics. Therefore, considering the important role of medical education teachers to prepare teachers and students in the future, the need to determine the concept of professional teacher and teacher, and the characteristics of teacher professionalism, we have explained the concept of professionalism in teachers in this study. Methods: The concept analysis method used in this study was Walker and Avant method which has eight steps. Walker and Avant state the purpose of concept analysis as follows: The process of distinguishing between the defining features of a concept and its unrelated features. The process of concept analysis includes selecting a concept, determining the purpose of the analysis, identifying the uses of the concept, determining the defining features of the concept, identifying a model, identifying boundary and adversarial items, identifying the precedents and consequences of the concept, and defining empirical references. is. Results: Professionalism in its general sense, requires deep knowledge, insight, creating a healthy and safe environment, honesty and trust, impartiality, commitment to the profession and continuous improvement, punctuality, criticism, professional competence, responsibility, and Individual accountability, especially in social interactions, is an effort for continuous improvement, the acquisition of these characteristics is not easily possible and requires education, especially continuous learning. Professionalism is a set of values, behaviors, and relationships that underpin public trust in teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept%20analysis" title="concept analysis">concept analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20members" title=" faculty members"> faculty members</a> </p> <a href="https://publications.waset.org/abstracts/144781/concept-analysis-of-professionalism-in-teachers-and-faculty-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144781.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">95</span> Аnalysis of the Perception of Medical Professionalism by Specialists of Family Medicine in Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurgul%20A.%20Abenova">Nurgul A. Abenova</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaukhar%20S.%20Dilmagambetova"> Gaukhar S. Dilmagambetova</a>, <a href="https://publications.waset.org/abstracts/search?q=Lazzat%20M.%20Zhamaliyeva"> Lazzat M. Zhamaliyeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professionalism is a core competency that all medical students must achieve throughout their studies. Clinical knowledge, good communication skills and an understanding of ethics form the basis of professionalism. Patients, medical societies and accrediting organizations expect future specialists to be professionals in their field, which in turn leads to the best clinical results. Currently, there are no studies devoted to the study of medical professionalism in the Republic of Kazakhstan. As a result, medical education in the Kazakhstani system has a limited perception of the concept of professionalism compared to many Western medical schools. Thus, the primary purpose of this study is to analyze the perception of medical professionalism among residents and teachers of family medicine at the West Kazakhstan Marat Ospanov Medical University. А qualitative research method was used based on the content analysis methodology. A focus group discussion was held with 60 residents and 12 family medicine teachers to gather participants' views and experiences in the field of medical professionalism. The received information was processed using the MAXQDA-2020 software package. Respondents were selected for the study based on their age, gender, and educational level. The results of the conducted survey confirmed the respondents’ acknowledgment of the basic attributes of professionalism, such as medical knowledge and skills (more than 40% of the answers), personal and moral qualities of the doctor (more than 25% of the answers), respect for the interests of the patient (15% of the answers), the relationship between the doctor and the patient and among professionals themselves (15% of responses). Another important discovery of the survey was that residents are five times more likely to define the relationship between a doctor and a patient in a model “respect for the interests of the patient” in comparison with teachers of family medicine, who primarily reported responsibility and collegiality to be the basis for the development of professionalism and traditionally view doctor-patient relationship to be formed on the basis of paternalism defined by a high degree of control over patients. This significant difference demonstrates a rift among specialists in the field of family medicine, which causes a lot of problems. For example, nowadays, professional family doctors regularly face burnout problem due to many reasons and factors that force them to abandon their jobs. In addition to that, elements of professionalism such as reflective skills, time management and feedback collection were presented to the least extent (less than 1%) by both groups, which differs from the perception of the Western medical school and is a significant issue that needs to be solved. The qualitative nature of our study provides a detailed understanding of medical professionalism in the context of the Central Asian healthcare system, revealing many aspects that are inferior to the Western medical school counterparts and provides a solution, which is to teach the attributes and skills required for medical professionalism at all stages of medical education of family doctors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20medicine" title="family medicine">family medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20doctors" title=" family doctors"> family doctors</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20professionalism" title=" medical professionalism"> medical professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a> </p> <a href="https://publications.waset.org/abstracts/146568/analysis-of-the-perception-of-medical-professionalism-by-specialists-of-family-medicine-in-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">94</span> The Construct of Assessment Instrument for Value, Attitude and Professionalism among Students Faculty of Sports Science and Coaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Hashim">Ahmad Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Thariq%20Khan%20Azizuddin%20Khan"> Thariq Khan Azizuddin Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulakbal%20Abd%20Karim"> Zulakbal Abd Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nohazira%20Abdul%20Karim"> Nohazira Abdul Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to obtain the validity and reliability of a survey instrument to evaluate the values, attitudes, and professionalism of sports science students, from the Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris (UPSI). It is a survey which is divided into two components namely first; moral, self-esteem, proactive, self-reliant and voluntary and second; ethics and professionalism. Development of the survey instrument is based on the Malaysian Education Development Plan, Higher Education Malaysia. There are 50 items prepared based on the five-point Likert scale which were tested at the pilot test level. It involved 212 research subjects selected based on random sampling. In addition, the research method applied is in the form of pre-experimental one group pre-test-post-test. Results of the analysis showed that overall field expert validity is r = .89, while the Cronbach alpha reliability correlation value of outdoor education instrument evaluation survey is r = .85. Next, this survey was tested again for construct validity using the factor analysis method for statistical analysis which would validate each item tested was supposed to be in the right component. From the analysis, results show that Bartlett's test is significant p < .05 and Kaiser-Meyer-Olkin index range is r = .87. The result showed 39 survey items are produced out of 50 items of the survey based on this factor analysis method. Research has shown that the survey instrument developed is valid and reliable to be used for the Faculty of Sports Sciences and Coaching, UPSI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=values" title="values">values</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/106346/the-construct-of-assessment-instrument-for-value-attitude-and-professionalism-among-students-faculty-of-sports-science-and-coaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">93</span> A Theoretical Analysis on the Controversial Issue of Teaching Professional in the Institutionalized Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tien-Hui%20Chiang">Tien-Hui Chiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Q.%20Zhou"> Q. Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For structural-functionalism, one set of the common traits of traditional professionals, such as medical practitioners and engineers, can be viewed as the criteria for evaluating whether a given occupation has the right of claiming its professional status or not. Under the influence of this professionalism, teaching practitioners have devoted themselves to acquiring this right as evidenced by the fact that initial training has been extended to even the level of postgraduate. However, for interactionalists, professionalism adopts a predetermined assumption so that it ignores the dynamic nature of social development, which is able to regulate the professional status of a given occupation. Such an interactive approach highlights the concept of professionalization. Furthermore, Marxists argue that structural-functionalists have ignored the impact of proletarianization on the white collar. While professionals gradually lose their control over their practices, the title of profession functions as a self-regulated icon that prevents them from collaborating with the working class and, in turn, creates the ideology of de-politicization sustaining the interests of the ruling class. This article adopts a theoretical analysis on these contradictory arguments. It argues that these criticisms neglect the influence of the institutionalized value system on social operation, which is the core element in sustaining the notion of the profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20profession" title="teaching profession">teaching profession</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalization" title=" professionalization"> professionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=proletarianialization" title=" proletarianialization"> proletarianialization</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalized%20value%20system" title=" institutionalized value system"> institutionalized value system</a> </p> <a href="https://publications.waset.org/abstracts/62131/a-theoretical-analysis-on-the-controversial-issue-of-teaching-professional-in-the-institutionalized-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62131.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">92</span> Medical Aspects, Professionalism, and Bioethics of Anesthesia in Caesarean Section on Self-Request</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasrudin%20Andi%20Mappaware">Nasrudin Andi Mappaware</a>, <a href="https://publications.waset.org/abstracts/search?q=Muh.%20Wirawan%20Harahap"> Muh. Wirawan Harahap</a>, <a href="https://publications.waset.org/abstracts/search?q=Erlin%20Syahril"> Erlin Syahril</a>, <a href="https://publications.waset.org/abstracts/search?q=Farah%20Ekawati%20Mulyadi"> Farah Ekawati Mulyadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing trend of cesarean sections, especially those performed on self-request without medical indications, presents complex dilemmas related to medical aspects, professionalism, and bioethics. This study aims to investigate the medical, professional, and bioethical considerations surrounding anesthesia in cesarean sections performed on self-request without medical indications. We report the case of a 27-year-old woman, G1P0A0 gravid 38 weeks, admitted to the hospital for a planned cesarean section on request for the reason that she could not tolerate pain and requested on a date that corresponded to the date and month of her mother's birth. Cesarean section on patient request fulfills the principle of autonomy, which states that patients have the right to themselves. However, this medical procedure is still considered no safer and riskier even though medical technology has developed rapidly. Furthermore, anesthesia during cesarean section at self-request without medical indications is a dilemma for anesthesiologists considering the risks and complications of anesthesia for both the fetus and the mother. The trend in increasing the number of cesarean sections is influenced by patient reasons such as not being able to tolerate pain, trust factors, and worry about damage to the birth canal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anesthesia" title="anesthesia">anesthesia</a>, <a href="https://publications.waset.org/abstracts/search?q=bioethics" title=" bioethics"> bioethics</a>, <a href="https://publications.waset.org/abstracts/search?q=cesarean%20section" title=" cesarean section"> cesarean section</a>, <a href="https://publications.waset.org/abstracts/search?q=self-request" title=" self-request"> self-request</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/186522/medical-aspects-professionalism-and-bioethics-of-anesthesia-in-caesarean-section-on-self-request" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">91</span> Expectation for Professionalism Effects Reality Shock: A Qualitative And Quantitative Study of Reality Shock among New Human Service Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Takafuji">Hiromi Takafuji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a well-known fact that health care and welfare are the foundation of human activities, and human service professionals such as nurses and child care workers support these activities. COVID-19 pandemic has made the severity of the working environment in these fields even more known. It is high time to discuss the work of human service workers for the sustainable development of the human environment. Early turnover has been recognized as a long-standing issue in these fields. In Japan, the attrition rate within three years of graduation for these occupations has remained high at about 40% for more than 20 years. One of the reasons for this is Reality Shock: RS, which refers to the stress caused by the gap between pre-employment expectations and the post-employment reality experienced by new workers. The purpose of this study was to academically elucidate the mechanism of RS among human service professionals and to contribute to countermeasures against it. Firstly, to explore the structure of the relationship between professionalism and workers' RS, an exploratory interview survey was conducted and analyzed by text mining and content analysis. The results showed that the expectation of professionalism influences RS as a pre-employment job expectation. Next, the expectations of professionalism were quantified and categorized, and the responses of a total of 282 human service work professionals, nurses, child care workers, and caregivers; were finalized for data analysis. The data were analyzed using exploratory factor analysis, confirmatory factor analysis, multiple regression analysis, and structural equation modeling techniques. The results revealed that self-control orientation and authority orientation by qualification had a direct positive significant impact on RS. On the other hand, interpersonal helping orientation and altruistic orientation were found to have a direct negative significant impact and an indirect positive significant impact on RS.; we were able to clarify the structure of work expectations that affect the RS of welfare professionals, which had not been clarified in previous studies. We also explained the limitations, practical implications, and directions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20service%20professional" title="human service professional">human service professional</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20hire%20turnover" title=" new hire turnover"> new hire turnover</a>, <a href="https://publications.waset.org/abstracts/search?q=SEM" title=" SEM"> SEM</a>, <a href="https://publications.waset.org/abstracts/search?q=reality%20shock" title=" reality shock"> reality shock</a> </p> <a href="https://publications.waset.org/abstracts/147137/expectation-for-professionalism-effects-reality-shock-a-qualitative-and-quantitative-study-of-reality-shock-among-new-human-service-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147137.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">90</span> Reality Shock Affecting the Motivation to Work of New Flight Attendants: An Exploratory Qualitative Study of Flight Attendants Who Left Their Jobs Early</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Takafuji">Hiromi Takafuji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Flight attendant:FA is one of popular occupation, especially in Asian countries, and the decision to be hired is made after clearing a high multiplier. On the other hand, immediately after joining the company, they experience unique stress due to the fact that the organization requires them to perform security and customer service duties in a highly specialized and limited space and time. As a result, despite the high level of difficulty in joining the company, many new recruits retire early at a high rate. It is commonly said that 30% of new graduates leave the company within three years in Japan and speculated that Reality Shock:RS is one of the causes of this. RS is that newcomers experience refers to the stress caused by the difference between pre-employment expectations and post-employment reality. The purpose of this study was to elucidate the mechanism by which the expertise required of new FA and the expectation of expertise held by each of them cause reality shock, which affects motivation and the decision to leave. This study identified the professionalism required of new FA and the impact of that expectation for professionalism on RS through an exploratory study of the experiences and psychological processes of FA who left within three years. Semi-structured in-depth interviews were conducted with five FA who left a major Japanese airline at an early stage, and their experiences were categorized, integrated, and classified by qualitative content analysis. They were chosen under a number of controlled conditions. Then two major findings emerged: first, that pre-employment expectations defining RS were hierarchical, and second, that training amplified expectations of professionalism, which strongly influenced early turnover. From these, this study generated a model of RS generative process model of FA that expectations are hierarchical and influential. This could contribute to the prevention of mental health deterioration by reality shock among new FA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reality%20shock" title="reality shock">reality shock</a>, <a href="https://publications.waset.org/abstracts/search?q=flight%20attendant" title=" flight attendant"> flight attendant</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20turnover" title=" early turnover"> early turnover</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a> </p> <a href="https://publications.waset.org/abstracts/147370/reality-shock-affecting-the-motivation-to-work-of-new-flight-attendants-an-exploratory-qualitative-study-of-flight-attendants-who-left-their-jobs-early" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147370.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">89</span> Assessing Professionalism, Communication, and Collaboration among Emergency Physicians by Implementing a 360-Degree Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Al%20Ansari">Ahmed Al Ansari</a>, <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Al%20Khalifa"> Khalid Al Khalifa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Multisource feedback (MSF), also called the 360-Degree evaluation is an evaluation process by which questionnaires are distributed amongst medical peers and colleagues to assess physician performance from different sources other than the attending or the supervising physicians. The aim of this study was to design, implement, and evaluate a 360-Degree process in assessing emergency physicians trainee in the Kingdom of Bahrain. Method: The study was undertaken in Bahrain Defense Force Hospital which is a military teaching hospital in the Kingdom of Bahrain. Thirty emergency physicians (who represent the total population of the emergency physicians in our hospital) were assessed in this study. We developed an instrument modified from the Physician achievement review instrument PAR which was used to assess Physician in Alberta. We focused in our instrument to assess professionalism, communication skills and collaboration only. To achieve face and content validity, table of specification was constructed and a working group was involved in constructing the instrument. Expert opinion was considered as well. The instrument consisted of 39 items; were 15 items to assess professionalism, 13 items to assess communication skills, and 11 items to assess collaboration. Each emergency physicians was evaluated with 3 groups of raters, 4 Medical colleague emergency physicians, 4 medical colleague who are considered referral physicians from different departments, and 4 Coworkers from the emergency department. Independent administrative team was formed to carry on the responsibility of distributing the instruments and collecting them in closed envelopes. Each envelope was consisted of that instrument and a guide for the implementation of the MSF and the purpose of the study. Results: A total of 30 emergency physicians 16 males and 14 females who represent the total number of the emergency physicians in our hospital were assessed. The total collected forms is 269, were 105 surveys from coworkers working in emergency department, 93 surveys from medical colleague emergency physicians, and 116 surveys from referral physicians from different departments. The total mean response rates were 71.2%. The whole instrument was found to be suitable for factor analysis (KMO = 0.967; Bartlett test significant, p<0.00). Factor analysis showed that the data on the questionnaire decomposed into three factors which counted for 72.6% of the total variance: professionalism, collaboration, and communication. Reliability analysis indicated that the instrument full scale had high internal consistency (Cronbach’s α 0.98). The generalizability coefficients (Ep2) were 0.71 for the surveys. Conclusions: Based on the present results, the current instruments and procedures have high reliability, validity, and feasibility in assessing emergency physicians trainee in the emergency room. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MSF%20system" title="MSF system">MSF system</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency" title=" emergency"> emergency</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=generalizability" title=" generalizability"> generalizability</a> </p> <a href="https://publications.waset.org/abstracts/17713/assessing-professionalism-communication-and-collaboration-among-emergency-physicians-by-implementing-a-360-degree-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">88</span> Social Work Profession in a Mirror of the Russian Immigrant Media in Israel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Khvorostianov">Natalia Khvorostianov</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelly%20Elias"> Nelly Elias</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study seeks to analyze representation of social work in immigrant media, focusing on the case of online newspapers established by immigrants from the Former Soviet Union (FSU) in Israel. This immigrant population is particularly interesting because social work did not exist as a profession practiced in the USSR and hence most FSU immigrants arrive in Israel without a basic knowledge of the essence of social work, the services it provides and the logic behind its treatment methods. The sample of 37 items was built through a Google search of the Russian online newspapers and portals originated in Israel by using keywords such as “social worker,” “social work services” and the like. All items were analyzed by using qualitative content analysis. Principal analytical categories used for the analysis were: Assessment of social work services (negative, positive, neutral); social workers’ professionalism and effectiveness; goals and motives underlying their activity; cross-cultural contact with immigrants and methods used in working with immigrants. On this basis, four dominant images used to portray Israeli social work services and social workers were identified: Lack of professionalism, cultural gaps between FSU immigrants and Israeli social workers, repressive character of social work services and social workers’ involvement in corruption and crime. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=FSU%20immigrants" title="FSU immigrants">FSU immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20media" title=" immigrant media"> immigrant media</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20images" title=" media images"> media images</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20workers" title=" social workers"> social workers</a> </p> <a href="https://publications.waset.org/abstracts/33720/social-work-profession-in-a-mirror-of-the-russian-immigrant-media-in-israel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">87</span> An Eastern Philosophical Dimension of an English Language Teacher's Professionalism: A Narrative Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siddhartha%20Dhungana">Siddhartha Dhungana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article primarily explores dimensions in English language teacher's professionalism so that a teacher could reflect and make a strategic professional devotion to implement effective educational programs for the present and the future. The paper substantially incorporates the eastern Hindu practices, especially life values from the Bhagavad Gita, as a basis of teacher’s professional enrichment. Basically, it applies three categorical practices, i.e., Karma Yoga, Jnana Yoga, and Bhakti Yoga, in teachers’ professionality to illustrate, ignite further ahead and sharpen academic journey, professional journey, and professional devotion reflecting common practices. In this journey, a teacher comes to a stage of professional essence as s/he surpasses Karma Yoga, Jnana Yoga, and Bhakti Yoga with their basic quality formation. To illustrate their essence-making process, the three narrative stories for each category mentioned above are analyzed. The data collected from a research participant who has a high level of professional success and who inspires all English Language teachers in Nepal to develop stories for narrative analysis. The narrative analysis is based on eastern themes that are supported by Vygotsky's concept of developmental psychology. Moreover, the structural analysis is based on Gary Barkhuizen's narrative analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karma%20Yoga" title="Karma Yoga">Karma Yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=Jnana%20Yoga" title=" Jnana Yoga"> Jnana Yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=Bhakti%20Yoga" title=" Bhakti Yoga"> Bhakti Yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=Vygotsky%27s%20concepts" title=" Vygotsky's concepts"> Vygotsky's concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20analysis" title=" narrative analysis"> narrative analysis</a> </p> <a href="https://publications.waset.org/abstracts/133383/an-eastern-philosophical-dimension-of-an-english-language-teachers-professionalism-a-narrative-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">86</span> Transforming Professional Learning Communities and Centers: A Case Study of Luck Now District, Uttar Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarvada%20Nand">Sarvada Nand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher quality is directly proportional to the achievement level of students. Recent researches reveal that the teacher learning communities enhance the quality of teacher. It is a proven fact that community does help in enhancing teachers’ self-esteem as professionals, their teaching skills and enhancing classroom transaction that results in the higher achievement of students. The purpose of this study is to develop TLC and provide them platform where they share their views and ideas on various academic issues. The study examines how teachers conceptualize TLCs, up to what extent TLC help in developing professionalism among teachers and how they prepare themselves for the days to come. In this study, pre-test in five subjects, Hindi, English, Mathematics, Science and Social Studies was conducted and a questionnaire was designed to judge the teachers' attitude towards teaching practice. After completion of the project duration of three and a half-month, an exercise of post-test was conducted in all the above subjects. The post tests show tremendous improvements in achievement level of those students who were regular in their classes and were attended through this new method. A visible shift in teacher’s attitude is seen for the better. They were able to realize their own potentials. There was a group of Facilitators formed to perform continuously supervision and monitor in regular intervals so that they could easily handle the challenges, and factors much important for the attainment towards the fulfillment of the objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20learning%20communities" title="teacher learning communities">teacher learning communities</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20practice" title=" best practice"> best practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a> </p> <a href="https://publications.waset.org/abstracts/52410/transforming-professional-learning-communities-and-centers-a-case-study-of-luck-now-district-uttar-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">85</span> Competency-Based Social Work Practice and Challenges in Child Case Management: Studies in the Districts Social Welfare Services, Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sopian%20Brahim">Sopian Brahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Suhaimi%20Mohamad"> Mohd Suhaimi Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezarina%20Zakaria"> Ezarina Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Norulhuda%20Sarnon"> Norulhuda Sarnon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the practical experience of child welfare case workers and professionalism in the child case management in Malaysia. This paper discusses the specific social work practice competency and challenges faced by child caseworkers in the fieldwork. This research is qualitative with Grounded Theory approach. Four sessions of Focused Group Discussion (FGD) have been conducted involving a total of 27 caseworkers (child protector and probation officers) in the Klang Valley. The study found that the four basic principles of knowledge in child case management namely: 1. Knowledge in child case management, 2. Professional values of caseworkers towards children, 3. skills in managing cases, and 4. Culturally competence practice in child case managemenr. In addition, major challenges faced in the child case management are the capacity and commitment of the family in children's rehabilitation program, the credibility of the case worker are being challenge and challenges in support system from intra and inter-agency. This study is important for policy makers to take into account the capacity and needs of the child's case worker in accordance with national social work competency framework thereby improving case management services for children more systematically in line with national standards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title="social work practice">social work practice</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20case%20management" title=" child case management"> child case management</a>, <a href="https://publications.waset.org/abstracts/search?q=competency-based%20knowledge" title=" competency-based knowledge"> competency-based knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/30393/competency-based-social-work-practice-and-challenges-in-child-case-management-studies-in-the-districts-social-welfare-services-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30393.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">84</span> Source of Professionalism and Knowledge among Sport Industry Professionals in India with Limited Sport Management Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandhya%20Manjunath">Sandhya Manjunath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The World Association for Sport Management (WASM) was established in 2012, and its mission is "to facilitate sport management research, teaching, and learning excellence and professional practice worldwide". As the field of sport management evolves, it have seen increasing globalization of not only the sport product but many educators have also internationalized courses and curriculums. Curricula should reflect globally recognized issues and disseminate specific intercultural knowledge, skills, and practices, but regional disparities still exist. For example, while India has some of the most ardent sports fans and events in the world, sport management education programs and the development of a proper curriculum in India are still in their nascent stages, especially in comparison to the United States and Europe. Using the extant literature on professionalization and institutional theory, this study aims to investigate the source of knowledge and professionalism of sports managers in India with limited sport management education programs and to subsequently develop a conceptual framework that addresses any gaps or disparities across regions. This study will contribute to WASM's (2022) mission statement of research practice worldwide, specifically to fill the existing disparities between regions. Additionally, this study may emphasize the value of higher education among professionals entering the workforce in the sport industry. Most importantly, this will be a pioneer study highlighting the social issue of limited sport management higher education programs in India and improving professional research practices. Sport management became a field of study in the 1980s, and scholars have studied its professionalization since this time. Dowling, Edwards, & Washington (2013) suggest that professionalization can be categorized into three broad categories of organizational, systemic, and occupational professionalization. However, scant research has integrated the concept of professionalization with institutional theory. A comprehensive review of the literature reveals that sports industry research is progressing in every country worldwide at its own pace. However, there is very little research evidence about the Indian sports industry and the country's limited higher education sport management programs. A growing need exists for sports scholars to pursue research in developing countries like India to develop theoretical frameworks and academic instruments to evaluate the current standards of qualified professionals in sport management, sport marketing, venue and facilities management, sport governance, and development-related activities. This study may postulate a model highlighting the value of higher education in sports management. Education stakeholders include governments, sports organizations and their representatives, educational institutions, and accrediting bodies. As these stakeholders work collaboratively in developed countries like the United States and Europe and developing countries like India, they simultaneously influence the professionalization (i.e., organizational, systemic, and occupational) of sport management education globally. The results of this quantitative study will investigate the current standards of education in India and the source of knowledge among industry professionals. Sports industry professionals will be randomly selected to complete the COSM survey on PsychData and rate their perceived knowledge and professionalism on a Likert scale. Additionally, they will answer questions involving their competencies, experience, or challenges in contributing to Indian sports management research. Multivariate regression will be used to measure the degree to which the various independent variables impact the current knowledge, contribution to research, and professionalism of India's sports industry professionals. This quantitative study will contribute to the limited academic literature available to Indian sports practitioners. Additionally, it shall synthesize knowledge from previous work on professionalism and institutional knowledge, providing a springboard for new research that will fill the existing knowledge gaps. While a further empirical investigation is warranted, our conceptualization contributes to and highlights India's burgeoning sport management industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sport%20management" title="sport management">sport management</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=source%20of%20knowledge" title=" source of knowledge"> source of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/181629/source-of-professionalism-and-knowledge-among-sport-industry-professionals-in-india-with-limited-sport-management-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">83</span> Motivation of Doctors and its Impact on the Quality of Working Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20V.%20Fakhrutdinova">E. V. Fakhrutdinova</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20R.%20Maksimova"> K. R. Maksimova</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20B.%20Chursin"> P. B. Chursin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the present stage of the society progress the health care is an integral part of both the economic system and social, while in the second case the medicine is a major component of a number of basic and necessary social programs. Since the foundation of the health system are highly qualified health professionals, it is logical proposition that increase of doctor`s professionalism improves the effectiveness of the system as a whole. Professionalism of the doctor is a collection of many components, essential role played by such personal-psychological factors as honesty, willingness and desire to help people, and motivation. A number of researchers consider motivation as an expression of basic human needs that have passed through the “filter” which is a worldview and values learned in the process of socialization by the individual, to commit certain actions designed to achieve the expected result. From this point of view a number of researchers propose the following classification of highly skilled employee’s needs: 1. the need for confirmation the competence (setting goals that meet the professionalism and receipt of positive emotions in their decision), 2. The need for independence (the ability to make their own choices in contentious situations arising in the process carry out specialist functions), 3. The need for ownership (in the case of health care workers, to the profession and accordingly, high in the eyes of the public status of the doctor). Nevertheless, it is important to understand that in a market economy a significant motivator for physicians (both legal and natural persons) is to maximize its own profits. In the case of health professionals duality motivational structure creates an additional contrast, as in the public mind the image of the ideal physician; usually a altruistically minded person thinking is not primarily about their own benefit, and to assist others. In this context, the question of the real motivation of health workers deserves special attention. The survey conducted by the American researcher Harrison Terni for the magazine "Med Tech" in 2010 revealed the opinion of more than 200 medical students starting courses, and the primary motivation in a profession choice is "desire to help people", only 15% said that they want become a doctor, "to earn a lot". From the point of view of most of the classical theories of motivation this trend can be called positive, as intangible incentives are more effective. However, it is likely that over time the opinion of the respondents may change in the direction of mercantile motives. Thus, it is logical to assume that well-designed system of motivation of doctor`s labor should be based on motivational foundations laid during training in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20working%20life" title=" quality of working life"> quality of working life</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20system" title=" health system"> health system</a>, <a href="https://publications.waset.org/abstracts/search?q=personal-psychological%20factors" title=" personal-psychological factors"> personal-psychological factors</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20structure" title=" motivational structure"> motivational structure</a> </p> <a href="https://publications.waset.org/abstracts/25686/motivation-of-doctors-and-its-impact-on-the-quality-of-working-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">82</span> Credibility and Personal Social Media Use of Health Professionals: A Field Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Al-Hasan">Abrar Al-Hasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: There is ongoing discourse regarding the potential risks to health professionals' reputations and credibility arising from their personal social media use. However, the specific impacts on professional credibility and the health professional-client relationship remain largely unexplored. This study aims to investigate the type and frequency of the content posted by health professionals on their Instagram accounts and its influence on their credibility and the professional-client relationship. Methodology: In a controlled field study, participants reviewed randomly assigned mock Instagram profiles of health professionals. Mock profiles were constructed according to gender (female/male), social media usage (high/low), and social media richness (high/ low), with richness increasing from posts to stories to reels and personal content type (high /low). Participants then rated the profile owners’ credibility on a visual analog scale. An analysis of variance compared these ratings, and mediation analyses assessed the influence of credibility ratings on participants' willingness to become clients of the mock health professional. Results: Results from 315 participants showed that health professionals with personal Instagram profiles displaying high social media richness were perceived as more credible than those with lower social media richness. Low social media usage is perceived as more credible than high social media usage. Personal content type is perceived as less credible as compared to those with low personal content type. Contributions: These findings provide initial evidence of the impact of health professionals' personal online disclosures on credibility and the health professional-client relationship. Understanding public perceptions of professionalism and credibility is essential for informing e-professionalism guidelines and promoting best practices in social media use among health professionals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=credibility" title="credibility">credibility</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behavior" title=" consumer behavior"> consumer behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20richness" title=" media richness"> media richness</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20professionals" title=" healthcare professionals"> healthcare professionals</a> </p> <a href="https://publications.waset.org/abstracts/185615/credibility-and-personal-social-media-use-of-health-professionals-a-field-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185615.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">42</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">81</span> Selecting Graduates for the Interns’ Award by Using Multisource Feedback Process: Does It Work?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Strachan">Kathryn Strachan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sameer%20Otoom"> Sameer Otoom</a>, <a href="https://publications.waset.org/abstracts/search?q=Amal%20AL-Gallaf"> Amal AL-Gallaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Al%20Ansari"> Ahmed Al Ansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Introducing a reliable method to select graduates for an award in higher education can be challenging but is not impossible. Multisource feedback (MSF) is a popular assessment tool that relies on evaluations of different groups of people, including physicians and non-physicians. It is useful for assessing several domains, including professionalism, communication and collaboration and may be useful for selecting the best interns to receive a University award. Methods: 16 graduates responded to an invitation to participate in the student award, which was conducted by the Royal College of Surgeons of Ireland-Bahrain Medical University of Bahrain (RCSI Bahrain) using the MSF process. Five individuals from the following categories rated each participant: physicians, nurses, and fellow students. RCSI Bahrain graduates were assessed in the following domains; professionalism, communication, and collaboration. Mean and standard deviation were calculated and the award was given to the graduate who scored the highest among his/her colleagues. Cronbach’s coefficient was used to determine the questionnaire’s internal consistency and reliability. Factor analysis was conducted to examine for the construct validity. Results: 16 graduates participated in the RCSI-Bahrain interns’ award based on the MSF process, giving us a 16.5% response rate. The instrument was found to be suitable for factor analysis and showed 3 factor solutions representing 79.3% of the total variance. Reliability analysis using Cronbach’s α reliability of internal consistency indicated that the full scale of the instrument had high internal consistency (Cronbach’s α 0.98). Conclusion: This study found the MSF process to be reliable and valid for selecting the best graduates for the interns’ awards. However, the low response rates may suggest that the process is not feasible for allowing the majority of the students to participate in the selection process. Further research studies may be required to support the feasibility of the MSF process in selecting graduates for the university award. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MSF" title="MSF">MSF</a>, <a href="https://publications.waset.org/abstracts/search?q=RCSI" title=" RCSI"> RCSI</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=Bahrain" title=" Bahrain"> Bahrain</a> </p> <a href="https://publications.waset.org/abstracts/40800/selecting-graduates-for-the-interns-award-by-using-multisource-feedback-process-does-it-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">80</span> Self-Image of Police Officers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leo%20Carlo%20B.%20Rondina">Leo Carlo B. Rondina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-image is an important factor to improve the self-esteem of the personnel. The purpose of the study is to determine the self-image of the police. The respondents were the 503 policemen assigned in different Police Station in Davao City, and they were chosen with the used of random sampling. With the used of Exploratory Factor Analysis (EFA), latent construct variables of police image were identified as follows; professionalism, obedience, morality and justice and fairness. Further, ordinal regression indicates statistical characteristics on ages 21-40 which means the age of the respondent statistically improves self-image. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=police%20image" title="police image">police image</a>, <a href="https://publications.waset.org/abstracts/search?q=exploratory%20factor%20analysis" title=" exploratory factor analysis"> exploratory factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=ordinal%20regression" title=" ordinal regression"> ordinal regression</a>, <a href="https://publications.waset.org/abstracts/search?q=Galatea%20effect" title=" Galatea effect"> Galatea effect</a> </p> <a href="https://publications.waset.org/abstracts/75550/self-image-of-police-officers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> Organizational Culture of a Public and a Private Hospital in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Ludmilla%20Rossi%20Rocha">Fernanda Ludmilla Rossi Rocha</a>, <a href="https://publications.waset.org/abstracts/search?q=Thamiris%20Cavazzani%20Vegro"> Thamiris Cavazzani Vegro</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Helena%20Henriques%20Camelo"> Silvia Helena Henriques Camelo</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Silvia%20Gabriel"> Carmen Silvia Gabriel</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Bernardes"> Andrea Bernardes </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Organizations are cultural, symbolic and imaginary systems composed by values and norms. These values and norms represent the organizational culture, which determines the behavior of the workers, guides the work practices and impacts the quality of care and the safety culture of health services worldwide. Objective: To analyze the organizational culture of a public and a private hospital in Brazil. Method: Descriptive study with quantitative approach developed in a public and in a private hospital of Brazil. Sample was composed by 281 nursing workers, of which 73 nurses and 208 nursing auxiliaries and technicians. The data collection instrument comprised the Brazilian Instrument for Assessing Organizational Culture. Data were collected from March to December 2013. Results: At the public hospital, the results showed an average score of 2.85 for the values concerning cooperative professionalism (CP); 3.02 for values related to hierarchical rigidity and the centralization of power (HR); 2.23 for individualistic professionalism and competition at work (IP); 2.22 for values related to satisfaction, well-being and motivation of workers (SW); 3.47 for external integration (EI); 2.03 for rewarding and training practices (RT); 2.75 for practices related to the promotion of interpersonal relationships (IR) About the private hospital, the results showed an average score of 3.24 for the CP; 2.83 for HR; 2.69 for IP; 2.71 for SW; 3.73 for EI; 2.56 for RT; 2.83 for IR at the hospital. Discussion: The analysis of organizational values of the studied hospitals shows that workers find the existence of hierarchical rigidity and the centralization of power in the institutions; believed there was cooperation at workplace, though they perceived individualism and competition; believed that values associated with the workers’ well-being, satisfaction and motivation were seldom acknowledged by the hospital; believed in the adoption of strategic planning actions within the institution, but considered interpersonal relationship promotion, continuous education and the rewarding of workers to be little valued by the institution. Conclusion: This work context can lead to professional dissatisfaction, compromising the quality of care and contributing to the occurrence of occupational diseases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20management" title="nursing management">nursing management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20culture" title=" organizational culture"> organizational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20care" title=" quality of care"> quality of care</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20relationships" title=" interpersonal relationships"> interpersonal relationships</a> </p> <a href="https://publications.waset.org/abstracts/20757/organizational-culture-of-a-public-and-a-private-hospital-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">440</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> Attitude to the Types of Organizational Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Y.%20Yurieva">O. Y. Yurieva</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20V.%20Yurieva"> O. V. Yurieva</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20V.%20Kiselkina"> O. V. Kiselkina</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20V.%20Kamaseva"> A. V. Kamaseva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the early 2000s, there are some innovative changes in the civil service in Russia due to administrative reform. Perspectives of the reform of the civil service include a fundamental change in the personnel component, increasing the level of professionalism of officials, increasing their capacity for self-organization and self-regulation. In order to achieve this, the civil service must be able to continuously change. Organizational changes have long become the subject of scientific understanding; problems of research in the field of organizational change is presented by topics focused on the study of the methodological aspects of the implementation of the changes, the specifics of changes in different types of organizations (business, government, and so on), design changes in the organization, including based on the change in organizational culture. In this case, the organizational changes in the civil service are the least studied areas; research of problems of its transformation is carried out in fragments. According to the theory of resistance of Herbert Simon, the root of the opposition and rejection of change is in the person who will resist any change, if it threatens to undermine the degree of satisfaction as a member of the organization (regardless of the reasons for this change). Thus, the condition for successful adaptation to changes in the organization is the ability of its staff to perceive innovation. As part of the problem, the study sought to identify the innovation civil servants, to determine readiness for the development of proposals for the implementation of organizational change in the public service. To identify the relationship to organizational changes case study carried out by the method of "Attitudes to organizational change" of I. Motovilina, which allowed predicting the type of resistance to changes, to reveal the contradictions and hidden results. The advantage of the method of I. Motovilina is its brevity, simplicity, the analysis of the responses to each question, the use of "overlapping" issues potentially conflicting factors. Based on the study made by the authors, it was found that respondents have a positive attitude to change more local than those that take place in reality, such as "increase opportunities for professional growth", "increase the requirements for the level of professionalism of", "the emergence of possible manifestations initiatives from below". Implemented by the authors diagnostics related to organizational changes in the public service showed the presence of specific problem areas, with roots in the lack of understanding of the importance of innovation personnel in the process of bureaucratization of innovation in public service organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovative%20changes" title="innovative changes">innovative changes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-organization" title=" self-organization"> self-organization</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20service" title=" civil service"> civil service</a> </p> <a href="https://publications.waset.org/abstracts/25729/attitude-to-the-types-of-organizational-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> How Defining the Semi-Professional Journalist Is Creating Nuance and a Familiar Future for Local Journalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ross%20Hawkes">Ross Hawkes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rise of hyperlocal journalism and its role in the wider local news ecosystem has been debated across both industry and academic circles, particularly via the lens of structures, models, and platforms. The nuances within this sphere are now allowing for the semi-professional journalist to emerge as a key component of the landscape at the fringes of journalism. By identifying and framing the labour of these individuals against a backdrop of change within the professional local newspaper publishing industry, it is possible to address wider debates around the ways in which participants enter and exist in the space between amateur and professional journalism. Considerations around prior experience and understanding allow us to better shape and nuance the hyperlocal landscape in order to understand the challenges and opportunities facing local news via this emergent form of semi-professional journalistic production. The disruption to local news posed by the changing nature of audiences, long-established methods of production, the rise of digital platforms, and increased competition in the online space has brought questions around the very nature and identity of local news, as well as the uncertain future and precarity which surrounds it. While the hyperlocal sector has long been associated as a potential future direction for local journalism through an alternative approach to reporting and as a mechanism for participants to pass between amateurism towards professionalism, there is now a semi-professional space being occupied in a different way. Those framed as semi-professional journalists are not necessarily transiting through this space at the fringes of the professional industry; instead, they are occupying and claiming the space as an entity within itself. By framing the semi-professional journalist through a lens of prior experience and knowledge of the sector, it is possible to identify how their motivations vary from the traditional metrics of financial gain, personal progression, or a sense of civic or community duty. While such factors may be by-products of their labour, the desire of such reporters to recreate and retain experiences and values from their past as a participant or consumer is the central basis of the framework to define the semi-professional journalist. Through understanding the motivations, aims and factors shaping the semi-professional journalist within the wider journalism and hyperlocal journalism debates and landscape, it will be possible to better frame the role they can play in sustaining the longer term provision of local news and addressing broader issues and factors within the sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hyperlocal" title="hyperlocal">hyperlocal</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism" title=" journalism"> journalism</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20news" title=" local news"> local news</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-professionalism" title=" semi-professionalism"> semi-professionalism</a> </p> <a href="https://publications.waset.org/abstracts/192030/how-defining-the-semi-professional-journalist-is-creating-nuance-and-a-familiar-future-for-local-journalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Professional Development in EFL Classroom: Motivation and Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Jabbar">Iman Jabbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the scope of professionalism and in order to compete with the modern world, teachers, are expected to develop their teaching skills and activities in addition to their professional knowledge. At the college level, the teacher should be able to face classroom challenges through his engagement with the learning situation to understand the students and their needs. In our field of TESOL, the role of the English teacher is no longer restricted to teaching English texts, but rather he should endeavor to enhance the students’ skills such as communication and critical analysis. Within the literature of professionalism, there are certain strategies and tools that an English teacher should adopt to develop his competence and performance. Reflective practice, which is an exploratory process, is one of these strategies. Another strategy contributing to classroom development is motivation. It is crucial in students’ learning as it affects the quality of learning English in the classroom in addition to determining success or failure as well as language achievement. This is a qualitative study grounded on interpretive perspectives of teachers and students regarding the process of professional development. This study aims at (a) understanding how teachers at the college level conceptualize reflective practice and motivation inside EFL classroom, and (b) exploring the methods and strategies that they implement to practice reflection and motivation. This study and is based on two questions: 1. How do EFL teachers perceive and view reflection and motivation in relation to their teaching and professional development? 2. How can reflective practice and motivation be developed into practical strategies and actions in EFL teachers’ professional context? The study is organized into two parts, theoretical and practical. The theoretical part reviews the literature on the concept of reflective practice and motivation in relation to professional development through providing certain definitions, theoretical models, and strategies. The practical part draws on the theoretical one, however; it is the core of the study since it deals with two issues. It involves the research design, methodology, and methods of data collection, sampling, and data analysis. It ends up with an overall discussion of findings and the researcher's reflections on the investigated topic. In terms of significance, the study is intended to contribute to the field of TESOL at the academic level through the selection of the topic and investigating it from theoretical and practical perspectives. Professional development is the path that leads to enhancing the quality of teaching English as a foreign or second language in a way that suits the modern trends of globalization and advanced technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/23191/professional-development-in-efl-classroom-motivation-and-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Critical Analysis of the Level of Subjectivity and Objectivity While Reporting Kashmir Conflict</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pardeep%20Singh">Pardeep Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20S.%20Johal"> N. S. Johal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research paper the level of subjectivity and objectivity adopted by journalists of different newspapers of the two provinces of the Jammu and Kashmir state has been analysed. This research paper emphasized upon the professionalism of the journalists of two provinces in catering to readers of particular province. In this study it was found that Kashmir based reporters are subjective in their reporting while covering Kashmir sentiments and use hard language against New Delhi, whereas Jammu based reporters are subjective only when it comes to defend security forces and are also bitterly critical of Pakistan, accusing it of being a sponsor of violence in Kashmir. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict" title="conflict">conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=Jammu%20and%20Kashmir" title=" Jammu and Kashmir"> Jammu and Kashmir</a>, <a href="https://publications.waset.org/abstracts/search?q=print%20media" title=" print media"> print media</a>, <a href="https://publications.waset.org/abstracts/search?q=reporter" title=" reporter"> reporter</a>, <a href="https://publications.waset.org/abstracts/search?q=critical" title=" critical"> critical</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a> </p> <a href="https://publications.waset.org/abstracts/8424/critical-analysis-of-the-level-of-subjectivity-and-objectivity-while-reporting-kashmir-conflict" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> Appearance-Based Discrimination in a Workplace: An Emerging Problem for Labor Law Relationships</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irmina%20Miernicka">Irmina Miernicka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, dress codes and widely understood appearance are becoming more important in the workplace. They are often used in the workplace to standardize image of an employer, to communicate a corporate image and ensure that customers can easily identify it. It is also a way to build professionalism of employer. Additionally, in many cases, an employer will introduce a dress code for health and safety reasons. Employers more often oblige employees to follow certain rules concerning their clothing, grooming, make-up, body art or even weight. An important research problem is to find the limits of the employer's interference with the external appearance of employees. They are primarily determined by the two main obligations of the employer, i. e. the obligation to respect the employee's personal rights and the principle of equal treatment and non-discrimination in employment. It should also be remembered that the limits of the employer's interference will be different when certain rules concerning the employee's appearance result directly from the provisions of laws and other acts of universally binding law (workwear, official clothing, and uniform). The analysis of this issue was based on literature and jurisprudence, both domestic and foreign, including the U.S. and European case law, and led the author to put forward a thesis that there are four main principles, which will protect the employer from the allegation of discrimination. First, it is the principle of adequacy - the means requirements regarding dress code must be appropriate to the position and type of work performed by the employee. Secondly, in accordance with the purpose limitation principle, an employer may introduce certain requirements regarding the appearance of employees if there is a legitimate, objective justification for this (such as work safety or type of work performed), not dictated by the employer's subjective feelings and preferences. Thirdly, these requirements must not place an excessive burden on workers and be disproportionate in relation to the employer's objective (principle of proportionality). Fourthly, the employer should also ensure that the requirements imposed in the workplace are equally burdensome and enforceable from all groups of employees. Otherwise, it may expose itself to grounds of discrimination based on sex or age. At the same time, it is also possible to differentiate the situation of some employees if these differences are small and reflect established habits and traditions and if employees are obliged to maintain the same level of professionalism in their positions. Although this subject may seem to be insignificant, frequent application of dress codes and increasing awareness of both employees and employers indicate that its legal aspects need to be thoroughly analyzed. Many legal cases brought before U.S. and European courts show that employees look for legal protection when they consider that their rights are violated by dress code introduced in a workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=labor%20law" title="labor law">labor law</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20appearance%20of%20an%20employee" title=" the appearance of an employee"> the appearance of an employee</a>, <a href="https://publications.waset.org/abstracts/search?q=discrimination%20in%20the%20workplace" title=" discrimination in the workplace"> discrimination in the workplace</a>, <a href="https://publications.waset.org/abstracts/search?q=dress%20code%20in%20a%20workplace" title=" dress code in a workplace"> dress code in a workplace</a> </p> <a href="https://publications.waset.org/abstracts/88170/appearance-based-discrimination-in-a-workplace-an-emerging-problem-for-labor-law-relationships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88170.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> Using the World Cafe Discussion Method to Practice Professional Ethics Courses: Taking Life Education as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li-Jia%20Chiu">Li-Jia Chiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to integrate the content of professional ethics curriculum into life education. This course is a required course for the third-year students of the university. The curriculum is based on professional ethics, which can help students gain insights into a conceptual understanding of professional theory, learning the meaning and the value of life. This study enhances students' attitude toward learning through multi-teaching methods. It takes ‘professionalism’ as the subject of discussion. Additionally, the course combines the connotation and issues of the student's career development. Using the world cafe discussion method, students can think about the role of the future career, and inspire students to integrate their career development and life value reflection and connection. This study recruited the third-year undergraduate students as samples to collect data. This study was conducted in the course of the fall semester in 2016 for thematic discussions, classroom observations, course study forms, coursework, and results in publication reports, etc. The researcher conducted induction data analysis to reflect the practice and reflection of the course. The subjects included 117 students from two classes, including 54 male and 63 female students. The findings of this study comprised the following two parts: the student’s learning and teacher’s teaching reflection. The students’ gains were that: 1) The curriculum design is different from that of other subjects; 2) The curriculum is highly interactive with teachers and classmates; 3) These students are willing to actively participate and share ideas in group discussions; 4 ) They thought the possibility of further discussions with other groups of students through table-to-table discussions; 5) They experienced the respect from other students in the learning process and their appreciation of other students in the same group. The instruction reflections were as follows: 1) Students learned to get link to the value of life and future development through topical discussions; 2) After the main course design guided through gradual guidance, the students’ psychology reached a certain degree of cognition, and further themes then added would cause more sensuous learning effects; 3) Combining students’ expertise in drawing in this department (digital media design department) into curriculum design is effective in stimulating learning motivation and sense of accomplishment; 4) In order to compare and explore learning benefits, future researches are recommended to conduct the similar studies with different departments. Finally, the researcher looks forward to providing research results and findings to the related curriculum teachers as a reference for practical curriculum planning and teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20education" title="life education">life education</a>, <a href="https://publications.waset.org/abstracts/search?q=World%20Cafe" title=" World Cafe"> World Cafe</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20ethics" title=" professional ethics"> professional ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/96217/using-the-world-cafe-discussion-method-to-practice-professional-ethics-courses-taking-life-education-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=professionalism&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=professionalism&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=professionalism&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=professionalism&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> 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