Inserido no campo da formação e das práticas profissionais na área da música, este trabalho tem o objetivo de apreender e compreender os modos de ser e agir na profissão, os valores, atitudes, interesses, destrezas e conhecimentos próprios da cultura profissional dos professores de violão. Para este propósito, é necessária a articulação de um conceito aberto de profissão, tendo como referência os trabalhos de Caria, Carrolo, Dubar e Franzoi. Nessa pesquisa foram entrevistados oito professores de violão, que exercem sua atividade em Porto Alegre/RS, cuja prática profissional varia de dois a vinte e cinco anos de experiência, e que atuam em espaços diversos, como escolas da rede de ensino, academias de música, casas dos alunos e em suas próprias residências. O material empírico foi colhido por intermédio de entrevistas semi-estruturadas, baseadas em relatos orais temáticos e diários de campo. Dentre as principais conclusões, pode-se destacar o fato dos professores de violão constituírem um grupo social singular que compartilha aspectos de uma cultura profissional, que é transmitida no transcorrer da socialização profissional. Tal cultura é entendida como um processo contínuo, que se inicia nas primeiras aproximações com a atividade e se estende por toda a vida profissional - e é apropriada e reinventada por cada indivíduo na construção de sua identidade profissional. Diante da impossibilidade em se destacar traços generalizantes dos modos de ser e agir desses professores, devido à própria natureza da atividade desenvolvida pelos sujeitos investigados, a pesquisa limita-se a apontar tendências gerais que balizam sua cultura profissional. Dentre essas tendências destacam-se: a importância das redes na construção e manutenção dos nichos de atuação e transmissão da cultura profissional; o ensino focado nas expectativas e necessidades do público atendido; o poder de adaptabilidade e resposta às mais variadas demandas; tendência às regularidades na construção das trajetórias profissionais, mesmo dentro de sistemas aparentemente instáveis; modos de ser e agir que se contrapõem às representações sociais estigmatizantes de precariedade e improvisação associadas a essa prática profissional. Os resultados contribuem para um maior entendimento acerca da constituição das culturas profissionais dos professores de instrumento musical. / Within the field of training and professional practice in the music area, this paper aims to capture and understand the ways of being and acting in the profession, values, attitudes, interests, skills and knowledge of the professional culture of guitar teachers. For this purpose it is necessary to articulate an open concept of profession, with reference works of Caria, Carrolo, Dubar and Franzoi. In this research eight teachers of guitar that have their activity in Porto Alegre/RS were interviewed and whose professional practice varies from two to twenty-five years of experience, and that act in different spaces such as schools of education network, academies of music houses of students and in their own homes. The empirical material was collected through semi-structured interviews, based on oral reports and field diary. Among the key findings, you can highlight the fact of guitar teachers are a natural social group that share aspects of a professional culture, which is transmitted in the phases of professional socialization. This culture is understood as a continuous process that begins in the first approximations with the activity and extends throughout life - and it is appropriate and reinvented by each individual in the construction of their professional identity. Facing the impossibility to highlight features that generalize the ways of being and acting of teachers, due to the nature of the activity performed by the subjects investigated, the search is limited to general trends indicating that sustains their professional culture. Among these trends are: the importance of networks in the construction and maintenance of niches of work and occupational transmission of culture, education focused on the needs and expectations of the public attended, the power of adaptability and response to the most varied demands, tend to regularities in the construction of professional paths, even in apparently unstable systems, ways of being and acting that is opposed to stigmatizing representations of social precariousness and improvisation associated with this practice. The results contribute to a better understanding about the formation of the professional cultures of teachers of musical instrument.

With narrative method, we investigate what happens with football players from Sweden whenthey go from national football to international football. Because of this profession, therespondents move in what Bourdieu calls the social space (Bourdieu 1986). Narrative methodhas given us a deep insight into our respondent´s experiences as professional football players inone of the five highest ranked leagues in Europe (UEFA 2018). The unstructured interviewsthat we used gave us a good empire. Through this approach, we try to capture the subjectiveexperiences of respondents (Kvale &amp; Brinkmann 2014). The narratives of the respondentsdiffer in many ways, because of their background. This is something we have been given theopportunity to analyze with the unstructured interviews. The payroll increases dramatically, asattitude towards the teammates and the whole device around the individual changes. Ouranalyze can answer that a class trip is conducted when respondents go from national tointernational football. / <p>2018-06-07</p>

Accounting information for decision making needs to be reliable, unless the information is audited, it cannot be regarded as reliable. Therefore, although extensive research in the area of accounting in general, and auditing in particular, has been conducted in the developed countries, similar investigations within developing countries have so far been relatively limited. Moreover, global financial crises, the most recent in 2007/8, have increased the pressures for better regulations with the aim of harmonising the auditing profession globally. This study therefore aims to help fill the gap in research and to provide recommendations to the governing body of the Libyan auditing profession, in order to address the difficulties faced by the profession, and advance and improve the quality of professional auditing practice. This study is predominantly positivist in essence, but, based on the nature of the problem and research questions, a mixed methods approach to gathering data from stakeholders in the auditing profession is adopted. A questionnaire (196 respondents), and a set of semi-structured interviews (nine participants), represent the quantitative and qualitative instruments of the study respectively. The research sample for both empirical exercises is comprised of individuals from five different groups representing the Libyan auditing profession stakeholders. This wide spread of participants is selected in order to generate valid, reliable, generalizable, and meaningful data, and conclusions. The overall conclusion drawn from the analysis is that the Libyan audit profession regulations are considered inadequate by the profession itself, since they fall short of meeting international standards, as supported by the fact that many foreign companies invest in Libya, and they insist on their auditing using ISAs as a guarantee of transparent and high quality auditing. The Libyan audit profession is unwilling to implement these international standards, and this weakness needs to be addressed. Furthermore, issues relating to licensing, accounting and auditing education, examination for entry to the profession, and Continuing Professional Development (CPD) must all be reviewed. In addition, a new regulatory framework, that involves government supervision, and the use of internationally-recognised standards in the performance of auditing duties, must be introduced. In terms of the most appropriate regulatory approach, the results indicated that the independent regulator model is preferred; and with respect to auditing standards, the study finds that the preferred approach is to harmonise all auditing standards used in Libya, and to adopt the ISAs with certain modifications that suit the Libyan context. Furthermore, the study sample identified six factors that impact positively on the adoption of the ISAs, and a further six factors that had negative influences. This research contributes to the body of literature by filling the gap regarding the Libyan auditing profession in general, and identifying factors that have an impact on the adoption of ISAs in particular. Recommendations are provided to the authority responsible for supervising the Libyan auditing profession that essentially require the upgrading of all professionals, and perseverance to ensure national and international development of the profession in particular, and to other countries with similar characteristics in general.

Syftet med studien är att undersöka lågstadielärares olika erfarenheter och attityder till grupparbete som arbetsmetod i undervisningen i Uppsala kommuns kommunala skolor. För att ta reda på detta gjordes en enkät som skickades till 494 lärare som har erfarenheter och har arbetat eller arbetar i årskurs 1-3. Det var 60 lärare som svarade på enkäten och de resultatet sammanställdes och analyserades. Resultatet utgjorde en delstudie där ena delen handlar om skillnader i lärares erfarenheter och attityder utifrån lärares år som verksam lärare. Den andra delen handlar om det finns några skillnader utifrån lärarnas huvudsakliga undervisningsämne. Resultatet analyserades utifrån den didaktiska triangeln som är den teoretiska utgångspunkt för studien.  De slutsatser som kan dras från undersökningen är att det finns mer likheter än skillnader kring lärarnas erfarenheter och attityder till grupparbete. De skillnader man kan se utifrån lärarnas år som verksamma lärare är att det finns en större osäkerhet hos de lärare som har varit verksamma som lärare en kortare tid än hos de som har arbetat en längre tid. Det är angående självförtroende och kunskaper hos sig själv samt att bedöma eleverna. Det som också skiljer sig är att de lärare som har varit verksamma en kortare tid väljer könsblandade grupper oftare, även om de lärare som har arbetat en längre tid också gör det. Till sist visar resultatet att de lärare som har arbetat en längre tid tycker att konflikter i gruppen uppstår och att eleverna skapar tillit till de andra i gruppen, det gör också de lärare som har arbetat en kortare till men inte i lika hög grad. Utifrån lärarnas huvudsakliga undervisningsämne finns det skillnader i resultatet då de lärare som har angivit att de har svenska, samhällsorienterande eller estetiska ämnen anser i högre grad att det uppstår konflikter inom grupparbete, det är svårt att förmedla målet, det är svårt att bedöma eleverna, svårt att skapa samarbete i gruppen och få alla elever engagerade. De väljer också grupper så att eleverna har olika ambitionsnivå oftare och de tycker inte att det är lika viktigt med vad det är för slags uppgift än vad de lärare som har matematik och no som huvudsakliga undervisningsämne.

Esta dissertação de mestrado analisa o pensamento de professores egressos dos cursos de licenciatura de uma universidade pública no que toca ao seu processo de formação acadêmica e a influência exercida na prática profissional. Buscou-se identificar, com base nos aportes teóricos e metodológicos fornecidos pela Educação, Psicologia e Sociologia, como se deu o processo de formação inicial de professores, circunscrito no desejo de ser professor na contemporaneidade e no papel do professor no mundo do trabalho enfocando o caso específico de egressos de licenciaturas da Universidade Federal do Rio Grande do Sul (UFRGS). Foi a aplicado um questionário a egressos dos cursos de licenciatura da UFRGS que atuam como professores em escolas públicas do Rio Grande do Sul. Partiu-se da hipótese de que as lacunas nas licenciaturas estão essencialmente relacionadas à área pedagógica dos cursos, principalmente no distanciamento entre as teorias estudadas e a realidade escolar. O referencial teórico utilizado para a análise de dados é sustentado pela obra de Sigmund Freud intitulada “O Mal-estar na Civilização” que elucida a ideia do mal-estar gerado pelo processo de civilização do indivíduo, e nas contribuições de teóricos críticos como Zygmunt Bauman e Antonio Novoa. Os dados obtidos na pesquisa revelam que não há consenso entre os licenciados sobre a influência da formação docente na prática profissional. Identificam-se convergências, como a satisfação com o curso de licenciatura e as lacunas deixadas pela graduação. A falta de horas práticas foi referida como fator significativo para o sentimento de mal-estar. No que toca ao apreço pela carreira docente, muitos dos egressos se sentem desmotivados a seguir com a profissão. Os respondentes ainda abordaram a discrepância entre o que foi aprendido e a realidade das salas de aula nas escolas públicas. / This master's thesis analyzes the thought of the teacher egressed from the undergraduate courses of a public university in what concerns to his process of academic education and the influence to their professional practice. This work tried to find, based on the theoretical and methodological contributions provided by Education, Psychology and Sociology, to identify how the process of initial teacher training was given, circumscribed in the desire to be a teacher in the contemporary world and the role of the teacher in the world of work, focusing on the specific case of graduates from UFRGS. The investigate technique applied in this research was the use of a questionary for graduates from UFRGS courses of education teachers. It was hypothesized that the gaps in the courses are essentially related to the pedagogical area of the courses, mainly in the distance between the theories studied and the school reality. The theoretical reference used for the analysis of data is supported by the work of Sigmund Freud entitled “Civilization and its Discontents” that elucidates the idea of the malaise generated by the process of civilization of the individual and in the contributions of critical theorists as Zygmunt Bauman and Antonio Novoa. The data obtained in the research reveal that there is no consensus among the interviewees about the influence of teacher training in professional practice. We identify convergences, such as satisfaction with the degree course and the gaps left by the undergraduate degree. The lack of practical hours was referred as a significant factor to the feeling of malaise. As for the worth of the teaching career, many of the graduates feel unmotivated to continue their profession. Respondents also reached the issue of the discrepancy between what was learned and the reality of classrooms in public schools.

In my diploma thesis I deal with the reasons for turnover of nurses working in hospitals. Health care workers turnover is a topical issue. It is therefore desirable to pay attention to this issue, to focus on identification of its causes and explore the motivations that lead nurses to leave their jobs. Only when we know the causes, it is possible to start fighting against turnover and to introduce measures for its reduction. The aim of the thesis was to identify causes of turnover of nurses in selected hospitals of the South Bohemian region, to survey the current state of turnover of nurses in selected hospitals of the South Bohemian region, and to identify measures imposed by the management in selected hospitals of the South Bohemian region to affect the excessive turnover of nurses. The goals of the thesis were met. Based on interviews conducted with nurses who had left their workplaces, hypotheses of this thesis were stated. These are the following hypotheses: H: 1 One of the main causes of nurse turnover is the psychically demanding job, H: 2 One of the main causes of nurse turnover is the physically demanding work of nurses, H: 3 Nurses change jobs due to problematic interpersonal relationships, H: 4 Nurses change jobs because of increasing demands for nursing competencies, H: 5 Younger nurses change jobs more frequently than older nurses, H: 6 Younger nurses change jobs because they cannot ensure care for their children when pursuing their profession, H: 7 Nurse turnover rates are uniform over all departments in selected hospitals in the South Bohemian region, and H: 8 Management of selected hospitals in the South Bohemian region implements measures to affect the excessive turnover of nurses. To verify the established hypotheses, quantitative research through a questionnaire survey was conducted in selected hospitals in the South Bohemian region. Furthermore, the interviews with the Deputy Director of Nursing in individual hospitals of the South Bohemian region were carried out. The research outcomes show that hypothesis H: 1 One of the main causes of nurse turnover is the psychically demanding job, H: 2 One of the main causes of turnover of nurse is the physically demanding work of nurses, H: 3 Nurses change jobs due to problematic interpersonal relationships, H: 5 Younger nurses change jobs more frequently than older nurses, and H: 7 Nurse turnover rates are uniform over all departments in selected hospitals in South Bohemian region, were confirmed. However, the research survey proved that H 4: Nurses change jobs because of increasing demands for nursing competencies, and H: 6 Younger nurses change jobs because they cannot ensure care for their children when pursuing their profession, cannot be uniquely confirmed. Hypothesis H: 8 Management of selected hospitals in the South Bohemian region implements measures to affect the excessive turnover of nurses was disproved by my research.

This paper analyzes, from the views expressed by teachers in activity, the motivations that led and lead them to uphold the performance of the teaching task. This problem is systematically surveyed in the framework of the project Observatory of the conceptions of teachers and future teachers about the school, teacher training and students (Irice/Conicet, OIE/Unesco). The comprehension of the senses and meanings that guide the choice of teaching implied, by the subjects questioned, a reflection on the constitutive aspects of the teaching role and a travel through the spaces of confluence of processes and representations. This study allowed us to recognize the prevailing needs in such choice of career, as well as the understanding of its significance and the values that guide it. / En este artículo se analiza, a partir de lo expresado por enseñantes en actividad, lasmotivaciones que condujeron y llevan a sostener el desempeño de la tarea docente. Esta problemática es sistemáticamente relevada en el marco del Observatorio de las concepciones de los docentes y futuros docentes acerca de la institución educativa, laformación docente y los alumnos (Irice/Conicet, OIE/Unesco). La comprensión de los sentidos y significados que guían la elección de la docencia implicó, por parte de los sujetos interpelados, una reflexión sobre los aspectos constitutivos del rol y un recorrido por los espacios de confluencia de procesos y representaciones. Este estudio posibilitó nuestro reconocimiento de las necesidades prevalecientes en dicha elección, como así también la interpretación de su entramado y la comprensión de los valores que la orientan.

Denna studie är gjord med syftet att utforska hur specialistofficerare i Flygvapnet ser på sin profession. Fokus ligger på människorna och vilka frågor rörande professionen som de upplever som viktigast just nu. På grundval av detta syfte valde vi att göra en kvalitativ intervjustudie inspirerad av Grounded Theory. Respondenterna var aktiva specialistofficerare i Flygvapnet, handplockade för att säkra spridning i grad, inriktning, organisationsenhet, förbandstillhörighet, nivå, tjänstgöringsort och kön. Både grundutbildade specialistofficerare och omgalonerade NBO-officerare deltog. Respondenterna utstrålade en trygghet i sina roller och visade på stort intresse och engagemang för sitt expertisområde, samt en stolthet över den djupa yrkesskicklighet som är deras signum.  Förbättringsområden som efterfrågades var tydliga karriärvägar på alla nivåer, en organisation som är i balans med det rådande trebefälssystemet, centrala styrningar rörande befordran och omgalonering, individuell uppföljning och bedömning, samt en fungerande informationsspridning. Mycket arbete pågår redan i Flygvapnet och Försvarsmakten för att komma tillrätta med flera av dessa spörsmål, men detta visade sig inte vara känt ute i organisationen. Den samlade bilden är en framtidstro och indikation på att etablerandet av trebefälssystemet drivs framåt, särskilt av de grundutbildade specialistofficerare och officerare som genom sin förståelse för systemet driver utvecklingen i takt med att de bemannar organisationen.

The purpose of this study was to examine school librarians’ external monitoring and cooperation and collaboration with teachers, in order to describe it and examine its significance for the relevance to the profession of librarians. The purpose was also to interpret the meaning of the external monitoring, cooperation and collaboration from a professional perspective. For this we used semi structured interviews and qualitative content analysis. The analysis was based on theory on professions (Nolin, 2008) about lifelong vocational training, cooperation and collaboration. The profession perspective explains problems, difficulties and opportunities that can be seen in school librarians external monitoring and when professions cooperate and collaborate. Our conclusion is that external monitoring is part of the lifelong vocational training and can be seen as a strategy together with cooperation and collaboration with teachers to strengthen, develop and change school librarians knowledge and jurisdiction. The study shows that external monitoring is dependent on cooperation and collaboration with teachers and the other way around. Depending on how developed these strategies are, this will affect both their influence on school library practice and the profession.

Detta är en uppsats som har för syfte att lyfta fram rektorernas förutsättningar för att skapa och upprätthålla skolans värdegrund och demokratiuppdrag. Arbetet diskuterar och problematiserar forskning som ligger till grund för den demokrati och kunskap som synliggörs i skolan. Teorierna som betonas utgör bakgrund till ett generellt perspektiv på demokrati och används vid analys av vidare studier och de resultat som framkommer. Arbetet har konkretiserats genom tre frågeställningar som berör rektorernas arbete för att ge sina anställda de verktyg som behövas för att upprätthålla de demokratiska värderingar som är utskrivna i skollag och läroplan. Studien visar att resultatet från skolinspektionens rapport 2012 har tagits på allvar och att de brister som då framkom inte enligt rektorerna kvarstår.