Este estudo teve como objetivo conhecer as representações socialmente construídas pelos bibliotecários atuantes em bibliotecas universitárias a respeito da contribuição destes na formação do discente da graduação. A pesquisa aqui proposta teve abordagem qualitativa. Sua fundamentação teórica e metodológica apoiou-se na sociologia do conhecimento e nos preceitos do construcionismo social, assim como nas teorias das representações sociais e coletivas. A técnica utilizada no tratamento e análise dos discursos coletados por meio de entrevistas semi-estruturadas foi o Discurso do Sujeito Coletivo – DSC. O ambiente da pesquisa foi a Biblioteca Central da UFSC, localizada no Campus Universitário Trindade, em Florianópolis, no Estado de Santa Catarina. A escolha dessa instituição se deu pela conveniência da pesquisa, uma vez que a opinião dos bibliotecários sobre o tema ora abordado independe de unidade de federação ao qual se encontre o profissional, gênero ou qualquer outro fator. A partir dos discursos sintetizados no DSC, verificou-se que os conhecimentos adquiridos na graduação formam a base de sustentação do trabalho do bibliotecário e para que ele desenvolva seu trabalho cotidiano de forma mais eficiente, são necessários um acervo de conhecimentos gerais e conhecimento de línguas estrangeiras, sobretudo do inglês.O domínio da especificidade com a qual lida no dia-a-dia, os conhecimentos agregados ao longo da vida profissional e os conhecimentos adquiridos com a educação continuada formam o conjunto das competências profissionais mencionadas pelo discurso coletivo, enquanto que atenção, honestidade, autoconfiança e compreensão são mencionados como as principais competências pessoais. O computador, as bases de dados e a internet são as ferramentas e os recursos tecnológicos utilizados pelo coletivo entrevistado. Evidenciou-se ainda que tornar o usuário independente em suas pesquisas é um objetivo comum entre os bibliotecários entrevistados. / This study had as the objective to know the representation manifested social an the speech of the librarians professionals working in university libraries about your contribution at formation of the university student of graduation. The research held was qualitative types, having as theoretical and methodological fundamentation the knowledge sociology and the social constructive precepts, besides the social and collective representation theories. The analysis technique for the speechs tabulation, collected by interview, was the Collective Subject Speech (CSS). The research environment was the Central Library of the UFSC, to located in University Campus Trindade, in Florianópolis, in Santa Catarina State. The choice the is institution occorre in consideration suitability of research. The trough of speech synthesize on CSS, mode what the knowledge obtained in graduation form the support for work of librarian and for that he develop your work quotidian of form more efficient, are necessary a heap of knowledge of the languages foreigner, above all of the English. The domain of the work what drudgery in the day by day, the knowledge aggregates at the along of the professional life and the knowledge acquired with the continued education form the conjoined of the professionals competences speak by the speech collective, while what attention, honesty, self-confidence and understanding are mention how the principal personal competences. The computing, the data-bases and the internet are the workman’s tool and the technological recourse utilizable by the collective interview. Kept evident still what promote the autonomy of the student by your research is a objective common between the interview librarian.

The purpose of the study is to explore the concepts of strategy content and strategy process as it relates to small professional services firms. A case study approach based on grounded theory utilised in-depth interviews to collect data from five small professional service firms. The study found that it is worthwhile to conceive of strategy content and process in relation to small professional services firms. An emerging theory is presented. The research was limited by its small scale and single method to collecting data. Future research could include a wider sample and testing of the emerging theory. The emerging theory provides a valid and reliable measure for improving actions and decisions of practitioners. The emerging theory is practitioner-oriented and contributes to an area of research that is understudied. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

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The debate of Non-Profit Organisations (NPO) transformation has by far occupied the welfare sector with the urge to evolve and employ business-like attributes in their operations. Professionalism is pointed out as an attribute NPO should move towards to improve their services and be accountable to donors (Reinhardt, 2009). This report investigated the role of National Lotteries Board (NLB) as a donor in promoting professionalism in NPOs. Case-studies were conducted on two selected NPOs who received grants from the NLB through the National Lotteries Distribution Trust Fund. Data was collected using interviews, documentation and observation. The analysis of the data showed that donors use funding and reporting requirements to drive professionalism within the NPO sector. The recommendations in the report are for both NPOs and donors indicating the need for collaboration between the two parties in ensuring that professionalism benefits them collectively.

Given the emerging importance of personalized medicine (PM) in primary care, now should be the ideal time for engaging with health care professionals (HCPs), both physicians and nurses, about integrating PM into practice. The question then becomes: what is the most effective way to engage with HCPs about emerging technologies that are not in routine clinical use and which are unfamiliar to many? The overall aim of this pilot study was to develop and compare two professional engagement (PE) approaches for engaging with HCPs about PM to inform their development and design of a future formal evaluation. The first PE intervention was a structured in-person focus group and the second was an online version, also incorporating an educational component, but without group interaction. The pilot study showed that while participants evaluated both interventions positively, the in-person workshop consistently scored higher; however, recruitment challenges were a major obstacle for this approach.

There has been much discussion in the sociological literature as to the relative importance of different influences that impinge upon recruits undergoing professional socialization. Merton et. al. (1957), see faculties of professional training institutions as being very influential, whereas Quarantelli et. al. (1964), see this group as relatively less so, and instead, see recruits taking 'different paths’ through professional school and being subject to a variety of influences. Few writers however, deal with the problem of why some groups in the training situation are important to different trainees and others are not. It is the aim of this thesis to find out what conceptions of their future roles recruits bring with them to the training situation, why they find different groups in this situation important to them, and what changes these initial conceptions undergo. Students being prepared for teaching careers were selected as the research case. It was assumed that recruits entering training would be fairly indiscriminate, holding diffuse, idealistic conceptions of their future roles. Such occupational role conceptions (or occupational self concepts, as we called them), it was further assumed, determined which groups would become important to them (their reference groups). It was further hypothesised that exposure to the realities of their occupation, (in this case, teaching practice) would cause a change in recruits’ occupational self conceptions, and thus, their choice of reference groups. Thus recruits completing their course will have more specific and realistic occupational self concepts, be more discriminating, chose different reference groups, and evaluate their practice experiences differently, than those just beginning their training course. A sample of 112 trainee teachers at the University of British Columbia Faculty of Education were selected, of whom 57 were in their first year and 55 in their final year of training. The time factor prevented a longitudinal study from being conducted, thus beginning and completing teachers were compared, and from this, inferences made about possible processes of change. Data were gathered by a questionnaire designed to - a). determine which reference groups were influential to trainees. b). find students' evaluations and perceptions of their experiences during training. c). discover what occupational self concepts trainees held by the use of an attitude scale. The results obtained showed, that contrary to our predictions, beginning trainees did not have a more diffuse conception of their occupational role than completing trainees. A possible explanation for this was put forward in terms of differential familiarity with the statements of educational philosophy that made up the attitude scale. Neither, it was found, were completing teachers less idealistic than beginners, nor did they positively evaluate teaching practice to a much greater degree than the latter. The failure of these predictions were explained by differential interaction patterns which acted as 'insulating' factors against the experiences of teaching practice. The two predictions that were supported were that beginning trainees would be less discriminating than completing trainees, and that occupational self concepts were an important determinant of what reference group a trainee chose. / Arts, Faculty of / Sociology, Department of / Graduate

This thesis uses the findings from a study of pharmacists and non-pharmacists to explore the concept of professional identity in pharmacy. Pharmacists are well-established as providers of healthcare in hospitals and community pharmacies and their position as dispensers of prescribed medicines, and advisors on medicines in general seem relatively secure, as does their clinical role in hospital and their extended role in community pharmacy. However, previous studies have suggested that there is still ambiguity over the identity of pharmacists. Government policy in particular can be oblique and there seemed to be a need to clarify who pharmacists are. Consequently, a study was designed to address this topic. The concept of professional identity in pharmacy is made up of three dimensions: how pharmacists see themselves, how pharmacists believe others see them and how others do see pharmacists. This study investigated all three dimensions of professional identity in pharmacy.The research adopted a grounded theory approach and a qualitative study was undertaken in two stages. The first stage involved 21 pharmacists taking part in group interviews. The second stage involved 85 pharmacists, pharmacy support staff, nurses, doctors and lay pharmacy users participating in individual interviews. The data were analysed using the framework method.Analysis of the data generated for this study revealed nine identities for pharmacists: the medicines maker; the supplier; the scientist; the medicines advisor; the clinical practitioner; the minor medical practitioner; the unremarkable character; the business person and the manager. The pharmacists' identity as medicines advisor is considered the core identity which exists for pharmacists today and this manifests itself in different ways, depending on the setting or organisation worked in.

Traditional, transmission methods of professional development (PD) for educators have been criticized as being ineffective, failing to provide enough time, context, autonomy, active engagement, and content information to enable educators to meaningfully shift their practice. This case study examined if and how transdisciplinary inquiry could be used as a vehicle for professional learning in the public-school system. Over six months, seven educators with diverse academic backgrounds, developed into a team, identified a shared concern, and engaged in transdisciplinary inquiry. To address the issue of concern, they created and utilized a set of mini-lessons on metacognitive strategies to help intermediate grade students, with a wide variety of learning exceptionalities, to reflect on and regulate their own learning. At the same time, the educators purposefully attended to their own learning as well as the learning of their fellow team members. Interview and focus group data suggest it was possible and productive to use transdisciplinary inquiry as the vehicle for professional learning. Participants reported that the experience facilitated educator learning, provided opportunity to apply knowledge, introduced multiple perspectives, and fostered positive relationships. Findings suggest that the transdisciplinary team acted as a complex system with cohesive and divisive forces working together with information from the environment to occasion learning within the system. Findings also suggest that the use of transdisciplinary inquiry projects as professional learning opportunities may be an effective and practical supplement to traditional PD methods currently used in the public education system. / Graduate

This qualitative study explored the effects of trauma as well as coping mechanisms used to deal with post-traumatic stress experienced by ILS paramedics providing emergency care services in the Gauteng Province, South Africa. It also looked at the competencies needed to cope with traumatic stress and promote biopsychosocial well-being. It is argued that it is important to look at this subject from a South African perspective since most of the published research on the sources and effects of trauma on paramedics and other frontline emergency services personnel experience comes from developed countries. It was discovered that there is minimal empirical research from South Africa on similar topics, except for a study in the Cape Town metropole. In addition to that, most published research relied on quantitative data collection methods. Through qualitative case study research this thesis draws on observations and relevant data gathered by way of semi-structured face to face interviews with eleven operational Intermediate Life Support (ILS) paramedics who work in the Gauteng province. Data is gathered on the sources of stress and coping mechanisms currently used by the paramedics. The gathered data was analysed using thematic analysis. The results show that the sources of stress for paramedics include attending gruesome scenes, extreme pressure to save lives and attending a scene where a child or a colleague is involved. It was also observed that the paramedics have a set of coping strategies to manage post-traumatic stress which are both positive and negative coping strategies. In addition to interviews with ILS paramedics from whom data is gathered on their education and training, the results in this thesis gathered insight from a panel of six experts who were engaged through a focus group discussion. These experts have demonstrable expertise in curriculum development, trauma counselling and training. The panel recommended that the training of the paramedics must be more realistic such that the paramedics are better equipped to deal with the challenges they may encounter in the work environment. It was also revealed that those who train paramedics are not well equipped to deliver the health and wellness module. It can be concluded that some paramedics are not well equipped to deal with traumatic events they encounter in the field. The researcher recommends that the health and wellness module be delivered by people who are specifically trained to deal with mental health issues. Insights gathered in this study will help the paramedics, those they help and their families.

Epilepsy is one of the most common neurological conditions affecting children and adolescence. Youth with epilepsy (YWE) are at greater risk for emotional, behavioral, and academic concern when compared with both healthy controls and youth with other chronic medical conditions. In addition, rates of nonadherence to antiepileptic medications are quite high, leading to less than optimal seizure control and negative impact on quality of life. Despite well documented need for behavioral health intervention, epilepsy has been underserved by pediatric psychologists in both clinical and research endeavors. This commentary posits that pediatric psychologists are uniquely qualified to join epilepsy treatment teams and contribute to scholarly activities related to YWE. Current research and clinical activities of pediatric psychologists within the epilepsy population are explored. We conclude with a call for increased training opportunities within the epilepsy population so that pediatric psychologists can impact the management of behavioral health needs with in this population.