Most migration literature shows that skilled professionals have upward social mobility. But all of this literature is mostly about men. Plus, it focuses on individuals who are already on the job market. How immigrant women fare in the labor market and what about women who are still not incorporated into the high wage sector are seldom discussed. This research shows that professional migrant women face downward mobility. With limited job opportunities, as a result of having both visible barriers (legal constraints) and invisible barriers (culture, language, social network, credential and so on), the high-achieving migrant women become more "traditional" in the United States. Their roles as wives, mothers, part-time workers, volunteers take on a bigger aspect of their lives than their professional lives. In Taiwan they were far more active in the sphere of the economy, earning an independent income, but in the U.S. that is reversed. The experiences of these educated migrant women demonstrate that immigration does not uniformly empower migrants nor does it imply upward economic and social mobility. The study hopes to be the basis for further investigations of upper middle class migrant women in other areas in the America, and hopes to be the basis for future development to understand migrants’ downwards mobility in general. / text

Culturally relevant pedagogy (CRP) has become increasingly used within academe. There has not been much research, however, into how much CRP is being used within the public school system. I am particularly interested in the area of professional development. This report seeks to answer the questions, how have issues of diversity influenced professional development in the past, and how is the theoretical framework of culturally relevant pedagogy (CRP) used within professional development today? I begin with the reasoning behind my exploration of these questions and the problems that we are facing today within the educational system. I then provide an in-depth description of what I understand to be culturally relevant pedagogy. A historical survey of culturally-centered professional development is then presented, followed by a look at current research and writing on culturally relevant professional development. / text

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With numerous opportunities for professional development, teachers are inundated with a variety of workshop styles to choose from. In the development of the Life Through Time workshop, we have made every attempt to consider recent research that outlines the most effective methodologies in professional development implementation including consideration of existing conceptions, teacher motivation, and highly reflective engagement. The intention of this long-term professional development is to motivate teachers to implement changes in the delivery of content related to evolution in the science classroom. After reviewing the strategies implemented in this professional development opportunity, practices that were used can be extended to future teacher training programs. / text

This master‘s final paper analyses special educators‘ competence and professional purposefulness, defines their professional roles in comprehensive schools and reveals their professional motivation factors. The author takes the attitude that the effectiveness of special education depends not only on educator‘s professional expertise and qualification, but also on his or her professional purposefulness (motivation) that determines the quality of educational interaction (professional behaviour).

Due to British Columbia‟s expansive coastline and limited funding for marine mammal conservation, research projects rely heavily on citizen scientists, or volunteers who contribute data. Professional mariners are an important target audience for such projects. In an attempt to increase participation by this sector, I designed a workshop using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) process. I worked closely with four marine mammal conservation societies and conducted an analysis phase with the Canadian Coast Guard (CCG) using a combination of questionnaires and semi-structured interviews. I discovered that there is some awareness of existing conservation programs within the CCG but understanding of these programs as well as basic marine mammal knowledge and identification skills are limited. I also learned the importance of consistent feedback for continued participation and was able to relay information to the societies involved as well as use it to guide the development of my workshop.

Integrative behaviours in professional medical practice are those actions taken by a physician to better coordinate practice with other physicians to ensure that the most appropriate care is offered to patients. It has long been argued that the nature of differentiation measured between collaborating physicians affects such integrative activities and integrative success. This research employs professional identity as a basis for describing the nature of differentiation between members of two medical specialists – general surgeons and anesthesiologists – and then examines the impact of such differentiation on integrative behaviours in medical practice. A qualitative approach, employing an embedded case design, was used to observe the practice of anesthesiologists, general surgeons, and their respective residents over a period of eight months. A model of identity-in-use comprising three co-mingled and overlapping identities (professional, role, personal) is developed, and then used to describe the implications for Integrative practice. The demands of medical practice experienced by the general surgeons and anesthesiologists are powerful, almost factory-like in the value placed on speed of action and efficiency of patient throughput. These demands shaped and increased the strength of the contribution role identity made to each participants’ identity-in-use. Personal identity appears to play an important role in blunting the harshness of role demands in at least some of the participants. Personal identity also appears to draw out elements of the professional identity in some individuals, fed by curiousity, empathy, and the ability to be self-reflective. Despite observing little successful integrative behaviour, there are indications that differences in identity are associated with participants’ willingness to collaborate and possession of the skills necessary to collaborate. Potential implications for both the training and development of medical practitioners and the design of hospital work are outlined. / Thesis (Ph.D, Management) -- Queen's University, 2007-09-30 22:47:33.394

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