This research has drawn on poststructuralist thinking to posit that assertions of supervision being a benign and necessary process or activity rely on modernist assumptions. Utilising Foucault’s work on discourses and power, this study conceptualised supervision as a social construction that has implications for practice and subjectivity, and that this process, within the context of counselling psychology, with its particular epistemological underpinnings, is worthy of further exploration. This study makes an original contribution through extending the work by Crocket (2004, 2007), who has investigated supervision’s shaping effects on professional identity, to apply it to the particular epistemological and theoretical context of counselling psychology, a profession said to value postmodern ideas such as pluralism and ambiguity (Rizq, 2006). Semi-structured interviews with six women counselling psychology trainees were analysed using Foucauldian discourse analysis, a social constructionist methodology, and found a number of discourses implicated in trainees’ subjectivity and practice. Whilst expert, developmental and gender discourses were found to be implicated in constructions of supervision as hierarchical, which was seen as a key aspect of constructions of power in supervision, other discourses were identified that offered positions from which to resist this. The researcher acknowledges that the discursive resources identified are based on this particular sample, could have been read in other ways and does not assume they can be applied to all trainee counselling psychologists. Rather, it is hoped this study may contribute to debate around supervision and it’s shaping effects and consequently be useful in enhancing counselling psychology’s reflexivity in research and practice.

The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help to promote the uptake of emerging technologies into the curriculum, which in turn benefits students (Yoon et al, 2007; Collins & Halverson, 2009; Earley & Porritt, 2014). This research seeks to add to current knowledge about teacher educators’ technology professionalisation and to provide an instrument for the purpose of mapping teacher educators’ technology learning preferences in the workplace. The technology learning preferences instrument (TLP-instrument) designed, implemented and evaluated in this research is intended to create a link between teacher-educators’ technology learning needs in the workplace and the way in which professional development programmes should be tailored to meet teacher educators’ evolving learning needs. The investigation employs a design-based research approach which is cyclical and appropriate for addressing complex problems in educational practice for which no clear guidelines for solutions are available. To collect and analyse the data, a mixed methods approach was used. The rationale for mixing both types of research is that qualitative and quantitative methods complement each other (Creswell & Plano-Clark, 2011). Findings in this dissertation and in follow-up research are intended to lead to more effective technology professionalisation programmes through suggestions for better design and development based on teacher educators’ learning needs.

The aim of the research reported in this thesis is to examine the factors that Irish post-primary teachers report as influencing their decision making regarding engagement in continuing professional development (CPD) and to present a conceptualisation of what I call engagement. The study examines the current research and theorising about CPD and from this develops an analysis and argument about how there is a need, within the context of CPD, to examine the relationship between the agency of the professional and the structuring context in which they are located. The study offers, through case study work with teachers in six post-primary schools in Ireland, new understandings of teachers' personal views, opinions and reflections with regard to the factors that influence their decision making regarding engagement in CPD. The analysis of the data leads to a number of outcomes, firstly, it offers a conceptualisation of these factors as a contribution towards a refinement of understanding of a model of engagement in CPD, secondly, consideration is given to what engagement means for professionalism and professionality and the implications that arise for both the policy makers and for post-primary teachers in Ireland. In pursuit of these aims the following research questions are addressed:1. What are the factors that influence teacher decision making regarding engagement in CPD?2. What does this mean for CPD and professional practice?The findings presented in this study are twofold. Firstly, in general, Irish post-primary teachers recognise the need for, and appreciate the potential value and benefit of professional learning in developing their understanding of the learning processes and its potential to improve the student experience and learning outcomes. Secondly, within the current Irish context individual teachers’ decision making with regard to engagement in CPD is influenced by a variety of factors but none more so than that of the impact of their decision to engage on their own personal lives. Consequently, it shows that there are emerging tensions between teachers and the Government in light of recent Government policy to locate more and more CPD events in an after school-time elective context. These issues combine to an examination of how teachers are being positioned and are positioning themselves for the reform process and what this means for the professionalism and professionality of Irish post-primary teachers.

M.Comm. / The objective of this research could broadly be stated as an initial investigation into the field of management consulting — with regard to the ethical standards and the requirements for professions, as well as the consultant's required skill set. More detailed objectives are the following: To define the requirements necessary to view management consulting as an ethical profession based on the guidelines set for management and management consulting as a profession. To investigate the required skill set needed for the professional ethical consultant. To establish, based on the aforementioned two objectives, if management consulting in South Africa qualifies as an ethical profession. To investigate the South African body of consultants and the requirements that will qualify an individual as a certified consultant.

Magister Curationis - MCur / Background: Mental illness has become more common than many other diseases such as heart disease, cancer or diabetes. Aggression or violence by patients towards psychiatric nurses is a global issue. These nurses, therefore, face the huge challenge of providing nursing care to aggressive psychiatric patients. Without the necessary knowledge and skills, the nurses are vulnerable to all kinds of injuries, given the time spent managing aggressive patients. Purpose and objectives: The purpose of the study was to determine the level of knowledge and skills that professional nurses possess to manage the aggression of psychiatric patients. The objective of the study was to ascertain whether the knowledge and skills of professional nurses were sufficient to manage aggressive psychiatric patients. Method: A quantitative approach and descriptive design was used to conduct this study at a Psychiatric Hospital in the Western Cape, South Africa. The target population consisted of 149 professional nurses employed at the Psychiatric Hospital. The sample for the study was all-inclusive i.e. all professional nurses employed at the hospital. Only 70 participants were available for the study. Structured questionnaires were distributed to the participants for data collection and the response rate was 77% (n=54). Data analysis was done with the aid of a statistician using a Statistical Package for Social Science, version 22, and nominal as well as ordinal data was analysed using descriptive analysis. The process and purpose of the study was explained to the participants, who gave their consent, prior to the distributing of the questionnaires. The researcher obtained permission from the necessary authorities before commencing with the study. Findings: The study found that nurses were more likely to be exposed to verbal aggression as opposed to sexual aggression. It also revealed that nurses with less years of experience had more knowledge than their counterparts who had more years of experience in same position. Furthermore, the study revealed that those who had training in aggression management reported that the training did not meet their needs. Overall, the findings revealed that nurses had a fair knowledge of managing aggressive psychiatric patients. The overall findings also revealed that professional nurses had the required skills to manage aggressive patients. Recommendations: There is a need for on-going in-service training and refresher courses in the management of aggression. There should also be a needs analysis before commencing with these training courses which should be made compulsory for all staff to attend. Further studies should be conducted on the different categories of nurses, and other disciplines within nursing, to ascertain their knowledge of the management of aggression. Qualitative studies should also be conducted on nurses‟ experience of aggression in different settings.

The aim of this work is to describe progaming scene development since its beginings till present days. Also I would like to focus to progaming importance for current world. To achieve this goal I analyse individual years since 1997 till 2016 and I sumarize state of the current progaming scene. In this work I describe professional players chracteristics and I also describe various game types, some individual games, competitions, tournaments... In analysed years there are described prize money, players counts in tournaments and coutnry origins of players. In conclusion there is shown development of these statistics in the whole analysed period of time. Outcome of the statistics development in time is detailed overview of progaming scene including its current importance.

Professional academic advisors play an important role in higher education—especially at large, research institutions where their use is more prevalent. This study explored professional advisor perspectives about the impact of the NACADA Statement of Core Values (SCV) on the practice of academic advising. This study explores advisor perceptions about the impact of the SCV on advising practice. An in-depth, qualitative interview conducted via e-mail was used to discover advisor perceptions about the SCV in relation to advising practice. The interviews addressed advisor perceptions about the impact of the SCV in regard to (a) academic advising in general, (b) their own day-to-day practice of advising, and (c) specific functions commonly associated with academic advising. Ten professional academic advisors at a large research institution within the Florida State University System took part. The results demonstrate that the NACADA Statement of Core Values (SCV) is important to advising practice—especially those values relating to the fundamental relationship between advisors and the students they serve. The participating academic advisors expressed strong support for the SCV overall while also indicating limited prior knowledge or training. Several themes were apparent in the interview responses, including: the provision of accurate information, the students’ responsibility in the advising interaction, the importance of lifelong learning, and advising as a form of teaching.

"Hearing is one of the body's five senses. But listening is an art." (Tyger, 2005 : para.1). While working in the haemodialysis unit in KwaZulu-Natal, I observed that patients preferred not to disclose their experiences of erectile dysfunction with the professional nurse practitioners but to the health care workers and to other patients in the unit. The nondisclosure served as a barrier to the patients receiving the assistance and support they required to be able to cope with erectile dysfunction. Added to this, there were no therapy groups or supportive groups available for the patients to allow them the platform to voice their experiences of erectile dysfunction and to provide them with strategies to cope with these experiences. The professional nurse practitioners lacked the knowledge and skills to assist the patients to cope with their experiences of erectile dysfunction. Therefore, there was a shortcoming in the provision of holistic nursing care to these patients, threatening their mental health specifically. The Theory for Health Promotion in Nursing (University of Johannesburg [UJ], 2009:4) states that a person is seen holistically in interaction with the environment in an integrated manner therefore the need for holistic nursing care. From the problem identified above I envisioned the need to conduct a study on the lived experiences of patients with erectile dysfunction from a holistic perspective that includes a mental health perspective. The overall aim of this study was to generate an in-depth understanding of the lived experiences of patients with erectile dysfunction who were on a haemodialysis programme in three units of a renal disease management organisation in KwaZulu-Natal. The aim was achieved by exploring and describing the patients’ lived experiences of erectile dysfunction. My understanding of the lived experiences of these patients formed the basis for proposing recommendations to facilitate the mental health of patients with erectile dysfunction in the context of this study with reference to nursing practice, education and research. The facilitation of mental health care to the patients in the haemodialysis units would require the provision of holistic nursing care to be implemented by the professional nurse practitioners with the assistance and support of the advanced psychiatric professional nurse practitioner. A phenomenological research design that was qualitative, explorative and contextual was followed to achieve the aim and objectives of the study. Purposive sampling was used for the sample selection based on the inclusion and exclusion criteria. The number of participants selected for this study was guided by data saturation. The total number of participants selected for this study was nine. The data collection methods utilised were phenomenological interviews, naïve sketches and field notes. In the phenomenological interview the participant was asked: “How is it for you to live with erectile dysfunction?” Thereafter the participants were requested to “Write a story on living with erectile dysfunction.” The field notes included observational, methodological, theoretical and personal notes. The phenomenological interviews were audiotaped and transcribed. An independent coder and I analysed the transcribed phenomenological interviews, written naïve sketches and field notes. I made use of Creswell’s method of data analysis (Creswell, 2007:156) in analysing the data. The measures taken to ensure trustworthiness in this study included credibility, dependability, confirmability, transferability and authenticity. The three primary ethical principles articulated by the Belmont Report (beneficence, respect for human dignity and justice) and the Declaration of Helsinki guided this study. There were two major themes with sub-themes that emanated from the collection of multiple data. The first major theme was that the participants’ lived experiences of erectile dysfunction reflected psychological, physical and social losses that seemingly negatively influenced their mental health. An alternative story of two of the participants’ acceptance of living with erectile dysfunction which positively influenced their mental health emerged as the second major theme. Therefore the essence of most of the participants’ experiences of erectile dysfunction was reflected by losses in the psychological, physical and social dimensions that seemingly negatively influenced their mental health. However, two participants had embraced the challenges of erectile dysfunction and managed to deal with the losses in the psychological and social dimensions. Based on the findings and the literature control recommendations were proposed for nursing practice, education and research. The recommendations were guided by the Theory for Health Promotion in Nursing from the University of Johannesburg (2009:1). These recommendations served as a frame of reference to enable the professional nurse practitioner to facilitate the mental health of patients who experience erectile dysfunction within the context of rendering holistic nursing care. The advanced psychiatric nurse practitioner has both developmental and consultative roles to implement in the haemodialysis unit. In implementing these roles, the professional nurse practitioner is assisted by the advanced psychiatric nurse practitioner to mobilise the internal and external resources to meet the patient’s needs on a holistic level. A psychiatric nursing qualification for professional nurse practitioners treating patients in the haemodialysis units is recommended to assist and support the patients to cope with their experiences of erectile dysfunction, thus facilitating their mental health. Copyright / Dissertation (MCur)--University of Pretoria, 2012. / Nursing Science / unrestricted

To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.

This thesis explores the subjects of professionalism and ethics as they relate to archivists and seeks to assess the appropriateness and effectiveness of the ethical codes adopted by two national archival associations in North America. The archival profession in North America is in its infancy compared to its status in Europe. Having been identified with serving scholarship and other "non-essential" pursuits, archivists have begun to involve themselves in more vital records management tasks involving access to information and privacy issues. As the archival profession strives to achieve greater public recognition and trust to better carry out these and other sensitive tasks, the need for a code of ethics has become more acute. Both the Society of American Archivists and the Association of Canadian Archivists have developed codes in the last few years in an attempt to set standards of conduct in the face of rising responsibilities. However, many of the elements have been borrowed from other codes and with the need to ensure that such codes will be observed by members and enforceable by sanction, it seems timely that some means be established for analyzing their effectiveness. This thesis attempts to establish the tools for analysis of archival codes of ethics. To this end, it examines professionalism and ethics and the relationship between them. It draws upon the literature on emergent professions, establishing some of the characteristics of recognized professions. It also draws upon the literature on professional ethics to determine how one might look at existing codes from an ethical perspective. It examines the nature of archives and archival work to identify ethical principles regarding archival material and its treatment. Ultimately, the elements of these foregoing discussions form the basis for analyzing archival codes of ethics. The thesis generally concludes that ethical codes must be placed in an ethical infrastructure which reinforces the values and principles embodied in a code of ethics. Moreover, a better understanding and consensus about the purpose or goals of the profession needs to be achieved and stated in the codes themselves. Greater attention needs to be paid to formulating basic principles which can be applied in unpredictable situations. Greater use of logical relationships between code components is also needed. Finally, to become truly useful, the North American codes need to be made more comprehensive and to this end, it is suggested that professional archival groups abandon their attempt to provide ethical guidance solely in encapsulated form. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate