Suchergebnisse

The NSPCC has analysed evidence from serious case reviews to identify learning. In this issue, we look at the risk factors and learning for improved practice for all professionals working in the health sector

Table of Exam Topics -- Table of Rules -- Exam #1. 60 Problems and Questions -- Answer Key for Exam #1. Answers and Explanations -- Exam #2. 60 Problems and Questions -- Answer Key for Exam #2. Answers and Explanations -- Exam #3. 60 Problems and Questions -- Answer Key for Exam #3. Answers and Explanations.

They can't live with each other, can't live without each other -- Management as a problem -- Management as a solution -- Strategic management -- Quality management -- Coordination and cooperation -- Knowledge management and innovation -- Performance management -- Change management -- Beyond the one-handed organization

The growth of the demand for recreation services has been accom panied by a movement toward professional consciousness. Numerous societies now need to consider their goals and study their overlapping membership and functions. To strengthen the professional voice of recreation, some consolida tion is necessary.

This article examines the working lives of creative-class professionals in the Global South using two case studies: university educators and museum professionals employed in Qatar. A small country on the Arabian Peninsula, Qatar is an ideal site for the study of professionals in a developing yet authoritarian nation. We argue that the cultural attributes of the professorial and curatorial communities, including creativity, autonomy, and intellectual freedom, are in conflict with the authoritarian political context, giving rise to professional dissonance. Professional dissonance occurs when the norms, values, and ideas embraced by a particular occupational group conflict with the norms, values, and ideas in the settings in which they work. To cope, university educators and museum professionals turn to five strategies—resistance, subversion, submission, conversion, and exit—although variations in the content and institutional structures of their work lead each group to deploy them in somewhat different ways. These strategies may be replicated in other contexts of high professional dissonance, caused by authoritarianism or otherwise.

Professional boundaries are the essential limits that protect a practitioner's authority and vulnerable service users and are particularly important when working with children, young people and families

This review answers recent calls to consider the transformative role of transnational professionals in contemporary globalization. It departs from the dominant perspective, which views professions as constrained by states' geographical boundaries and by organizations such as nationally based professional associations. Transnational professionals have particular characteristics: they combine high-level abstract knowledge, high mobility across national and organizational settings, social and cultural capital, and distributed agency to shape global practices. Over the past two decades, a vibrant research stream has emerged on these professionals and their boundary-crossing work, raising new questions about agency, territoriality, and power. We examine transnational professionals across a range of occupations and sectors, as well as world regions, extracting the implications for sociological theory and methods. We outline a scholarly agenda highlighting the opportunity structures and likely trajectories for those who locate themselves in transnational professional spaces, suggesting how they can be investigated in future research.

The framework for professional education in recreation developed primarily from recommendations of national conferences on the subject. The trend is for increasing emphasis on broad general foundations in humanities and social sciences with opportunities for specialization in various aspects—hospital, industry, municipal, administration—to be centered in the upper division and graduate levels. Problems are: supply of potential leaders, organizational pat terns, accreditation, institutional roles, professional standards. Needs are: more evaluation, more research, higher standards. Suggested guidelines are: coopera tive effort, flexibility in approach, balanced offerings, and reflection of the needs of the profession and society.