Professionalism

Mountain guides are one of the front-line players in the tourism industry.
Through their professionalism, they can alter the tourists' vacation from a tour into an experience. This study examines the mountain guiding in Indonesia by comparing the Indonesian mountain guide training and certification programme and to what degree the approach and content correspond with the UIMLA and the IFMGA programmes. This research uses a dual approach to investigating the issues: a content analysis of APGI 3, UIMLA and IFMGA programmes respectively and interviews with various players involved in mountain guide training and certification. It was discovered insufficient training, lack of professionalism and ineffective monitoring measures. Although professional certification is a widely accepted paradigm and embodied in legislation from global to local levels, implementation continues to be a challenge. As a minimum, it is necessary for Indonesia’s tourism business to improve the training programme and this can be done through less government interference and delegate the authority to the specialised mountain guide organisations like APGI. However, very few studies about mountain guide training and certification and mountain guiding as a profession have been introduced, and this study represents one of the first attempts to do so. The results of this research can be used for improving mountain guiding in Indonesia.
Keywords: mountain guide; training and certification programmes;
Indonesia; professionalism, APGI; IFMGA; UIMLA

Twitter makes visible some of the most fundamental divides in professional journalism today. It reveals tensions about what constitutes news, the norms guiding journalists providing it, professional identity, and public service. This article argues that these tensions result from a clash between the institutional logic of professional control (Lewis, 2012) and an ethic of transparency. Drawing from extensive research on a political press corps, involving observation, interviews, and analysis of tweets, this study witnesses the adoption of Twitter in the everyday working practices of reporters. It thereby also provides reasons why Twitter has been so successful in journalism. Tensions between professional control and transparency in journalism may, furthermore, be emblematic for divides in other professions today.

The concept of the gentleman amateur was, and remains, an important aspect of upper and middle-class Victorian and Edwardian male identity. Although he remains a significant literary presence, the form and length of time the gentleman amateur remained a cultural influence in society is contested.                                                     

This article examines one realm of this social constructs influence - sport - in terms of the social and philosophical origins of these titles, what they meant in practice and the repercussions their use had on class cultures, British (English) sporting values and success. It proposes that the gentleman amateur - despite the long-term damage inflicted by such men - remains a major philosophical, ideological and physical influence upon British sport today.

"This research project examines teachers’ Continuing Professional
Development (C.P.D.) within two clusters of rural primary schools in the north of England. The research considers teachers’ attitudes to, and their understanding of, the meaning and purpose of C.P.D., and how it affects themselves and the pupils they teach. The research, which is set within its historical context with particular reference to the impact of the Education
Reform Act (1988) and the raft of initiatives that have influenced the direction of teachers’ C.P.D., reflects on teachers as professionals.

Through a combination of survey and case study, quantitative and qualitative approaches to data collection were used and the initial questionnaires were followed up by semi-structured interviews in the two case study schools. Using Bolam’s (1993) tripartite definition as an analytical framework C.P.D. is subdivided into the areas of training, education and support. The data analysis showed that across both clusters teachers’ C.P.D. was driven by national government initiatives and, in some cases, the national initiatives became the schools’ priorities, leaving little opportunity for an individual school based approach to C.P.D. Across the clusters there was an established relationship between the School Development Plan (S.D.P.), performance management and C.P.D. The one year performance management cycle appeared to dictate the length of the C.P.D. cycle and promoted short term development, reducing opportunities for longer courses, such as advanced diplomas and higher degrees. The constraints of the cycle, along with the emphasis on the deficit model of C.P.D., is viewed as contributing to the general deprofessionalisation of teachers."

*The final version of this paper was published in Departures in Critical Qualitative Research. Accessible here: https://online.ucpress.edu/dcqr/article-abstract/10/4/7/119142/Akua-Ananse-Is-a-She-Transnational?redirectedFrom=fulltext

In this autoethnographic piece, I channel the figure of Kweku Ananse—the trickster in West African tales—also known as the “father of all stories.” Extending upon this figure, I offer “spider stories” to make sense of my transnational identities as a West African and French woman, who is a professor in the U.S. academy. I offer a conversation between Kweku Ananse, my French-speaking grandmother figure Marie, and my professional self. My spider stories offer the following three insights for transnational autoethnographic theory and praxis. Ultimately, I argue that transnational autoethnography aligns well with spider stories due to their circular logic. Second, the stories move beyond first-person narratives to incorporate multiple voices. Third, the spider stories subvert usual categories of knowledge and function as a form of episteme. They borrow from the genre of indigenous folktales, which have historically been dismissed as appropriate knowledge in Western-centered worldviews.

A highly effective Dean plays a marvelous role in the success of creating Quality oriented culture as a Professional Leader, Strategic Thinker, Effective Manager of the Faculty, staff and Students and raises the standards of academic quality. After a detailed review of the prevailing literature about an Effective Dean, this article proposes a conceptual framework that will help out in promoting a healthy culture of effectiveness in the community of Deans. Issues like strategic planning, curriculum, facilities and research are also part of the responsibilities of Effective Deans. Daydreaming 'offers a positive,simultaneous effect on task performance. Through a wide-ranging attributes of Effective Dean, the probable model as mentioned in Figure No. 6.1, uncovers the Planning, Professional, Leadership, and Managerial,scholarly and effective teaching capabilities of Deans. Adopting continuous Improvement strategy, getting accreditation of the relevant Programs at national as well as...

Professionalism must be explicitly taught, but teaching professionalism is challenging, because medical teachers are not prepared to teach this content area. This study aims at designing and evaluating a faculty development programme on learning and teaching professionalism in the Arabian context. Programme development: The study used a participatory design, where four authors and 28 teachers shared the responsibility in programme design in three steps: orientation workshop for teachers, vignette development, and teaching professionalism to students. The workshop provided the cognitive base on the salient attributes of professionalism in the Arabian context. After the workshop, authors helped teachers to develop a total of 32 vignettes in various clinical aspects, portraying a blend of professionalism dilemmas. A battery of seven questions/triggers was suggested to guide students' reflection. The programme was evaluated with regard to its "construct" and its "outc...

Awareness of the narrative nature of educational formation can develop Christian professionals. Attempting to answer the question “what is worldview,” opens up new possibilities for truly holistic education of undergraduates, in particular, and to sponsor their responsible discipleship in the professions. We will indicate the thesis’s applicability in sample settings: post-baccalaureate teacher education, doctoral-level ethics courses and settings beyond the university.

"Bowen’s Court has most commonly been confronted through methodological paradigms stressing its affinity to traditional Irish generic and historiographical conventions. In contrast, this essay reassesses Anglo-Ireland’s contribution to early twentieth-century literature by rereading Elizabeth Bowen’s text within the context of an international cultural and economic world-system. It argues that two historical narratives inform Bowen’s Court: a gothic chronicle of decline and a protoprofessional story of detached expertise. These narratives correspond to two visions of Anglo-Ireland’s transnational position, the first conceiving of the Protestant Ascendancy as neofeudal landlords who transform Irish labor into capitalist wealth, the second characterizing the Anglo-Irish as a cosmopolitan class of professional managers. By regarding these socioeconomic roles as affective dispositions between which her class vacillated, Bowen creates a cyclical history in which the deficiencies of gothic hysteria and detached professionalism supplement each other in a dialectical exchange. Understanding the socioeconomic circumstances underlying Bowen’s Court provides an important insight into how Bowen and fellow Anglo-Irish writers used affect to legitimate their class position after Irish independence, as well as how they were able to envision an Anglo-Irish renaissance.
"

An emphasis on the application of data mining and other “big data” techniques has raised concerns about ethical use, analysis, and interpretation of large amounts of data obtained from a variety of sources. In 2014, the Committee on Professional Ethics of the American Statistical Association (ASA) initiated a revision of their Ethical Guidelines for Professional Practice, which was completed in 2015. Although interest in these new Guidelines is keen across the ASA membership and leadership, as of the 2013-2014 academic year, only 35% of universities in the United States required any ethics content for “at least some” of their students in statistics and biostatistics programs. There are two main barriers to increasing this to 100% of universities and 100% of students. First is time and effort: either a new (additional) course is needed or time within existing courses must be carved out to accommodate new material. Similarly, teaching and learning about ethics, or professional practice, is qualitatively different- particularly in terms of assessment – than it is around statistics and biostatistics/data analysis. A second barrier is content: it can sometimes seem that “ethics training” is only required for those who violate norms for ethical practice (or the law –by falsifying data, plagiarising, or committing fraud in scientific research). Moreover, most faculty, if they have received training in ethics or in the “responsible conduct of research”, have experienced a major focus on memorization of rules or guidelines and possibly an emphasis on the protection of human subjects and their privacy. However, “statistical practice” involves a great deal more than just the consideration of the human (or animal) subjects in a research study –as does responsible conduct in research.
The Guideline principles interact, and sometimes must be prioritized due to their potentially conflicting applicability in any given situation. Therefore, memorization of the Guidelines - or their simple distribution to students or faculty – is unlikely to promote the awareness of their use and importance that is desired by the ASA and the Committee on Professional Ethics that has maintained and revised them. This article outlines elements of the 2015 revision of the ASA Ethical Guidelines for Statistical Practice that are suitable – and important – components of training all undergraduates and graduates whether or not they are statistics majors. It also contains recommendations reflecting current research on how best to promote adult learning - using a constructivist approach consistent with principles of andragogy, and supporting the promotion of the development of expertise, or at least its initiation. Methods for assessment of student work across level (undergrad/grad/post doc/faculty) and context (within major/non-stats majors) are also discussed.

This paper explains how the modern staging or re-enactment of Škofjeloški pasijon (the Škofja Loka passion play or, in Latin, Processio locopolitana) constructs a distinct controversies: (a) a amateurism/professionalism controversy; (b) a play/performance controversy; (c) a theatre/community controversy; (d) history/presence controversy; and (e) an epistemology/faith controversy. Around 1715, Father Romuald (1676–1748), a member of the Order of Friars Minor Capuchin, wrote a script for a passion play, the oldest preserved dramatic script written in the Slovenian language and the oldest preserved regie-book in Europe. The passion play was performed during Lent until 1768 in the form of penitential passion play procession. After Slovenia’s political system changed in 1991, interest in the passion play revived, but there have since been only a few performances in 1999, 2000, 2009 and 2015. The performance of the passion play is deeply affected by collective amateurism and construction of a distinct theatre passion play community. Even if the future productions of the Škofja Loka passion play will eventually developed to a higher professional level, the Škofja Loka passion play will always remain a communal theatre that demands a passion play theatre community with medieval roots in a modern secular society.

One of the dilemmas faced by directors and other corporate leaders is the need to be entrepreneurial in ensuring the future success of a company which involves risk, while at the same time retaining prudent control. Transitioning leadership suggests a process of adjustment, adaptation, transformation or metamorphosis from one condition, situation or state to another, depending upon the extent of the internal or external change required to continue to operate and cope. The process also involves risk and its management. Boards need to ensure that risk aversion and contemporary approaches to compliance and risk management do not stifle creativity, innovation and entrepreneurship. In many contexts, approaches to risk management and the risk management community may need to change if risk management is to be viewed more positively as an enabler of enterprise, transition, change and transformation rather than as an inhibitor and overhead cost.

Published as:

Coulson-Thomas, Colin (2017), Transitioning Leadership and Risk Management, Effective Executive, Vol. XX No. 4, December, pp 19-30

This study aimed to explore the practical experience of child welfare caseworkers and professionalism in child case management in Malaysia. This paper discussed the specific social work practice competency and the challenges faced by child caseworkers in the fieldwork. This research was qualitative with grounded theory approach. Four sessions of focused group discussion (FGD) were conducted involving a total of 27 caseworkers (child protector and probation officers) in the Klang Valley. The study found that the four basic principles of knowledge in child case management namely: 1. knowledge in child case management; 2. professional values of caseworkers towards children; 3. skills in managing cases; and 4. culturally competent practice in child case management. In addition, major challenges faced by the child case manager are the capacity and commitment of the family in children's rehabilitation program, the credibility of caseworkers are being challenged, and the challenges of ...

CC-BY-NC-ND 4.0 International license

Tractenberg, R. E. (2019, April 23). Teaching and Learning about ethical practice: The case analysis. https://doi.org/10.31235/osf.io/58umw

Statistics, biostatistics, and data science are unique disciplines/a unique discipline in the sciences: anyone with an Internet connection and computing device can utilize the methods from these disciplines –irrespective of preparation to do so. Most empirical and all experimental sciences require some form of data analysis, including qualitative methods. However, even those in degree or formal educational programs learning about statistics/biostatistics/data science do not receive training in what constitutes “ethical practice”. The American Statistical Association (ASA) maintains, and recently (2018) updated, Ethical Guidelines for Statistical Practice. Understanding and being able to utilize these Guidelines (GLs) is relevant for all applications of statistical and data science methodologies – whether for true “research” (following the scientific method) or for business or other predictive/decision-making support. Thus, students who will go on to be statisticians and non-statisticians alike need to learn about ethical statistical practice, including those who seek to apply these methods in marketing, policy, and higher education. This article describes how to employ the case study method to teach the ASA GLs, using simple vignettes and a specific tool called a “stakeholder analysis template”. The template is introduced as a method for understanding the harms and benefits, as well as the stakeholders, in each of a series of tasks common to the collection, analysis/manipulation, and drawing of inferences or conclusions based on data in any shape or size. The ASA Ethical Guidelines are discussed with respect to their potential to guide data collection and munging (two specific tasks), with three learning objectives: 1. describe how different individuals (“stakeholders”) may be affected by decisions and actions; 2. enumerate harms and benefits that are most clearly relevant for each stakeholder with respect to the activity; and 3. identify which ASA GL Principles (and/or specific elements) seem most relevant to this activity. The stakeholder analysis template is intended to facilitate teaching and learning – and the ultimate utility – of the ASA Ethical Guidelines for Statistical Practice.

Despite integrating innovative teaching strategies in the classroom, nurse educators continue to struggle with evaluating students ’ ability to provide safe, competent patient-centered care in the clinical setting. Members of the baccalaureate research and evaluation committee developed a set of Clinical Performance Evaluation Tools incorporating the knowledge, skills, and attitudes for each of the Quality and Safety Education in Nursing (QSEN) competencies. Remedia-tion strategies for each course were addressed with a separate tool, the Clinical Performance Remediation (CPR) Tool. The tools also include a section regarding professionalism. This manuscript describes the process and outcome for creating an evaluation tool that blended an effective combination of QSEN’s core competencies, the Essentials of Baccalaureate Education for Professional Nursing Practice, and the Nicholls State University baccalaureate program’s conceptual model. The tools were piloted spring of 2012. Nursing...

Book review on the last contribution of Nicholas Adams, dealing with Gordon Bunshaft.
The review is comprised in the bilingual thematic issue:
"ARTSCHITECTURE. The arts as a solicitation of architectural thought"
edited by L. Amistadi and E. Prandi

A central theme in the scholarly literature on Enlightenment Europe concerns the increased focus on the role of reason in the development of European thought, especially in the context of the new science and natural philosophers’ radical successes in this burgeoning field. As a consequence, there is a tendency in both philosophical scholarship and teaching to bind philosophy and science tightly together and emphasize the way in which one aspect of rationality in early modern philosophy led to the development of modern science. While there is certainly much that is correct in this approach, one motivation for pluralizing philosophy’s past is that this story leaves out a great deal that is important in Enlightenment views of reason. Margaret Cavendish provides a compelling example of a thinker from this period who was not only engaged in the scientific enterprises of her day, but included within her purview disciplines we typically categorize today as belonging squarely to the humanities. Her philosophical work opens a window into how enlightenment thinkers conceived of the role, and arguably more importantly, the limits of reason and the sciences. In contrast with the traditional interpretation of the modern period, I argue that reason was significantly broader in scope — its developments in science were paralleled by equally important advances in the music, art, literature, medicine, philosophy, etc. Cavendish’s work forces us to recognize the lack of a sharp boundary between these areas; philosophy was able to act as a bridge between the sciences and humanistic disciplines. Integrating Cavendish into the canon helps us to see that the narrow focus on the scientific version of reason within Enlightenment philosophy creates a false distinction between science and the humanities and misses out on central, humanistic features of philosophy that make its practice fruitful. I use the example of Cavendish to make a broader point about the nature of higher education today. With the increased focus on so-called “practical” skills, vocational, and STEM focused education, I argue that we have lost focus on the end for the sake of which we pursue education: to live well. Cavendish provides us an opportunity to re-evaluate the narrowly scientific conception of reason during the 17th and 18th centuries as well as our current outlook on why we pursue education. In doing so, I make a case for a well-rounded liberal arts education.

Physician impairment, the inability to carry out patient care responsibilities safely and effectively, is a problem of functioning. However, the presence or treatment of a potentially impairing illness or other condition does not necessarily imply impairment. This American College of Physicians position paper examines the professional duties and principles that should guide the response of colleagues and the profession to physician impairment. The physician should be rehabilitated and reintegrated into medical practice whenever possible without compromising patient safety. At the same time, physicians have a duty to seek help when they are unable to provide safe care. When identifying and assisting colleagues who might be impaired, physicians should act on collegial concern as well as ethical and legal guidelines that require reporting of behavior that puts patients at risk. Health care institutions and the profession should support practice environments in which patient safety is prioritized and physician wellness and well-being are addressed. Physician health programs should be committed to best practices that safeguard patient safety and the rights of physician-patients.

This ethnographic case study explores how developers, editors, and reporters in two Norwegian newsrooms evaluate automated news and which logics underlie their assessments. Despite automation being described as the most disruptive data-centric practice of journalism, the observations and in-depth interviews show that all three groups define automated texts as journalism. At the same time, they characterize automated news as simplistic, lacking creativity and a critical approach, and argue that today's machine-written texts are incapable of fulfilling central professional ideals such as critical scrutiny and advocating on behalf of the citizenry. Accepting automated news as journalism while simultaneously stressing its low quality shows a growing gap between what the newsroom groups are willing to accept because of organizational demands and what they ideally want journalism to be. The conflicting assessments may indicate financial motives gaining ground within Nordic media companies.

Historical research has shown that, at its inception, research ethics was conceived as distinct from existing discourses of professional ethics. Subsequently, this distinction has been maintained and, as a result, the discourse of research ethics appears to be an external to and independent of the practices it normatively analyses and comments upon. This chapter challenges these founding preconceptions and considers if research ethics can be understood as a professional ethics. Therefore, this chapter examines the criteria sociological research identifies as constitutive of a profession, and while one might conclude that research is obviously not formally instantiated as a profession, some of the sociological criteria have significant relevance. In this light it is argued that we might rethink the notion of research ethics in terms of a professional ethics. To do so would be to more clearly embed ethical discourse in the practice(s) of research, something that is consistent with the current turn to integrity.

The true value of a professional  body can in reality only ever be tested against the counterfactual statement:  what if it didn‟t exist?  The Nigerian Institute of Quantity Surveyors (NIQS) and The Quantity Surveyors Registration Board of Nigeria (QSRBN) work hand in hand to promote and regulate the Quantity Surveying  (QS) professional practice in the Nigeria‘s built environment. Over the years, the QS profession is facing challenges such as in-adequate technical skills  among the practitioners, lack of passion and un-employable skills among its graduates, poaching of QS services by other professions, Challenges  from emerging trends and lack of I.T. usage and application in the
QS practices. The aim of this paper is to assess the performance of the NIQS on the development of the QS profession. Thirteen factors were identified from the literature and assign a 5-point Likert scale in the questionnaire which was randomly distributed electronically and manually to various QS professionals. Percentage tables, mean item score and chi-square statistics were used to analysed the data.  The result  shows 12 areas where the NIQS has a ―High Impact‖ and only one area with a ―Moderate Impact‖. In conclusion; the ability of the NIQS in organizing various continuing education and professional training  such as Workshops / seminars / conferences / general meetings brings together the QS practitioners from all sectors to discuss matters of mutual interest to the profession in Nigeria. 

Keywords:  Built environment, Challenges, Impacts, NIQS, Professional body, Quantity Surveying.

Professionalism is an issue in Early Childhood Education (ECE) that has generated lively debate for over two decades. The National Childcare Strategy (DfE, 1997) marked the beginning of a governmental preoccupation with the Early Years workforce, which was regarded as a means to secure national economic prosperity (by enabling more parents to work), and as a means to prepare the child of today to become the worthy citizen of tomorrow.  Over this period the Early Years workforce has been the subject of on-going reform and restructuring, persistently framed by a rhetoric of ‘raising quality’. Key to raising quality were expectations for standardisation, transparency and accountability which could be assured through quality assurance measures, curriculum frameworks and inspection regimes. The early years workforce has encountered unprecedented reform, which has insisted upon heightened professionalism. Like ‘quality’, ‘professionalism’ is a contested concept, it has been framed in particular ways through dominant discourses and rests upon a socially constructed perennial ‘crisis’ in the early years, which provides justification for a constant need for workforce reform.  The two concepts are inextricably entangled since the logic follows that ‘quality’ ECEC relies upon a well-qualified and ‘professional’ workforce. This chapter attempts to question what is meant by professionalism? And who, and what, get to be professional in early childhood contexts? Crucially though, it attempts to offer alternative ways and means in which professionalism in early childhood practice and research might find expression, ways that break free from the limits of an exclusive concern with human subjectivities. This chapter brings affect, materiality, space and place into the frame of enquiry to argue for a more expansive notion of professionalism in early childhood contexts.

Artikkel 1 – Hva slags vitenskapelighet? (9465 ord uten litteraturliste) 1 Teori, empiri, praksis m.fl. – gamle og nye begreper Olav Eikeland Formålet med denne teksten er kort å redegjøre begrepshistorisk og filosofisk for noen sentrale begreper av betydning for diskusjonen om vitenskapelighet i profesjonsdisiplinene og i saerdeleshet for det følgende kapitlet om «Utvidede fagfellesskap og symbiotisk laering» 1. Redegjørelsen gjør det enklere å gi en presis karakteristikk og plassering av forslagene i følgekapitlet. Hervaerende kapittel bygger på forfatterens tidligere arbeider (bl.a. Eikeland 1997, 1998, 2008a, 2008b, 2016a, 2016b) hvor referanser til annen litteratur og historiske kilder er omfattende. Fremstillingen her er derfor forenklet, og bruk av referanser begrenset. De historiske linjene er malt med grov pensel. Innledning For å kunne beskrive og analysere «utvidede fagfellesskap» og «symbiotiske laeringssystemer» i det etterfølgende kapitlet, må moderne begreper og distinksjoner mellom «teori», «praksis», «empiri» og «metodologi» som standarder for hva kunnskap eller vitenskap er, diskuteres, problematiseres og løsnes i sammenføyningene. Også dikotomien mellom «kropp» og «sjel», eller mellom «kropp» og «sinn», må problematiseres. Det samme gjelder for nåtidens dominerende organisering og institusjonalisering av kunnskapsproduksjon basert på bestemte typer arbeidsdeling, saerlig mellom «ånd» og «hånd». Disse distinksjonene og institusjonene stammer verken fra naturen eller høyere makter. De er ikke gitt, men produkter av en bestemt historisk utvikling. Begrepenes og distinksjonenes validitet er heller ikke gitt. Både begreper og arbeidsdelinger står for tiden under press både faglig (innenfra, «validitetsmessig») og samfunnsmessig (utenfra, «relevansmessig»). Mange anerkjente utfordringer, saerlig i samfunns-vitenskapelig metodologi og vitenskapsfilosofi, og dermed også for yrkes-og profesjonsdisiplinene, henger sammen med at disse begrepene, distinksjonene, arbeidsdelingene og rammene de setter, likevel tas for gitt. Språklig presisjon og evnen til å kontekstualisere og dermed relativisere sin egen samtid, roller og praksis krever et historisk utviklet og nyansert 1 Enkelte mener at yrker og profesjoner verken er fag eller disipliner, og at disse betegnelsene bare skal brukes om de etablerte vitenskapene på universitetene som fysikk, kjemi, biologi, psykologi, sosiologi, statsvitenskap, historie osv. Siden yrker og profesjoner hevdes å bruke litt av hvert fra disse, skal de selv ikke kalles verken fag eller disipliner. Universitetsfagene er heller ikke natur-eller gudegitt, men i denne artikkelen godtar jeg «fag» som betegnelse på universitetsinndelingene, mens det er gode grunner til å kalle yrker og profesjoner for nettopp disipliner, siden «disciplina» i utgangspunktet betydde en form for praktisk trening eller opplaering i noe det fantes praktiske regler og systematikk for som satte standarder for utførelse som man kunne vurderes i forhold til. Jfr. Eikeland (2008b) om praxis-interne standarder.

"From the YUP web site: "Amateurs and professionals studying birds at the end of the nineteenth century were a contentious, passionate group with goals that intersected, collided and occasionally merged in their writings and organizations. Driven by a desire to advance science, as well as by ego, pride, honor, insecurity, religion and other clashing sensibilities, they struggled to absorb the implications of evolution after Darwin. In the process, they dramatically reshaped the study of birds.

Daniel Lewis here explores the professionalization of ornithology through one of its key figures: Robert Ridgway, the Smithsonian Institution’s first curator of birds and one of North America’s most important natural scientists. Exploring a world in which the uses of language, classification and accountability between amateurs and professionals played essential roles, Lewis offers a vivid introduction to Ridgway and shows how his work fundamentally influenced the direction of American and international ornithology. He explores the inner workings of the Smithsonian and the role of collectors working in the field and reveals previously unknown details of the ornithological journal The Auk and the untold story of the color dictionaries for which Ridgway is known.""

An Attempt is made in this paper to critically highlight some of the sociological issues concerning Librarianship (LIS) as a Profession.  Different theoretical formulations are discussed.  Importance of the studies of Sociology of Occupations and Professions for Librarians is emphasized.  useful suggestions are offered towards achievement of fulfledged status of Librarianship (LIS) as a Profession.

What if we were made to believe in ambition because ambition is something good? There is a mantra that tells us “be ambitious”, but, who dares to dissent from it? What if ambition would have been politicized and ideologized? The reason for writing this book is not to clarify what ambition actually means, but to unpack the ethical implications behind its different meanings. This book is divided in three parts corresponding to three different ethos or ways of living : being ambitious, not being ambitious and, finally, being ambitious and not ambitious at the same time.

Der Beitrag berichtet aus einem laufenden Forschungsprojekt, welches Orte ritueller Praxen in einem ostdeutschen Jugendamt rekonstruiert. Dabei ergaben erste Erhebungen, dass gerade der Schwellenzustand zwischen professioneller Klientenbeziehung einerseits und teils diffuser Kollegenbeziehung andererseits der Ausgestaltung im Sinne eines Übergangsrituals bedarf. Die Mitarbeiter des untersuchten Feldes etablieren dieses in Form einer Klatschkultur, die Klientengespräche beidseitig rahmt. Im Folgenden soll nach dem symbolischen Bedeutungsgehalt und dieser Praxis in Bezug auf die Etablierung einer profes-sionellen Teamkultur gefragt werden. Außerdem werden ethischen Bedenken derselbigen zur Diskussion gestellt.

How is going to be professionalism for RMAs in a post-pandemic era?  Which skills are expected to be in demand? Following these questions, this presentation aims to define what professionalism for today’s RMAs is – consisting of qualifications, associations, and professional frameworks, among others – but, above all, what we could expect this professionalism to be – with its set of skills and expectations - in a post-pandemic future.
For the reasons set above, research managers (RMAs) could be expected to reshuffle their skills and re-invent themselves, not only to cope with an era where even professional knowledge has a limited lifespan, which was already something to expect, according to Barnett (2008); but also to create a new idea of professionalism and up-to-date skills for the times lying ahead.
The presentation is meant to be theoretical, with an empirical part describing cases of skills we could expect to acquire or need. It moves from the search of a definition of RMA to explain the move from administration to management; from here, what skills we can expect to seek in the current age and in an early future. Thus, a variety of sources on skills in HE and other sectors have been considered and compared; and it comes up that the core skills in a post-pandemic age are primarily the soft ones.
Overall, the core message for RMAs is to 'go wider' and focus beyond the field of practice of RMA, so on related fields of HE more broadly and HEM. But also to look at other professional groups and associations since their perspective could strengthen their understanding of themselves, their community, and their profession in today's HE.

Pharmacist are health professionals who help individuals protect themselves against disease, maintain good health and make the best use of their medications. The pharmacist promote rational use of drugs and ensure the provision of safe, effective and quality drugs for improved patient care and quality of life. This Code, prepared and supported by pharmacists, is intended to state publicly the principles that form the fundamentals basis of their roles and responsibilities which are based on moral obligations and virtues to guide pharmacist in their relationship with patients, health professionals and society.

A short introduction to the author's critical systems heuristics (CSH), a framework for reflective professional practice based in critical systems thinking and practical philosophy.

Abstract: Health care planning, city and regional planning, energy and transportation planning, environmental design, social policy planning and other areas of social systems design are becoming issues of increasing concern to policy makers. Faced with complex steering problems that may have far-reaching implications, they expect help from applied disciplines such as operations research, systems design, technology assessment, program evaluation, and many others; but these approaches rarely offer much help in critically identifying and reflecting on the normative implications of the problem definitions and solutions they inspire. Critical systems heuristics (CSH) is a framework to this end. This paper, an early short introduction to CSH that is still widely used today, introduces some key concepts of CSH and briefly discusses their significance for "rational" practice.