The field of Affective Computing AC expects to narrow the communicative gap between the highly emotional human and the emotionally challenged computer by developing computational systems that recognize and respond to the affective states of the user. Affect-sensitive interfaces are being developed in number of domains, including gaming, mental health, and learning technologies. Emotions are part of human life. Recently, interest has been growing among researchers to find ways of detecting subjective information used in blogs and other online social media.
Conversation and discussions with others Courses and distance learning Researching the solution to problems Working with others outside the organisation To these we might add the learning and development that take place when we are transferred to new situations, or when we take on new responsibilities within our existing job functions.
Professional development also includes the full range of intellectual discipline, from conceptual understanding to the practical application of knowledge. The informal and ad-hoc nature of much professional development poses problems for us as educationalists.
How do we evaluate and assess it? How can we recognise and reward it? Delivering professional development on demand to practising materials technologists using a variety of learning modes will require new approaches to teaching and learning, and should make use of modern information technologies, adapted and adopted for teaching and learning.
However, such matters lie outside the scope of this guide. Overview We will start by reviewing the importance of both continuing professional development and the skills that enable it to take place. We will then define the terms 'professional development' and 'professional development skills'.
Finally, we will consider methods to identify and deliver relevant lifelong learning. These methods also provide the training regime through which we can become skilled at professional development. Why are Professional Development Skills Important? Professional development is not a new concept, but it is becoming increasingly important.
The continuing pace of change in materials science and engineering means that what we learned in our initial training courses soon becomes dated and irrelevant.
It has been estimated that the half-life of technical knowledge is about seven years. Furthermore, the amount of knowledge - and the amount of information - continues to increase. Materials science and engineering has become knowledge intensive: In this new world, it is impossible for us to know all that there is to know, yet access to the knowledge base is increasingly readily available.
So what will make us good materials technologists, rather than poor ones, is that our knowledge is more relevant, and more current, and is applied more efficiently and effectively. The work-place has also changed, with the result that materials scientists and engineers are expected to have a wider range of skills see table 1.
We increasingly work in teams on projects and much of what we do is virtual rather than tangible. As one project ends, another begins, and so we move from project to project, from team to team, and from one work-place to another.
Indeed, for many, the increasingly itinerant nature of work leads us into several different careers during our working lives. These are strong, compelling reasons for professional development skills, but there are many more!
A better informed and more sophisticated public is demanding a higher duty of care and level of service from professionals. Linked to this is the increasing risk of claims for negligence from professionals deemed to have 'failed' in their duty or given poor advice. Within organisations, modern quality management systems demand that qualified people are in place to make decisions.
Table 1a Combine general and specialist engineering knowledge and understanding to optimise the application of existing and emerging technology. Apply appropriate theoretical and practical methods to the analysis and solution of engineering problems.
Provide technical, commercial and managerial leadership.Critically review approaches to outcome based practice.
Analyse the effect of legislation and policy on outcome based practice. Explain how outcome based practice can result in positive changes in individuals’ lives. Developing Professional Skills by John Wilcox.
A booklet in the 12 Guides to Lecturers series published by the UK Centre for Materials Education. This guide explores the issues in professional develoment, it highlights the skills required for successful, lifelong professional development and suggests strategies and methodologies that can assist in the acquisition of professional development.
FIP is the global federation representing four million pharmacists and pharmaceutical scientists worldwide. Read more about us».
The LLM in International Commercial Law covers the core issues relevant to the resolution of commercial disputes together with contractual principles. This course will will provide you with the skills and knowledge needed to thrive in the area of corporate law with subjects specifically pertaining.
Aarhus University (AU) offers interdisciplinary study programmes within a wide range of academic fields, covering basic research, applied research, strategic research and research-based consultancy.
Purpose: This qualification is intended to enable lay people and/or health care workers to help individuals and/or groups to approach the HIV/AIDS pandemic and any other dread disease in an integrated way so that the condition may be managed satisfactorily.