This book examines professional learning and relates it to the acquisition of expertise, and the influence of individuals. Professional learning, as discussed in the book, comprises all kinds of occupational domains because employment and paid work usually follow the achievement principle, i.e. workers are expected to perform efficiently. The book suggests that the perspective of expertise research is an appropriate lens to use for gaining insight in how individuals can be prepared and enabled to autonomously master the requirements of daily working life. Expertise is understood as the capacity to reliably perform on an extraordinary level, and the basic assumption is that experts are best prepared to successfully cope with future challenges at workplaces. The book comprehensively discusses issues of expertise research and explores the nature of a successful individual and an impeded individual. It proposes an integrated model of individual and social components of expertise development, the i-PPP model. The model provides insight in and an understanding of how individuals can be enabled to develop and maintain professional expertise in the context of daily work. Across all paradigms, researchers, policy-makers, employers and trade unionists agree that working conditions undergo permanent change through economic, societal, and technological developments. Recently, the digitalisation of (working) life became a hot topic of scientific and societal discourses. Workplaces, thus, provide challenges for individuals who have to be able to cope with workplace changes. Accordingly, new challenges emerge for an adequate understanding of learning for work as well as learning during work.

About the Book Series The idea for the Book Series "Innovation and Change in Professional Education" (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.

About the Book Series The idea for the Book Series "Innovation and Change in Professional Education" (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.

This book examines professional learning and relates it to the acquisition of expertise, and the influence of individuals. Professional learning, as discussed in the book, comprises all kinds of occupational domains because employment and paid work usually follow the achievement principle, i.e. workers are expected to perform efficiently. The book suggests that the perspective of expertise research is an appropriate lens to use for gaining insight in how individuals can be prepared and enabled to autonomously master the requirements of daily working life. Expertise is understood as the capacity to reliably perform on an extraordinary level, and the basic assumption is that experts are best prepared to successfully cope with future challenges at workplaces. The book comprehensively discusses issues of expertise research and explores the nature of a successful individual and an impeded individual. It proposes an integrated model of individual and social components of expertise development, the i-PPP model. The model provides insight in and an understanding of how individuals can be enabled to develop and maintain professional expertise in the context of daily work. Across all paradigms, researchers, policy-makers, employers and trade unionists agree that working conditions undergo permanent change through economic, societal, and technological developments. Recently, the digitalisation of (working) life became a hot topic of scientific and societal discourses. Workplaces, thus, provide challenges for individuals who have to be able to cope with workplace changes. Accordingly, new challenges emerge for an adequate understanding of learning for work as well as learning during work.

Wie tragen erziehungswissenschaftliche Fragestellungen und Forschungsergebnisse zur Beschreibung, Erklarung und Gestaltung wirtschaftsbetrieblicher Strukturwandlungen bei? Die Darstellung "Kapital und Kompetenz" verdeutlicht die praktische Relevanz wissenschaftlicher Erkenntnis und richtet sich nicht nur an Wissenschaftler und Studierende, sondern in gleicher Weise an Verantwortliche in der Arbeitswelt, Fuhrungskrafte, Unternehmensleitungen und Beschaftigte in Personal- und Organisationsentwicklung.

Dieses Buch ist der erste umfassende deutschsprachige Sammelband zur Expertiseforschung. Der Beitrag der deutschsprachigen Forschung zum Thema zeichnet sich u. a. durch eine immer starkere padagogisch-psychologische statt einer allgemeinpsychologischen Ausrichtung aus. Die Foerderung des Expertiseerwerbs sowie die Suche nach praktischen Anwendungsmoeglichkeiten der Forschung in der (vor allem beruflichen) Praxis sind Indikatoren fur diese Entwicklung. Die Beitrage namhafter Autoren sind in zwei Teilbereiche unterteilt: 'Theoretische Einordnung von Expertise' und 'Methoden der Expertiseforschung'.

F r jeden einzelnen Tag von 2001 - 2020 findet man hier die entsprechenden Daten der verschiedenen Maya-Kalender: Haab, Tzolkin und Long Count. Laut dem Maya-Kalender endet einen Tag vor dem 21./23. Dezember 2012 die 13. Baktun-Epoche. Dieses Datum ist vergleichbar einem Jahrtausendwechsel bei uns, oder genauer gesagt dem Ende einer ca. 5125 Jahre lange Epoche von 13. Baktuns. Dies bedeutet aber keinesfalls einen Weltuntergang, denn an diesem Tag beginnt die 14. Baktun-Epoche - das Leben geht weiter.