Sentence examples for fostered professionals from inspiring English sources

Although most earn their living through other means — Mr. Stone is a retired psychologist — the group has fostered professionals like Steve Cohen, who attended in the 1980s when he was a teenager and the group met at a deli.

The oncology nurses noted "we need to foster professionals who disseminate new ideas in our institution" (Participant J), suggesting the development of human resources and the establishment of a worthy role model for other staff to promote the guidelines.

With the support of the Galician Association of Family & Community Medicine (Asociación Gallega de Medicina Familiar y Comunitaria AGAMFEC), information on the research project was previously circulated via the channels usually used by this association, to foster professionals' motivation and encourage them to participate in the FGs.

The International 3 was set up to foster professional development for artists in the region.

About the press I've learned how it works, how to make it work for you, and how to foster professional relationships with media publishers.

Here, we examine the role of interprofessional communication in fostering professional identification among physicians.

fostering professional well-being in terms of job satisfaction, work engagement, sense of competence as a teacher and sense of confidence in facing professional challenges (research question 3) and   d.

Does combining teaching with another job contribute to fostering professional well-being in terms of job satisfaction, work engagement, sense of competence as a teacher and sense of confidence in facing professional challenges?   4.

Does combining teaching with another job contribute to fostering professional well-being in terms of job satisfaction, work engagement, sense of competence as a teacher and sense of confidence in facing professional challenges?

Research into schools as professional communities has shown organizational factors such as cooperation, participative decision making and a climate of trust to foster professional learning on the part of teachers (Kwakman, 2003; Leithwood et al. 1999; van Woerkom, 2004).

This effort on the part of Gap represents a proactive approach to fostering professional development among uneducated women, who have historically represented a fringe group in the apparel industry (cf., Hart & Sharma, 2004).