Framework for a decision support to aid in the allocation of resources in the event of an ambiguous failure

Hertz, M.T.; Hertz, Michael

doi:10.1109/ems.2000.872516

Cited by 1 publication

(1 citation statement)

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“…An organization well-known as the European Foundation for Psychologists and Analysts (EFPA) intends to have a goal of informing people on a variety of subjects, including how to get started in Psychology, even justifying the many benefits of majoring in psychology, and the implementation of the Republic Act 10029, also known as the Psychology Act of 2009, the technical, legal, and professional standards of the Psychology profession would be ensured. The welfare of clients would be protected (Hertz & Chinn, 2000). Uhls and Bonfil (2017) emphasized the relevance of earning a bachelor's degree in psychology if one sincerely intends to pursue a career as a full-fledged psychologist.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Perceived Psychological Preparedness of the New Tertiary Curriculum Graduates in Taking the Professional Board Examination

Sumicad,

Balanga,

Con-ui Cuevas

et al. 2023

jlds

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This study was conducted to explore the perceived psychological preparedness of the selected graduates from the psychology department of the University of Cebu-Main Campus. It described the participants` preparedness in taking the psychometrician board examination. The way the participants adapt to the challenges experienced while reviewing, the experiences encountered by the participants through the factors, and the different coping strategies used to enhance and prepare for the upcoming board examination. The study utilized the qualitative method. There were sixteen (16) participants in this study, and they were selected through non-probability sampling, specifically purposive sampling. In data collection, an interview with a semi-structured interview guide has been used. In analyzing the qualitative data, thematic analysis by Boyatzis is being used. Codes, categories, and finding common themes were identified from the transcript of in-depth interviews. Eleven (11) emergent themes were created based on the participant's responses, which were classified under three (3) primary themes that provided answers to the sub-problems in this research. The emergent themes were extracted from the significant critical statements of the key participants. The description provided by the participants on their preparedness for taking the professional board examination, Factors that Influenced the Participants` Preparedness, has four (4) emergent themes categorized as: On Motivation; On Academic Factors; On Individual Factors; On Environmental Factors. For the challenges faced by the graduate participants about preparedness, the overarching theme is Challenges experienced by the Participants. The preparation has five (5) emergent themes: Lack of Academic Preparation, the Impact on Overall Health, High Expectations, Poor Study Habits, And Self-Confidence. The ways or strategies the participants used to cope with the difficulties faced in the examination preparation, the overarching theme is Participants’ Cope with the Challenges Met has two (2) emergent themes identified: By Ways of Addressing Challenges; By Seeking Social Support. The findings and recommendations derived from the study were used to improve the preparedness of the new tertiary curriculum graduates in taking the professional board examination.

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Section: Theoretical Backgroundmentioning

confidence: 99%