Professional Words Research Articles

ANALISIS KOSAKATA YANG MENUNJUKAN PROFESI DALAM BUKU AJAR BAHASA JEPANG YANG DIGUNAKAN DI UNNES

Abstract
 (ANALYSIS OF VOCABULARY THAT SHOWS A PROFESSION FROM JAPANESE LANGUAGE BOOKS THAT USED IN UNNES)
 The important things in sentences is vocabulary. Vocabulary in Japanese is called 語彙‘goi’.Goi means a collection or set of words related to Japanese. Based on its origin, goi is divided into three types, 1) 和語 'Wago', are words in original Japanese, 2) 漢語 'Kango', are words that comes from China, and 3) 外来語 'Gairaigo', is an absorption word that comes from a foreign language, or most of it is from English. In learning vocabulary in Japanese, one of the groups of vocabulary that is often used is professional vocabulary. However, in the textbooks the types of professions have not been classified and how the form of professional vocabulary that as well as their used. The data source of this research is the Japanese textbook that used in the Japanese Language Education Study Program Unnes. The data analysis technique used in this research is the agih method and the technique of dividing elements directly. Based on the results of the research, the author obtained the professional words in Japanese language textbooks used in Unnes as many as 29 professional words, the word is classified in 23 words of Kango and 6 words of Gairaigo. The total occurrence in the textbook is 68 times. The word 会社員 (kaishain) occurs most often, which is 11 times.The author gets the word profession classified as Kango, which in its form is characterized by the suffix, which is ~者 (sha), ~員(in), ~士(shi), ~家(ka), ~手(syu), ~人(nin), ~事(ji). The author also gets the word profession belonging to Gairaigo based on the data which in its form is characterized by written using Katakana and a change in consonants or addition of vocals.
 
 Abstrak
 Salah satu unsur penting dalam kalimat adalah kosakata. Kosakata dalam bahasa Jepang disebut 語彙‘goi’. Goi memiliki arti kumpulan atau himpunan kata yang berhubungan dengan bahasa Jepang. Berdasarkan asal usulnya, goi dibagi menjadi tiga macam yaitu, 1) 和語‘Wago’, merupakan kata-kata dalam bahasa Jepang asli, 2) 漢語‘Kango’, merupakan kata-kata yang dibaca secara onyomi dalam penulisan kanji, dan 3) 外来語‘Gairaigo’, merupakan kata-kata serapan yang berasal dari bahasa Asing, atau kebanyakan terdapat dari bahasa Inggris. Sumber data penelitian ini yaitu buku ajar bahasa Jepang yang digunakan di Prodi Pendidikan Bahasa Jepang Unnes.Teknik analisis data yang digunakan dalam penelitian ini adalah metode agih dan teknik bagi unsur langsung. Berdasarkan hasil penelitian, Penulis mendapatkan kata profesi dalam buku ajar bahasa Jepang yang digunakan di Unnes sebanyak 29 kata profesi, kata tersebut tergolong dalam 23 kata Kango dan 6 kata Gairaigo. Total kemunculan dalam buku ajar tersebut sebanyak 68 kali. Kata 会社員 (kaishain) paling sering muncul yaitu 11 kali. Penulis mendapatkan kata profesi yang tergolong Kango yang dalam pembentukannya ditandai dengan adanya sufiks yaitu ~者(sha), ~員(in), ~士(shi), ~家(ka), ~手(syu), ~人(nin), ~事(ji). Penulis juga mendapatkan kata profesi yang tergolong dalam Gairaigo yang berdasarkan data tersebut dapat ditandai pula secara penulisan ditulis dengan menggunakan Katakana dan adanya perubahan konsonan atau penambahan vokal.
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Development of the Murdoch Chiropractic Graduate Pledge

This paper reviews the origins of the learned professions, the foundational concepts of professionalism, and the common elements within various healer's oaths. It then reveals the development of the Murdoch Chiropractic Graduate Pledge. A committee comprised of three Murdoch academics performed literature searches on the topic of professionalism and healer's oaths and utilized the Quaker consensus process to develop the Murdoch Chiropractic Graduate Pledge. The committee in its deliberations utilized over 200 relevant papers and textbooks to formulate the Murdoch Chiropractic Graduate Pledge that was administered to the 2010 Murdoch School of Chiropractic and Sports Science graduates. The School of Chiropractic and Sports Science included professionalism as one of its strategic goals and began the process of curriculum review to align it with the goal of providing a curriculum that recognizes and emphasizes the development of professionalism. The reciting of a healer's oath such as the Hippocratic Oath is widely considered to be the first step in a new doctor's career. It is seen as the affirmation that a newly trained health care provider will use his or her newfound knowledge and skill exclusively for the benefit of mankind in an ethical manner. Born from the very meaning of the word profession, the tradition of recitation of a healer's oath is resurgent in health care. It is important for health care instructors to understand that the curriculum must be such that it contributes positively to the students' professional development.

"Profession": A Working Definition for Medical Educators

Purpose: To provide a working definition of professionalism for medical educators. Summary: Thus far, the literature has not provided a concise and inclusive definition of the word profession. There appears to be a need for one as a basis for teaching the cognitive aspects of the subject and for evaluating behaviors characteristic of professionals. Furthermore, a knowledge of the meaning of the word is important as it serves as the basis of the contract between medicine and society, and hence, of the obligations required of medicine to sustain the contract. A definition is proposed based on the Oxford English Dictionary and the literature on the subject. It is suggested that this can be useful to medical educators with responsibilities for teaching about the professions, professional responsibilities, and professional behavior. Conclusions: The proposed definition is as follows: Profession: An occupation whose core element is work based upon the mastery of a complex body of knowledge and skills. It is a vocation in which knowledge of some department of science or learning or the practice of an art founded upon it is used in the service of others. Its members are governed by codes of ethics and profess a commitment to competence, integrity and morality, altruism, and the promotion of the public good within their domain. These commitments form the basis of a social contract between a profession and society, which in return grants the profession a monopoly over the use of its knowledge base, the right to considerable autonomy in practice and the privilege of self-regulation. Professions and their members are accountable to those served and to society.

Moral Positions and Academic Conduct

To what extent are our practices consistent with values that we espouse? --R. A. Smith Introduction This article explores intersection of ethics and professionalism in academia. Specifically, we examine what it means to be both ethical and professional as an academician. Although we focus primarily upon college and university faculty members, we believe that our observations and conclusions have relevance for broader range of roles and actors in academic community. We begin by addressing importance of ethics both as a topic and a practice within academy. We then discuss nature of good citizenship and professionalism and how these concepts translate into academic world. Models of professorate are also offered. We then offer a definition and typology of ethics failure in academia and show how these are linked to professionalism. Finally, we explore ways in which academic organizations can respond to such failure. The central questions guiding this article are: What does it mean to be a professional academic? What is nature of moral failure within this profession? What can be done about it? In asking and offering answers to these questions, we address a topic that is explored extensively in other organizational sectors, such as government and business, but less so in academia. This topic is especially timely. As Berube (1996) points out, although public criticism of American higher education is not new, it has reached a fever pitch in last decade. Corporate America finds troublesome a professional ethic and sense of independence of professionals that makes them resistant to the bottom line. Other segments of society are concerned about rising costs of higher education and accountability of professors with respect to teaching loads and availability to students (Schuster & Bowen, 1985). The same cultural climate that breeds distrust of tenured faculty as professionals also breeds distrust of politicians, lawyers, journalists, and health care professionals (Berube, 1996). There is a need to examine how moral learning occurs in organizations, especially how obligations and responsibilities to public as well as to fellow professionals are learned, and how organizations respond when individual members breach ethical boundaries. Though organizations differ greatly and generalizations about them are therefore complex, it is reasonable to begin to understand ethics failure by constructing a typology of ethics failure in academia. Moral Nature, Professionalism, and Learning in Academic Organizations The Nature of a Profession A is defined as an occupation that regulates itself through systematic, required training and collegial discipline; that has a base in technical, specialized knowledge; and that has a service rather than profit orientation, enshrined in a code of ethics (Reader, 1966). Wilson (1942) has suggested six criteria as framework for a profession: (1) prolonged and specialized training, (2) rigorous standards of licensure, (3) competency tests cannot be simply deduced, (4) absence of contractual terms of work (5) limitation upon self-interest of practitioner and an insulation from extraneous matters, (6) positive obligations to and its clientele. But, as Becker (1962) points out, word profession is applied to many groups that wish to flatter themselves, therefore, word refers more to a social symbol that people attach to some occupations and not to others. Professions purport to be self-policing. Self-policing is essential, both to prevent regulation by government or other unrelated agencies and to ensure that members of profession--those who are in best position to govern and regulate and whose livelihood depends on profession--are left with ultimate authority for establishing expectations, evaluating profession's contributions to society, monitoring conduct of members and responding to reports of member misconduct in an effort to protect and constituents it serves. …

Is Social Work a Profession?

Before beginning to consider whether social work is or is not a profession, I must confess a very genuine doubt as to my competency to undertake the discussion. My acquaintance with social work, with the literature of social work, and with social workers is distinctly limited—far too much so. Hence, if the conclusions that I have reached seem to you unsound or academic, I beg you to understand that I should not be disposed to press them. The word profession or professional may be loosely or strictly used. In its broadest significance, it is simply the opposite of the word amateur. A person is in this sense a professional if his entire time is devoted to an activity, as against one who is only transiently or provisionally so engaged. The professional nurse, baseball player, dancer, and cook thus earn a livelihood by concentrating their entire attention on their respective vocations and expect to go on doing so; whereas the amateur nurse enlists only for the duration of the war, or the amateur baseball player, during youth or college life. Social work is from this point of view a profession for those who make a full-time job of it; it is not a profession for those who incidentally contribute part of themselves to active philanthropy. However, I have not been asked to decide whether social work is a full-time or part-time occupation, whether, in a word, it is a professional or amateur occupation. I assume that every difficult occupation requires the entire time of those who take it seriously, though of course work can also be found for volunteers with something less than all their time or strength to offer. The question put to me is a more technical one. The term profession, strictly used, as opposed to business or handicraft, is a title of peculiar distinction, coveted by many activities. Thus far, it has been pretty indiscriminately used. Almost any occupation not obviously a business is apt to classify itself as a profession. Doctors, lawyers, preachers, musicians, engineers,

Professions under Siege: Can Ethical Autonomy Survive?

31 Robert N. Bellah Professions under Siege: Can Ethical Autonomy Survive? This evening I want to consider a number of issues related to the topic ofthis series. I want to talk first about what the professions are. We cannot take for granted the meaning of the professions ; that meaning has become strongly contested in recent decades. Second, I would like to consider the sources of the crisis in the professions—I clearly believe there is one as I called this talk "Professions under Siege"—and then, finally, I want to turn to the question of the rights and responsibilities of professionals today, focusing on "ethical autonomy" as indicated in my subtitle. Becoming a professional in America has for a long time meant attaining a kind of middle class, actually upper middle-class, respectability. Members of the professions, particularly what were traditionally called the learned professions, felt a degree of superiority not only to the less educated populace as a whole, but to the The first paper in a series sponsored by the University of St. Thomas and the William Mitchell College of Law: "Rights and Responsibilities: The Crisis in the Professions and Their Communities." Logos 1:3 1997 32 Logos business community engaged in more mundane pursuits. This attitude was expressed in die way professionals thought about monetary reward not very many generations ago. A professional man, and until fairly recently most professionals were men, expected what was called a competence—enough to live on comfortably in order to pursue one's profession and care for one's family.The professional in this understanding was not interested in money for its own sake, not in profit, although what professionals considered a competence normally put them in the higher income brackets. This attitude toward money has always made the idea of business as a profession ambiguous, even after graduate education became increasingly a prerequisite for a business career. Through much of the 1 9th century, the learning that made the professions "learned" was quite informal; for example one became a lawyer by serving as the clerk of a successful lawyer and gradually learning the law by participating in his practice. But by the end ofthe 19th century the older professions had institutionalized their educational practices in law schools, medical schools, and so forth—the original profession , the ministry, had long had its established schools—and by the early 20th century had managed to get graduation from accredited schools, and/or the passing of tests administered by the professions , made into legal requirements for professional practice, something that has come to be known as credentialing. If imitation is the sincerest form of flattery, then it is not surprising that the respectability and assumed superiority ofthe traditional professions stimulated other occupations to style themselves as professionals as well. The 20th century has seen an explosion of both professional education and credentialing. What has resulted is a wide spectrum of"professions" with inevitably varying degrees of prestige: social workers probably do not command die respect that doctors and lawyers do; nor do primary school teachers, alas, command the respect that university professors do; but all have advanced education and credentials. Professions under Siege: Can Ethical Autonomy Survive?33 Deeper than the sociological characteristics of the professions that I have just been describing has been a tradition of ethical responsibility, the ultimate source of the professional's claim to respectability and competence. This aspect of die professions is indicated most dramatically in the case of the original profession, the priesthood or ministry. Priests and ministers are responsible to their people, to be sure, but their primary responsibility is to God; they are called by God and are answerable to God. The very words "calling" and "vocation" have their roots in this idea, which has been generalized to other professions and occupations, particularly but not exclusively in the Calvinist tradition. It is worth remembering that the oldest usage of die word profession in English, in the 13th century, is, according to the OED, "The declaration, promise, or vow made by one entering a religious order; hence the action of entering such an order; the fact of being professed in a religious order." Later the word came...

Professionalism--where are all the heroes?

President Dick; Past Presidents Urbaniak, Leach, and Amstutz; members and guests; ladies and gentlemen: Many of the former presidents of this organization have spoken about the humility that they felt as they assumed office of this grand association, the oldest orthopaedic association in the world! Several spoke of their surprise at being elected. All spoke of the pride that they felt in being given the opportunity to represent this organization. I am no different. I must first give thanks to those people who have been very instrumental in my life—namely, my parents, who provided me with excellent role models for maintaining a work ethic; my many educators, teachers, and coaches, who inspired me to work hard, to try my best, and to adopt a never-give-up attitude; my children, who have taught me what life is really all about; and, especially, my wife, Mary Ann, whose love, support, and understanding frequently have been stretched to the limit. While preparing for this address, I did the usual and customary reading of past presidents' addresses, searched through Bartlett's Book of Quotations and Roget's Thesaurus, and had my son help me go online to get material. The topic that I have chosen is professionalism. The word profession is defined in Webster's Ninth New Collegiate Dictionary as: “ 1: the act of taking the vows of a religious community 2: an act of openly declaring or publicly claiming a belief, faith, or opinion ... 3: an avowed religious faith 4 a: a calling requiring specialized knowledge and often long and intensive academic preparation b: a principal calling, vocation, or employment c: the whole body of persons engaged in a calling.”13 John Racy, in an essay on professionalism, suggested an alternative definition: “A profession is a socially sanctioned activity whose primary object is the well …

How the concept of profession evolved in the work of historians of medicine.

Reviewed by: Garrison Lecture: How the Concept of Profession Evolved in the Work of Historians of Medicine John C. Burnham (bio) Most medical historians working with primary sources have run across references to the profession of medicine. The word profession is found, with varying frequency, in the literature of medicine from medieval times to the present. Nor would it be easy to miss: all of the European languages have equivalent expressions for “profession.” 1 [End Page 1] From ancient times, medical writers occasionally referred to the expertise of physicians as a profession. 2 In addition to this idea of profession as special knowledge, however, a second meaning developed: a collectivity of those who defined themselves, and were defined by society, as practitioners who followed the vocation of medicine. Moreover, the identity of “professional” took on historical and social meanings. It is those meanings, so important in very modern discussions, and the accompanying spirit of professionalism, that I propose to track in the writings of medical historians. Over many generations, such scholars in fact viewed allusions to profession in a collective social sense as a distraction to be ignored. Eventually, late in the twentieth century, a few historians of medicine did take note of the idea, and by the mid-1990s, writers were using the modern concept of profession routinely. 3 Indeed, the prominence of scholarship dealing with professions in recent years has led one scholar to observe ironically that investigators have found “the structural form of professions . . . more interesting than the work they do.” 4 Earlier historians of medicine therefore employed the term profession much less frequently than did those of the late twentieth century. Moreover, for earlier scholars, especially before World War II, the concept had different connotations than it had later. Such changes in usage of course indicated changes in society in general, and among physicians in particular. The whole idea of “the profession” in fact became urgent only as the Eurocentric countries became industrialized and organized or bureaucratized and (after some delay) thinkers began to believe that the professions were central to civilization and progress. But my enquiry focused more narrowly on the ways in which medical historians who dealt with the idea of profession over the centuries approached their subject. Implicit is another question: the extent to which medical historians resisted or advocated following particular thinkers, both in the history of medicine and outside of the field—notably the [End Page 2] sociologists and more general historians who in the twentieth century, for their own reasons, took a special interest in the concept. At some point, then, historians of medicine, in whose hands lay the remembered past of what was becoming the model profession, had to decide how the sense of profession, which Bernice Hamilton identified in 1951, would fit into medical history. 5 What I found was that many medical historians never did recognize professional forces as historical determinants. Furthermore, other scholars chose to view any idea of profession as incidental to a developing social history of medicine. Still other medical historians, however, especially after the mid-1960s, made professional phenomena a special field of inquiry and borrowed conceptualizations from the sociologists. Finally, another era began in the late 1970s, when new sociological thinking about professions ceased to serve as a major inspiration to historical investigators. Founders of the History of Medicine Later writers have depicted the work of Daniel Le Clerc, first published in 1696, as the model that established the traditional format of the history of medicine. 6 Le Clerc himself spelled out what he was doing. Unlike some predecessors, he wrote, he was not just compiling a chronology of physicians and writings; instead, he was going “to set forth the opinions of the Physicians, their Systems, and Methods and to trace step by step all their discoveries.” 7 Even though Le Clerc’s narrative did not go past the ancient Greeks, in his day the medical ideas that he described still had a direct bearing on medical practice. History therefore served to filter out the practical knowledge base of medicine. Not that Le Clerc failed to mention the profession. He did use the term: he noted that some ancients made physick “their...

The medical profession at issue (1922): a historical and sociological view

Can a profession become the subject of historical or sociological study? Such an undertaking can only be possible if one avoids the meaning ascribed to the word profession and begins to give it a conceptual statue. Based on this concern, we present theoretical postulates introduced by several North American sociologists in their attempts to define profession as a concept, distinguishing it from occupation. We are interested in identifying the role played by knowledge and control of the labor market control. We make use of this reference to analyze a specific case, the medical profession, in a particular place, Brazil, and in a given historical context, the early 20th century, specifically at the "National Congress of Practitioners" (1922). From this empirical, historical analysis, we make three comments on our theoretical frame of reference. The first refers to the constitutive heterogeneity of a professional body, the second to the historical meaning of the professional process, and the third to coercion as a means for eliminating competitors and establishing one's self as a professional in the labour market. The purpose is to show that historical and sociological study of the medical profession is legitimate, relevant, and extremely opportune.

Twentieth Mary McMillan lecture. Great expectations: a force in growth and change.

Thank you for being here today to share this event with me. All of the McMillan lecturers who have stood before you in the past would join me in saying that this honor is not mine alone, for whatever I have become, I owe to the many persons who have touched my life and left their indelible mark. The gracious letter from President Richardson inviting me to be the 20th Mary McMillan Lecturer stated, “The title and subject matter of your presentation is left to your discretion, but the content should relate to the distinguished contributions you have made to the Profession.” The word Profession was capitalized! That should have been a warning. Several weeks later, after the glow from the congratulations of my friends had dimmed, the reality of what I had accepted as a thrilling honor surfaced!…

The Crisis of German Professions 1918-33

'Twenty thousand German teachers [will] swear allegiance to Adolf Hitler' proclaimed circular no. 8 of the NS-teachers' league in March 1932. In the decisive electoral struggle of the Weimar Republic, the nazi party mobilized German professionals. 'This conference shall be a powerful demonstration of all German teachers against the destruction of culture, against the present system a powerful demonstration against the destruction of any chance for education'. The 'freedom struggle' of German teachers aimed at 'saving many colleagues from serious disciplinary proceedings' and taking 'another step towards the seizure of power. In the interest of unemployed youth, in the interest of declining education, in the interest of our splendid German culture and of its future improvement, every teacher is duty-bound to muster his entire strength.' Although the front of 'nationalist educators, of Hitler's fighters and soldiers in education' turned out to be somewhat smaller than anticipated, the April 1932 teachers' rally was the largest demonstration of professionals before the nazi seizure of power. Since the democratic Deutsche Lehrerverein had become 'ossified in bureaucracy, the NS-teachers' league arose as a fighting unit within the NSDAP, which rescues the German school from the wheeling and dealing of the liberal-democraticmarxist system'. These pre-1933 nazi assertions about the co-operation of German academics raise the central question: were German professionals forced to co-operate as many apologists claimed afterwards or did they flock to Hitler's banner voluntarily? The professions are a particularly interesting social group since they played a key role in the German upper and middle classes as the academic core of the educated middle class. But since historians have largely neglected them while social scientists have tried to compile lists of ideal-typical traits, their analysis poses a number of difficulties. As the word Profession, still in use in the eighteenth century to describe an artisan career, virtually disappeared in the nineteenth century, the German language developed the notion of Berufsstand (occupational estate) without any particular academic connotation. The German term Beruf carried a strong overtone of Lutheran 'calling', while the notion of

The evolution of a profession.

The word profession derives from the Latin profiteri - to make an open or public statement of one’s beliefs and intentions, one’s acknowledgement of a certain fact. In the modern sense the word has come to describe collectively the nature of an occupation, the practice of which requires certain advanced preparation in some liberal art or applied science. The practice is characterised by some form of exclusiveness (such as only those who are qualified in a certain area of study may practise the profession), by commitment, and by observances of an ethical nature.

The Perils of Professionalism

S ince the sixteenth century, the word profession has been used in English to refer to either (a) any occupation, no matter how lowly, by which one earns a living, or (b) a small number of particular, high-status occupations. That is, it refers either to everyone who works, or to a select few. Until the end of the eighteenth century, the particular occupations to which the dignifying word profession was attached were almost never other than four-law, medicine, the clergy, and sometimes military officers. Since then, however, consensus has crumbled. Today the word still refers either to any occupation or to some especially prestigious ones, but there is little agreement about which occupations are among the select few. These three books, all concerned with professions in the United States, together deal with a range of occupations that extends well beyond the traditional professions and, at the same time, comment on the perils of professionalism.

What about That Word Profession?

What about That Word Profession?