Thematische Bibliographien / Mental discipline

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Auswahl der wissenschaftlichen Literatur zum Thema „Mental discipline“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Mental discipline"

Grier, David Alan. „Mental Discipline“. Computer 43, Nr. 8 (August 2010): 6–8. http://dx.doi.org/10.1109/mc.2010.234.

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Crews, Debbie. „Mental Discipline“. Sport Psychologist 6, Nr. 3 (September 1992): 313. http://dx.doi.org/10.1123/tsp.6.3.313.

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Coia, Denise, und Anne Joice. „Occupational therapy – the forgotten speciality within the community mental health team?“ Psychiatric Bulletin 13, Nr. 8 (August 1989): 420–21. http://dx.doi.org/10.1192/pb.13.8.420.

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From the plethora of articles examining the role of individual disciplines within the community mental health team, one discipline appears almost conspicious by its absence. How has occupational therapy become the forgotten speciality?

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Asiatico, Ma Dinah Espartero. „Compassionate Discipline: Providing an Inclusive Approach Toward Students with Discipline-Related Concerns“. International Journal of Research and Innovation in Social Science VII, Nr. VIII (2023): 1084–91. http://dx.doi.org/10.47772/ijriss.2023.7885.

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The Philippine State is committed to promoting people’s well-being by treating and preventing mental health conditions in a timely, affordable, high-quality, and culturally appropriate manner, as stated in the Mental Health Act [1]. The act aims to integrate strategies for promoting mental health in educational institutions, workplaces, and communities. When managing school discipline, some challenges may arise while implementing and adhering to specific systems. These challenges may negatively impact the school’s inclusivity and require some reforms. That’s why the school’s administrators and the relationships between students and adults hold a significant role in promoting better management of disciplinary cases. Adopting a positive approach that factors in their emotional and social competencies is imperative to manage disciplinary matters with students effectively. A group of 16 Student Discipline Investigating Discipline Officers (IDOs) participated in a Focus Group Discussion (FGD) to discuss how they handle students with disciplinary issues, including those with special needs. The study investigated how cases involving students with mental health issues are managed. It identified factors, gaps, strengths, and areas for improvement. It has been determined that establishing a protocol for students with mental health issues is vital, and the service provider (SDFO) will play a critical role in this process.

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Berdutin, Vitaliy. „Discipline of System Thinking in the Mental Culture of Medical Management“. Glavvrač (Chief Medical Officer), Nr. 2 (01.02.2020): 70–80. http://dx.doi.org/10.33920/med-03-2002-08.

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The increased level of information and psychological pressure recently has greatly influenced the mental culture of medical management and has caused a need for coverage of issues related to the discipline of systemic thinking. It turned out that teaching a person to think in a disciplined and systematic way is very difficult. Cliched mental models impede the spread of innovative diagnostic and treatment technologies. The success of any medical organization is impossible without a mental culture based on the discipline of thinking of stakeholders. The use of socionic typology allows the systematic management of production activities, starting from the natural forms of thinking of their infotypes. At the center of the mental culture of medical management should be the idea of socionically verified systemic thinking, disciplining it on the basis of reflective mechanisms.

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Widiartanto, Widiartanto. „Analysis of Quality of Knowledge Transformation Path to Learning Organization at Copper Carving Cluster in Central Java“. Information Management and Business Review 6, Nr. 3 (30.06.2014): 128–34. http://dx.doi.org/10.22610/imbr.v6i3.1108.

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The purpose of this study was to determine the effect among variables of disciplinary learning organization (personal mastery, mental models, shared vision, thinking systemic, and team learning). The benefit of this research is to develop a model of knowledge transformation path quality as one of the strategies to manage environment change around Copper Craft Cluster. Samples of 90 workers were chosen by Slovin at 10% critical value of 716 populations as workers at the Copper Carving Cluster Tumang Boyolali, Central Java as a chosen research location. The technique sampling was proportional random sampling. The validity and reliability were tested. The data analysis method has been used descriptive analysis and inferential statistics (used path analysis). The benefit of this research was to develop a model of quality of knowledge transformation path as one of the strategies to manage environmentâ€™s change at the Copper Craft Cluster. The results showed that there were a positive and significant influences among variables as follow: personal mastery discipline on mental models discipline ; personal mastery discipline on shared vision discipline; personal mastery discipline on systemic thinking discipline; mental models discipline on shared vision discipline; mental models discipline on systemic thinking discipline; systemic thinking discipline on shared vision discipline; mental models discipline on team learning discipline; systemic thinking discipline on team learning discipline; and shared vision discipline on team learning discipline.

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Johnson, Kaprea, und Krystal Freeman. „Integrating Interprofessional Education and Collaboration Competencies (IPEC) into Mental Health Counselor Education“. Journal of Mental Health Counseling 36, Nr. 4 (01.10.2014): 328–44. http://dx.doi.org/10.17744/mehc.36.4.g47567602327j510.

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In 2009 six health disciplines identified interprofessional education and collaboration competencies (IPEC) to guide cross-discipline clinical and educational practices. This article gives an example of an attempt to integrate IPEC into mental health counselor education through an interprofessional course taught to 111 students of health sciences and counseling. Implications for mental health counselor educators and final conclusions are discussed.

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Yurtsenyuk, O. „FEATURES OF TEACHING THE COURSE OF PSYCHIATRY AND NARCOLOGY TO STUDENTS OF HIGHER EDUCATION INSTITUTIONS OF THE MARTIAL STATE“. Bukovinian Medical Herald 27, Nr. 1 (105) (23.02.2023): 90–93. http://dx.doi.org/10.24061/2413-0737.27.1.105.2023.16.

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Relevance. To form the methodological foundations of teaching the academic discipline "Psychiatry and Narcology" in modern wartime conditions. To highlight innovative approaches to effective teaching of the discipline, in particular in the distance learning format.Material and methods. General scientific and specific scientific.Results. The article is devoted to the peculiarities of the teaching methodology of the academic discipline "Psychiatry and Narcology" in modern wartime conditions, which helps future doctors to learn the basics of clinical disciplines. It is necessary to master knowledge and skills regarding the diagnosis of the state of mental health of a person, clinical symptoms, prevention of impairment of mental functions in the process of life and various comorbid diseases, conducting medical and psychological examination and rehabilitation of patients. The methodology of conducting practical classes for medical students and using the MOODLE system for effective online learning are highlighted.Conclusions. Taking into account the analysis of information on the teaching of the academic discipline "Psychiatry and Narcology" to students of higher education institutions in wartime conditions, we have described the possibilities of using systems for distance learning, in particular the MOODLE system for preparing students of higher education for classes with access to the Internet.

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Al- Assaf, Dr Mohammed Mahmood Mohammed. „Self-Discipline for Futsal Players“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (20.04.2020): 3095–106. http://dx.doi.org/10.37200/ijpr/v24i5/pr202017.

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Fetri Nelfa und Jerry Heikal. „Analisis Penyebab Rendahnya Kedisiplinan Pegawai Pada Unit Pelaksana Teknis Daerah (UPTD) Kesatuan Pengelolaan Hutan Produksi (KPHP) Dharmasraya Dinas Kehutanan Provinsi Sumatera Barat Menggunakan Grounded Theory“. CBJIS: Cross-Border Journal of Islamic Studies 6, Nr. 1 (02.07.2024): 67–78. http://dx.doi.org/10.37567/cbjis.v6i1.2963.

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Employee discipline is an important factor in achieving organizational performance. Disciplined employees will comply with regulations, complete tasks on time, and show a professional attitude at work. Low employee discipline can have a negative impact on organizational performance, such as decreasing productivity, service quality and organizational image. Discipline is something that can be used as a benchmark to determine whether the functions of human resource management or leadership as a whole have been carried out well or not. This research aims to determine the factors that contribute to the low level of employee discipline at the UPTD KPHP Dharmasraya Forest Service of West Sumatra Province. The research method used is qualitative research with a Grounded Theory approach. The results of this research state that. factors that contribute to the low level of employee discipline at the UPTD KPHP Dharmasraya West Sumatra Province Forestry Service, ethical awareness, socio-economic impacts, reward and punishment systems, HRD policies and mental health.

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Dissertationen zum Thema "Mental discipline"

Wittchen, Hans-Ulrich, Samia Härtling und Jürgen Hoyer. „Psychotherapy and Mental Health as a Psychological Science Discipline“. Karger, 2015. https://tud.qucosa.de/id/qucosa%3A71679.

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The psychological sciences offer a large spectrum of theories, principles, and methodological approaches to understand mental health, normal and abnormal functions and behaviours, as well as mental disorders. Based on continued research progress, psychology has derived a wide range of effective interventions for behaviour change and the prevention, treatment and rehabilitation of mental disorders. Thus, psychology and clinical psychology in particular should be regarded as the ‘mother’ science for psychotherapy and psychotherapeutic practice. This paper provides a selective overview of the scope, strengths and gaps in psychological research to depict the advances needed to inform future research agendas on mental disorders and psychological interventions in the context of psychotherapy. Most maladaptive health behaviours and mental disorders can be conceptualised as the result of developmental dysfunctions of psychological functions and processes, and as associated neurobiological and genetic processes in interaction with behaviour and the environment. An integrative translational model, linking basic and experimental research with clinical research and population-based prospective longitudinal studies is proposed for improving identification of critical core vulnerability and risk factors and core pathogenic mechanisms. The proposed framework is expected to allow a more stringent delineation of targeted preventive and therapeutic psychological interventions and an optimisation and better understanding of cognitive-behavioural therapies and other psychological interventions. Based on a European consultation process, a ‘Science of Behaviour Change’ programme with the promise of improved diagnosis, treatment and prevention of both healthrisk behaviour constellations and mental disorders is proposed.
Psychologie als «Mutterwissenschaft» für Psychotherapie und psychische Gesundheit Psychologie als Wissenschaft bietet ein breites Spektrum an Theorien, Grundlagen und methodischen Ansätzen, um psychische Gesundheit, normale und gestörte Funktionen und Verhaltensweisen sowie psychische Störungen zu erforschen und zu «verstehen». Auf dieser Grundlage haben sich in der Klinischen Psychologie vielfältige effektive, psychologisch begründete Interventionen für die Prävention, Behandlung und Rehabilitation von psychischen Störungen ausdifferenziert. Damit ist die Psychologie als «Mutterwissenschaft » der Psychotherapie und psychotherapeutische Praxis anzusehen. Der Beitrag versucht auf der Grundlage einer Stärken-/Schwächen-Analyse der psychologischen Forschung diejenigen Themenbereiche zu definieren, die für Erkenntnisfortschritte bei psychischen Störungen und die psychotherapeutische Interventionsforschung besonders vielversprechend sein könnten. Dysfunktionale bzw. abweichende Verhaltensweisen wie auch psychische Störungen lassen sich als entwicklungsbezogene Störungen psychologischer Funktionen und Prozesse und damit assoziierter neurobiologischer und genetischer Prozesse konzeptualisieren. Für eine verbesserte Identifikation von zentralen Vulnerabilitäts- und Risikofaktoren sowie ätiologisch relevanten Schlüsselprozessen wird ein integratives translationales Modell vorgeschlagen, welches die Grundlagen- und experimentelle Forschung mit klinischer Forschung, Translation und Public-health-Implikationen verknüpft. Damit soll auf der einen Seite eine stringentere Ableitung gezielter Interventionen erleichtert werden, andererseits aber auch eine bessere Identifikation der zentralen Wirkfaktoren und Wirkprozesse psychologischer Therapien ermöglicht werden. Basierend auf einem europäischen Experten-Beratungsprozess wird ein EU-Programm ‘The science of behavior change’ angeregt.

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Machin, Tony. „Establishing professional role congruity within the discipline of mental health nursing“. Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/32569/.

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Over the period of the last century in the United Kingdom mental health nursing roles have evolved and adapted in response to changes in mental health related policy and associated changes in the ethos, structure and delivery of mental health services. The conceptual framework informing this thesis drew upon the theoretical perspective of symbolic interactionism underpinning a qualitative, grounded theory approach augmented with the use of situational analysis to explore the processes involved in the development and maintenance of professional role congruity. 'Role congruity' is defined as a functional balance between aspects of role adequacy, role legitimacy and role support. Nine student and ten registered mental health nurses were depth interviewed between 2012 and 2016. Analysis of data was conducted using grounded theory data analysis approaches, with the research context incorporated into analysis using the mapping processes of situational analysis. This analysis yielded the formulation of a grounded theory model entitled 'Establishing Role Congruity', capturing the processes involved in developing and maintaining professional role congruity for this group of mental health nurses. Situational analysis enriched this model by contextualising the captured processes within 'social worlds' and discourses evident within the mental health practice arena. On the basis of this analysis, a conceptual model of 'Role Congruity Alignment' is proposed together with recommendations for contemporary and future mental health nursing roles with regard to the balance between 'generic/eclectic' functions and roles specialising in terms of service user groups and/or therapeutic interventions. Attendant implications for the initial education and subsequent continuing professional development of mental health nurses are summarised.

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Middleton, Simon C. „Mental toughness : conceptualisation and measurement“. Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/18959.

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Major challenges facing sport psychology researchers, practitioners, coaches, and athletes include understanding mental toughness and knowing how to train for it. Athletes and coaches have long identified mental toughness as an important attribute for performance. Practitioners have devised training approaches for mental toughness—often based on anecdotal notions of what mental toughness is and how it should be developed. The research available on mental toughness is scarce, with only a few recent but limited advances. Fundamental to the challenge of understanding and training mental toughness, there is a critical need for research to develop a model of mental toughness that is not based on anecdote, but rather on sound research methods and theoretical underpinnings. Following on from conceptualisation, there is a need to develop an instrument to measure mental toughness. Taken together, a conceptual model and a measurement approach are the tools needed by researchers to develop and test mental toughness training programs. The purpose of this thesis was to address some of these issues by capitalising on the strengths of both qualitative and quantitative methods to: (a) critically examine a popular test of mental toughness; (b) determine specific characteristics of mental toughness and understand the interrelationship between those characteristics; (c) develop a model of mental toughness that draws together specific characteristics; (d) produce a mental toughness definition; (e) develop the Mental Toughness Inventory, a robust and valid instrument that demonstrates a sound factor structure, strong reliabilities, and invariance across gender, age, and level of competition (i.e., demonstrating within-network validity); and (f) determine the relative congruence between scores on the Mental Toughness Inventory and theoretically related constructs (i.e., demonstrating between-network validity). In line with these aims, Study 1 evaluated the psychometric properties of an existing, popular, and yet unsubstantiated test of mental toughness—the Psychological Performance Inventory (PPI). Given the breadth and depth of mental toughness as evidenced by the literature, the PPI was not expected to provide a reasonable model. Instead, the study was intended to inform the researcher on the psychometric strengths of the PPI and guide the development of a new measure of mental toughness throughout the remainder of the thesis. The PPI was examined using both within-network and between-network validity checks and responses from 263 student-athletes in Years 7–12 (12 to 19 years of age). Study 2 was a qualitative study that examined the interview data of over 30 elite sportspeople to determine the characteristics of mental toughness. The purpose of this study was to develop a conceptual model and definition of mental toughness that draws together all the characteristics in a way that adds meaning and clarity to the concept. The purpose of Studies 3 and 4 was to construct, refine, and validate the Mental Toughness Inventory (MTI)—a measure of mental toughness emanating from the findings of Studies 1 and 2. Studies 3 and 4 critically examined the construct validity of the MTI using both within-network and between-network validation on the basis of responses from institution-based athletes (from sports programs such as those run by the Australian Institute of Sport) and school-based athletes (from a selective sports high school). Furthermore, Studies 3 and 4 provided the scope to examine invariance of the mental toughness factor structure across groups, group mean-level differences, and interaction effects. The results of Study 1 provided a number of insights into the status of the PPI, raised an interesting conundrum regarding the interface between conceptualisation and instrumentation, and provided guidance for instrument development that would become the empirical basis of subsequent quantitative studies. The qualitative results of Study 2 unearthed a multidimensional model of mental toughness, containing 12 first-order factors each of which contribute to a higher order (or Global) mental toughness factor. The 12 mental toughness characteristics identified are: self-efficacy, potential, mental self-concept, value, personal bests, commitment, stress minimisation, perseverance, positive comparisons, positivity, task familiarity, and task focus. Study 3 involved the construction of the Mental Toughness Inventory (MTI), with results revealing excellent validity from a within-network perspective (including confirmatory factor analysis, goodness of fit, internal reliability, and invariance across groups). Study 4 results revealed that MTI factors correlated more strongly with theoretically-related concepts and less strongly with unrelated concepts—thus demonstrating between-network validity (convergent and discriminant). Study 4 also revealed a number of significant main effects of age (favouring older athletes), gender (favouring male athletes) and group (a contextual effect where institution-based athletes rate themselves more ―rigorously relative to strong contextual effects, which need to be carefully considered when assessing and developing mental toughness. For sporting organisations, this research points to a number of things that can be done at an institutional level—particularly in relation to creating an environment that is most likely to facilitate the positive development of various components of mental toughness. Finally, for research and continued theorising about mental toughness, the findings from this thesis support viewing mental toughness as a combination of cognitive, behavioural, and emotive processes that work together in combating adversity or pressure. Taken together, the conceptualising and empirical works conducted in this study are proposed to advance the field of research—creating opportunities to study the effectiveness of interventions designed to enhance mental toughness. Furthermore, the results provide practitioners, coaches, and athletes with a concrete understanding of mental toughness such that they are better equipped to devise training approaches and to handle pressure and adversity en route to athletic success.

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Middleton, Simon C. „Mental toughness conceptualisation and measurement /“. View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/18959.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, School of Psychology, in fulfilment of the requirements for the degree of Doctor of Philosophy (Psychology). Includes bibliography.

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Jo, Young Sung. „Reduction of depression through participation in selected spiritual discipline /“. Free full text of English translation is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3150437.

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Dickstein, Gary G. „Student Discipline Intervention Strategies: A Case Study of Two Institutions' Processes Utilized to Resolve Misconduct of Students Who Concomitantly Experience a Mental Health Crisis“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1312550567.

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McInerney, Michael. „The development and implementation of a mental toughness training programme for cricketers“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013155.

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The professional turn in sports has prompted the search for explanations beyond the physical when discussing quality of performance. Mental Toughness has been recognised as one of the most important psychological attributes in achieving performance excellence across multiple sport settings. Yet, despite this, little research has been conducted into mental toughness development. This research seeks to answer the question: What insights can the development and implementation of a mental toughness programme for a semi-professional South African cricket team provide regarding Mental Toughness development? Based on a theoretical framework of mental toughness in cricket, a programme was developed in collaboration with the Border Cricket Team and Coaches. Incorporating elements that focussed on education, environment, awareness and mental skills, the programme was implemented in both individual and group settings during the off- and pre-seasons. An analysis of the participants’ experiences identified the need for a theoretical understanding of mental toughness within teams, facilitating the design of interventions that integrate the team and the individual. Future programmes should include measures of mastery, and individually customised approaches to mental toughness enhancement that acknowledge the potential contextual and individual variation in mental toughness.

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Pattison, Stuart. „The development and implementation of a mental toughness training programme for young cricketers“. Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002546.

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Modern research being conducted on Mental Toughness is now shifting away from efforts aimed at developing definitions for the construct and instead moving toward efforts at understanding its development. This particular research study focuses on the development and implementation of a Mental Toughness programme designed specifically for, and tailored exclusively to, the needs of schoolboy cricket at Kingswood College in Grahamstown, Eastern Cape. The programme development was an intricate process and the research procedure was guided by the Organisational Development Process model. Data from a focus group as well as various individual interviews were integrated with currently existing Mental Toughness literature and theory to devise this particular Mental Toughness programme. The programme entails educating the athletes on six specific mental skills and incorporates elements of practical application as well as awareness of the importance and influence of Mental Toughness and mental training in a sporting sphere. The programme took the form of mental skills workshops held over a three week period. An analysis was conducted post-programme to document the experience of the athletes as a result of exposure to the programme. Results drawn from the array of analysis procedures were used to help identify the level of success of the Mental Toughness intervention as well as help validify current Mental Toughness models. In addition to highlighting the benefits as a result of the programme experience, various recommendations were drawn in order to shed light on the programme limitations and assist future researchers with understanding the intricacies behind better and more efficient programme implementation.

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Berggren, Linda. „Sinnessjukhusen - ett redskap för välfärdsstaten? : En studie om S:t Olofs sjukhus i Visby 1935-1939“. Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84252.

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The state´s responsibility for the health and well-being of the population was part of the development towards the welfare state. Government agencies at various levels were helpful in surveys and were also the state´s tool for enforcing social policy goals. The main purpose of the essay is to investigate in what way mental health care 1935-1939 was a tool for the growth of the welfare state. The pronounced questions are about what mental health care looked like regarding patients’ activation, mental care in families’ homes, sterilization and forensic psychiatry, and in what way mental health care can be said to have been a state administrative unit. The investigated material is documents from the administration at St. Olof's Hospital in Visby and the source material is examined on the basis of Michel Foucault's theories on discipline, control, exclusion mechanisms and biopolitics. The result of the essay is that mental health care and St. Olof's Hospital can be seen as one of the tools for the growth of the welfare state both as part of the administration, as a prerequisite for biopolitics, and as an entertainer and messenger of norms and discipline.

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Pethebridge, Andrew Psychiatry Faculty of Medicine UNSW. „Rehabilitation of the impaired doctor by the New South Wales Medical Board“. Awarded by:University of New South Wales. School of Psychiatry, 2005. http://handle.unsw.edu.au/1959.4/22038.

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The New South Wales Medical Board established a Health Programme for the assessment and rehabilitation of doctors whose clinical performance was impaired by alcohol or psychoactive substance use, mental or physical illness. This programme was developed to be individualized to the needs of each registrant. The present study has three aims: 1. To describe those doctors who participated in the Board???s Health Programme. 2. To chart the duration of involvement of these doctors through the programme. 3. To examine the outcomes associated with this programme. The study is based on the prospective cohort of all 181 impaired doctors who participated in the Health Programme between July 1st 1993 and April 30th 2001. Information on each registrant was collected at the time of the initial assessment and at each review conducted as part of the programme. Additional qualitative data was also collected and supplemented by a file audit conducted in August and September 2001. One hundred and eighty-one doctors were prospectively monitored as part of this study. The largest source of impairment was psychiatric illness (45.3%), 77% of the doctors were male. The average age of the cohort was 41.6 (sd 11.1) years. Impaired doctors were more likely to be working in emergency medicine or psychiatry and be based in a rural area. Of those who had finished their involvement in the programme, successful graduates participated for a mean of 38.2 (sd 22.3) months. In general outcomes of involvement were positive, 64 of 113 (56.6%) of doctors successfully graduated from the programme. One hundred and ten of 168 (65.5%) improved during the period of their involvement and 111 of 126 (88.1%) were working in medicine. Five, 2.8% of the participants died during the period of this study. Measures of registrant insight and support tended to increase during the period of involvement with the Health Programme. Future studies will need to establish evidence for the most appropriate interventions with impaired doctors. This process would be strengthened by the collection of standardized data across intervention programmes, supplemented with functional assessments and the collection of qualitative data.

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Bücher zum Thema "Mental discipline"

Andrés, Rodríguez José, und Gómez Teo, Hrsg. Gimnasia mental. Barcelona: Oceano Ambar, 2006.

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Montejo, Pedro. Gimnasia para la memoria. Pozuelo de Alarcón (Madrid): Espasa Calpe, 2007.

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Kawashima, Ryuta. Train your brain more: 60 days to a better brain. London: Penguin, 2008.

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Kawashima, Ryuta. Train your brain more: 60 days to a better brain. London: Penguin, 2008.

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Hong, Min-sŏng. Tong. Sŏul Tʻŭkpyŏlsi: Mirae Munhwasa, 1985.

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Hong, Min-sŏng. Kang. Sŏul-si: Mirae Munhwasa, 1986.

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Leboeuf, Jean-Guy. Arrêtez d'avoir peur et croyez au succès! Saint-Hubert, Québec: Éditions Un monde différent, 1993.

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Andreev, O. A. Trenirovka vnimanii͡a︡. Minsk: "Universitėtskae", 1997.

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Vorderman, Carol. Super brain: 101 easy ways to a more agile mind. New York: Gotham Books, 2008.

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Vorderman, Carol. Super brain: 101 easy ways to a more agile mind. New York: Gotham Books, 2008.

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Buchteile zum Thema "Mental discipline"

Bayat, Mojdeh. „Parenting, Culture, and Discipline“. In Addressing Challenging Behaviors and Mental Health Issues in Early Childhood, 208–30. Updated Second Edition. | New York : Routledge, 2020. | Previous edition published in 2015.: Routledge, 2019. http://dx.doi.org/10.4324/9780429201806-10.

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Sharpe, Jacqueline, und Samuel Shafe. „Mental Health in the Caribbean.“ In Caribbean psychology: Indigenous contributions to a global discipline., 305–25. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14753-013.

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Seamone, Evan R. „Military Discipline and the Incarcerated Veteran“. In Intersections between Mental Health and Law among Veterans, 155–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31664-8_8.

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Maldonado-Duran, J. Martin, und Juan Manuel Sauceda-Garcia. „Interpersonal Conflict and Discipline of Young Child“. In Clinical Handbook of Transcultural Infant Mental Health, 205–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23440-9_16.

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Bayat, Mojdeh. „Issues with Current Discipline Practices in Early Childhood Programs and Schools“. In Addressing Challenging Behaviors and Mental Health Issues in Early Childhood, 186–207. Updated Second Edition. | New York : Routledge, 2020. | Previous edition published in 2015.: Routledge, 2019. http://dx.doi.org/10.4324/9780429201806-9.

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„Mental Discipline“. In Educational Psychology, 178–203. Routledge, 2013. http://dx.doi.org/10.4324/9781315009537-11.

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„Discipline Gendered:“. In Mental Ills and Bodily Cures, 152–70. University of California Press, 2023. http://dx.doi.org/10.2307/jj.5973138.13.

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„Surgery as Discipline:“. In Mental Ills and Bodily Cures, 125–51. University of California Press, 2023. http://dx.doi.org/10.2307/jj.5973138.12.

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„Discipline or Therapy:“. In Mental Ills and Bodily Cures, 33–53. University of California Press, 2023. http://dx.doi.org/10.2307/jj.5973138.8.

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„Mental Discipline and Risk Management“. In Technical Analysis Tools, 223–32. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119204268.ch11.

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Konferenzberichte zum Thema "Mental discipline"

Ma, HaoXiang. „Testing the Relationship Between Self-Discipline and Self-Efficacy“. In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.209.

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Frezza, Stephen, und Mei-Huei Tang. „Testing as a Mental Discipline: Practical Methods for Affecting Developer Behavior“. In 20th Conference on Software Engineering Education & Training (CSEET'07). IEEE, 2007. http://dx.doi.org/10.1109/cseet.2007.51.

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Chistolini, Sandra. „Decoding the Disciplines in higher education institutions“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8137.

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Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved, humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.

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Burleigh, Cheryl. „Mindfulness Practices to Improve Student Mental Health, Discipline, and Academic Achievement: A Collaborative Effort“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572801.

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Maung Maung, Kyi Phyu, und Amoneeta Beckstein. „The Need for Ethical and Multiculturally Competent Practice of Psychology in Myanmar“. In 7th International Conference on Spirituality and Psychology. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/icsp.2022.011.

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ABSTRACT Myanmar’s mental health system is in dire need of improvement. The importance of mental health care has generally been overlooked and undervalued in the country. The negligence seems to stem from a lack of policies, training, infrastructure, funding, stigmatization, and a suitable ethical code of conduct. Due to six decades of international isolation, the small discipline of psychology, which already faced social disdain due to stigmatization, was further degraded as an academic discipline. Coupled with the recent ongoing violence that likely contributed to trauma amongst some of the population, this highlights the importance of well-established multiculturally competent ethical guidelines for psychology to gain a respectable reputation as a viable mental health treatment and as a scientific study of human behavior. This paper is an autoethnography exploring Myanmar’s barriers to effective mental health care while emphasizing establishing an empirically backed culturally competent ethical code of conduct for Myanmar’s field of psychology. As an individual born and raised in Myanmar, the first author hopes to shed some light on the mental health crisis in Myanmar by sharing her personal experiences. The authors also reviewed and analyzed the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct and explored the multiculturally competent adaptability and applicability of the APA Ethical Code of Conduct to Myanmar culture. Recommendations and implications for practitioners and future research were offered. KEYWORDS: Ethical Code of Conduct, mental health care, multicultural competence, Myanmar, psychology

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Lupu, Costica. „FUNDAMENTAL RESEARCH CONCERNING THE MODELS OF CONSTRUCTING MATHEMATICAL CONCEPTS“. In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-015.

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Mathematical concepts are not isolated entities. They form hierarchical systems, with higher or lower levels of generality. The study undertaken for improving the system for designing teaching activities in school education combines the strategies of fundamental, historical and comparative research, which implies: - highlighting the theoretical and methodological bases needed to reconstruct the discipline didactics in the curricular spirit; - identifying the optimal correlations between general and applied pedagogy that may be operationalized at the level of a designing model, needed in the context of teaching-learning-evaluating the discipline; - analysing the applied methodologies/ didactics (of Mathematics) from a historical (synchronic-diachronic) perspective and exploiting them at the level of the new structure of the models of constructing mathematical concepts of discipline didactics mathematics; - presenting the basics of applied didactics in terms of objectives, curricular contents, training methodology, evaluation of training, the teaching-learning-evaluation actions of a discipline; designing the teaching activities at the level of some disciplines; - presenting the epistemological and psychological basics of science didactics, complementary to applied didactics, concerning the models of constructing mathematical concepts. What is the relation between image and concept in the process of building mathematical concepts by performing reasonings that are subject to other verifications, research, abstractions, desubstantializations with a virtual perfection, existing only at the hypothetical, mental level? Also, in this context, the generalizations performed as notions, concepts, formulas, theorems, rules will be applied to other abstractions. If we elaborate and present the models on building mathematical concepts, then the students who wish to take on a teaching career will show efficiency in conducting their teaching practice lessons.

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Khusnutdinova, Svetlana. „THE MENTAL MAPS �THE IMAGE OF THE CITY� IN THE TEACHING PROCESS OF THE DISCIPLINE "URBAN GEOGRAPHY"“. In 19th SGEM International Multidisciplinary Scientific GeoConference EXPO Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgem2019/5.4/s22.044.

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Mihai, Felicia. „Formation of scientific notions in students with mental deficiency“. In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p54-60.

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The article briefly presents a didactic research that analyzes the formation and introduction of scientific notions specific to Chemistry through active-participatory methods for obtaining higher school results, triggering students' interest, active involvement in their own training, thus ensuring the optimization of the teaching and learning chemistry to students with mental disabilities in special school. The fundamental objective of the research was to demonstrate the importance of active-participatory methods in the formation of notions in the Sciences curricular area in general, respectively in the discipline of Chemistry in particular, where the student becomes an active participant in his own training. Through active-participatory methods used in the process of learning, recovery and socialization of the mentally handicapped, it becomes possible to achieve the fundamental objectives of acquiring knowledge, to accelerate students’ work pace, bring the class working together and train as many students as possible during the lessons. During the activities based on interactive methods organized in groups, it was found that the students modeled their behavior, the spirit of organization increased being more orderly and more involved in solving the work tasks received; interpersonal relationships and cooperation between students have improved (better students help their colleagues to understand the notions taught, this fact leading to an increase in their own results).

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Zerkina, Natalya, Galina Chusavitina und Ekaterina Karmanova. „USE OF NETWORK SERVICES WEB 2.0 FOR ICT COMPETENCE FORMATION OF STUDENTS IN ENGINEERING WITH APPLICATION OF PROJECT APPROACH“. In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-155.

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The article describes the experience of increasing efficiency of competence formation of students of applied information science. Authors underline the necessity of improving theoretical materials of disciplines and elaborating new methodical approaches to teaching technical disciplines for students in engineering of higher education institutions. One of the primary problems of future software engineers training is the lack of efficient approaches to ICT competence formation and particularly in development of its creative and research components. As a solution to the problem, application of project activities for teaching disciplines which are related to information and communication technologies is proposed as well as the active use of web 2.0 services. The authors point out the following advantages of using web 2.0 in the educational process: services allow increasing students' cognitive interest to the problems of the academic discipline, diversifying the main activities during the project, presenting design solutions in a visual, interactive form, forming their own unique digital content. The article presents a mental map of web 2.0 services with categories and particular resources that will be useful for carrying out applied informatics bachelors' projects. The authors offered examples of project topics in the disciplines of computer science, application programming, information security, design activities, and development of Internet applications. In addition, the pedagogical capabilities of such services as comics creation service (Pixton), development of mental maps (mindmup), creation of infographics (Piktochart), organization of teamwork (Yougile) are described. The research results showed that the use of web 2.0 network services while applying the project approach in the process of developing ICT competence among applied informatics bachelors allows not only increasing interest in technical disciplines study, enhancing information exchange, communication among students, but also developing ability of cooperate, teamwork, as well as creative and research activities. The article reveals methods of applying network services Web 2.0 for organizing educational projects. The review of services according to categories is offered and specific examples of their application for organizing project activities while studying ICT disciplines are described.

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Chirita, Anca Livia, Mihaela Popescu, Veronica Calborean, Victor Gheorman und Ion Udristoiu. „PSYCHIATRIC DISORDERS ASSOCIATED WITH ENDOCRINE DYSFUNCTIONS“. In The European Conference of Psychiatry and Mental Health "Galatia". Archiv Euromedica, 2023. http://dx.doi.org/10.35630/2022/12/psy.ro.25.

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Introduction: Psychiatric disorders occurring during endocrine dysfunction and, conversely, endocrine dysfunctions associated with mental disorders were the emergence of a new discipline, psychoendocrinology. Psychiatric disorders correlated with endocrine diseases are defined as psychopathological manifestations of variable intensity and clinical symptomatology, determined by complex psycho-neuro-endocrinological interrelationships. Defining elements consist of the association between diagnosis of mental disorders and specific symptoms for endocrine dysfunction. Methods: We conducted a prospective one-year study (January 2018 - December 2018 on 112 patients hospitalized in the Clinic of Psychiatry who also had an endocrinological comorbidity. We investigated the frequency and severity of psychoendocrinological associations by studying a number of demographic and clinical items. Results: The results showed that the highest incidence belongs to thyroid disorder - 55.36%, followed by gonadal disorders - 24.11%, and, rarely, pituitary diseases and diabetes. Hyperthyroidism was associated most frequently with manic episodes, while unipolar depression prevailed in patients with hypothyroidism. In gonadal disorders, present in majority in female patients (secondary amenorrhea, menopause or erectile dysfunction in males), depression accompanied by anxiety, often severe in intensity, was the most frequent psychiatric diagnosis. Psychotic disorders were met in a smaller number of cases, especially in patients with long history of endocrine disorders and instability of biological constants. Conclusions: We may state that affective disorders are the most frequent nosologically category in patients with endocrine dysfunctions. It requires a better collaboration between specialists in endocrinology and psychiatry, to highlight the determinants which contribute to the development of psychopathological manifestations in endocrine diseases and to individualize the treatment depending on cases’ particularities.

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Berichte der Organisationen zum Thema "Mental discipline"

Darling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, Mai 2023. http://dx.doi.org/10.54300/169.703.

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Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students’ academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in schoolwide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most.

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Akabas, Sharon, Erin Betley, Crystal Eustice, Laura Frost, Steven Gray, Rebecca Jordan, Anne Paxton, Amanda Sorensen und Eleanor J. Sterling. Systems Thinking Collection. American Museum of Natural History, 2021. http://dx.doi.org/10.5531/cbc.ncep.0023.

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More and more systems-related terms are emerging in the scientific literature, in curricula, and in popular media: systems thinking, systems approaches, systems analysis, systems dynamics, systems mapping, just to name a few. In an increasingly complex and interconnected world, thinking systemically can help us to understand, communicate, address, and educate about challenges we face. Systems thinking is both an approach to seeing the world in a way that makes connections and relationships more visible and improves our decision-making abilities, and a set of methods and tools. This current collection of materials includes a synthesis, exercises, and teacher guidance materials. The synthesis provides an overview of ways to think about systems and of systems thinking tools that can be useful to educators and learners in any discipline. The exercises leverage the content in the synthesis by focusing on two different systems thinking tools: a semi-quantitative modeling tool called Mental Modeler and stakeholder analysis. Students use Mental Modeler to explore the current dynamics of and links between corn and beef production in the United States and use stakeholder analysis to explore a suite of issues ranging from public health initiatives like food labeling to human rights abuses in the fisheries industry. These exercises are the initial building blocks for a broader collection currently under development.

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Fasanella, Nicoli Abrão, und Fernando Antonio de Almeida. Disciplina Eletiva Saúde e Sustentabilidade. Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde, Dezember 2023. http://dx.doi.org/10.23925/ripucsp/40720.

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Saúde e meio ambiente estão intrinsecamente relacionados. A qualidade do meio ambiente interfere na saúde do indivíduo, enquanto as atividades humanas interferem no meio ambiente. Atitudes e comportamentos que buscam a preservação do meio ambiente são capazes de prevenir e promover saúde para a população. A disciplina eletiva para o primeiro e segundo ano do curso de medicina da PUC-SP, utilizando conhecimentos adquiridos nos programas de pós-graduação em Educação nas Profissões da Saúde e Planejamento e Uso de Recursos Renováveis, contribuiu para que estudantes de medicina possam ampliar conhecimentos e habilidades necessárias para promover a saúde e o desenvolvimento sustentável, relacionando os benefícios do desenvolvimento sustentável na promoção de uma vida saudável e do bem-estar para todas as idades; reconhecendo o impacto de atividades sustentáveis sobre a sua própria saúde mental e bem-estar e foi capaz de favorecer o acesso universal a espaços públicos inclusivos, acessíveis e verdes.

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Бакум, З. П., und В. В. Ткачук. Mining Engineers Training in Context of Innovative System of Ukraine. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/425.

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The paper clarifies the process of a mining engineer training in terms of the innovation system of Ukraine. The authors analyze a number of normative documents concerning innovative activity in Ukraine in general and mining business in particular. In the process of implementation of innovations into mining industrial complex urgent problems are defined. The methodology of information and communication technologies (electronic, distance and mobile studies) usage in engineers training within the conditions of university education is offered. It is marked that the worked out methodology finds its practical introduction: e-learning involves creation of the portal "Electronic mentor"; distance learning is presented in the study of professional disciplines as an example of the course "Сomputer Technologies in Mining"; mobile learning is considered as an example of discipline "Computer Science and Engineering".

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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.

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Camacho Rodríguez, Doriam, Nini Quintero Ramírez und Luz Ángela Reyes Ríos. VI Congreso Internacional de Enfermería y Salud: Desafíos para la Salud Global y VI Encuentro de Semilleros de Investigación. Ediciones Universidad Cooperativa de Colombia, Dezember 2023. http://dx.doi.org/10.16925/eccr.09.

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En este compendio de resúmenes presentamos los trabajos socializados en el VI Congreso internacional de Enfermería y salud: Desafíos para la salud global y VI Encuentro de Semilleros de Investigación, liderado por el Grupo de Investigación en Salud (GRISAL), adscrito a la Facultad de Enfermería de la Universidad Cooperativa de Colombia, sede Santa Marta. En este espacio de divulgación de nuevo conocimiento en Enfermería y Salud, se presentaron 6 ponencias magistrales, 26 trabajos de semilleros y 74 ponencias de investigación, organizados en 9 mesas de trabajo orientadas a las siguientes temáticas: 1) salud sexual y reproductiva, 2) desarrollo disciplinar de enfermería, 3) salud mental, 4) gestión del cuidado, 5) salud del trabajador, 6) salud pública y epidemiología, 7) educación y salud, 8) cuidado crónico y 9) salud del niño y el adolescente.

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Djerasimovic, Sanja, und Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, Juni 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.

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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines und Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, Dezember 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.

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