Academic literature on the topic 'Intertwined professional and person self'
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Journal articles on the topic "Intertwined professional and person self"
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Jacobs, Gaby. "Patient autonomy in home care: Nurses’ relational practices of responsibility." Nursing Ethics 26, no. 6 (May 7, 2018): 1638–53. http://dx.doi.org/10.1177/0969733018772070.
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Background: Over the last decade, new healthcare policies are transforming healthcare practices towards independent living and self-care of older people and people with a chronic disease or disability within the community. For professional caregivers in home care, such as nurses, this requires a shift from a caring attitude towards the promotion of patient autonomy. Aim: To explore how nurses in home care deal with the transformation towards fostering patient autonomy and self-care. Research design and context: A case study was conducted in a professional development course (‘learning circle’) for home care nurses, including participant observations and focus groups. The theoretical notion of ‘relational agency’ and the moral concept of ‘practices of responsibility’ were used to conduct a narrative analysis on the nurses’ stories about autonomy. Participants: Eight nurses, two coaches and two university lecturers who participated in the learning circle. Ethical considerations: Informed consent was sought at the start of the course and again, at specific moments during the course of the learning circle. Findings: Three main themes were found that expressed the moral demands experienced and negotiated by the nurses: adapting to the person, activating patients’ strengths and collaboration with patients and informal caregivers. Discussion: On a policy and organisational level, the moral discourse on patient autonomy gets intertwined with the instrumental discourse on healthcare budget savings. This is manifested in the ambiguities the nurses face in fostering patient autonomy in their daily home care practice. To support nurses, critical thinking, moral sensitivity and trans-professional working should be part of their professional development. Conclusion: The turn towards autonomy in healthcare raises moral questions about responsibilities for care. Promoting patient autonomy should be a collaborative endeavour and deliberation of patients, professional and informal caregivers together.
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Williams, Denitza, Bethan Pell, Aimee Grant, Julia Sanders, Ann Taylor, Adrian Edwards, Ernest Choy, and Rhiannon Phillips. "Identities of women who have an autoimmune rheumatic disease [ARD] during pregnancy planning, pregnancy and early parenting: A qualitative study." PLOS ONE 17, no. 11 (November 4, 2022): e0263910. http://dx.doi.org/10.1371/journal.pone.0263910.
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Objective Women of reproductive age who have autoimmune rheumatic diseases [ARDs] have expressed a need to be better supported with making decisions about pregnancy. Women with ARDs want their motherhood identities and associated preferences to be taken into account in decisions about their healthcare. The aim of this study was to explore the interplay between illness and motherhood identities of women with ARDs during preconception decision making. Methods Timeline-facilitated qualitative interviews with women diagnosed with an ARD [18–49 years old]. Participants were purposively sampled based on the following three criteria: thinking about getting pregnant, currently pregnant, or had young children. Interviews were thematically analysed. Results Twenty-two women were interviewed face-to-face [N = 6] or over the telephone [N = 16]. Interview length ranged from 20 minutes to 70 minutes, with a mean length of 48 minutes. Three main themes were identified: prioritisation, discrepancy, and trade-off. Difficulties in balancing multiple identities in healthcare encounters were reported. Women used ‘self-guides’ as a reference for priority setting in a dynamic process that shifted as their level of disease activity altered and as their motherhood identity became more or less of a focus at a given point in time. Women’s illness and motherhood identities did not present in isolation but were intertwined. Conclusions Findings highlight the need for holistic person-centred care that supports women with the complex and emotive decisions relating to preconception decision-making. In practice, health professionals need to consider women’s multiple and sometimes conflicting identities, and include both their condition and family associated goals and values within healthcare communication.
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Bulhakova, Tetiana, and Galіna Zhukova. "GENDER ASPECTS IN THE FORMATION OF PROFESSIONAL ORIENTATION OF SUBJECTS OF SPORTS ACTIVITIES." Educational Discourse: collection of scientific papers, no. 30(1) (February 26, 2021): 27–34. http://dx.doi.org/10.33930/ed.2019.5007.30(1)-3.
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Gender stereotypes are intertwined in relations in society, reflect gender differences, and consolidate traditional gender roles. The concept of gender stereotype means the ability of a person to generally assess the relationships of people in the world and is the basis for inferences and uncritical conclusions. The positive function of stereotypes is the person will be able to react quickly to the changes even with limited data. The process of cognition is a reflection of objective reality, in which stereotypes often have a conservative effect. They form erroneous knowledge and ideas, which negatively affect the processes of interpersonal interaction.
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Schroeder, F. K. "Perceptions of Braille Usage by Legally Blind Adults." Journal of Visual Impairment & Blindness 90, no. 3 (May 1996): 210–18. http://dx.doi.org/10.1177/0145482x9609000310.
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In this qualitative research, case study interviews were conducted to provide an in-depth examination of the meaning of braille in the lives of eight legally blind adults. Issues of self-esteem, self-identity, and the “stigma” of being a person with a disability were found to be integrally intertwined with the subjects’ expressed feelings about braille.
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Honcharenko, Ivan. "PROFESSIONAL PERSONALITY DEVELOPMENT AS A COMPONENT OF THE PROFESSIONAL CULTURE OF THE FUTURE TEACHER." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 90–94. http://dx.doi.org/10.36550/2415-7988-2022-1-205-90-94.
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The article examines the peculiarities and importance of professional self-development as a component of the professional culture of the future teacher. The professional and personal development of an individual as a specialist in his field is possible only if a person has a certain value-motivational attitude towards his professional and personal future, which ultimately translates into self-development and self-improvement. Professional and personal self-development cannot be considered without a relationship, since professional self-development is a continuation of personal development. Special attention was paid to the fact that the professional self-development of future teachers is a purposeful, self-discovery and self-projecting type of activity of a person who wants to realize himself as a professional in a certain field of employment. The basic definitions of the concepts of "development" and "self-development" are explained. The main conditions for the professional self-development of students who plan to be teachers in the future are defined and characterized, namely: a positive attitude towards the profession of a teacher and the implementation of pedagogical activities; professionally important qualities and motives of professional activity, as well as the student's internal desire for professional self-development; knowledge, skills, skills of professional self-development, which act as means of self-development. An important factor in the professional self-development of a future teacher is the educational environment. Because this environment is a flexible, open, sometimes conflicting and critical structure that "lives" in constant dynamics, which as a result provokes and stimulates a person to professional self-development. It is stated that professional self-development of future pedagogues and teachers is a purposeful activity of the individual, which includes aspects of self-knowledge and self-projection to improve one's activity and profession in the educational institution and realize oneself as a professional and specialist.
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Liubar, Ruslana. "THE STRUCTURAL COMPONENTS OF PROFESSIONAL SELF-CONSCIOUSNESS OF FUTURE SPECIALISTS." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 112–18. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247632.
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An important condition of the effective process of professional personal development is professional self-consciousness. It manifests in various forms related to the cognitive, emotional and volitional aspects of human mental activity.The educating process of professional self-consciousness is complicated and controversial. It involves many factors, the action of which can often lead to opposite consequences.The purpose of the article is a theoretical analysis of the structural components of professional self-consciousness, definition of the formational stages and evaluation criteria.Professional self-consciousness is a complex mental formation of a person, which is self-awareness of involvement in the profession, encourages professional self-realization and orients the person to active work in the professional field.We can distinguish three stages of professional self-consciousness formation: the stage of early professional self-consciousness that develops during the game (childhood), adolescent professional self-consciousness, characterized by prioritization in choosing future profession (middle and senior school age) and the stage of mature professional self-consciousness (university period, professional activity).The formation of professional self-consciousness at these stages is quite conditional because not every child has professional preferences. Every person following appropriate work can simultaneously form traits that reflect the characteristics of different stages of professional self-consciousness.We can distinguish three main criteria of different levels of professional students self-consciousness: cognitive, motivational-valued and activity-practical, which reveals the presence or absence of certain features that characterize professional self-consciousness.These criteria for assessing the levels of professional self-consciousness make possibility to establish the degree of presence of certain personality traits that are indicators of professional self-consciousness of each phenomenon component: a personʼs attitude to the profession, attitude to himself as a subject, to colleagues, to the object of labour.
Keywords: self-consciousness; professional self-consciousness; structural components; formation system; stages of formation; self-awareness; evaluation criteria; levels of development; performance indicators.
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Kokun, Oleg M. "Professional self-fulfilment of skilled people of different professional groups and specialities." Social welfare : interdisciplinary approach 5, no. 2 (December 28, 2015): 19–32. http://dx.doi.org/10.15388/sw.2015.28174.
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Objective trends of society development encourage substantially increased attention to the problem of person’s self-fulfilment. Its insufficient understanding determines the necessity of its theoretical justification as well as empirical study. The article presents the research aimed at determination of comparative features of professional self-fulfilment of skilled person working at 10 different lines of profession
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Ivashkevych, Ernest. "THE PARADIGM OF DIALOGUE INTERACTION AS A WAY OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TRANSLATOR." Психологія: реальність і перспективи, no. 16 (July 1, 2021): 69–79. http://dx.doi.org/10.35619/praprv.v1i16.214.
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In the article we’ve shown that the professional development of the person takes place through qualitative changes that facilitate the emergence of a completely new level of its integrity. The latter involves qualitative changes in the characteristics of the person, the transformation personal characteristics which have already been formed, fairly consistent guidelines, values orientations, motives of behavior under the influence of constantly changing social relations. Also, the professional development of the person is carried out as a result of restructuring its orientation. At the same time, the professional orientation of the person is the result of a contradictory combination of socialization, that is emphasized on the mastery of a person with socially significant experience and culture and provide individualization (the process of the development of intelligence, will, aesthetic taste, creative abilities of the person, etc.). In the process of professional development of the person occurs the formation of the subject’s integrity. This integrity consists of: 1) subordination of all elements of the structure of the personality, the subject’s orientation, which ensures the continuity, the length of all periods of person’s professional development; 2) to acquire the necessary professionally significant qualities, properties and characteristics.
We’ve proved that significant features of the professional formation are found in the process of finding the person’s individual ways of performing professional activity, which is accompanied by the formation of individual personally meaningful (including creative experience), professional self-consciousness, a system of professional motives, personal meanings, values and senses. The analysis of scientific researches, which in one way or another one deals with the problem of professional formation, shows the unity of researchers’ opinions that professional formation is a dynamic process of transformation (or restructuring) personal and professional qualities, characterized by self-determination, self-improvement, self-education, self-actualization, self-realization, actually shaping one’s consciousness. Thus, professional development can be showed as a long process of mastering the profession.
Thus, the analysis of the scientific literature indicates that the process of professional formation can be represented in two ways: the scheme of procedural reproduction (as a temporary sequence of stages, periods, parts) and the structure of professional activity (as a set of ways and means of performing professional activity, when their compliance is not a temporary determination, but a targeted presentation and realization). Professional formation is also understood as the development of person’s professional competence, as a process of mastering the means of solving professional problems and tasks, as well as mastering models of making professionally significant decisions.
We identified the main stages of the professional development of a specialist: a preparatory (pre-university) stage, associated purely with the choice of profession; the initial (university) stage, during which professionally important skills, characteristics and personal traits are formed; the main (postgraduate) stage as a period of the development of personal qualities of the man facilitating his/her full self-realization in the professional activity. At this stage the formation of the professional as a person takes place.
So, we have to admit that the problem of the development of the person of translator is a dynamic process that constantly unfolds in time and space, proceeds from the moments of formation of professional intentions to full realization of oneself in the process of creative professional activity, the main contradiction of which is the contradiction between unique personality traits and objective requirements of the leading professional activities the significance of which is that it should be led to further development of the person. It was emphasized that by realizing himself/herself in the leading professional activity, the person gradually changed, which led to the restructuring of the motives of his/her leading activity, to the formation of new properties, qualities and characteristics of the person, which are extremely important for professional activity in general.
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Sappa, Ganna-Mariia. "Professional self-determination of school’s young people as a process: the empirical analysis." Ukrainian society 2012, no. 2 (2012): 41–50. http://dx.doi.org/10.15407/socium2012.02.041.
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In the article the analysis of results of research of process of professional self-determination of school’s young people is conducted. The condition of professional self-determination of school’s young people changes from a stage to a stage and represents the difficult formation inherent in the certain age period. Changes in consciousness of the person concerning a choice of sphere of professional work become result of process of professional self-determination. These changes pass gradually and during process conduct the person to formation of its professional interests, requirements, and, finally, to a conscious choice of profession.
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Nolvi, Maria, Anna Forsberg, Christina Brogårdh, Lars Jacobsson, and Jan Lexell. "The Meaning of Sense of Coherence (SOC) in Persons with Late Effects of Polio—A Qualitative Study." International Journal of Environmental Research and Public Health 19, no. 10 (May 23, 2022): 6314. http://dx.doi.org/10.3390/ijerph19106314.
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Sense of Coherence (SOC), comprising comprehensibility, manageability and meaningfulness, is important for the sense of living a good life with Late Effects of Polio (LEoP). However, there is a lack of knowledge about the meaning of these three components. The aim of this study was to explore in-depth the meaning of SOC among persons living with LEoP, in terms of comprehensibility, manageability and meaningfulness. A directed content analysis was performed based on individual interviews with 7 men and 7 women with LEoP (mean age 73 years). SOC in persons with LEoP existed in two overarching themes that were closely intertwined: a state of motion and a state of being. The state of motion comprised active approaches, choices and actions, and was a process aimed at achieving a stronger comprehensibility, manageability and meaningfulness. The state of being comprised the comprehensibility, manageability and meaningfulness that the persons currently experienced. A profound understanding of SOC as both a state of motion and state being is essential for rehabilitation professionals when providing self-management support to persons living with LEoP. This understanding can increase their sense of living a good life and also be used in the rehabilitation of other life-long conditions.
Dissertations / Theses on the topic "Intertwined professional and person self"
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Boström, Eva. "Proximity and distance : challenges in person-centred care for diabetes specialist nurses in primary health care." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-80908.
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Background Type 2 diabetes demands self-management over time, to maintain health and reduce the risk for diabetes complications. However, despite efforts, many persons with type 2 diabetes are not reaching the treatment targets. In diabetes, person-centred care and group education are recommended. Diabetes specialist nurses (DSNs) working in primary healthcare have an important role in supporting patients with type 2 diabetes in their self-management to adapt to the demands of the disease in everyday life. Therefore, it is important to explore the DSNs’ professional role and their experiences of practising person-centred care. The overall aim of the thesis was to explore the professional role of DSNs in primary healthcare, and to describe their experiences of person-centred diabetes care. Methods The thesis includes three studies with qualitative, and one with a quantitative, approach. Data collection consisted of focus group interviews, individual interviews, observations, and questionnaires. Qualitative content analysis and statistics were used in the analysis. In studies I and II, 29 and 31 DSNs participated, respectively. In study III, 10 DSNs and 44 persons with type 2 diabetes participated. Lastly, in study IV, 10 DSNs participated. Results The results in the thesis showed that DSNs have a complex and multifaceted professional role that entails striving to be an expert, a fosterer, a leader, an executive, and a role model, which they found challenging. The DSNs perceived high job demands, such as decision-making and learning. The thesis also showed that the interaction between DSNs and persons with type 2 diabetes shifted from empowerment to authority struggles during group support sessions based on person-centred care. The experience of person-centred care was described as enriching, but DSNs also expressed ambivalence, related to an altered professional role. Conclusion There is a desire by DSNs to be close to persons with type 2 diabetes, although they have several challenges to fulfil, which makes it difficult to uphold a relation with proximity; thus, distance is also present. Even though person-centred care is recommended in healthcare, and despite DSNs’ efforts to practise PCC, the result of this thesis shows that it also implies an altered professional role for DSNs that has to be addressed.Diabetes intervention in Västerbotten, DIVA 2
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Fitz-Gerald, Timothy A. "Cabaret Story-Telling: Building Your Act." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4808.
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This thesis adduces the benefits in teaching undergraduate theatre majors the competency to create a cabaret. It expostulates that doing so during college gives students an advantage in marketing themselves professionally. It substantiates the general lack of cohesive undergraduate training in this area. The results of a survey of casting directors, assessing the worth of implementing the study of cabaret into theatre curricula, are incorporated.
Those that responded agreed that performing cabarets can play a role in a performer’s career, even if the opinions varied as to what that specific role is. There was general agreement that the study of cabaret could benefit students in ways which potentially go beyond securing immediate employment.
I have included a sample syllabus for a course focusing on the construction, and performance of a cabaret. It is anticipated this would serve for a performance class taught during a student’s fourth year of undergraduate study.
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Берсенева, Л. Е., and L. E. Berseneva. "Исследование взаимосвязи жизнестойкости, толерантности к неопределенности и самоотношения практических психологов : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100005.
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Объектом исследования явилась жизнестойкость личности. Предметом исследования стала связь жизнестойкости и ее показателей с толерантностью к неопределенности и показателями профессионального самоотношения. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (80 источников) и приложений, включающего в себя бланки применявшихся методик и результаты статистической обработки данных. Объем магистерской диссертации 86 страниц, на которых размещены 12 рисунков и 8 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по темам жизнестойкости, толерантности к неопределенности и профессионального самоотношения. Представлены разделы, посвященные анализу специфики профессиональной деятельности практического психолога. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: теста жизнестойкости С. Мадди (в адаптации Д.А. Леонтьева и Е.И. Рассказовой), методики определения толерантности к неопределенности С. Баднера (в адаптации А.Г. Солдатовой), а также опросника профессионального самоотношения К.В. Карпинского и А.М. Колышко. Также в главе представлен корреляционный и регрессионный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.The object of the study was the resilience of the individual. The subject of the study was the relationship of hardiness and its indicators with tolerance to uncertainty and indicators of professional self-attitude. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (80 sources) and appendices, including forms of the applied methods and the results of statistical data processing. The volume of the master's thesis is 86 pages, which contain 12 figures and 8 tables. The introduction reveals the relevance of the research problem, study problem, put the goal and objectives of the study, defines the object and subject of research, formulates the main and additional hypotheses that specifies the methods and empirical base, as well as the stages of the study, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topics of hardiness, tolerance to uncertainty and professional self-attitude. The sections devoted to the analysis of the specifics of the professional activity of a practical psychologist are presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the study and the results obtained by all the methods used: the test of hardiness of S. Maddi (in the adaptation of D. A. Leontiev and E. I. Rasskazova), the method of determining tolerance to uncertainty of S. Badner (in the adaptation of A. G. Soldatova), as well as the questionnaire of professional self-attitude of K. V. Karpinsky and A. M. Kolyshko. The chapter also presents a correlation and regression analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and possible prospects for further development of this problem are described.
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Ariail, Donald Lamar. "The person-organization fit of accounting students: long term value change following an education intervention." Thesis, 2017. http://hdl.handle.net/10500/24470.
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The accounting profession continually has problems with hiring and keeping qualified staff; and many accounting scandals have shown a lack of ethical behavior on the part of Certified Public Accountants (CPA). This suggest a misfit between those in the profession and the ethics that the profession strives towards. Research has shown that the congruity of personal values with organizational values, person-organization fit (P-O fit), is an important factor in the hiring, socialization, and retention of employees. In addition, ethical behavior has been found related to P-O fit. Accounting educators have been called upon to address these problems by inculcating accounting students with the values of the accounting profession.
This research firstly reports on the results of a comparison of the personal values of upper level accounting students in Georgia with the personal values of CPA leaders in Georgia. Personal value priorities were measured with the Rokeach Value Survey (RVS). The findings indicated that these samples of Georgia CPA leaders (N = 193) and accounting students (N = 516) significantly differed in the priority given to 24 of the 36 (66.7%) RVS values. This result suggests a lack of P-O fit between accounting students and the accounting profession.
Secondly, this research reports on the effectiveness of two education interventions designed to improve the P-O fit of accounting students: a Curriculum Modification Intervention and a Value Self-Confrontation (VSC) Intervention. These education interventions were delivered online as part of the content of two distance learning classes on accounting ethics. The curriculum of both classes were augmented with content aimed at increasing the priority given to the value of courageous. The two classes were designated as either Group 1 or Group 2. Group 1 received only the Curriculum Modification Intervention. Group 2 received both the Curriculum Modification Intervention and the VSC Intervention, which was targeted at increasing the priority given to the four values of capable,
courageous. honest, and responsible—values related to the Code of Professional Conduct and Bylaws (2012) of the American Institute of Certified Public Accountants.
The results indicated that Group 1, from the beginning to the end of class (short-term value change), did not increase the priority given to courageous. Thus, the stand-alone Curriculum Modification Intervention did not result in the desired effect. Group 2, on the other hand, did increase the short-term priority given to all four of the targeted values. Moreover, Group 2 increased the long-term priority given to two of the four targeted values: capable and courageous. The higher priority given to these values at the end of class persisted for 15-16 weeks. The effect sizes indicated practical significance. These results suggest that the VSC Intervention was effective at inducing both short-term and long-term value change in the priority given to values of importance to the ethics of the accounting profession.
These findings have implications for CPA firms, specifically with regard to hiring ethically “fitting” staff and fostering an ethical culture in accounting firms. The results of this research also provide input that may be helpful in improving accounting pedagogy, especially the pedagogy of accounting ethics education and distance education.
Key words: person-organization fit, P-O fit, CPA firm turnover, personal values, value change, value self-confrontation, VSC, Rokeach Value Survey, RVS, Certified Public Accountant, CPA, ethics education, accounting students, online education, distance learning.Business Management
D.B.L.
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Цибеленко, Аліна Миколаївна. "Міжнародно-правові стандарти протидії злочинам у сфері службової діяльності та професійної діяльності." Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/2550.
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Цибеленко А. М. Міжнародно-правові стандарти протидії злочинам у сфері службової діяльності та професійної діяльності : кваліфікаційна робота магістра спеціальності 262 "Правоохоронна діяльність" / наук. керівник К. О. Алімов. Зaпорiжжя : ЗНУ, 2020. 103 c.UA : Робота викладена 103 сторінках друкованого тексту. Перелік посилань включає 84 джерела. Протидія корупційній злочинності має відповідати певним принципам, серед яких у роботі названі: соціальна справедливість, демократизм, гуманність, законність і верховенство права; наукова обґрунтованість та економічна доцільність; пріоритет запобіжної діяльності над репресивною; правовий та соціальний контроль; координація, плановість, комплексність і диференціація, системність, реальність та конкретність, відкритість і прозорість; участь громадськості у заходах щодо запобігання та протидії корупції; державний захист осіб, які надають допомогу у здійсненні таких заходів; забезпечення відновлення порушених прав і законних інтересів; відшкодування збитків, шкоди, завданої корупційним правопорушенням. Метою кваліфікаційної роби є дослідження кількості злочинів у сфері службової діяльності за певні роки. Об’єктом дослідження даної кваліфікаційної роботи є суспільні відносини у сфері службової діяльності та професійної діяльності, які виникають між суб’єктами на території України. Об’єктом дослідження наукової роботи є саме злочини в сфері службової діяльності та професійної діяльності, пов’язаної з наданням публічних послуг, які передбачені Розділом XVII Особливої частини КК України. Предметом дослідження обраної теми наукової роботи став конкретний склад злочину, а саме зловживання владою або службовим становищем, який передбачений ст. 364 КК України.
EN : The work is outlined in 103 pages of printed text. The list of links includes 84 sources. The fight against corruption must comply with certain principles, among which the following are named: social justice, democracy, humanity, legality and the rule of law; scientific validity and economic feasibility; the priority of preventive action against the repressive; legal and social control; coordination, plannedness, complexity and differentiation, systematicity, reality and specificity, openness and transparency; public participation in anti-corruption and anti-corruption measures; state protection of persons providing assistance in the implementation of such measures; ensuring the restoration of violated rights and legitimate interests; compensation for damages, damage caused by a corruption offense. The purpose of the qualification work is to investigate the number of offenses in the field of official activity in certain years. The object of study of this qualification work is the social relations in the sphere of professional activity and professional activity which arise between the subjects in the territory of Ukraine. The object of research is the crimes in the field of professional activity and professional activity related to the provision of public services, which are provided for in Chapter XVII of the Special Part of the Criminal Code of Ukraine. The subject of research of the chosen topic of scientific work was the specific composition of the crime, namely abuse of power or official position, which is provided by Art. 364 of the Criminal Code of Ukraine.
Books on the topic "Intertwined professional and person self"
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Process work in person-centred therapy. 2nd ed. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2009.
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Worsley, Richard. Process work in person-centred therapy. 2nd ed. London: Palgrave Macmillan, 2009.
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Worsley, Richard. Process work in person-centred therapy. 2nd ed. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2009.
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Person-centred counselling for people with dementia: Making sense of self. London: Jessica Kingsley Publishers, 2009.
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Bryant-Jefferies, Richard. Counselling a recovering drug user: A person-centred dialogue. Abingdon: Radcliffe Medical Press, 2003.
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Zeer, Eval'd, El'vira Symanyuk, and Mariya Zinnatova. Fundamentals of professionology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1818877.
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Professionology is a scientific and applied discipline of professional knowledge, the subject of which is the problems of human interaction with the world of professions, and its semantic factor is psychological content.
An important place in the textbook is occupied by the professionology of education: the trends in the development of continuing education, the interface of professional and educational standards, the design of individual educational trajectories of students are reflected.
Particular attention is paid to the professionology of the individual: its development and self-determination in the professional educational space, destructive development trends, the formation of transprofessionalism and the prediction of the professional future of a person in a modern post-industrial society.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is addressed to students of higher educational institutions, trainees of advanced training institutions, teachers of secondary vocational education, as well as graduate students and researchers of vocational pedagogical education institutions.
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Julian, Hughes, Louw Stephen, and Sabat Steven R, eds. Dementia: Mind, meaning, and the person. Oxford: Oxford University Press, 2006.
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(Editor), Julian C. Hughes, Stephen J. Louw (Editor), and Steven R. Sabat (Editor), eds. Dementia: Mind, Meaning, and the Person (International Perspectives in Philosophy and Psychiatry). Oxford University Press, USA, 2006.
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Thorne, Brian, and Danuta Lipinska. Person-Centred Counselling for People with Dementia: Making Sense of Self. Kingsley Publishers, Jessica, 2009.
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(Editor), Julian C. Hughes, Stephen J. Louw (Editor), and Steven R. Sabat (Editor), eds. Dementia: Mind, Meaning, and the Person (International Perspectives in Philosophy and Psychiatry). Oxford University Press, USA, 2006.
Find full textBook chapters on the topic "Intertwined professional and person self"
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Glas, Gerrit. "Being a professional: Self-relatedness and normativity." In Person-Centered Care in Psychiatry, 81–98. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429242960-5.
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Walton, Joan, and Nigel Harrisson. "Integrating First, Second and Third Person Research to Lead the Creation of a Learning Organisation." In Polyvocal Professional Learning through Self-Study Research, 215–30. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-220-2_12.
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Kenispaev, Zh К., and N. D. Skosyreva. "PROFESSIONAL SELF-IDENTIFICATION IN THE DIGITAL ECONOMY." In Filosofskie, sociologičeskie i psihologo-pedagogičeskie problemy sovremennogo obrazovaniâ., 130–33. Altai State Pedagogical University, 2021. http://dx.doi.org/10.37386/2687-0576-2021-3-130-133.
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Professional activity of a person is one of the main factors of his successful socialization. Therefore, a special place in the formation of a young person is occupied by his professional selfdetermination. There are many factors that influence a person’s choice, but the main ones among them are his “inner voice”, worldview, life priorities.
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TITCHEN, A. "Blending self-knowledge and professional knowledge in person-centred care." In Developing Practice Knowledge for Health Professionals, 107–26. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-5429-6.50010-0.
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"My professional self: two books, a person and my bedside table." In From Practice to Praxis: A reflexive turn, 82–94. Routledge, 2016. http://dx.doi.org/10.4324/9781315300955-10.
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Fox, Raymond. "Personal Presence and the Safe Class." In The Use of Self. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780190616144.003.0008.
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Martin Buber decried the preponderance of I-it relationships, believing that they threatened human well-being. Thingification was the culprit. As we move further a field from everyday person-to-person experience, the special connection involving attentiveness, shared rapport, and synchronized verbal and nonverbal communication—in other words, relationship needs to be pursued and reclaimed. At the same time, drawing upon the work of D. W. Winnicott, creating and maintaining an environment for learning, by serving as a container for the anxiety associated with seeking new and unfamiliar knowledge, is a teacher’s vital role. There is a profound and pervasive relational dimension to teaching, especially teaching in the professions. The relationship is a unique and special one with identifiable similarities to the practitioner-client relationship. Both are based on the dynamics of human development and change. The mantle of professional authority derives partly from the intellectual, but more substantially through the immediacy, openness, and intimacy between you and students. The central passageway for you to help students learn the ground rules for practice—how to establish and sustain a relationship, to attend to another person, to pace interventions, to converse, to tune into others and, most important, how to manage their own feelings while engaged with others—lies in your intense connection with students. The optimum pattern in practice as well as in teaching is having a balanced brain, one with strengths in both empathy and in substantive know-how. This balance is achieved through relationship. Students bring with them habits and beliefs that previously worked for them but are not professionally functional. The foundation of competence does not arise from amassing new theories and factual knowledge but, rather, from absorbing and synthesizing them into a new, improved, and integrated whole established through your firsthand contact. To develop students’ level of professional expertise, you need to interact in a manner consistent with what theory and research you preach. The relationship is the medium, a potent emotional channel, through which depth learning occurs and professional identity is formulated. Your relationship with students serves as an exemplar for the student-client relationship outside the classroom.
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Valeyeva, Nailya Sh, Roman V. Kupriyanov, Julia N. Ziyatdinova, and Farida F. Frolova. "Self-Sustaining Ecosystem for Learning and Communication." In Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication, 211–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7853-6.ch013.
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The global society faces a number of challenges and risks. In order to adapt, it is important to have liquid learning and communication skills in order to be flexible and adaptive to new knowledge. Therefore, there is a growing demand for smart individuals demonstrating a deep desire for self-directed professional and life development. Scientific research into self-directed professional development strategies is of crucial importance. A person who aims at self-directed professional development is the one who knows and uses certain mechanisms, methods, and techniques to build and update work-related knowledge, qualities, and skills, thus planning and tracking his own career growth to become competitive in the global market and to keep the static and dynamic equilibrium of the global society in balance. In real life, students seldom recognize the importance of self-directed development as a learning skill for their personal independence, and for the static and dynamic equilibrium of the global society as a whole; thus, they do it spontaneously, inconsistently, and inefficiently.
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Prozorova, Mariia Nikolaevna. "Analysis of Methodological Approaches, Used in the Formation of Professional Self-assessment of Students." In Pedagogy and Psychology of Modern Education, 15–28. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103144.
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Changes in a person are inextricably linked with changes taking place all over the world. The author analyzes the problem of pedagogical sources for the study and formation of professional self-esteem of students of the healthcare system. The purpose of this chapter is to develop the theory and present current methods for the formation of professional self-esteem of a medical college student.
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Fox, Raymond. "Role Playing." In The Use of Self. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780190616144.003.0020.
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Playing a role often provides an authentic way to learn truths about the real world. Suiting the action, as Hamlet says, by teaching with an experience simulation method such as role playing, effectively stimulates students toward their own learning. Role plays make students sit up and take notice. A variant of or an adjunct to the case method, role plays arouse students’ interest because they resemble real practice experiences. Role players speak in the first person. Rather than commenting indirectly on what they think clients might say, they speak as if they actually were the clients. Key is having students immerse themselves in a realistic situation and then imagine themselves as the person in that situation. In other words, engage fully, intellectually and emotionally, in assuming a part in the play. Effective role plays simulate reality as they stimulate learning. They support knowledge and skill attainment along the four axes identified by Kolb (1984)—concretely experiencing, observing and reflecting, abstract reasoning, and actively experimenting. At the same time, they involve learning by doing with the fundamental five-step, problem-solving paradigm proposed by Dewey—feeling a need, analyzing the difficulty, proposing alternative solutions, experimenting with various solutions, and applying the solutions to new and different settings. Role plays likewise meet Knowles’ (1980) requisites for adult learning—empowering students to take responsibility for their own learning, drawing upon their unique experiences and strengths, making learning closely parallel practice, providing opportunities for students to reflect on their work, and engaging students in critical thinking. A plastic and fluid method, role play constantly expands students’ involvement and allows them to test knowledge and skill by repeated and rehearsed use. It subsequently has educational and practice relevance. By assuming various roles in a contrived yet nevertheless authentically represented situation, students reframe their understanding and develop alternative definitions of themselves and others. Role play therefore addresses four broad categories of professional practice objectives: it assists students to implement new information, sensitizes them to their own attitudes and beliefs, enlightens them to the motives and behaviors of others, and focuses on why.
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Багадирова, С. К. "Mastering the psychological structure of activity as a resource of professional self-realization of a person in sports." In Актуальные проблемы психологии труда, инженерной психологии и эргономики, 338–51. Институт психологии Российской академии наук, 2020. http://dx.doi.org/10.38098/ergo.2020.019.
Full textConference papers on the topic "Intertwined professional and person self"
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Syusyukin, Ivan Sergeevich. "CHARACTERISTIC FEATURES OF THE SELF-EMPLOYED PERSON PAYING PROFESSIONAL INCOME TAX." In Российская наука: актуальные исследования и разработки. Самара: Самарский государственный экономический университет, 2022. http://dx.doi.org/10.46554/russian.science-2022.02-2-379/382.
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OREL, Sofiia, and Svitlana AVRAMCHENKO. "PROFESSIONAL SELF-DETERMINATION AS A GUARANTEE FOR A SUCCESSFUL AND HAPPY LIFE OF THE PERSON." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2020. http://dx.doi.org/10.31108/7.2020.48.
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Novikova, I. A., M. V. Korehova, and A. G. Soloviev. "PROFESSIONAL HEALTH OF ANESTHESIOLOGISTS-REANIMATOLOGISTS." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-367-371.
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Abstract: The work of anesthesiologists-reanimatologists is associated with stressful and extreme working conditions, which increases the likelihood of the development of various occupational health disorders that negatively affect the effectiveness of their activities. In order to identify and describe the characteristics of the professional health of anesthesiologists-reanimatologists, 51 anesthesiologists-reanimatologists of the Arkhangelsk region were examined (average age 51.9 ± 8.7 years). Methods used: questionnaire "Attitude to work and professional burnout" V.А. Vinokura (ORPV), Multilevel personality questionnaire "Adaptability" (MLO-AM) A.G. Maklakov and S.V. Chermyanina, Lusher's color test, “Questionnaire of professional relevance of a personality” by E.V. Kharitonova. It was found that 2/3 of the examined anesthesiologists-reanimatologists have a formed syndrome of professional burnout, characterized by emotional exhaustion, decreased satisfaction with their professional activities and self-esteem, 76.5% - reduced adaptive abilities. 70.6% of doctors have health complaints. Every fifth person is dissatisfied with the degree of realization of their professional potential.
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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.
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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.
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Muradyan, E. B. "Hardiness of a subject of activity in the situation of global emergency uncertainty in the context of person’s psychological safety." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.189.203.
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The article has a theoretical approach in research. Relations between the terms «hardiness»; and «psychological safety», «subject of activity» and «professional’s personality» will be considered. The components of hardiness are analyzed. The issues that contradict the basic theoretical position on hardiness as the underlying psychological safety of the individual are analyzed. At a theoretical level, a connection between the hardiness and psychological safety of a professional’s personality is revealed. In theoretical terms the conceptions of a person as a personality (professional) and as a subject of professional activity are considered. The attitude of professional’s personality towards activities in the «new» conditions is revealed. Based on results of experts’ survey, a preliminary conclusion is made that a person involved in professional activity, is passionate about his/her work, professionally ready for it, quickly overcomes negative emotions connected with an emergency, the person is reorganized to work in the «new» mode, providing high performance (if the specificity of the work allows it). The issues arising in a stressful, emergency situation are being considered for the subject of professional activity. An attempt is made to describe the emergency, as well as the necessity to introduce conceptual «slogan»: «the situation of global emergency uncertainty». This situation is considered as the environment that the one created «for his/her self-preservation», to ensure the safety of mankind.
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Zabayrachnaya, A. E. "Development of EQ teacher as one of selfregulation components in professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.487.495.
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The relevance of the study is that the phenomenon of emotional intelligence at the modern stage of science development is already generally recognized among psychologists, sociologists, philosophers, etc. The whole scientific community today recognizes the need and importance of developing the characteristics and capabilities of emotional intelligence, as they contribute to the professional and personal growth of a person, influence his success in life. The problem of the study is the study of selfregulation as a multi-component system where emotional intelligence is of particular importance. This problem is reflected in the pedagogical sphere. The effectiveness of the professional activity of a specialist engaged in the field of «man-man» is largely conditioned by the ability to self-regulate and successfully develop the personal qualities necessary for the profession, because the teacher as a subject of pedagogical activity is a combination of individual, personal, subjective qualities, the adequacy of which the requirements of the profession ensure the efficiency of his work. The aim of the study is to determine the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, to identify the main provisions of EQ development and its impact on self-regulation. The main methods of study are theoretical analysis method and empirical methods (observation, testing). The result of the study can be considered the determination of the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, as well as the identification of the basic provisions of EQ development in the conditions of pedagogical activity. The development of emotional competence and emotional intelligence of the teacher is a necessary condition for the effectiveness of his professional activity, as EQ occupies a special place in the self-regulation of the teacher, which is due to the specificity of the content of professional activity.
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Chuykova, T. S. "Psychological resources of professional selfrealization of a teacher of a higher school under conditions of pre-employment." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.694.707.
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The article presents an analysis of psychological resources that are important for the productive professional implementation of university teachers in modern conditions of employment. These conditions are noted by such features as job insecurity, job intensification and flexibilization. As psychological resources, the author considers such complex phenomena as resilience, hardiness, personal potential, as well as more narrow personality characteristics: optimism, self-efficacy, mindfulness. As the conditions that help a person cope with stresses, the author’s attention turns to the physical and social aspects of a person’s life support in difficult life circumstances: physical fitness, the presence of social support. The author shows that these psychological characteristics, phenomena and conditions can be involved in the prevention of psychological, somatic and social consequences of experiencing job insecurity among teachers of higher education.
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Morosanova, V. I. "Self-regulation as a metaresource of education and solving the problems of life during the pandemic." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.887.896.
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In the article, based on the generalization of the results of theoretical and empirical studies, it is substantiated that the conscious self-regulation of a person is a metaresource of education and solving various problems of life in the crisis conditions of the COVID-19 pandemic. The development of the general ability of conscious selfregulation (GAS) has a positive effect on adaptation to new conditions that increase uncertainty in all spheres of life. The general ability of conscious self-regulation is a resource for self-organization when changing the usual image under conditions of quarantine measures; it is also a resource for updating and creating new competencies to achieve goals; a resource for creating new ways of expressing emotions and feelings. It is the high development of GAS that contributes to the effective and purposeful search for information to overcome the increased uncertainty, for successful adaptation to distance learning and work; choosing and mastering new professions; realization of special abilities and general giftedness of a person. Conscious self-regulation is a psychological resource for stabilizing and enhancing immunity, and its high development prevents the development of acute stress reactions and negative emotional states during the COVID-19 pandemic. Online research has shown that people with a high general capacity for conscious self-regulation are best at coping with self-isolation requirements. It was revealed that the development of the general ability for conscious self-regulation provides universal and special resources for overcoming the difficulties of self-organization and predicts to a large extent the effectiveness of self-organization in new and unusual conditions of self-isolation. The article concludes that to cope with negative emotional states, it is important to choose a strategy for regulating activities, not states. The best means for this is mastering new types of educational, professional, or sports activities, solving complex, non-standard tasks, obtaining a variety of experiences that go beyond the ordinary.
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Pieck, Loran, Julius Sebuhalala, and Sandrine Ishimwe. "Exploring the use of a WhatsApp Bot to Influence Online Continuous Professional Development of Teachers in Rwanda." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.907.
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The shift from in-person to blended and online delivery of Continuous Professional Development (CPD) of teachers has created various challenges. First, blended and online learning can impact the quality of learning. Some participants find it difficult to self-regulate, plan their learning and complete activities within the set deadlines. Secondly, blended and online CPD can influence the intensity of learning. Lastly, offering CPD programmes online may have equity implications. VVOB – education for development in partnership with Rwandan education authorities, experimented with a conversational learning pilot (WhatsApp bot) to strengthen teachers’ involvement. A treatment-control group research design was used in two blended CPD programmes.The total sample consisted of 417 educators. Findings reveal that additional WhatsApp input helps teachers to move through the online courses, positively influencing their learning. Almost all participants indicated that the additional WhatsApp support was crucial for their timely delivery of tasks. No significant differences in learning outcomes were identified when comparing with a counterfactual. Regarding equity-related challenges, positive effects were identified on the inclusion of older age groups. // By discussing these findings, VVOB wants to explore with the conference audience how semi-automated systems can be further deployed to support teachers and school leaders in their lifelong learning.
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Arpentieva, M. R., H. Retnawati, S. A. Urazgaliyeva, and M. N. A. Azman. "Metacognition Didactic Communication in Higher Education." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.05.
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Didactic communication is the communication of subjects about learning: its various components and processes. Didactic communication can only be studied as a multi-component, multilevel and multistage phenomenon, the features of which (modes, opportunities, limitations) are associated with the features of personal, interpersonal, and professional development of the subjects of interaction, manifested in the features of their understanding of themselves and the surrounding world, situations (tasks) of educational and professional activities. The main features of didactic communication are associated with its modes (orientation): learning, self-learning, and mutual learning. Didactic communication in various modes has different opportunities and limitations for the training and development of subjects of interaction, largely regardless of the subject area or specialization to which the student(s) belongs. As for the possibilities and limitations of various modes of didactic communication, in the reality of which all modes coexist in different proportions, depending on the level of personal, interpersonal, and professional development of a person, we can note the unproductiveness of learning and learning modes in working with subjects who have reached a high level of development in these areas. On the contrary, in didactic communication with children and beginners and specialists (students), these modes will be the basis for productive learning.
Reports on the topic "Intertwined professional and person self"
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Lagutin, Andrey, and Tatyana Sidorina. SYSTEM OF FORMATION OF PROFESSIONAL AND PERSONAL SELF-GOVERNMENT AMONG CADETS OF MILITARY INSTITUTES. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/self-government.
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When carrying out professional activities, officers of the VNG of the Russian Federation are often in difficult, stressful, emotionally stressful situations associated with the use of weapons as a particularly dangerous means of destruction. The right to use a weapon by an officer makes him responsible for its use. And therefore requires the officer to make a balanced optimal decision, which is associated with the risk and transience of events, and in which no mistake can be made, since the price of it can be someone's life. It is at such a moment that it is important that the officer has stable skills in making a decision on the use of weapons, and this requires skills not only in managing subordinates or the situation,but in managing himself. The complication of the military-professional activity, manifested in the need to develop the ability to quickly and accurately make command decisions, exacerbating the problem of social responsibility of an officer who has the management of unit that leads to an understanding of his singular personal and professional responsibility, as the ability to govern themselves makes it possible to achieve a positive result of the Department for the DBA. This characterizes the need for a commander to have the ability to manage himself, as a "system" that manages others. Forming skills of self-control, patience, compassion, having mastered algorithms of making managerial decisions, the cycle of implementing managerial functions, etc., a person comes to the belief: "before effectively managing others, it is necessary to learn how to manage yourself." The required level of personal and professional maturity can be formed in a person as a result of purposeful self-management, which determines the special role of professional and personal self-management in the training of future officers.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.
Full textAbstract:
The main recommendations of the panel report can be summarised under five key headings: HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world. MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world. PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies. COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems. REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.