Littérature scientifique sur le sujet « Disagio professionale »
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Articles de revues sur le sujet "Disagio professionale"
De Mori, Barbara. « Il moral distress dalla medicina umana alla medicina veterinaria : un’analisi comparativa ». Medicina e Morale 68, no 3 (15 octobre 2019) : 265–80. http://dx.doi.org/10.4081/mem.2019.586.
Texte intégralOlivetti Manoukian, Franca. « Servizi integrati : perché, quando, come ». MINORIGIUSTIZIA, no 1 (juillet 2021) : 12–22. http://dx.doi.org/10.3280/mg2021-001002.
Texte intégralCheli, Mariagnese, Raffaella De Paoli, Sara Giacopuzzi, Maria Elena Montenegro, Cosimo Ricciutello et Rebecca Rubbini. « La consulenza agli operatori nei casi di violenza all'infanzia ». MALTRATTAMENTO E ABUSO ALL'INFANZIA, no 1 (mars 2010) : 121–31. http://dx.doi.org/10.3280/mal2010-001008.
Texte intégralGrigis, Luigi. « Crisi adottive in adolescenza e giustizia penale minorile : una ricerca esplorativa sull'intervento dell'Ussm di Milano ». MINORIGIUSTIZIA, no 2 (novembre 2020) : 148–60. http://dx.doi.org/10.3280/mg2020-002013.
Texte intégralBalenzano, Caterina, et Amelia Manuti. « La riorganizzazione del lavoro e il benessere di minori e famiglie in pandemia : riflessioni interdisciplinari e lezioni per la ripartenza ». SICUREZZA E SCIENZE SOCIALI, no 2 (septembre 2022) : 107–23. http://dx.doi.org/10.3280/siss2022-002008.
Texte intégralPricoco, Maria Francesca. « Il Giudice delle relazioni tra disagio, devianza e nuove fragilità. Le ragioni della specializzazione nei percorsi della giustizia minorile e familiare ». MINORIGIUSTIZIA, no 1 (septembre 2020) : 18–28. http://dx.doi.org/10.3280/mg2020-001002.
Texte intégralGabola, Piera, et Antonio Iannaccone. « Elementi contestuali nella costruzione del benessere degli insegnanti in due casi studio italiani ». Swiss Journal of Educational Research 37, no 1 (20 septembre 2018) : 149–66. http://dx.doi.org/10.24452/sjer.37.1.4948.
Texte intégralDi Gennaro, Diana Carmela, Michele Domenico Todino, Paola Aiello et Maurizio Sibilio. « I luoghi dell'educazione : percorsi multimediali per promuovere l'orientamento al lavoro in un'ottica inclusiva ». EDUCATIONAL REFLECTIVE PRACTICES, no 1 (avril 2021) : 93–14. http://dx.doi.org/10.3280/erpoa1-2021oa11521.
Texte intégralSebastiani, Giuseppe, et Annalisa Falcone. « Cultura e pratica psichiatrica nella medicina di base. Una indagine sui medici di Bari ». Epidemiologia e Psichiatria Sociale 2, no 3 (décembre 1993) : 205–10. http://dx.doi.org/10.1017/s1121189x0000703x.
Texte intégralCuccaroni, Valerio. « Didattica pandemica. La digitalizzazione forzata della scuola italiana durante l'epidemia da Covid-19 ». PRISMA Economia - Società - Lavoro, no 1 (août 2021) : 59–76. http://dx.doi.org/10.3280/pri2020-001005.
Texte intégralThèses sur le sujet "Disagio professionale"
MEROLA, CATERINA. « Il disagio professionale degli insegnanti : la precarietà nell'agire ». Doctoral thesis, Università degli Studi di Verona, 2009. http://hdl.handle.net/11562/337408.
Texte intégralThe object of the research is to identify, by means of narrative interviews, which concrete situations the teachers identify as source of uneasiness. The initial research question is “Which are the concrete situations that the teachers identify as uneasiness?” I’ve used fifty narrative interviews, involving teachers belonging to the different scholastic orders, from primary school to secondary school and, for this, professional institutes, technical institutes, high schools. The second research question has been: “Which manners are adopted by the teachers for facing the uneasiness?”. It was identified because the teachers, during the interviews, have highlighted the practices they adopt for overcoming the uneasiness. The direction of sense of the ecological paradigm, assumed as reference, it is explained in the principle of looking for the connecting structure. Here the complex thought is expressed, in the research of relationships, connections that involve a systemic vision of the phenomenon and the activated processes, with the recognition of the interdependences, the crossing from a linear logic to that of the complexity. The research shares with the naturalistic inquiry the principle of avoiding to go on the field with research routes already structured, this fact would involve a manipulation of the context and the phenomenon could not be revealed in its essence. During the analysis process of the protocols of interviews transcription, I have focused the categories (as a set of conceptual tools of the method), with a different degree of generalization, or of conceptual breadth in the description of the phenomenon, so I reached step-by-step a greater degree of conceptual abstraction. The methodological building, through the Grounded Theory, is extending upward, it is an inductive process, from the smaller (conceptual labels or codes), to what it is intermediary (categories or code families), to what is immediately of superior level (macro categories), up to the highest level in the concepting (core category) with a same generative core that takes form from an imperceptible primordial structure, it grows, it returns to his seminal and generative nature. The acting precariousness is the core category that allowed me to connect all the processed conceptual artefacts. The teachers live with a sense of precariousness their own role, they have doubt about the sense of own actions. This is not completely negative, but it is the outcome of to be teachers in a new way, and to be critical protagonists in the evolutions of their own role. There is an uncertainty condition that is not always so easy to be sustained. It belongs to the conjectural character that underlines the new teacher role. A consequence of the precariousness in to act is the absence of consolidated procedure to follow to complete the own professional tasks. Related to this, it is also the fragility caused by the impossibility to discover pre-assigned solutions, and the need of focusing in the research of practicable roads, depending on the available daily situations. The situation of precariousness and uncertainty are tightly coupled, so the role of the teacher that usually is recognized to be strong and absolutely identified, it becomes fragile because the knowledge is not more transferable with absolute certainty.
Gow, Jane. « A study examining the views about reproductive screening programmes of young women affected with congenital conditions for which a screening programme is currently offered, compared with those of professionals in the related fields of medicine and disabil ». Thesis, University of Glasgow, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327567.
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