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1
Barberis, Eduardo, and Domenico Carbone. "Cultura manageriale e identità lavorativa nei sistemi di istruzione. Un'introduzione." SOCIOLOGIA DEL LAVORO, no. 160 (August 2021): 27–42. http://dx.doi.org/10.3280/sl2021-160002.
Повний текст джерелаАнотація:
Questo contributo introduce il numero monografico su "Cultura manageriale e identità lavorativa nei sistemi di istruzione". La prima parte ricostruisce il contesto dell'introduzione di misure neoliberali nelle logiche di funzionamento delle pubbliche amministrazioni, definendo le caratteristiche di fondo del New Public Management ed individuando sia la loro rilevanza per i sistemi di istruzione, sia la necessità di non considerare la governance neoliberale come l'unico fattore trasformativo per le professioni e le organizzazioni educative. La seconda parte si concentra sugli effetti degli ingredienti manageriali nelle pratiche professionali, ove appunto le ricette neoliberali si inseriscono su modelli organizzativi preesistenti. La terza parte pone l'attenzione sui risvolti relativi all'identità professionale dei lavoratori e delle lavoratrici dell'istruzione, in particolare sul tema della frammentazione delle professioni e della responsabilizzazione individuale. Infine, vengono introdotti i contributi che fanno parte della special issue.
2
Torlone, Francesca. "Lo specialista del trattamento per l'apprendimento trasformativo nei contesti penitenziari: la costruzione di identità del funzionario giuridico-pedagogico." QUADERNI DI ECONOMIA DEL LAVORO, no. 112 (March 2021): 103–27. http://dx.doi.org/10.3280/qua2020-112008.
Повний текст джерелаАнотація:
Le trasformazioni occorse nel tempo nella cultura del sistema penale e peni-tenziario hanno inciso sulla identità professionale dei professionisti della funziona-lità giuridico-pedagogica. Il passaggio ad una cultura "rieducante" del sistema-carcere nel secondo dopo-guerra ha messo in luce una nuova identità, un nuovo ruolo cui non sempre si accompagnano nuove consapevolezze e pratiche educative. Il contributo intende ricostruire l'identità di ruolo del funzionario giuridico-pedagogico all'interno delle professioni educative e formative. A tal fine sono utilizzati elementi di rappresentazioni degli attori organizzativi e prospettive identita-rie legate al modo in cui ogni istituto costruisce il senso della professionalità giuridi-copedagogica con i dispositivi in uso e alimenta la cultura del lavoro educativo in carcere. Il contributo si conclude con alcune riflessioni sulla configurazione del funzionario giuridico-pedagogico come "specialista del trattamento" in relazione alla sua capacità di gestire ogni elemento del proprio lavoro in chiave educativa e di co-struire in autonomia il senso del suo ruolo professionale.
3
Mariotti, Paolo. "Jorge Canestri: un ricordo." PSICOANALISI, no. 1 (August 2021): 61–63. http://dx.doi.org/10.3280/psi2021-001004.
Повний текст джерелаАнотація:
Serietà di pensiero, responsabilità clinica e grande rigore morale, che hanno caratterizzato la vita professionale di Jorge Canestri, e la passione nel trasmettere la sua grande cultura, ce lo indicano come un maestro nell'ambito psicoanalitico.
4
Angelo Paletta, Serena Greco, and Enrique Martín Santolaya. "Leadership, innovazione e cambiamento organizzativo. Promuovere comunità di apprendimento professionale." IUL Research 3, no. 5 (June 15, 2022): 1–5. http://dx.doi.org/10.57568/iulres.v3i5.361.
Повний текст джерелаАнотація:
Il concetto di Professional Learning Community (PLC) riconosce l’importanza di un processo di apprendimento continuo per tutti i suoi membri, promuovendo una cultura della ricerca, della sperimentazione e dell’innovazione come condizione necessaria in un ambiente complesso e dinamico per rispondere ai bisogni degli studenti. Le sfide educative del ventunesimo secolo sono spesso adattive e, dal punto di vista organizzativo, non possono essere affrontate seguendo una gerarchia verticale di decisioni-azioni e normali procedure operative. Weick e Sutcliffe hanno definito le organizzazioni capaci di affrontare le crisi con successo (High Reliability Organizations – HRO) come pienamente consapevoli e capaci di anticipare e contenere l’inatteso, sviluppando alte competenze e capacità decisionali, conoscenza trasformativa e responsabilità condivise. Applicata al contesto scolastico, la creazione di HRO si traduce nell’attenzione verso tutti quegli elementi che caratterizzano la scuola come definizione di una visione condivisa, investimento sulla formazione del personale, promozione di pratiche collaborative, ricerca, sperimentazione e innovazione, creazione di sistemi efficaci di knowledge management, apertura e interazioni con il territorio, sostegno a pratiche di leadership condivisa.
5
Telfener, Umberta. "Il lavoro con i migranti in Italia: per una pratica etica basata sul rispetto." TERAPIA FAMILIARE, no. 92 (April 2010): 57–79. http://dx.doi.org/10.3280/tf2010-092003.
Повний текст джерелаАнотація:
In questo scritto mi sono domandata quale sia la condizione possibile per la conoscenza reciproca fra culture diverse: come conosciamo quello che crediamo di conoscere del cliente, della sua cultura, della relazione con noi durante il processo della consulenza, attraverso l'incontro tra piů teste, piů cuori, piů sensibilitŕ, all'interno di un contesto condiviso. Trovarsi in territorio altrui significa infatti non dare per scontata la propria identitŕ professionale ma costruirla e ricostruirla nello spazio dell'incontro. Creare salute vuol dire tenere in considerazione fattori sociali, psicologici, politici, culturali, antropologici, e co-costruire interventi non proposti dall'alto ma concordati con gli utenti stessi, che emergano da una attenta analisi della domanda e che facciano emergere i punti di forza e creino situazioni partecipative e processuali.
6
Wazlawick, Patrícia. "Pensiero filosofico della Cultura Umanistica come pressupposto alla Pedagogia Ontopsicologica: resultati del percorso formativo dei giovani nell’educazione universitariaPhilosophical thought of Humanistic Culture as a prerequisite to Ontopsychological Pedagogy: the training of young people in higher education results you." Saber Humano: Revista Científica da Faculdade Antonio Meneghetti 6, no. 8 (August 4, 2016): 29. http://dx.doi.org/10.18815/sh.2016v6n8.133.
Повний текст джерелаАнотація:
Ricerca esplorattiva ed empirica, approccio quantitativo-qualitativo, nell’interfaccia tra filosofia (pensiero filosofico della cultura umanistica), pedagogia ontopsicologica e educazione universitaria. L’obbiettivo generale è investigare come la pedagogia ontopsicologica contribuisce alla formazione personale/professionale dei giovani. Fondamentasi teoreticamente, in modo storico e pratico, nell’educazione, pedagogia ontopsicologica e formazione dei giovani nella contemporaneità. Il campione è stato formato con 49 giovani, studenti dei corsi di laurea in Amministrazione, Diritto e Sistemi Informativi, in una facoltà privata, localizzata in municipio al sud del Brasile. Questi giovani, età media di 25 anni, hanno risposto a tre test quantitativi di ricerca in due momenti diverse: quando si sono ingressati nei corsi di laurea, e di nuove mesi ad un anno dopo, caratterizando la seconda applicazione. I test utilizzati sono stati: a) Inventario dei Cinque Grandi Fattori della Personalità (Big Five); b) Scala Esistenziale di Längle; c) Test Forma Mentis. Dopo è stato applicato un questionario qualitativo con questione aperte, per raccogliere informazione di significati/sensi dei partecipanti che hanno avuto un maggior risultato di significanza statistica nell’applicazione dei test quantitativi. Lo studio ha realizzato analisi statistici e analisi del contenuto e del discorso. Con l’analisi e discussione dei risultati il problema di ricerca è stato risposto, siccome l’obbiettivo generale e gli obbiettivi specifici, producendo tre conclusioni principali. Si conclude che la pedagogia ontopsicologica contribuisce con resultati efficienti nell’aspetto psicologico dei giovani, una volta che la dinamica di sviluppo della personalità mentre il periodo studiato realmente esiste, e ausilia nello sviluppo sano personale, esistenziale e professionale degli studenti.
7
Sollami, Alfonso, Luca Caricati, Monica Bianconcini, Cinzia Guidi, and Tiziana Mancini. "Misurare la cultura della sicurezza: primo adattamento italiano del Safety Attitude Questionnaire (SAQ)." PSICOLOGIA DELLA SALUTE, no. 2 (July 2011): 103–21. http://dx.doi.org/10.3280/pds2011-002007.
Повний текст джерелаАнотація:
L'obiettivo dello studio č fornire un primo adattamento al contesto sanitario italiano del(SAQ), uno strumento largamente utilizzato nel contesto anglosassone per misurare la cultura della sicurezza. La versione italiana, tradotta e adattata dall'originale inglese, č stata somministrata a 660 professionisti sanitari (infermieri, ostetrici e fisioterapisti) provenienti da diverse aziende ospedaliere della Regione Emilia Romagna e impegnati in aree di lavoro diverse (Medicina, Chirurgia, Materno-Infantile e Sale Operatorie). I risultati hanno mostrato una struttura fattoriale solo in parte simile a quella originale. Tre fattori sono stati, infatti, estratti: un fattore Prossimale all'agire quotidiano (clima di sicurezza e clima di lavoro), un fattore Distale alla pratica professionale (organizzazione dell'azienda) e un fattore di Stress. Essi riaccorpano i sei riscontrati nelle ricerche condotte in altri paesi e mostrano una buona validitŕ di contenuto, indici di adattamento accettabili e invarianza strutturale tra le tre diverse aree di provenienza delle unitŕ operative. Seppure preliminari, i risultati evidenziano alcune specificitŕ che richiamano ai significati che la cultura della sicurezza assume nel contesto italiano.
8
Balsamo, Antonio. "La formazione dei magistrati: linee-guida e obiettivi formativi. Profili di diritto comparato." SOCIOLOGIA DEL DIRITTO, no. 2 (November 2010): 776–102. http://dx.doi.org/10.3280/sd2010-002004.
Повний текст джерелаАнотація:
Adesso che il Comitato Direttivo č stato nominato, la creazione della Scuola della magistratura, prevista al momento della riforma dell'ordinamento giudiziario, sembra ormai piuttosto vicina. Dal momento che č probabile che diventi sede privilegiata per il dialogo culturale e per la crescita professionale della magistratura italiana nel suo complesso, il nuovo organismo ha un significativo potenziale rispetto alla necessitŕ di modernizzare il sistema giudiziario del Paese. Le istituzioni dischiudono nuove prospettive quanto alla diffusione di conoscenze extragiuridiche e della "cultura organizzativa", nonché quanto al dialogo fra le corti nazionali e internazionali in un contesto caratterizzato dalla circolazione di modelli giuridici e dal nuovo ruolo giocato dalla Convenzione europea dei diritti dell'uomo nel contesto del sistema delle fonti del diritto.
9
Tronconi, Aristide. "Aspetti della transessualità. Dalla consultazione alla costruzione della relazione analitica." PSICOTERAPIA E SCIENZE UMANE, no. 3 (September 2020): 425–46. http://dx.doi.org/10.3280/pu2020-003007.
Повний текст джерелаАнотація:
Il DSM-5 e l'ICD-11 hanno non solo sostituito il termine transessualità/transessualismo con altre parole, ma anche derubricato questa problematica dal contesto patologico in cui era stata inserita nelle precedenti edizioni. Tale revisione può essere considerata uno stimolo importante nel guardare con occhi diversi il fenomeno trans. L'articolo segue questa linea, proponendo che anche nella terapia psicoanalitica si debba affrontare e intervenire in modo diverso, ossia non agendo sul paziente per ricondurlo sulla retta via della cosiddetta normalità, per quanto riguarda sia l'identità di genere che l'orientamento sessuale. Al contrario si tratta di offrire a una persona sofferente la possibilità di incontrare un curante libero dai pregiudizi più o meno consapevoli che la cultura, l'educazione e la formazione professionale hanno depositato in lui.
10
Bevilacqua, Emiliano, Davide Borrelli, and Marialuisa Stazio. "Giochi di verità, cultura manageriale e soggettività. Per una microfisica delle resistenze in ambito accademico." SOCIOLOGIA DEL LAVORO, no. 160 (August 2021): 134–56. http://dx.doi.org/10.3280/sl2021-160007.
Повний текст джерелаАнотація:
Quando si parla di trasformazione in senso manageriale dell'istruzione superiore si fa riferimento a un complesso di innovazioni normative e organizzative - dalla diversificazione competitiva fra strutture accademiche all'uso di indicatori di performance; dalla valutazione amministrativa e standardizzata della ricerca al ricorso a sistemi di premialità - miranti a gestire l'università secondo criteri di efficienza aziendale e di accountability. Con il presente lavoro abbiamo inteso indagare le implicazioni che la managerializzazione dell'ambiente universitario genera nell'ethos del ricercatore, le pressioni cui sottopone la sua deontologia professionale e le reazioni che suscita. In particolare, la nostra ricerca ha inteso esplorare quei focolai di esperienze, di pratiche del sé, di contro-condotte e resistenze che si sono espresse in appelli, iniziative editoriali, movimenti che, a partire da una base locale, hanno conquistato per brevi periodi un rilievo nazionale. Seguendo una metodologia di tipo qualitativo e attraverso il ricorso alle interviste abbiamo individuato tre nuclei discorsivi: la critica del dispositivo centralizzato della valutazione e del management accademico, la resistenza attraverso la forma movimento e i processi di soggettivazione e, infine, la salienza di un punto di vista di genere trasversale ad entrambe queste dimensioni.
11
Korovin, Sergei Semenovich. "Profiled physical education: methodological basis." Samara Journal of Science 10, no. 1 (March 1, 2021): 326–30. http://dx.doi.org/10.17816/snv2021101308.
Повний текст джерелаАнотація:
The relevance of the presented material is due to the need to resolve the contradiction between the social need for human capital reproduction and creation and the insufficient methodological substantiation of the value potential of professional physical culture and profiled physical education in the upbringing of the essential cultural characteristics of the professionals personality as a subject of human capital. The subject of the research is the characteristics of profiled physical education components, while the goal is the methodological substantiation of profiled physical education in the upbringing of culturological characteristics of the professionals personality. It is shown that the methodological basis was formed by the personality-oriented and cultural approaches to the organization of educational processes. It has been substantiated that in the reproduction of human capital one of the leading places is given to the values of professional physical culture with the targeted use of which an optimal ratio is achieved in correcting the bodily-mental-spiritual conditions of a person, his professionally important motor and personal needs and abilities. The author approves the statement that their quality-quantity reflects the development of the individuals professional physical culture, the manifestation of the basic culture of the subject and, in general, characterizes the quality of human capital. It is shown that one of the fundamental types of professional physical culture is profiled physical culture education as a specially organized and specific pedagogical process of development, training and education of professionally significant value orientations, motor and personal needs and abilities of the professionals personality. It is substantiated that the structure of profiled physical education is represented by the following components: profiled physical education, upbringing and development, the implementation of which ensures the proper complexity and comprehensiveness in the development of the essential culturological characteristics of the professionals personality as a subject of human capital. The author claims that the main tasks of profiled physical education are the development of socially correct behavior experience; teaching professionally important (applied) motor skills and abilities; mastering the system of professionally oriented physical culture and sports knowledge and skills of physical culture self-improvement. Profiled physical education has the task of bringing the system of professionally important motor qualities to the proper state; reproduction and maintenance of professionally important personal properties and qualities; formation of a system of needs and motives in professionally oriented physical culture and sports self-improvement. Profiled physical culture development provides a solution to the problems of optimizing the main professionally important adaptive capabilities; correction of physical development and professionally important functional capabilities; development of professionally important mental processes and their types.
12
Beccattini, Cinzia. "Nascere come psicoterapeuta nel confine tra la vita e la morte." RUOLO TERAPEUTICO (IL), no. 116 (February 2011): 35–50. http://dx.doi.org/10.3280/rt2011-116005.
Повний текст джерелаАнотація:
Le cure palliative, ponendo al centro del proprio interesse la persona nella sua totalitŕ e accettando di parlare di morte, rappresentano, oggi, per la medicina moderna e per la cultura contemporanea in generale, una provocazione ma anche un'occasione di crescita. In questo mondo tutti i curanti, al di lŕ del loro ruolo professionale, sono chiamati a confrontarsi con il senso di precarietŕ, la complessitŕ dell'esperienza del dolore e della separazione. Lo psicologo, in particolare, avverte che i concetti tradizionali di, domanda, ruolo entrano in una tensione tale da far dubitare che l'intervento psicologico possa essere denominato terapia. Nel presente articolo si racconta, attraverso l'esperienza concreta di una psicoterapeuta in formazione, la nascita e lo sviluppo del lavoro psicologico in une ci si interroga sulla possibilitŕ di definire terapia tale intervento. Si ipotizza che proprio sulla natura etica della relazione con la persona malata, si fondi il valore terapeutico dell'intervento.
13
Lodigiani, Rosangela. "I nuovi termini della socializzazione (alla cittadinanza) lavorativa." SOCIOLOGIA DEL LAVORO, no. 117 (May 2010): 59–73. http://dx.doi.org/10.3280/sl2010-117005.
Повний текст джерелаАнотація:
La transizione al lavoro dei giovani si realizza attraverso percorsi lunghi, flessibili, individualizzati. Ciň influisce sulla socializzazione lavorativa nonché sulla cultura e sull'etica del lavoro dei giovani, rendendo piů difficile la costruzione di una carriera occupazionale stabile e di una solida identitŕ professionale. I processi di socializzazione lavorativa divengono ricorsivi, discontinui, frammentati; non riescono piů a trasmettere il senso di una appartenenza, ma - inquadrati nel paradigma europeo dell'attivazione e dell'occupabilitŕ - richiamano a una cittadinanza occupazionale nei fatti difficile da conquistare e mantenere e spesso incapace di rispondere ai bisogni di realizzazione di sé e riconoscimento sociale. Ne derivano nuove disuguaglianze tra i giovani e una ridefinizione del significato del lavoro nel corso di vita. Emerge dunque la necessitŕ di politiche tese a supportare le transizioni lavorative affinché conservino un profilo professionalizzante, consentano la capitalizzazione di competenze, siano sostenibili dentro la biografia individuale. Occorre perň ridare valore al lavoro dei giovani, integrando l'obiettivo dell'occupabilitŕ con quello della capability di scegliere un lavoro che abbia valore per sé.
14
Todaro, Letterio. "La cultura dell’educazione e le sue trasformazioni nel passaggio critico degli anni Sessanta /Settanta: conversazioni con Carmen Betti." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 281. http://dx.doi.org/10.14516/ete.198.
Повний текст джерелаАнотація:
Carmen Betti è tra le figure di riferimento della ricerca italiana in area storico-educativa. Per diversi anni ha insegnato presso l’Università di Firenze, rappresentando con i suoi lavori e con i suoi studi, una voce autorevole e notevolmente qualificata nel panorama italiano della disciplina. L’incisività dei suoi lavori ha contribuito a rafforzare il riconoscimento di una tradizione che porta a individuare nella sede fiorentina una «scuola» di alto profilo dell’accademia italiana nell’ambito degli studi di storia dell’educazione. La sua ricerca ha evidenziato un costante impegno a segnalare lungo i sentieri della storia dell’educazione un cantiere aperto per la costruzione di valori civili, indicando quali criteri «orientatori» dell’impegno intellettuale che caratterizza il lavoro dello storico dell’educazione la tensione a legare la lettura storica dei processi formativi con i motivi della conquista collettiva di spazi di libertà, di democrazia, di emancipazione. Recentemente ha ricoperto la funzione di Segretaria del Centro Italiano per la Ricerca Storico Educativa, segnando con il suo impegno l’attivazione di importanti strumenti di raccordo a servizio della comunità scientifica italiana degli storici dell’educazione e offendo un contributo qualificante per spingere in avanti le piste della ricerca sul terreno della storia dell’educazione.Per dare avvio alla conversazione mi sembra perciò utile chiedere all’interlocutrice una breve presentazione del proprio percorso professionale e un aiuto nel ricordare, attraverso anche spunti di memoria personale, i punti salienti che hanno segnato l’evoluzione del suo profilo di studiosa.
15
Sebastiani, Giuseppe, and Annalisa Falcone. "Cultura e pratica psichiatrica nella medicina di base. Una indagine sui medici di Bari." Epidemiologia e Psichiatria Sociale 2, no. 3 (December 1993): 205–10. http://dx.doi.org/10.1017/s1121189x0000703x.
Повний текст джерелаАнотація:
RiassuntoScopo - Fornire informazioni sui rapporti tra medicina generale e psichiatria nelFItalia meridionale, facendo luce su attitudini, opinioni e comportamenti dei medici di base inerenti a problemi e situazioni di carattere psichiatrico o, in generale, emotivo. Disegno - Invio di un questionario contenente domande sulla gestione dei pazienti portatori di problemi psicologico/psichiatrici in relazione alle variabili demografiche e di formazione professionale dei medici stessi. Setting - Medicina di base di Bari. Principali misure utilizzate - Confronto fra le caratteristiche dei medici che hanno risposto al questionario e quelle della popolazione totale mediante il test del chi-quadrato nonché percentuali di risposte alle varie domande. Risultati - Ha restituito il questionario circa il 20% dei medici, fra i quali il numero di soggetti in possesso di specializzazione(-i) è significativamente maggiore che nella popolazione totale. Le attività formative in campo psichiatrico, ritenute necessarie dal 94% dei partecipanti, sono peraltro piu regolarmente praticate da non oltre il 13% degli stessi. Il 56% dei medici stima la morbilità psichiatrica nel 10-30% delle visite. Soltanto il 19% dei partecipanti è d'accordo nel considerare la legge 180 «un salto di qualita nell'assistenza del paziente psichiatrico». Il 53% dei medici inviano i pazienti allo psichiatra in meno del 10% dei casi (il 60% delle volte per problemi di tipo ansioso-depressivo). Nel 25% circa dei disturbi psicosomatici vengono prescritti antispastici, mentre «cerebroattivi» e «ricostituenti» sono utilizzati rispettivamente nel 75 e 23% delle condizioni di astenia psichica e scadimento della performance intellettuale. Conclusioni - La bassa percentuale di medici che hanno risposto al questionario limita la generalizzabilità dei dati ottenuti. In base al campione raccolto sembrano comunque doversi sottolineare la percezione della difficoltà di gestire il disagio emotivo (peraltro di comune riscontro nella pratica quotidiana), l'esigenza di disporre di piu ampie opportunita di formazione specifica e di coUaborazione con gli psichiatri (a fronte della scarsa integrazione attuale) e la necessità di una maggiore razionalizzazione dei trattamenti farmacologici.
16
Khryk, Vasyl. "PROFESSIONAL COMPETENCIES OF FUTURE FORESTRY PROFESSIONALS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 50–58. http://dx.doi.org/10.31499/2307-4906.1.2022.256174.
Повний текст джерелаАнотація:
The article reveals the essence of professional competencies of future forestry specialists and requirements for training of the future specialists (including the forestry ones) in three groups: society, employer, state – depending on who nominates them and for what purpose, it is in the “area of immediate interest”. It establishes that the general competencies of future forestry specialists include general cultural and professional ones. It also reveals that general cultural competencies include: awareness of the social significance of their future profession, high motivation to perform professional activities; ability to analyze socially significant problems and processes; the ability to imagine the modern picture of the world, to be guided by the values of life, culture, etc. It is established that the professional competencies of the future forestry specialist, depending on the specifics of his professional activity include: professional communication, management, environmental, research field, information. It proves that the essential characteristics of the professional competence of the future forestry specialist are: integrated characterization of personal qualities (mastery of thinking culture, ability to generalize, analyze, perceive information, set goals and choose ways to achieve them); mastering the knowledge and skills necessary to work in the specialty; developed cooperation with colleagues (willingness to cooperate, teamwork); unity of combination of knowledge, abilities, and attitudes (ability to logically correct, reasoned and clearly build oral and written language); the ability to do something good, effectively with a high degree of self-regulation, self-reflection, self-esteem; quick, flexible and adaptive response to the dynamics of circumstances and the environment (the ability to find organizational and managerial solutions in unusual situations and the willingness to take responsibility for them).
Keywords: forestry education; professional competencies; requirements; forestry industry; training; future specialists; professionally significant qualities; forestry; professional activity.
17
Salvi, Stefania T. "Verso il superamento della tradizione. Rottura e continuità nella professione notarile tra antico regime e primo Ottocento: il caso di Milano." Italian Review of Legal History, no. 7 (December 22, 2021): 737–62. http://dx.doi.org/10.54103/2464-8914/16908.
Повний текст джерелаАнотація:
Il contributo intende esaminare i caratteri del notariato milanese nel delicato momento di passaggio dall’antico regime alla successiva età napoleonica, quando l’ideologia della Rivoluzione, esportata dalle armate napoleoniche, comportò, nello specifico settore notarile, l’abbandono delle eterogenee funzioni che avevano caratterizzato i notai settecenteschi, in continuo bilanciamento tra ‘privato’ e ‘pubblico’, e l’affermarsi di una serie di nuovi, fondamentali principi. Si studierà, in particolare, il caso di Milano che, dopo aver conosciuto alcuni cambiamenti di rilievo sul finire dell’ancien régime, come la nascita dell’Archivio pubblico (1775), la riforma giuseppina del reclutamento dei notai e il Regolamento generale per i notari della Lombardia austriaca (1794), visse, prima da capitale del Regno d’Italia napoleonico e poi nella realtà politica del Regno Lombardo-Veneto, un’intensa stagione di vivaci dibattiti in merito all’opportunità e alle modalità di innovare una professione, da tempo esercitata in maniera proteiforme da un ceto, tutt’altro che compatto, in cui si distinguevano operatori molto diversi tra loro per cultura e provenienza sociale. Senza apparentemente soffrire i frenetici rivolgimenti politici della prima metà dell’Ottocento, i notai lombardi si dimostrarono una categoria operosa, capace di adattarsi ai tempi nuovi, non più frenati, nella loro ascesa sociale e professionale, dai vincoli imposti dalla società di antico regime.
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Coco, Vittorio. "La polizia in Italia. Una storia complessa." SOCIETÀ E STORIA, no. 173 (November 2021): 556–64. http://dx.doi.org/10.3280/ss2021-173009.
Повний текст джерелаАнотація:
I sette contributi che compongono il dossier sono l'esito di un seminario tenutosi presso l'Università degli studi di Milano nell'ambito delle attività del Cepoc (Centro per lo studio delle polizie e del controllo del territorio). In quella occasione si sono discussi quattro volumi di recente pubblicazione (editi tra 2018 e 2019) aventi per oggetto diversi aspetti di storia delle polizie in Italia in età contemporanea, con la partecipazione sia degli autori e curatori dei volumi, sia di studiosi della materia. Ne esce un quadro articolato e problematizzato degli indirizzi secondo i quali in Italia si va consolidando una storiografia dedicata a questi temi, sin qui relativamente trascurati con riferimento all'età contemporanea. Nello stesso tempo si offrono numerosi gli spunti, anche in chiave utili a stimolare nuove linee di ricerca. In questo contributo l'autore discute in particolare i volumi di Michele Di Giorgio, Per una polizia nuova. Il movimento per la riforma della Pubblica Sicurezza (1969-1981), e di Laura Di Fabio, Due democrazie, una sorveglianza comune. Italia e Repubblica Federale Tedesca nella lotta al terrorismo interno e internazionale (1967-1986), nonché Salvatore Ottolenghi, Una cultura professionale per la polizia dell'Italia liberale e fascista. Antologia degli scritti (1883-1934), a cura di Nicola Labanca e Michele Di Giorgio.
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Griber, Yulia A. "Influence of vocational education on color vocabulary and color naming patterns." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 70–85. http://dx.doi.org/10.32744/pse.2021.3.5.
Повний текст джерелаАнотація:
Introduction. The professional education received and the professional activity carried out have a tangible impact on many spheres of human life. A professional environment influences a person’s consciousness, changes his/her conceptual thinking and lexical content of everyday communication. The purpose of the research is to test whether growing color competence affects the size, variability, and quality of the color vocabulary of native Russian speakers. Materials and methods. The data were collected in an online experiment involving 1737 native Russian speakers with different professional backgrounds and levels of color competence: 1103 participants were not professionally involved with color (hereafter referred to as non-professionals); 509 were students, in the process of professionally mastering the theoretical foundations of color science and colorism, and had basic color competence (hereafter referred to as novice professionals); 125 participants were practicing colorists and color consultants, designers and architects (hereafter referred to as experienced professionals). Results. The research showed that the growth of professional experience and coloristic competence noticeably affects the color vocabulary and color naming patterns. Compared to non-professionals, novice and experienced professionals use more complex color naming patterns and a greater variety of chromatic and achromatic modifiers (the Shannon diversity index increases from 6.55 to 7.52 and 7.12 respectively), but fewer basic color names (they account for 47% of non-professional, 43% of novice and 38% of experienced professionals’ vocabulary). The influence of professional education and professional culture is most pronounced in the choice of referent objects for describing connotations. 132 of the 320 referent objects proposed by non-professionals, and 113 of the 301 objects proposed by professionals, were “endemic” to each of these groups and were not used by representatives of other groups. Non-professionals most often described hues using naturally occurring substances, plants, flowers, artifacts, and body products as prototypes. Color specialists chose as referents dyes, pigments, paint brands, and exotic terms that fill modern advertising. Conclusions. The results confirm the hypothesis that, in addition to the universal perceptual factors that control color categorization, color-related cognitive processes are also influenced by social and cultural factors. The revealed professional differences of color vocabulary and color naming patterns can be used in the practical implementation of the process of formation of linguodidactic design of professional personality of a wide range of professionals, whose activities are directly or indirectly related to the choice of color and color design.
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Campelo, Cleber Lopes, Santana de Maria Alves De Sousa, Líscia Divana Carvalho Silva, Rosilda Silva Dias, Patrícia Ribeiro Azevedo, Flávia Danyelle Oliveira Nunes, and Sirliane De Sousa Paiva. "Cultura de segurança do paciente e cuidado cultural de enfermagem." Revista de Enfermagem UFPE on line 12, no. 9 (September 8, 2018): 2500. http://dx.doi.org/10.5205/1981-8963-v12i9a235048p2500-2506-2018.
Повний текст джерелаАнотація:
RESUMO Objetivo: compreender a cultura de segurança fundamentada nos conceitos discutidos na Teoria da Diversidade e Universalidade do Cuidado Cultural e no Modelo Conceitual do Cuidado de Enfermagem Transcultural. Método: estudo reflexivo a partir da Dissertação do Programa de Pós-Graduação em Enfermagem, da Universidade Federal do Maranhão, intitulada “Cultura de segurança do paciente em terapia intensiva na perspectiva de profissionais de Enfermagem”. Resultados: percebe-se a aproximação da Enfermagem transcultural na avaliação da cultura de segurança do paciente tendo em vista que ela deve ser baseada em uma comunicação eficaz e por práticas que envolvam as culturas dos gestores, organizações, profissionais de Enfermagem e pacientes sustentando o planejamento de ações e a necessidade de prevenção de erros e danos. Conclusão: os conceitos apresentados são perfeitamente apropriados no contexto da cultura de segurança por remeter à necessidade de considerar os aspectos culturais contribuindo, assim, para a prática do cuidado seguro. Descritores: Enfermagem; Teoria de Enfermagem; Cuidados de Enfermagem; Enfermagem Transcultural; Segurança do Paciente; Cultura Organizacional.ABSTRACTObjective: to understand the safety culture based on the concepts discussed in the Theory of Diversity and Universality of Cultural Care and in the Conceptual Model of Cross-Cultural Nursing Care. Method: a reflective study from the Dissertation of the Postgraduate Program in Nursing, Federal University of Maranhão / UFMA, entitled "The culture of patient safety in intensive care from the perspective of nursing professionals". Results: the approach of cross-cultural nursing in the assessment of the patient's safety culture is perceived, considering that it must be based on effective communication and practices involving the cultures of managers, organizations, nursing professionals and patients supporting the planning and the need to prevent errors and damages. Conclusion: the concepts presented are perfectly appropriate in the context of the safety culture because it refers to the need to consider cultural aspects, thus contributing to the practice of safe care. Descriptors: Nursing; Nursing Theory; Nursing care; Transcultural Nursing; Patient safety; Organizational culture.RESUMENObjetivo: comprender la cultura de seguridad fundamentada en los conceptos discutidos en la Teoría de la Diversidad y Universalidad del Cuidado Cultural y en el Modelo Conceptual del Cuidado de Enfermería Transcultural. Método: estudio reflexivo a partir de la Disertación del Programa de Post-Graduación en Enfermería, de la Universidad Federal de Maranhão / UFMA, titulada "Cultura de seguridad del paciente en terapia intensiva en la perspectiva de profesionales de Enfermería". Resultados: se percibe la aproximación de la Enfermería transcultural en la evaluación de la cultura de seguridad del paciente teniendo en vista que ella debe estar basada en una comunicación eficaz y por prácticas que involucran a las culturas de los gestores, organizaciones, profesionales de Enfermería y pacientes sosteniendo la planificación de acciones y la necesidad de prevención de errores y daños. Conclusión: los conceptos presentados son perfectamente apropiados en el contexto de la cultura de seguridad por referirse a la necesidad de considerar los aspectos culturales contribuyendo así a la práctica del cuidado seguro. Descriptores: Enfermería; Teoría de Enfermería; Atención de Enfermería; Enfermería Transcultural; Seguridad del Paciente; Cultura Organizacional.
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Herkes, Ellen, and Guy Redden. "Misterchef? Cooks, Chefs and Gender in MasterChef Australia." Open Cultural Studies 1, no. 1 (September 26, 2017): 125–39. http://dx.doi.org/10.1515/culture-2017-0012.
Повний текст джерелаАнотація:
Abstract MasterChef Australia is the most popular television series in Australian history. It gives a wide range of ordinary people the chance to show they can master culinary arts to a professional standard. Through content and textual analysis of seven seasons of the show this article examines gendered patterns in its representation of participants and culinary professionals. Women are often depicted as home cooks by inclination while the figure of the professional chef remains almost exclusively male. Despite its rhetoric of inclusivity, MCA does little to challenge norms of the professional gastronomic field that have devalued women’s cooking while valorising “hard” masculinized culinary cultures led by men.
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Ramachandran, Rajani. "A qualitative study on perspective of parents of children with autism on the nature of parent–professional relationship in Kerala, India." Autism 24, no. 6 (April 24, 2020): 1521–30. http://dx.doi.org/10.1177/1362361320912156.
Повний текст джерелаАнотація:
This study explored the nature of relationship between parents of children with autism and professionals who provide therapy-based service for autism in Kerala, India. Thematic analysis of semi-structured interview with 21 parents of children with autism whose age ranged between 5.8 and 17.3 years helped identify three themes related to the nature of parent–professional relationship—information, responsibility, and personal growth. There was a dearth of scheduled, in-depth, and personalized one-on-one interaction between the parent and the professional. Though parents were involved hands on in their child’s training under professional direction, they remained mere information providers in decision making. The parent–professional relationship did not nurture parent’s self efficacy. This led to parents feeling inadequate to provide for their child’s developmental needs and being apprehensive about adulthood. The customary nature of parent–professional relationship observed may be a reflection of the collectivist culture in India. The need for parent-mediated interventions and for it to focus on enabling parents to break cultural barriers that might be holding them back from partnering with professionals on equal terms is discussed. Lay Abstract This study explored the nature of relationship between parents of children with autism and professionals who provide therapy-based services for autism in Kerala, India. Given the shortage of professionally qualified therapists and educators (particularly in the case of autism) in low- and medium-income countries, parent-mediated interventions where professionals and parents work as partners are recommended as an effective means to meet the demand. However, for parent-mediated interventions to be effective, we first need to understand the customary nature of parent–professional relationship and develop the intervention accordingly. It is within this context that parents of 21 children with autism whose age ranged between 5.8 and 17.3 years were interviewed in order to understand the customary nature of parent–professional relationship. There was a dearth of scheduled, in-depth, and personalized one-on-one interaction between the parent and the professional. Though parents were involved hands on in their child’s training under professional direction, they remained mere information providers in decision making. The parent–professional relationship did not nurture parent’s self efficacy. This led to parents feeling inadequate to provide for their child’s developmental needs and being apprehensive about adulthood. The customary nature of parent–professional relationship observed may be a reflection of the collectivist culture in India. The findings suggest that parent-mediated interventions will need to focus on enabling parents to break cultural barriers that might be holding them back from partnering with professionals as equals.
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Mori, Simona. "Polizia e società italiana fra Otto e Novecento: spunti da alcuni studi recenti." SOCIETÀ E STORIA, no. 173 (November 2021): 575–89. http://dx.doi.org/10.3280/ss2021-173011.
Повний текст джерелаАнотація:
I sette contributi che compongono il dossier sono l'esito di un seminario tenutosi presso l'Università degli studi di Milano nell'ambito delle attività del Cepoc (Centro per lo studio delle polizie e del controllo del territorio). In quella occasione si sono discussi quattro volumi di recente pubblicazione (editi tra 2018 e 2019) aventi per oggetto diversi aspetti di storia delle polizie in Italia in età contemporanea, con la partecipazione sia degli autori e curatori dei volumi, sia di studiosi della materia. Ne esce un quadro articolato e problematizzato degli indirizzi secondo i quali in Italia si va consolidando una storiografia dedicata a questi temi, sin qui relativamente trascurati con riferimento all'età contemporanea. Nello stesso tempo si offrono numerosi gli spunti, anche in chiave utili a stimolare nuove linee di ricerca. In questo contributo l'autrice discute i volumi di Michele Di Giorgio, Per una polizia nuova. Il movimento per la riforma della Pubblica Sicurezza (1969-1981), e di Laura Di Fabio, Due democrazie, una sorveglianza comune. Italia e Repubblica Federale Tedesca nella lotta al terrorismo interno e internazionale (1967-1986), nonché Salvatore Ottolenghi, Una cultura professionale per la polizia dell'Italia liberale e fascista. Antologia degli scritti (1883-1934), a cura di Nicola Labanca e Michele Di Giorgio, e Dura lex sed lex. Storia e rappresentazione della Polizia di Stato dal 1852 alla Riforma del 1981, a cura di Raffaele Camposano e Fabio Santilli.
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Dogliani, Mario, Francesco Pallante, Chiara Tripodina, Valeria Marcenň, Pinto Ilenia Massa, and Antonio Mastropaolo. "Come i costituzionalisti possono salvarsi l'anima. Considerazioni a margine del decreto legge salvaliste." QUESTIONE GIUSTIZIA, no. 2 (June 2010): 9–16. http://dx.doi.org/10.3280/qg2010-002002.
Повний текст джерелаАнотація:
Nella cultura democratica, in questi anni, la cautela ha ucciso troppe idee. Ha impedito di concepire soluzioni nuove, precludendosi di immaginare il futuro. Ha bloccato il pensiero, anche quello sbagliato che perň puň contenere germi su cui altri possono costruire. Ha favorito la conservazione, sovente per cautela strategica, sul presupposto che non fosse il tempo giusto per dire certe cose, perché il momento politico non lo consentiva o portava acqua a un'altra politica. E se le cose non si possono dire non si arriva neppure a pensarle. In ambito giustizia unicitŕ della carriera e obbligatorietŕ dell'azione penale sono temi in cui č utile verificare se le opinioni consolidate non possano essere il frutto di questa prudenza autocensoria, e chiedersi se le posizioni a loro difesa della grandissima parte della magistratura non risentano di un ingessamento delle idee, non siano in qualche misura riflessi condizionati, alimentati dal bisogno di difendersi, di contrastare un clima d'assedio costellato di attacchi ingiusti e gratuiti; e chiedersi inoltre se certe difese non siano anche espressione del timore del nuovo proprio di ogni corporazione (espressione neutra, puramente denotativa di un ceto portatore di una identitŕ professionale) comprensibile ma non per questo esente da riflessione critica. Le considerazioni che seguono non propongono certezze, ma vogliono seminare dubbi, invitare a un pensiero libero e a un dibattito laico, non condizionato da alcuna fede e da alcun ideologismo.
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Eklöf, Niina, Maija Hupli, and Helena Leino-Kilpi. "Factors related to privacy of Somali refugees in health care." Nursing Ethics 27, no. 2 (July 10, 2019): 514–26. http://dx.doi.org/10.1177/0969733019855748.
Повний текст джерелаАнотація:
Background: Privacy is one of the key principles in health care and requires understanding of the cultural aspects of patients’ privacy. In Western cultures privacy is focused on the individual, however, in some non-Western cultures, privacy is linked to the collectivism of the community or religion. Objectives: The objective of this study is to describe the factors related to the realisation of privacy of Somali refugees in health care by describing the factors related to the patient, healthcare professional and interpreter. Research design: The data were collected from Somali refugees (N = 29) using a qualitative questionnaire and were analysed by deductive content analysis based on factors related to the patient, healthcare professional and interpreter. Ethical consideration: Ethical approval was obtained from the University of Turku, and research permissions were obtained from all participating institutions. Findings: Factors related to the patient were as follows: privacy was realised when the patient had self-determination; was able to act according to Somali culture; had knowledge and understanding of treatment; and trusted the healthcare professional. Factors related to the healthcare professional were as follows: the healthcare professional was expected to be of the same gender as the patient, act professionally, focus on the health issues, and to have knowledge and understanding of the Somali culture. Factors related to the interpreter were as follows: the presence and Somali background of the interpreter decreased privacy; the interpreter was expected to be of the same gender as the patient; to have competence and to behave professionally. Discussion: Gender congruence, professionalism and caring attitude and common understanding between the Somali patient and Finnish provider increase the privacy of Somali patients. Conclusion: Somali patients’ privacy can be improved by increasing healthcare professionals’ understanding of Somali culture, acknowledging the importance of gender concordance in relation to healthcare professionals and interpreters, and the effect of the presence of the interpreter on patients’ privacy.
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Kosinska, Nataliia. "FORMATION OF THE SCENICALLY-SHAPED CULTURE OF FUTURE TEACHERS OF MUSICAL ART: METHODOLOGICAL BENCHMARKS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 109–16. http://dx.doi.org/10.24195/2218-8584-2018-9-109-116.
Повний текст джерелаАнотація:
It is proved in the article that at the current stage of development of artistic and pedagogical education its traditional principles of development that are oriented at acquiring of knowledge, formation of experiences and skills, range of competences are established. It is defined that the new requirements are imposed on a teacher in the context of innovational approaches as follows: the modern society needs professionals who can perform professional functions and will be ready from the beginning of professional activity to manifest professionalism, competences in formation of the generation with a high level of aesthetic culture, values and ethical orientations. Methodological aspects of formation of scenically-shaped culture of future teachers of the musical art are highlighted. The concepts of methodological approaches in the context of problem formation of scenically-shaped culture of future teachers of the musical art are disclosed. It is defined that among the leading methodological approaches that determine the essence of scenically-shaped culture of a teacher of the musical art are cultural, axiological, competence-based and hermeneutic ones that enables definition of the corresponding professionally- meaningful quality, professional competence that allow a specialist to master the content of a musical composition as a particular cultural phenomenon, to consider it as synthesis of spiritual, emotional and aesthetic experience of humankind on the basis of interpretation of its artistic and sense dimension to build its scenic image and to relay it to the pedagogical, performing and vocal activities. This quality manifests itself in orientation on artistic image interpretation through a scenic image on the basis of universal and national culture experience, personal life and professional experience, value orientation in command of interpretative skills, vocal and acting techniques, pedagogical talent in decoding of shaped system of a musical composition through the mediation of a stage image, manifold quality, structural components of which are motivational and empathetic, cognitive and educational together with creative and active. Keywords: future teachers of the musical art; methodological foundations; scenically-shaped culture; cultural approach; axiological approach; hermeneutical approach; competency-based approach; image.
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Alberca Sialer, Fabrizio Augusto. "El patrimonio cultural en la formación de los profesionales del turismo en el Perú, 2018." Cultura 32 (December 30, 2018): 99–122. http://dx.doi.org/10.24265/cultura.2018.v32.05.
Повний текст джерела
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Spivak, Yа. "FUNDAMENTAL IMPORTANCE OF SHAPING SOCIAL AND COMMUNICATIVE CULTURE OF FUTURESOCIAL WORKERS." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 54–57. http://dx.doi.org/10.17721/2616-7786.2018/4-1/13.
Повний текст джерелаАнотація:
The article considers social and communicative culture as a fundamental component of the professionalism of future social workers. The main function of social and communicative culture, which is to establish emotional interaction and communication with clients, is distinguished. Attention is drawn to the fact that the formation of social and communicative culture is an important task of future social workers' training. The theoretical and methodological basis of social and communicative culture of the personality, in particular, of future social workers, is investigated. The approaches of scientists to understanding the essence of the concept of 'culture', 'culture of communication', 'social-communicative culture', 'social-communicative culture of a social worker' are analyzed. The relationship between the features of social work and the quality of mastering the communication skills are the basis for the professional competence of the social worker has been clarified. The essence of the content of the social- communicative culture of the future social worker is revealed through the focus on ethics and humanization of professional relations, realization of the formed moral convictions, ideals and cultural values, and the structure of the social-communicative culture of future social workers is characterized. The fundamental importance of social and communicative culture has been identified as future professionals need to be trained to establish linguistic contact with clients, perceive professionally, understand and use information, clarify real problems of clients, and influence them effectively.
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Cornelli, Roberto. "Spunti dalla storia per una teoria della polizia." SOCIETÀ E STORIA, no. 173 (November 2021): 565–74. http://dx.doi.org/10.3280/ss2021-173010.
Повний текст джерелаАнотація:
I sette contributi che compongono il dossier sono l'esito di un seminario tenutosi presso l'Università degli studi di Milano nell'ambito delle attività del Cepoc (Centro per lo studio delle polizie e del controllo del territorio). In quella occasione si sono discussi quattro volumi di recente pubblicazione (editi tra il 2018 e il 2019) aventi per oggetto diversi aspetti di storia delle polizie in Italia in età contemporanea, con la partecipazione sia degli autori e curatori dei volumi, sia di studiosi della materia. Ne esce un quadro articolato e problematizzato degli indirizzi secondo i quali in Italia si va consolidando una storiografia dedicata a questi temi, sin qui relativamente trascurati con riferimento all'età contemporanea. Nello stesso tempo si offrono numerosi gli spunti, anche in chiave interdisciplinare, utili a stimolare nuove linee di ricerca. In questo contributo l'autore discute i volumi di Michele Di Giorgio, Per una polizia nuova. Il movimento per la riforma della Pubblica Sicurezza (1969-1981), e di Laura Di Fabio, Due democrazie, una sorveglianza comune. Italia e Repubblica Federale Tedesca nella lotta al terrorismo interno e internazionale (1967-1986), nonché Salvatore Ottolenghi, Una cultura professionale per la polizia dell'Italia liberale e fascista. Antologia degli scritti (1883-1934), a cura di Nicola Labanca e Michele Di Giorgio, e Dura lex sed lex. Storia e rappresentazione della Polizia di Stato dal 1852 alla Riforma del 1981, a cura di Raffaele Camposano e Fabio Santilli.
30
Ingrassia, Raimondo. "Il whistle-blowing come strumento di controllo interno delle organizzazioni." STUDI ORGANIZZATIVI, no. 2 (December 2009): 40–70. http://dx.doi.org/10.3280/so2009-002003.
Повний текст джерелаАнотація:
- Uno di problemi che si pongono quando si parla di abusi dei colletti bianchi nel mondo del lavoro č quello di sottoporre al giudizio della collettivitŕ condotte discutibili sul piano etico, manageriale, professionale e giuridico delle quali perň č difficile avere conoscenza in quanto esse vengono consumate al riparo di organizzazioni legali e, spesso, poco permeabili alla societŕ. Una forma di controllo privilegiata per la qualitŕ delle informazioni che č in grado di fornire č la denuncia pubblica degli abusi del prestatore di lavoro legato all'organizzazione da un rapporto di dipendenza. La cultura anglosassone ha metaforicamente etichettato tale pratica con il termine di "whistleblowing", letteralmente "soffiare il fischietto", cioč dare un segnale di allarme per gli abusi osservati nel luogo di lavoro. Questo articolo intende offrire una rassegna sistematica dei principali temi esistenti in materia. Sono pertanto oggetto di trattazione i seguenti argomenti: le relazioni fra gli abusi dei colletti bianchi e le organizzazioni legali; le tipologie di abusi piů comuni; il profilo identitario di coloro che denunciano; i fattori oggettivi che influenzano le decisioni di denuncia; i rischi legati alle attivitŕ di denuncia; l'efficacia, la tutela giuridica e le policy del whistle blowing. La tesi conclusiva č che la denuncia pubblica degli abusi deve fare leva sulla responsabilitŕ personale e che il contesto organizzativo e istituzionale nei quali i prestatori di lavoro operano devono svolgere una funzione di incentivo e protezione dell'iniziativa individuale.
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Dutchak, Yu, and L. Sushchenko. "Personality component of professional competence of future specialists in physical culture." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(158) (December 30, 2022): 46–49. http://dx.doi.org/10.31392/npu-nc.series15.2022.12(158).11.
Повний текст джерелаАнотація:
The research is aimed at definition of the essence and content personality component characteristics of future specialists in physical culture, which is formed in higher educational establishments.
Taking into account theoretical developments of researchers and our personal teaching experience, motivational gnoseological, creative and activity, personality components have been pointed out in the structure of professional competence of master students at physical culture secondary education, which is formed in higher educational establishments.
Starting directives at structuring of professional competence of master students at physical culture secondary education lied in the fact that each component overall characterizes a certain feature, ability or capability of a person, which indirectly or directly determines effectiveness of a pedagogical specialist’s professional functions realization.
It has been revealed that personality component of professional competence of future specialists in physical culture, which is formed in higher educational establishments, is determined by person’s capabilities that ensure effective professional activity in both higher educational and secondary education establishments.
Focus has been shifted to the fact that effective activity of future professionals in the sphere of physical culture is feasible if professionally-important personal qualities have been formed.
It has been substantiated that indices of professional competence personality ent of future professionals in physical culture are as follows: ability to empathy, communication and organizational skills, leadership qualities, and stress resistance.
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Pirelli, Gianni, and Liza Gold. "Leaving Lake Wobegon: firearm-related education and training for medical and mental health professionals is an essential competence." Journal of Aggression, Conflict and Peace Research 11, no. 2 (April 8, 2019): 78–87. http://dx.doi.org/10.1108/jacpr-11-2018-0391.
Повний текст джерелаАнотація:
Purpose Firearm-involved violence and suicide in the USA, often collectively referred to as “gun violence,” has been labeled a public health problem and an epidemic, and even an endemic by some. Many lawmakers, community groups, mainstream media outlets and professional organizations regularly address gun-related issues and frequently associate firearm violence with mental health. As a result, these groups often set forth positions, engage in discussions and promote policies that are at least partially based on the widely held but incorrect assumption that medical and mental health professionals are either inherently equipped or professionally trained to intervene with their patients and reduce gun deaths. The paper aims to discuss this issue. Design/methodology/approach Furthermore, notable proportions of medical and mental health professionals self-report a level of comfort engaging in firearm-specific interventions that is often disproportionate to their actual education and training in the area. This type of overconfidence bias has been referred to as the Lake Wobegon Effect, illusory superiority, the above average effect, the better-than average effect or the false uniqueness bias. While medical and mental health professionals need to serve on the front line of firearm-involved violence and suicide prevention initiatives, the vast majority have not actually received systematic, formal training on firearm-specific issues. Findings Therefore, many lack the professional and cultural competence to meet current and potential future in regard to addressing gun violence. In this paper, the authors discuss empirical studies that illustrate this reality and a novel model (i.e. the Know, Ask, Do framework) that medical and mental health professionals can use when firearm-related issues arise. In addition, the authors set forth considerations for clinicians to develop and maintain their professional and cultural competence related to firearms and firearm-related subcultures. Originality/value This paper provides empirical and conceptual support for medical and mental health programs to develop formal education and training related to guns, gun safety and gun culture. A framework is provided that can also assist medical and mental health professionals to develop and maintain their own professional and cultural competence.
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Ivanova, O. A. "FORMATION OF MEDIACULTURE SKILLS IN STUDENTS DURING VOCATIONAL TRAINING." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 3–8. http://dx.doi.org/10.36906/2311-4444/19-4/01.
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The article addresses the problem of the formation of media culture skills inengineering students who studyin secondary vocational education programs. The problem is considered in the context of forming a media-cultural personal space, which determines the future professional activity and interaction of a professional in a media-cultural environment, mediating the successful functioning of a subject in the ‘state-society-industry’system of relations. The localization of this issue is determined by the need to identify the features of the formation of media culture skills, while the specifics of maturity of such skills would cover a range of a single media culture space, including the timely processing, use, and handling of information that affects the level of formation of an individual’s media culture. The article emphasizes the importance of media culture skills for engineering students enrolled in secondary vocational education programs. The future technical professionals are considered as subjects (as well as cultural subjects), whose professional activity is regulated by the principles of technical rationality and whose media-cultural level mediates the effectiveness of the society-industryrelations within the ‘state-society-industry’ system of relations. The study used methods of historical and cross-cultural analysis, systematization and classification. The specific features of the media-cultural space in modern realityare revealed. The studysubstantiates the need for the formation of media culture skills as factors for improving the mediacultureawareness of a modern professional as the carrier of individual consciousness. The main groups of features characterizing the classification set of media culture skills are identified and described.
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Ghinea, Gheorghita, Bendik Bygstad, and Manoranjan Satpathy. "Software Developers in India and Norway." Journal of Information Technology Research 4, no. 3 (July 2011): 50–63. http://dx.doi.org/10.4018/jitr.2011070104.
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In this paper, the authors investigate the professional practices of software developers from two different cultures—Norway and India. The authors examine if systematic differences exist between Norwegian and Indian software developers in their professional practice. Using Hofstede’s cultural dimensions, the authors expected to find cultural differences between the two groups of professionals. Building on a survey among software developers in the two countries, the authors have the following conclusions. Firstly, the main finding is that there are surprisingly few differences between the two groups, giving support to the view of a common professional culture. Secondly, the few differences that are observed cannot easily be explained by Hofstede’s cultural dimensions.
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Adisa, Toyin Ajibade, Emeka Smart Oruh, and Babatunde Akanji. "A critical discourse analysis of the link between professional culture and organisational culture." Employee Relations: The International Journal 42, no. 3 (February 14, 2020): 698–716. http://dx.doi.org/10.1108/er-08-2019-0344.
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PurposeDespite the fundamental role of culture in an organisational setting, little is known of how organisational culture can be sometimes determined/influenced by professional culture, particularly in the global south. Using Nigeria as a research focus, this article uses critical discuss analysis to examine the link between professional and organisational culture.Design/methodology/approachThis study uses qualitative research approach to establish the significance of professional culture as a determinant of organisational culture among healthcare organisations.FindingsWe found that the medical profession in Nigeria is replete with professional duties and responsibilities, such as professional values and beliefs, professional rules and regulations, professional ethics, eagerness to fulfil the Hippocratic Oath, professional language, professional symbols, medicine codes of practice and societal expectations, all of which conflate to form medical professionals' values, beliefs, assumptions and the shared perceptions and practices upon which the medical professional culture is strongly built. This makes the medical professional culture stronger and more dominant than the healthcare organisational culture.Research limitations/implicationsThe extent to which the findings of this research can be generalised is constrained by the limited and selected sample of the research.Practical implicationsThe primacy of professional culture over organisational culture may have dysfunctional consequences for human resource management (HRM), as medical practitioners are obliged to stick to medical professional culture over human resources practices. Hence, human resources departments may struggle to cope with the behavioural issues that arise due to the dominant position taken by the medical practitioners. This is because the cultural system (professional culture), which is the configuration of beliefs, perceived values, code of ethics, practices and so forth. shared by medical doctors, subverts the operating system. Therefore, in the case of healthcare organisations, HRM should support and enhance the cultural system (the medical professional culture) by offering compatible operating strategies and practices.Originality/valueThis article provides valuable insights into the link between professional culture and organisational culture. It also enriches debates on organisational culture and professional culture. We, therefore, contend that a strong professional culture can overwhelm and eventually become an organisational culture.
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Kumar, Abhay. "Innovations in Public Diplomacy | Inovações em Diplomacia Pública." Mural Internacional 8, no. 2 (December 30, 2017): 146–49. http://dx.doi.org/10.12957/rmi.2017.37217.
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From the author´s professional experience, the article discusses alternative ways to think about cultural diplomacy, with a focus not only in the spread of the culture of the native country of the diplomat, but also of the nation where he is serving.RESUMOA partir da experiência profissional do autor, o artigo discute maneiras alternativas de pensar a diplomacia cultural, tendo como concentração não apenas a divulgação da cultura do país de origem do diplomata, mas também a do país onde está servindo.Keywords: diplomacy, culture and artPalavras-chave: diplomacia, cultura, arteRecebido em 13 de Agosto de 2018 | Received on August 13, 2018DOI
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Marino, Leda, Cristina Curcio, Ilaria Marinaro, Morena Mosca, and Vincenza Capone. "Emergenza da COVID-19 e benessere psico-sociale degli operatori sanitari: una revisione sistematica della letteratura." PSICOLOGIA DELLA SALUTE, no. 2 (June 2021): 76–99. http://dx.doi.org/10.3280/pds2021-002006.
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L'emergenza da COVID-19 pone le organizzazioni sanitarie di fronte ad una sfida e com-porta un sovraccarico lavorativo degli operatori senza precedenti. Medici e infermieri non solo sono stati sovraesposti al rischio contagio, ma si sono ritrovati anche ad affrontare una com-pleta riorganizzazione del lavoro e le poche risorse a disposizione, connesse a nuove modalità di relazione e comunicazione con colleghi e pazienti, l'isolamento, l'utilizzo continuo di DPI, hanno scandito una nuova quotidianità con potenziali conseguenze sul benessere lavorativo e mentale degli operatori stessi. Obiettivo di questo lavoro è stato quello di sistematizzare i prin-cipali studi che hanno indagato il benessere e il malessere degli operatori sanitari durante la pandemia, mediante una revisione sistematica della letteratura. Sono emersi tre nuclei tematici principali: (1) stress lavoro correlato e malessere psicofisico; (2) differenze di ruolo e caratteri-stiche sociodemografiche nel fronteggiamento delle emergenze; (3) training, supporto e forma-zione organizzativa. Differenze sono emerse in termini di ruolo, età e reparti di afferenza. I ri-sultati propongono una riflessione sulle pratiche da impiegare per il sostegno degli operatori sanitari impegnati dell'emergenza COVID-19 e le successive fasi, che tengano conto delle dif-ferenze di genere, del ruolo e del setting professionale. Interventi individuali finalizzati al con-trollo dello stress, supporto di gruppo e una cultura improntata al coinvolgimento sembrereb-bero essere quelli maggiormente efficaci nella prevenzione dei rischi psico-sociali durante la pandemia. Tra i limiti del lavoro, la presenza di studi principalmente cross-sectional e prove-nienti da realtà geografiche e organizzazioni sanitarie molto differenti tra loro.
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Correa, Vivian I. "Cultural Accessibility of Services for Culturally Diverse Clients with Disabilities and their Families." Rural Special Education Quarterly 11, no. 2 (June 1992): 6–12. http://dx.doi.org/10.1177/875687059201100203.
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The following paper describes the dilemma faced by many professionals in special education and rehabilitation when serving clients and their families who come from culturally diverse populations. Understanding both the service delivery system's culture and the client's culture can provide the professional with insight into how better to deliver culturally sensitive intervention. Strategies for providing cultural accessibility of services to clients are provided.
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Serper, Sergey Aleksandrovich, and Oleg Mikhailovich Buranok. "Features of common cultural competence development at bachelors majoring in «Physical Culture and Sport»." Samara Journal of Science 6, no. 1 (March 1, 2017): 215–19. http://dx.doi.org/10.17816/snv201761315.
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The paper deals with features of common cultural competence development at bachelors majoring in Physical culture and sport. The federal state educational standard of the third generation, approved by the Ministry of Education and Science of the Russian Federation, involves common cultural competence development at bachelors majoring in Physical Culture and Sports. This competence is important for the implementation of the program that develops a modern expert and trainers personality. The value of common cultural competence in the system of modern education is increasing due to the personality-oriented education paradigm establishment when the society requires active, capable of self-development and self-education professionals, especially in areas that are vital for the development of the Russian society and the state. The paper shows that the development of fitness has formed a fitness pedagogy: it is necessary to determine a set of professional and general cultural competence, content and curriculum framework for future professionals in the field of fitness as well as what common cultural competence contribute to the training of future experts in fitness and how professional and general cultural competence interact in the educational process. Solving this problem will allow to reform the system of experts training and will help to achieve national objective to preserve the nations health.
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Andrienko, Elena Vasilyevna. "The Professionalism of a Teacher- Educator: a Competency-Based Approach." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 44–52. http://dx.doi.org/10.15293/1813-4718.2006.04.
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The article actualizes the problem of the influence of socio-cultural ideas about changing the phenomenon of childhood on the training of professionals for education in General education organizations, taking into account the implementation of the competence approach. The purpose of the article is to reveal the specifics of professional training of teachers for the upbringing of modern children based on the competence approach. The methodology. The research is theoretical in nature and includes analysis, comparison, and generalization of domestic and foreign scientific and practical studies of the phenomenon of childhood in modern socio-culture as an object of professional pedagogical activity in the educational system. As a methodological basis of research was made by professional graphic and cultural approaches to represent the dependence of professional training of a teacher from the modern society needs in the education of children and youth, given the various and contradictory influences of modern culture.
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Andrienko, Elena Vasilyevna. "The Professionalism of a Teacher- Educator: a Competency-Based Approach." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 44–52. http://dx.doi.org/10.15293/1813-4718.2006.04.
Повний текст джерелаАнотація:
The article actualizes the problem of the influence of socio-cultural ideas about changing the phenomenon of childhood on the training of professionals for education in General education organizations, taking into account the implementation of the competence approach. The purpose of the article is to reveal the specifics of professional training of teachers for the upbringing of modern children based on the competence approach. The methodology. The research is theoretical in nature and includes analysis, comparison, and generalization of domestic and foreign scientific and practical studies of the phenomenon of childhood in modern socio-culture as an object of professional pedagogical activity in the educational system. As a methodological basis of research was made by professional graphic and cultural approaches to represent the dependence of professional training of a teacher from the modern society needs in the education of children and youth, given the various and contradictory influences of modern culture.
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DANYLYUK, Serhiy. "TEACHING STUDENTS A FOREIGN LANGUAGEAS A COMPONENTOF PROFESSIONALLYORIENTED TRAININGOF FUTURE MANAGERS OF SOCIO-CULTURAL ACTIVITIES." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 25–31. http://dx.doi.org/10.31651/2524-2660-2020-2-25-31.
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The article reveals the professional specifics of learning a foreign language, its focus on the implementation of the tasks of future professional activities of managers of socio-cultural activities. Attention is focused on a professionally oriented approach to teaching a foreign language at esta-blishments of higher education, which involves the formation in future managers of socio-cultural activities of ability of foreign language com-munication in specific professional, business,scientific fields and situations, taking into account the peculiarities of professional thinking. Vocational training is training based on the needs of future managers of socio-cultural activities in the study of a foreign language, which is dictated by the characteristics of the future profession or specialty. It is stated that in order to realize the didactic potential of a foreign language as an effective means of professional and social orientation of future managers of socio-cultural activities at establishments of higher education, the following conditions should be observed: 1) clear formulation of goals of foreign language speech activities; 2) social and professional orientation of these activities; 3) students’ satisfaction in solving partial problems; 4) formation of students’ ability to be creative in solving partial problems; 5) favorable psychological climate in the teaching staff. A number of features of a foreign language as a subject are also revealed. In addition, a number of structural elements of the content component of the model of professionally oriented foreign language learning are identified: 1) communication skills by types of speech activities (speaking, listening, reading, writing) based on general and professional vocabulary; 2)language knowledge and skills, which include knowledge of phonetic phenomena, grammatical forms, rules of word formation, lexical units, terminology specific to a particular pro-fession; 3) socio-cultural knowledge, which aims to attract students not onlyto a new way of language communication, but also to the culture of the people who speak the language being studied; 4) edu-cational skills, rational methods of mental work, providing a culture of language acquisition in the educational environment and a culture of com-munication with native speakers
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Vladislav V., Karpov. "Pedagogical Features of the Safety Culture Formation in the Process of Training Bachelors of Technosphere Safety." Scholarly Notes of Transbaikal State University 16, no. 1 (March 2021): 68–75. http://dx.doi.org/10.21209/2658-7114-2021-16-1-68-75.
Повний текст джерелаАнотація:
The solution of the strategic tasks of the Russian Federation development requires a significant improvement of the higher professional education system and training of competent specialists who are able to perform the professional and social functions necessary for society. In the article, the author analyzes the features of the safety culture formation in the process of training bachelors of technosphere safety, whose professional activity is aimed at ensuring human safety in the modern world. The main condition for the training of competent bachelors at the university is the formation of general cultural and professional competencies in life safety. The conducted theoretical and methodological analysis and generalization of the engineering education experience in the direction of training “Technosphere safety” has revealed the problems of the professionally significant qualities formation and safe thinking in technosphere safety bachelors. The content of the concepts: “general cultural competence of a bachelor of technosphere safety” and “culture of technosphere safety” and a group of general cultural competencies that should be formed in graduates of this direction are clarified, a connection between the level of the formed culture of life safety in the technosphere and the level of acceptable risk accepted in society have been established. Peculiarities of safety culture formation and competence value-semantic orientation, which a bachelor of technosphere safety has, are observed by using the developed training course “Cultural foundations of technosphere safety”. Keywords: life safety culture, technosphere safety, general cultural competencies, bachelor’s degree, safe thinking, technosphere, acceptable risk
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Syomkina, Inna, and Nataliia Shabaeva. "Formation of Professional Culture in Future Social Educators in the Process of Professional Training." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (349) (2022): 96–103. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-96-103.
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Within the framework of this scientific work the meaningful characteristics of the professional culture of social pedagogues in the process of professional training are revealed. It is determined that the «professional culture of a social educator» is a set of general culture of an individual in combination with his integrated fundamental knowledge and generalized skills, personal and professionally significant qualities. Based on the analysis of educational and qualification characteristics, content and directions of social work, the conditions of formation of professional culture of a social pedagogue, the main functional components of professional culture, the content of components of professional culture of a social pedagogue are outlined. The importance of the problem of forming a professional social culture in the conditions of socio-economic and spiritual-cultural crisis of the Ukrainian society, which arose in the transition period and is accompanied by a reassessment of values, is emphasized. It is emphasized that in the conditions of reforming the system of higher education and in the period of its integration into the European educational space, the requirements for professional training of future specialists in various fields, in particular specialists in social work, are constantly increasing.
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Tangsgaard, Emily Rose. "How Do Public Service Professionals Behave in Risky Situations? The Importance of Organizational Culture." American Review of Public Administration 51, no. 7 (April 27, 2021): 492–508. http://dx.doi.org/10.1177/02750740211010348.
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Many situations in public service delivery are characterized by uncertainty about the potential negative consequences following decisions. These risky situations make the behavior of frontline professionals particularly important. But what shapes the risk perception and subsequent behavior of frontline professionals in risky situations? This article explores the idea that organizational culture provides part of the answer. To examine this, a comprehensive qualitative study with participant observations and interviews at five public hospital wards was conducted. The findings demonstrate the importance of organizational culture on risk perception and behavior in risky situations. Basic cultural assumptions related to professional discussion, administering medicine, grading of adverse events, and prioritizing follow-up activities matter to behavior in risky situations. In organizational cultures with high levels of trust and dialogue about decision-making, the health professionals rely on each other and ask for second opinions, when making decisions in risky situations. Conversely, in organizational cultures with little trust and professional discussion, the health professionals are less likely to ask for second opinions and follow up on risky situations, which increases the possibility of unintended, negative consequences. In this way, organizational culture can be a driver of risk-reducing and risk-seeking behavior among frontline professionals.
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Hossein, M. "PROFESSIONALLY IMPORTANT QUALITIES OF PERSONALITY: SOCIAL AND PEDAGOGICAL DISCOURSE." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 45–48. http://dx.doi.org/10.17721/2616-7786.2018/3-1/10.
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Based on theoretical and methodological background and contemporary research, the essence and content of the concept of 'professionally significant personal qualities' are essential for the acquisition of special knowledge, skills and abilities, in order to achieve efficiency in professional activity, because preparation of a modern successful specialist is impossible without proper training and mastering knowledge and skills of both fundamental and applied nature; the assimilation of universal moral principles and norms; proper level of moral culture and professionally significant qualities; independent orientation in non-standard situations; the ability to solve effectively certain issues in the professional field and modern society. It is substantiated that professionally significant qualities characterize abilities, belong organically to their structure, develop in the process of learning, professional activity, socialization. Summing up the various views of scientists, the notion of 'professionally meaningful personality qualities' and their role in self-realization of the personality in the socio-cultural space are defined. The list of necessary professionally relevant qualities is proposed to be developed taking into account the specifics of each individual organization and each individual position, in accordance with the specifics of the company's activities and corporate culture (organizations, institutions, enterprises, etc.).
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Shah, Sayyed Rashid, Roohul Amin, and Hussain Ahmad. "Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL." Global Social Sciences Review III, no. II (June 30, 2018): 168–95. http://dx.doi.org/10.31703/gssr.2018(iii-ii).12.
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This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.
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Sy, Jobila, and Natalie Cruz. "Life Outside your Comfort Zone." Journal of International Students 9, no. 4 (November 15, 2019): 1203–8. http://dx.doi.org/10.32674/jis.v9i4.1022.
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This reflective paper explores the different experiences of two higher education professionals who utilized intentional reflection to help with the transition to new countries and cultural environments. One story focuses on how the higher education professional grappled with different challenges even though her new environments afforded her a novel privilege of membership in a racial and religious majority. The other higher education professional’s story discusses her transition from life as a member of the majority to a member of the minority in a different religious and racial context. The paper concludes by sharing recommendations for how other higher education professionals can utilize reflection (Dewey, 1993; Rodgers, 2002) to help with a transition and cultural adjustment in a new environment.
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Горовая, В., V. Gorovaya, С. Худовердова, and S. Khudoverdova. "Information Culture in the Structure of the Activity and the Individual of the Educator." Standards and Monitoring in Education 7, no. 3 (June 6, 2019): 49–55. http://dx.doi.org/10.12737/article_5cdeb4267db1a9.01511715.
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Pedagogical activity is considered in the context of its cultural signifi cance, provides the author’s interpretation of pedagogical activities. Three main approaches to the study of structural and substantive organization of pedagogical activity-system-functional, cultural and competence are given. On the basis of systemic-functional approach comparative-comparative analysis of the structure and content of educational activities was carried out presented in the writings of some domestic authors. The article shows the relevance of studying professionally important qualities of a teacher, highlights the personality system, composable around professional-pedagogical orientation. Special attention is given to the quality of the article of the teacher as information culture. On the basis of the cultural approach the composition of professional-pedagogical culture and the place in the information culture was considered. The intrinsic features of the concept of “information culture of the teacher” are given, an attempt was made to designate its complex composition. The factors are highlighted contributing to the need for raising and resolving problems of formation of information culture of the teacher in higher educational practice.
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Yang, Hua, Zhe Xu, and Wenxin Ju. "Qi Business Culture and the Cultivation of Financial Professionals in Higher Vocational Institute." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 198–204. http://dx.doi.org/10.26689/jcer.v5i8.2462.
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This paper combs the rise and development process of Qi business and Qi business culture, and concludes that Qi business culture has such spiritual connotations as pragmatism, openness, integrity, innovation, self-improvement and flexibility. It is not only a part of Chinese excellent traditional culture, but also has important time value for today’s commercial and trade activities and the cultivation of financial professionals, it can be used to guide the training of finance and economics professionals in higher vocational institute, establish the curriculum system of professional innovation integration, cultural penetration, progressive level and the hybrid teaching mode of matrix theory and practice integration, so as to cultivate outstanding technical and skilled talents of finance and economics major.