Suchergebnisse

This article provides a reflection upon empowerment through spirituality. It presents the way in which the updating process of a spiritual guidebook was taken forward in Finland. The original guidebook, which was meant to be used in hospitals by healthcare professionals and chaplains, was published in 1996. At one point, it became evident that the original guidebook no longer correlated with the changing realities of Finnish society. At the time that the guidebook was originally published, Finnish society was rather homogenous and Christianity dominated the discourse. Nowadays, society has become more pluralistic and the discourse has become more enriched. The Nordic healthcare system increasingly includes people from diverse religious groups. The project to update the guidebook, which ran from 2014 to 2020, aimed to give social and healthcare professionals working in a variety of settings an easy way to update their knowledge on providing spiritual care. The primary objective of the project was to renew and update the guidebook to better match the contemporary spiritual landscape of Finland. The project had several stages. In the first phase, master's degree students conducted thesis research to produce new information and evidence for the process. In the second phase, data from the two theses were synthesized and analyzed, and the results were used to update the guidebook. The revised guidebook was ready to go to press in March 2020. In this article, we provide insights into the project, and reflect on our own understanding of the role of spirituality in our society and in healthcare based on the work of one of the master's theses. The master's thesis discovers relationships between disabled individuals and their assistants, and suggests changes to the guidebook through widening the horizon of spirituality in the caring relationship.

Capt Stelmack is the first Air Force information operations officer to enroll in the Defense Analysis department's Information Strategy and Political Warfare program. ; The article of record may be found at https://mwi.usma.edu/breaking-out-of-our-silos-how-to-strengthen-relationships-between-service-specific-information-operations-communities-and-why-we-need-to/ ; In response to the increasing importance of information warfare (IW) in the context of great power competition, a forthcoming publication by the Joint Staff will formalize the definitions of key IW concepts and establish the services' roles and responsibilities in information operations. While recognizing the importance of this strategic development, the authors argue that "there are activities and initiatives that can be done now to ensure that we are best potured to compete globally"—in particular, "strengthening the relationship between information warfare professionals spread across the military services," including the new Air Force Information Operations (14F) officers and Army PSYOP and FA30 (IO) officers, to minimize stovepiping and promote "communicating, integrating, and operating together." Opportunities to increase such collaboration include joint training exercises, unit exercises, mission tasking, and training courses. "Ultimately," the authors argue, "the United States must learn to unify and coherently wield its IW capabilities in concert to gain strategic advantage and to win in great power competition.

Charles R. Crane acquired his appreciation for Russian culture and life through travel in the country, making a total of twenty-four trips to Russia. Crane developed friendships and professional relationships with many prominent Russians in political, cultural, and artistic spheres. Crane spent a considerable amount of his own time and resources in his attempts to educate Americans about the Russian people. By studying this unusual man, Norman E. Saul explores the world in which he lived and traveled. The relationship between America and Russia has always been a complex and f

This article aims at studying the evolution of the organization of work, working practices and social and professional relationships in industry. It seeks to demonstrate that it is possible to transcend traditional analyses of factory work in terms of binary oppositions (Taylorism vs post-Taylorism or neo-Taylorism) by analysing the diversity of production models in conjunction with long-term fieldwork. In this study of the Belgian iron and steel industry, the various practices of plant actors are viewed in the light of the challenges defined by strategic choices of the company.

Abstract
Educational formats that seek to raise police officers' awareness about racial discrimination often focus on formal violations of the principle of non-discrimination or canons of values. First, based on a critical discussion of positions on discrimination in policing and proposals for police training in Germany this paper argues based on human rights for a broader understanding of the challenge to tackle racial discrimination in policing. In reference to neo-Aristotelian virtue ethics, competencies for proactive encounters with affected groups will thereby be explored. Second, it outlines a framework for educational formats on this issue that address police officers as whole persons, who should, in the context of their professional practice, develop the virtue to understand the perspectives of and to build relationships of care with marginalized individuals. An example of a tested format that integrates perspectives from civil society will be presented.

In contrast to prevailing models, it is argued that professional labor has benefited from its close integration into corporate & other hierarchies. Using historical case studies from law, engineering, & accounting, it is shown how this relationship developed over time & how actors used it to build their professions. In forging close ties to large-scale organizations, professionals were largely successful in avoiding proletarianization of their work & also in maintaining a necessary degree of autonomy from corporate control. 84 References. Adapted from the source document.

Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously.

Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction.

Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.

Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.

Strategic management research overlooks dynamic capabilities generated from the "humanistic side" of organizational life, such as relationships, compassion, virtuous actions, and honorable behavior. However, exploring these dynamic capabilities can provide the field of strategic management with a different viewpoint of how organizations create value through human processes. To examine this issue, the article presents results from a case study of a nurse-midwife practice within a large research hospital. The study explores how the humanistic work ideology of the nurse-midwife practice creates dynamic capabilities. Through theoretical analysis of the case study data, the authors develop a framework to explain the humanistic work ideology of the midwives and its linkages to human resource management and patient service capabilities. Last, the authors conclude with a discussion proposing that institutional pressures legitimize the humanistic work ideology of the midwifery practice.

This study identifies perceptions on the features that are of greater or lesser value to successful life story work with looked after and adopted children. Using a Q-methodology approach, 29 participants from professional and service-user backgrounds ranked 57 statements designed to chart their views on the features they thought important for successful life story work. Participants clustered into three groups based on their views. In all three groups, respondents indicated that good life story work should involve helping a child to express and manage emotions that arise during the work. However, on other issues opinions were more varied. One group thought that life story work needs to provide a safe and supportive exploration of a coherent life narrative. A second one held that it needs to be a child-led, ongoing approach based on here-and-now relationships. The final group highlighted the need for a comprehensive and adaptable record. Links are made with attachment theory and existing models of life story work. Clinical and research implications are provided with an emphasis on the role for clinical psychologists in this work.

Extant research on experiential learning primarily conceptualizes it as an opportunity for student learning. In this article, we broaden the scope to consider the impact of the student experience on two often-overlooked actors: the university and the host organization. We review three vignettes that illustrate core themes that can affect university–organization partnerships: developmental readiness and professional preparation. Through these vignettes, we demonstrate that, by offering minimal guidance to students during experiential learning, the risks surpass those related to student learning by generating very real risks to the institutional brand and its organizational partnerships. After discussing the considerations, risks, and recommendations for each theme, a generalized framework for implementing preparation, guidance, and support during experiential learning opportunities is presented as a way of mitigating key risk factors.

The COVID-19 pandemic challenged parental resources pertinent to coping with lockdowns. The main objective of this work was to study parenting during the COVID-19 lockdown. Specifically at focus were parental behaviors concerning key domains for the family (daily routine, co-parenting, emotional experience, and support network) and changes related to the pandemic and associated with the parents' employment statuses. An online survey was carried out through an ad hoc questionnaire where participants completed questions about their sociodemographic data and rated how much their family routines, their co-parenting relationship, their emotional experiences, and the support available in the family network varied on a 5-point scale. The participants included 1384 parents, of which 286 responded to open questions regarding impactful experiences during the lockdown. The results showed differences in daily routine, co-parenting, emotional experience, and support network according to the parents' employment statuses. Between-group comparisons showed that at-home parents caring for children with governmental aids generally revealed more positive parenting behavior changes, while at-home parents who were teleworking reported more difficulties in parent-child activities and co-parenting. Furthermore, the content analysis of the data confirmed how important themes such as family dynamics, professional activities, and the relationship with the school community were throughout the participants' accounts of gains and losses. Overall, parents' employment statuses are associated with diverse experiences during lockdown. The COVID-19 pandemic highlighted the importance of family resources and parental resilience, particularly during circumstances jeopardizing the ever-sensitive work-family balance. ; This research was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) projects under ...

Paraeducators often work with special education teachers and school teams to support students with disabilities who have complex communication needs (CCN), including students who use augmentative and alternative communication (AAC) such as speech-generating devices. This study involved surveying 258 paraeducators working with students with disabilities who had CCN (grades PreK–12, along with community-based transition classrooms). Social network analysis was used to examine paraeducators' professional networks and collaboration patterns, along with how paraeducator professional network size related to their self-efficacy beliefs about working with students with CCN. Findings revealed wide variability in the size and function of paraeducators' professional networks and their self-efficacy beliefs. Paraeducators generally reported few mutual collaborative relationships with other professionals, receiving support more than they gave support. Many had small networks with few trusted collaborators. Paraeducators' network size was the strongest predictor of self-efficacy beliefs, beyond their personal characteristics and whether they received AAC-related training. This study informs future research and practice by underscoring the need for paraeducators to work within well-connected teams, and by revealing ways social network analysis can be used to examine issues related to self-efficacy and collaboration.

In the past decade, Iranian architects have mobilized professional institutions--such as magazines, awards, professional bodies, and workshops--to transform their profession and to extend their exposure beyond Iran's tightly controlled borders. To do so, they established connections with foreign architects through travel, migration, networking with expatriate communities of architecture students and professionals, and exchanging information through the Internet. By investigating these actions, I use this study to reveal subtle yet significant aspects of transnationalism in the architecture profession. The case of architecture practice in Iran--a national context isolated through political and economic sanctions by the global community as well as practices of censorship by organs of the Iranian state--emphasizes a range of formal, informal, and underground practices engaged by professionals and their institutions in the process of transnationalism. In this way, the case of Iran serves as a barometer for the transnationalization of the architecture field globally. Methodologically, this investigation demonstrates that the study of globalization of a profession must account for ways that profession is defined in various national contexts. In the case of architecture, this means that an understanding of the globalization of the field of architecture cannot operate under any single (nation-based) definition of the architecture profession--a multiplicity of national definitions of the architecture field must be considered in order to grasp the myriad of ways a globalizing profession is shaped by the professionals participating in the process from other countries--even those countries as politically and economically isolated as Iran.The transnational space is one in which architects produce and consume professional knowledge and acknowledgement. I distinguish between individual and institutional transnational practices. The former involves the movement of individuals across borders and offers them embodied experiences. The latter are a set of connections between Iranian institutions and foreign actors that offer a more symbolic transnationalism--what I call transnational credibility--to Iranian architects who participate in those institutions. I identify the ambiguity between the individual and the institutional forms of transnationalism as a driving factor in what I claim to be the destabilization of established structures of professional authority in Iran.Building on these tenets, I suggest the following arguments: first, architects' transnational practices are leveraged for professional power under the guise of credibility through claims of transnational exposure. I conclude that this credibility takes the form of transnational capital and that in the context of Iran's complex relationships with things foreign, Iranian architects' self-constructed transnational capital carries significant purchase power in markets of symbolic capital exchange. Second, transnationalism, as an institutional mode of operation in the profession today, carries with it the risk of stunting the growth of critical engagement within design professions in developing countries by promoting superficial engagement with "global" architecture. Third, transnational practices are decentering the geographic locations of recognition and authority in the profession in Iran and globally. In making these claims, I show ways architects in Iran, and Iranian architects around the world, mobilize institutions to garner professional and political power. Theories of the globalization of architecture tend to depict a force that is as a set of practices and ideas driven in large part by a dominant core and dealt with by peripheral communities of professions in developing countries. In contrast, the transnational perspectives advanced in this dissertation show ways that bottom-up practices engaged by actors scattered around the world complicate the dominance of that core. To highlight this transnational perspective, methodologically, I gather evidence from documents in more marginal spaces of global knowledge exchange: weblogs, design competition websites, informal communications between architects in Iran and communities of expatriates in North America and Europe, and magazines. I pair this archival research with in-depth and open-ended interviews with architects in Iran and in cities they migrate to in a multi-cited ethnography.

The study of quality in early childhood education requires that the concept of quality itself and the processes used to define quality requirements are investigated explicitly. Currently, there are two opposing approaches to quality. One approach considers quality as a normative and universal concept while the other regards quality as a subjective and contextually specific concept. In this study, we question the pertinence of these two approaches, going beyond this opposition by integrating dimensions that universally favor children's wellbeing in daycare and dimensions that are specific to cultural, socioeconomic and political contexts. This study is theoretically anchored in theeco-systemic model.The project is structured into two phases. Both qualitative and quantitative methods are employed. First, 103 structured interviews were realized in order to understand specific cultural values associated with quality services in early childhood out of home care in France.Results indicate that quality of adult-child interaction is rarely mentioned and priority is given to the determinant of these interactions. Educational dimensions of this relationship and meeting children's learning needs are rarely mentioned as constituent factors of quality. Specific aspects of the socioeconomic context and family politics in France clarify these results. On the basis of these initial findings, the second phase of research investigated 35 parent-professional relationships in daycare centers using questionnaires. Specifically, we examined the impact of their respective expectations and attitudes on the quality of their relationship. Person-centered cluster analyses were performed in order to identify mutual attitude profiles. Dyads were characterized on the basis of their expectations. Parent professional relationships were described using dimensions such as counseling, tutoring, parent supportive, confidential, professional service or parental satisfaction. Associations between these dimensions, parental stress, social support, ...