Aufgrund der Zunahme des Migrationsanteils in vielen österreichischen Schulklassen ist ein Zusammentreffen zwischen Menschen mit unterschiedlichen Sprachen, Lebensweisen, Religionszugehörigkeiten, Denk- und Handlungsweisen unumgänglich, weshalb interkulturelles Lernen zur expliziten Aufgabe der Schule wird. Das Ziel dieser Diplomarbeit ist daher, ein geschichtsdidaktisches Konzept für interkulturelles Lernen im Rahmen des außerschulischen historischen Lernortes Mogersdorf zu erstellen, da die Geschichte und Erinnerungskultur des Ortes zahlreiche inhaltliche Anknüpfungspunkte bietet. Nach der Schlacht bei Mogersdorf/St. Gotthard aus dem Jahr 1664 entstanden in der Region im Laufe der Jahrhunderte historisch interessante Mahn- und Denkmäler, Gedächtnisstätten und Museen, die nicht nur aufzeigen, welchen Stellenwert dieses Ereignis bis heute einnimmt, sondern auch eine Auseinandersetzung mit dem geschichtskulturellen Prozess des Ortes ermöglichen. Der vielseitig gestaltete "Friedensweg" in Mogersdorf fördert und unterstützt ein interkulturelles, historisch-politisches Lernen, wovon vor allem kulturell heterogene Lerngruppen profitieren sollen, indem ein toleranter Umgang mit der kulturellen Vielfalt und Andersartigkeit gelernt und ein wertschätzender Kontakt miteinander begünstigt werden soll. Für die Konzeption des Lehrausgangs wird das vom Lehrplan geforderte und in der schulischen Praxis angewandte kompetenzorientierte Modell der Gruppe FUER-Geschichtsbewusstsein herangezogen. ; Due to increasing numbers of students with migration background, a coincidence between people with different languages, lifestyles, religious confessions, mentality, and behaviour is inevitable. Hence, intercultural learning has become an explicit duty for schools. The aim of this diploma thesis is to prepare a history didactical concept for intercultural learning with respect to the extracurricular learning centre Mogersdorf, as the history and culture of remembrance of this place offer numerous contentwise connecting factors. After the Battle of Mogersdorf/Saint Gotthard in 1664, historically interesting monuments, memorial sites and museums developed, which do not only point to the significance of this event in the present, but also offer an examination of the historical and cultural process of the location. The diversely arranges "Friedensweg" in Mogersdorf supports and encourages intercultural, historical and political learning, whereof culturally heteronomous learning groups should profit by learning how to deal with the cultural diversity and otherness in a tolerant way and by promoting an appreciating contact with each other. The competence-based model of the group FUER-Geschichtsbewusstsein (i.e. FOR-historical awareness), which is demanded by the curriculum and used in schools, was used for the conception of the school field trip. ; vorgelegt von Christoph Zotter ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Zusammenfassungen in Deutsch und Englisch ; Karl-Franzens-Universität Graz, Diplomarbeit, 2017 ; (VLID)2144303
Shakespeare's 154 sonnets have become the interest of several generations of Russian translators. Overall, after their first appearance in the middle of the nineteenth century, at least thirty-five Russian translations of the complete sonnet collection have been produced so far, though mostly during the last three decades. The overall objective of the present thesis is to examine the evolution of Russian translations of Shakespeare's sonnets over the years. The thesis is novel in that it offers an analysis of specific linguistic, literary and cultural challenges the numerous Russian translators have dealt with while translating the sonnets, as well as the strategies adopted in an effort to resolve them. In order to achieve the study objectives, several individual sonnets and a number of their Russian translations have been selected as a sample representing challenging areas that have been more closely investigated in four articles. The method of cross comparison has been applied throughout the study. Both the introductory part and the articles address certain problematic translation issues, such as the sonnets' formal structure, the pronouns of address, grammatical gender, bawdy language, sexual puns, culture-specific items, and metaphors. The results provide evidence for seeing translation as a multi-layered and ever-changing process, which, apart from the pure linguistic tasks, combines historical, political and ideological aspects. The findings of the study suggest that translation competence, namely deep understanding of the context and its fundamental cultural and social features, motivates the translator's interpretation of the contradictions and uncertainties of Shakespeare's poems. Those include the sonnets genre, relation to Shakespeare's biography, the order of the poems in the first 1609 Quarto. The analysis also identifies the ways in which the target language's social and historical context have had an impact on the choices made by the translators. On the whole, the study's results do not contradict Mikhail Gasparov's model describing the pendulum-like movement from "free" to "literal" approaches through the history of Russian literary translation.
U radu se razmatraju terenska istraživanja kao složena metoda u metodološkom sustavu turističke geografije, znanstvene discipline društvene geografije. Turizam, koji je geografski fenomen, istražuje se kao složen dinamički sustav u stalnim mijenama i transformacijama. Složenost turizma proistječe iz njegovih prostornih, društveno-ekonomskih, političkih, kulturnih, psiholoških, povijesnih, administrativnih, pravnih, organizacijskih i drugih sastavnica koje se u geografskom prostoru isprepleću, nadopunjavaju i suprotstavljaju preobražavajući kulturni krajolik turističke regije. U radu se izdvajaju temeljna obilježja terenskih istraživanja: složenost, sveobuhvatnost, temeljitost te upotreba triangulacijskih postupaka i metoda. Predlažu se triangulacijske metode i postupci poput metode promatranja, individualnog intervjuiranja i fokus-grupa, anketiranja, terenskog skiciranja i kartiranja, fotografskog snimanja i videosnimanja te sudioničkog promatranja. Nadalje, izdvajaju se i objašnjavaju tri osnovne etape terenskih istraživanja: pripremna, provedbena i završna. Predlaže se vrednovanje studentskih postignuća na preddiplomskome, diplomskom i doktorskom studiju geografije provedbom praktičnih terenskih ispita s ciljem jačanja kompetencija u istraživačkim i aplikativnim radovima i projektima. ; The focus of this work is field research as a complex method of the methodological system of tourism geography, a scientific discipline of human geography. Tourism as a geographical phenomenon is researched here as a complex dynamic system in constant flux and transformation. The complexity of tourism is to be found in its spatial, socio-economical, political, cultural, psychological, historical, administrative, legal, organisational and other components, which are all interconnected in geographical space, and thus compliment and oppose each other, thereby transforming the cultural landscape of a tourist region. This work will single out basic characteristics of fieldwork: complexity, all-inclusiveness, depth and the use of triangular procedures and methods. Triangular methods and procedures such methods of observation as individual interviews and focus groups, questionnaires, landscape mapping, photo and video recording as well participatory observation. Furthermore, special focus will be placed on the three separate stages of field research: the preparatory, executing and concluding phase. Student achievements at the undergraduate, graduate and post graduate level in the study of geography by applying practical field examinations will be suggested here: the aim of this is to increase competence in applied research and other projects.
Для деятельности по разработке и реализации мероприятий в системе ВФСК ГТО характерно наличие педагогического потенциала, так как данная комплексная деятельность и ее результаты создают личности условия для овладения новыми знаниями и формирования новых ценностных ориентаций, профессиональных компетенций, предпочтений и предпосылок. В данной статье в качестве основного вида деятельности по формированию профессиональной направленности студентов педагогических вузов рассматривается проектная деятельность в рамках мероприятий комплекса ГТО. Система ВФСК ГТО имеет ярко выраженную социально-культурную направленность с существенным оздоровительно-спортивно-прикладным уклоном. Однако мероприятия, проводимые в структуре комплекса ГТО, тематически разнонаправленны, имеют широкий спектр соответствующих целей и задач, а также отличаются значительной разновидностью форм проведения, многообразием содержания и т. д. Данное разнообразие особенно характерно для мероприятий, проводимых, в частности, в рамках образовательной, военно-патриотической или культурно-просветительской программ системы ВФСК ГТО. Очевидно, что специфика и столь существенная разносторонность комплекса ГТО характеризуют его как универсальную площадку, обладающую значительным потенциалом для деятельности по развитию и реализации профессиональных способностей будущих педагогов различных специальностей. ; Planning of the complex Ready for Labour and Defense has pedagogical potential, because this complex work and its results give a person opportunity to acquire new knowledge and to form value orientations, professional competences, preferences and prerequisites. The main activity on formation of professional orientation of the students of a pedagogical university is work on projects in the frameworks of the complex Ready for Labour and Defense. The system of Ready for Labour and Defense has socio-cultural orientation with the huge health improving and sport potential. At the same time the events held according to the complex Ready for Labour and Defense are devoted to different topics, have different goals and tasks, are organized in different forms etc. Such diversity is especially characteristic of the events held in the frameworks of educational, military-patriotic and cultural programs of the complex Ready for Labour and Defense. It is obvious that the diversity of the complex Ready for Labour and Defense proves it to be a perfect basis with great potential for the development and application of professional qualities of future teachers of different specialties.
Приводится определение социального капитала, его свойства, основные функции социального капитала. Обозначено, что сегодня понятие социального капитала приобрело большую популярность и его исследования носят междисциплинарный характер, потому как осуществляются в рамках разных наук. Рассмотрены основные структурообразующие компоненты социального капитала. Проанализированы основные диссертации украинских ученых по формированию социального капитала предприятий и определено, что требуют дальнейшего анализа такие направления: общее определение социального капитала, его функций, место среди других форм капитала, анализ его развития. ; The definition of social capital and its properties are given. The basic functions of social capital are described. Currently, the concept of social capital has become very popular and its exploration has an interdisciplinary nature, as it is implemented in the framework of different sciences, such as sociology, philosophy, political science, psychology, economics and cultural studies. Despite the advances that are associated with the development of the concept of social capital in the scientific community until now there is no common view about the nature of such socio-economic category as "social capital". The content of definitions of social capital is that they focus on the social relations that produce benefits. There is a scientific hypothesis that social capital is an intangible structural element of the total social capital. The potential of social capital is objectified in networks of social relations, presented as a set of information services, the amount of intangible benefits for organizational sharing in the economic interaction of agents. Social capital comprises social networks, norms, cultural and spiritual values, social relations that contribute to obtaining socioeconomic effects and interaction within the team or teams of companies, trust, knowledge, skills, tradition, experience, information, education staff, etc. Social capital in the life of the individual and the organization appears in the following situations: a social source from which people learn about the opportunities that are unknown to them as a resource impact and active support, which can help achieve as a source of socialization and recognition by broadcast individuals to the values and standards of behavior, social competence and expectations of the entire system of mutual support and role responsibilities within the community.
Desde hace unos años, las Fuerzas Armadas están realizando un proceso de modernización y cambio cultural para generar un cambio institucional. En esta línea, trabajaron conjuntamente personal castrense y psicólogos con el objetivo de diseñar instrumentos que evaluaran las características del liderazgo en el Colegio Militar de la Nación en situaciones de simulacro de guerra con altos niveles de estrés. Los resultados exhiben que las escalas diseñadas para este estudio presentaron muy buena consistencia y validez interna. Asimismo, se observó que las cuatro escalas podrían funcionar como una buena batería para medir el Liderazgo en el contexto militar. Finalmente, se propone que estos instrumentos también sirven como herramientas de evaluación para la implementación de los programas educativos que imparte la institución y que podrían aplicarse en organizaciones semejantes. ; In recent years, the Armed Forces have been undergoing a process of modernization and cultural change. In line with this scheme, military personnel and psychologists have worked together to design tools to evaluate the characteristics of leadership in the Military National College (Argentina), that simulate a situation of war with high stress levels. Method. 110 Infantry cadets from Colegio Militar de la Nación took part. Four scales to measure the competence of the military leadership, teamwork, physical abilities and technical and tactical knowledge were constructed. Results. The results demonstrate that the scales designed for this study had a high level of internal consistency and validity. It was also noted that the four scales could serve as a suitable battery to measure leadership in the military context. Conclusion. It is proposed that these instruments could also serve as evaluation tools for the implementation of educational programs offered by the institution, and could be applied in similar organizations. ; Fil: Beramendi, Maite Regina. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina ; Fil: Muratori, Marcela. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina ; Fil: Zubieta, Elena Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Бухун А. Громадянська позиція студентської молоді у контексті євроінтеграційних освітніх змін / А. Бухун // Ukrainian professional education = Українська професійна освіта : науковий журнал / Полтав. нац. пед. ун-т імені В. Г. Короленка. – Полтава, 2018. – Вип. 3. – С. 21-27. ; У статті з урахуванням методологічних вимог особистісно-соціального, культурологічного, діяльнісного, аксіологічного і компетентнісного наукових підходів, результатів контент-аналізу дослідних матеріалів із проблеми громадянського виховання студентської молоді у вищих цивільних і військових навчальних закладах з'ясовано місце (як аспекту політичної свідомості і правової культури особистості) і роль (як регулятора патріотичних почуттів, духовно-моральних цінностей і громадянсько-політичної діяльності молодої людини) громадянської позиції особистості у контексті сучасних євроінтеграційних освітніх змін – оновлення вимог до компетентності, толерантності, мультикультурності, посилення явищ мобільності й інтегрованості освітніх програм. Чинниками формування і розвитку громадянської позиції молодої людини в освітньому середовищі визначено: обставини побудови і захисту громадянського суспільства в країні, вплив сім'ї, засобів масової інформації, виховну діяльність вищих навчальних закладів, власну активність студентів і курсантів, а її результатом – сформовані якості відповідальності, правосвідомості, громадянської компетентності. Розвиток громадянської позиції студентської молоді розглянуто в контексті євроінтеграційних освітніх змін (оновлення вимог до компетентності, толерантності, мультикультурності особистості, посилення явищ мобільності й інтегрованості освітніх програм підготовки фахівців) і динамічних процесів віднайдення нової ідентичності в обставинах внутрішньодержавних реформ і зовнішньої військової агресії, що зумовлює пошук шляхів особистісного самоствердження і самореалізації кожної молодої людини на засадах визначення міри власної участі в суспільних організаціях та самостійного осмислення ціннісних орієнтирів громадянського суспільства. Доведено, що вагома роль у цих процесах належить системі вищої освіти країни як провідному чинникові громадянської освіти і виховання молоді, специфіку якого буде розглянуто на наступних етапах дослідження. ; The article, based on the methodological requirements of the personality-social, cultural, activity, axiological and competent scientific approaches, the results of content analysis of research materials on the issue of civic education of students in higher civilian and military educational institutions, determined the place (as an aspect of political consciousness and legal the personality culture) and the role (as a regulator of patriotic feelings, spiritual and moral values and the civic and political activity of a young person) civic the position of the individual in the context of modern European integration educational changes - updating the requirements for competence, tolerance, multiculturalism, strengthening of the phenomena of mobility and the integration of educational programs. The factors determining the formation and development of a civic position of a young person in the educational environment are defined: the circumstances of the construction and protection of civil society in the country, the influence of the family, the media, educational activities of higher educational institutions, the active activity of students and students, and its result - , legal awareness, civil competence. The development of the civic position of student youth is considered in the context of European integration educational changes (updating the requirements for competence, tolerance, multiculturality of the individual, strengthening the phenomena of mobility and integration of educational programs of training specialists) and dynamic processes of finding a new identity in the context of domestic reforms and external military aggression, which determines the search ways of personal self-affirmation and self-realization of every young person on the basis of determining the measure of his own participation in public organizations and independent understanding of valuesof civil society. It is proved that a significant role in these processes belongs to the system of higher education of the country as a leading factor in civic education and education of youth, the specifics of which will be considered at the next stages of the study.
Традиционно литературе отводится ведущая роль в духовно-нравственном, эмоциональном, эстетическом развитии школьника, в приобщении его к миру культуры. Данное обстоятельство обусловливает включение в содержание школьного литературного образования в качестве обязательных компонентов основополагающих понятий, идей, фактов из области теории и истории литературы, определенного перечня произведений фольклора, русской и мировой литературы. Такое содержание литературного образования разработано в рамках получившего широкое распространение знаниево-ориентированного подхода, специфика которого проявляется в том, что в основу образовательного процесса в школе положена трансляция педагогом ученику набора систематизированных научных знаний, необходимых умений и навыков. Однако трансформации в экономической, политической, социокультурной сферах развития российского общества повлекли изменения требований к образованию, которому поручается общекультурное и личностное развитие учащихся. Поэтому в настоящее время стала актуальной проблема, связанная с разработкой новых теоретических оснований для формирования содержания образования. новые подходы в обучении предполагают такую организацию образовательного процесса, которая способствует становлению личности школьника в ходе активной самостоятельной учебной деятельности, содействует подготовке молодого поколения к жизни в современном социуме. Компетентностный подход является одним из подходов, ориентированных на достижение нового результата обучения. следует отметить, что реализация обучения литературе на основе компетентностного подхода была затруднена по ряду причин, среди которых выделяются отсутствие согласованной позиции по определению понятия «компетентность» и перечня компетент-ностей как результата обучения, сложность оценивания формируемых компетентностей, что ограничивает возможность получения нового результата, обозначенного с позиции развития, а не с позиции обучения. значительное обновление содержания образования возможно на основе деятельностного подхода, гарантирующего достижение ожидаемого результата. Однако, на наш взгляд, вопросам формирования деятельностного содержания литературного образования в настоящее время недостаточно уделено внимания, что актуализирует необходимость проведения исследования в данном направлении. ; Traditionally the leading role in spiritual and moral, emotional, esthetic development of the school student, in his familiarizing with the world of culture is assigned to literature. This circumstance causes inclusion in the content of school literary education as obligatory components of fundamental concepts, ideas, the facts from area of the theory and history of literature, a certain list of works of folklore, the Russian and world literature. Such content of literary education is developed within the widely adopted znaniyevo-focused approach which specifics are shown that broadcasting by the teacher to the pupil of a set of the systematized scientific knowledge, necessary skills is the basis for educational process at school. However transformations in economic, political, sociocultural spheres of development of the Russian society entailed change of requirements to education which is entrusted with the common cultural and personal development of pupils. Therefore now there was actual a problem connected with development of the new theoretical bases for formation of the content of education. New approaches in training assume such organization of educational process which promotes formation of the identity of the school student during vigorous independent educational activity, assists preparation of the younger generation for life in modern society. Competence-based approach is one of the approaches focused on achievement of new result of training. It should be noted that realization of training in literature on the basis of competence-based approach was complicated for a number of reasons from which are distinguished lack of the coordinated position on definition of the concept "competence" and the list of kompetentnost as result of training, complexity of estimation of the formed kompetentnost that limits possibility of receiving the new result designated from a development position, but not from a training position. Considerable updating of the content of education is possible on the basis of the activity approach guaranteeing achievement of the expected result. However, in our opinion, to questions of formation of the activity content of literary education it is insufficiently given now attention that staticizes need of carrying out research for this direction.
The project «Workplaces in the health care sector: gender, class, ethnicity» (2003-2005) was financed by the Norwegian Research Council's programme for workplace and labour market research. The project was initiated in order to explore some consequences of the increasing number of employees from immigrant backgrounds within the health care sector. Specifically, we wanted to study if, and how, employees from immigrant backgrounds were included in their workplaces, as well as if and how the organization of work and the existing hierarchies were influenced by the increasing ethnic diversity in the workplace. We have conducted fieldwork in two separate workplaces: a hospital and a nursing home, both in the Oslo area. The focus is on the workplaces, rather than on the employees. The two workplaces are described in separate chapters in this report, which is intended to communicate the results back to the institutions where we conducted the research. In this way, topics that are of special relevance to each of the two institutions respectively are easily accessible to the reader. We also hope that this structure will make the report useful for leaders and employees within these two types of institutions. Furthermore, in the report, we compare the two workplaces and also refer to the fact that they both form different parts of a larger context. This, in turn, provides them with different conditions for dealing with differences in ethnicity, gender and class. In this way, the report presents two examples of more general trends and tendencies in this sector of the labour market. Our main findings may be summed up as follows: In the hospital, the majority of the nursing staff had a Norwegian ethnic background. The nursing home had a significantly higher proportion of nursing staff from immigrant backgrounds. In the nursing home ward where we conducted fieldwork, more than 20 ethnic groups were represented, and a minority of the staff was from a Norwegian background. There was thus little ethnic diversity among the hospital staff, and a high degree of such diversity among the nursing home staff. It is easier for qualified applicants from immigrant backgrounds to find work in the municipal part of this sector, such as nursing homes, than in the central government owned health enterprises, such as hospitals. It is, furthermore, easier for applicants with so-called «Western» backgrounds to find employment in hospitals than it is for applicants with «non-Western» backgrounds. Differences in recruitment and employment practices play an important role here. This is already common knowledge to applicants from immigrant backgrounds, so that many of them do not think it is worth the trouble to apply for jobs in hospitals. A consequence of this self-strengthening process is that hospitals in districts with ethnically diverse populations fall far short of the government goal that the workforce should reflect the composition of the population which it serves. Equality, difference and discrimination are central topics in this study. How questions related to these topics are conceived of and dealt with is important to the workplace and to each employee. There were systematic differences between the ways in which such issues were handled in the two workplaces. At the hospital, the policy was that «everybody was treated the same», which presupposes that everybody was the same, since the expectation was that similar treatment be received in similar ways. Those who came through as different were thus viewed as deviating from, or falling short of, the ethnic norm, which was Norwegian. Coming from a Norwegian background thus became an advantage in itself. Other ethnic identities were stigmatized. In order to avoid open stigmatization, employees from immigrant backgrounds under communicated this aspect of their identities. At the nursing home, the policy andpracticewerecompletelydifferent. The municipality had established an active diversity policy aimed at combating the discrimination of all minority groups. The employees at the nursing home had little direct contact with the municipal administration, yet they trusted that questions of discrimination were competently addressed and that it was legitimate to bring cases of discrimination upwards in the system if necessary. When it came to the likelihood of changing the deeper, structural features that enabled such single cases of discrimination, however, there was less confidence among the employees. In the nursing home ward, we found no tendencies to stigmatization of ethnic identities. Here, community was built on common experiences as immigrants in Norway, and on the diverse needs of the nursing home residents. Regarding the significance of the ethnic composition of the workforce for the organization and tasks, we found that, at the nursing home, the very diversity made for a clear focus on what the employees did have in common, namely the residents and their well-being. At the hospital, we did not find any parallel to this. Here, a vast majority of the employees did have a common ethnic background: they were Norwegians. It is thought-provoking that, in the hospital, which was the institution with the larger number of patients from immigrant backgrounds, we found the smallest proportion of employees from immigrant backgrounds. One might have expected to find that these relatively few employees be viewed as a particularly important resource for the institution, since the number of patients from immigrant backgrounds was increasing. That this was not the case, can be understood in light of the stigmatization of ethnic difference which we have already mentioned. The consequence was that, at the hospital, little use was made of the employees' real or informal competence that derived from their immigrant backgrounds. This said, we did find that a few of the employees themselves took the initiative to make hospitalisation easier for patients from immigrant backgrounds, by speaking a common language other than Norwegian, and in general show flexibility and understanding for their special needs. Our point is that such practices were discouraged by the structural framework. Our findings support the view that what it means to have a «sufficient» knowledge of Norwegian in order to work, for instance, as a nurse in Norway, not just depends on «objective» criteria such as language test results. It also depends on one's knowledge and skills when it comes to the silent parts of language, the cultural codes within the health care sector, and on how other people in the workplace receive what one intends to express. Equally important are structural conditions such as the organization of work, and labour market fluctuations: As other studies have found, when labour is scarce, the required level of language competence is lower than it is when there is a surplus of labour. Correspondingly, as long as it is more difficult to recruit ethnic Norwegians to nursing homes than to hospitals, the required level of Norwegian language competence is likely to be lower in nursing homes than in hospitals. Norwegian hospitals have gone through major reorganization processes in recent years, to a large extent as part of the reform trends broadly known as New Public Management. This has implied a decentralisation of responsibility, along with rigorous demands as regards efficiency and economy. The distribution of nursing tasks in the hospital wards was rigid and meticulously directed from the ward leadership. This organization form left little room for finding flexible solutions in order to maximise use of the employees' total competence. Thus, many relational and structural factors interplay when applicants or employees from immigrant backgrounds are deemed to have «sufficient» or «insufficient»skillstowork inthe health care sector. Existing competence hierarchies in this sector determine what is recognised as status and salary trigging competence. Knowledge associated with medical science, modernity, masculinity, social elites, rationality, formal education, individuality, and Norwegian-ness or Western-ness, is privileged in this system. Needless to say, the recognition of medical competence is not a problem in this sector. What does emerge as problematic is, however, that a host of competence forms that do not necessarily lead to better health or care work are recognised because they are associated with medical competence. Norwegian-ness is such a competence form. Furthermore, it is problematic that this privilege by association simultaneously undermines other competence forms that may well be important to health and care work, without being recognised as such. This brings us back to the issue of political management, especially within the fields defined as the recruitment of health care personnel on the one hand, and racism and discrimination on the other. In order to achieve the explicit political goals of increasing the number of people from minority groups recruited to the health sector and to central government employment, active measures should be implemented at all levels. One problem in this context is that the possibilities for political management are limited when hospitals as employers are defined as semi-governmental health enterprises. This increases fragmentation and obfuscates lines of responsibility. The municipal nursing home was subject to explicit guidelines within the two political fields mentioned, and the lines of implementation and responsibility were clear. The lack of explicit and clear guidelines for the implementation of policies within these fields in the hospital sector needs to be further studied and amended. ; Denne rapporten er et resultat av prosjektet «Arbeidsplasser i helse- og omsorgssektoren: kjønn, klasse, etnisitet». Prosjektet, som ble gjennomført fra 2003 til 2005, var finansiert gjennom Norges forskningsråds program for arbeidslivsforskning. Bakgrunnen for prosjektet er den økende andelen ansatte med innvandrerbakgrunn i denne sektoren. Sektoren har allerede en høyere andel ansatte med innvandrerbakgrunn enn for eksempel servicesektoren har. Forskerne har gjennomført feltarbeid ved to arbeidsplasser, et bo- og omsorgssenter og et sykehus, begge i Oslo-området. Hensikten med prosjektet har vært å utforske hvordan ansatte med innvandrerbakgrunn, i vid forstand, inkluderes i det eksisterende arbeidsmiljøet, og hvordan arbeidsorganisering, arbeidsrelasjoner og hierarkidannelser påvirkes av at ansatte med innvandrerbakgrunn er rekruttert inn i helse- og omsorgssektoren. Prosjektet fokuserer altså ikke på ansatte med innvandrerbakgrunn, men på to arbeidsplasser der innvandrere er blant de ansatte. Spørsmålene som reises i rapporten er viktige, ikke bare for de ansatte selv, men også i et større perspektiv. De kan bidra til å belyse hva som hindrer innvandrere i å få innpass på arbeidsmarkedet, og hva som kan gjøres for å inkludere også disse arbeidstakerne.
У статті висвітлено питання впровадження інтерактивних методів навчання у полікультурній освіті майбутніх фахівців аграрної галузі на заняттях іноземної мови. Розкрито сутність інтерактивного навчання, його головну мету та завдання. Описано етапи реалізації інтерактивних методів у навчально-виховному процесі аграрного ВНЗ. Охарактеризовано специфіку групових і фронтальних форм організації полікультурної освіти під час співнавчання, побудованого на діалогічній основі. Детерміновано правила ведення дискусії. Проаналізовано функції та місце рольової гри у формуванні полікультурної компетентності майбутніх фахівців аграрної галузі на заняттях іноземної мови. ; В статье отражены вопросы внедрения интерактивных методов обучения в поликультурном образовании будущих специалистов аграрной отрасли на занятиях иностранного языка. Раскрыты сущность интерактивного обучения, его главная цель и задания. Описаны этапы реализации интерактивных методов в учебно-воспитательном процессе аграрного вуза. Охарактеризована специфика групповых и фронтальных форм организации поликультурного образования во время сообучения, построенного на диалогической основе. Детерминированы правила ведения дискуссии. Проанализированы функции и место ролевой игры в формировании поликультурной компетентности будущих специалистов аграрной отрасли на занятиях иностранного языка. ; Modern multicultural society arises new demands for professional training of future agrarians. Nowadays abilities to think critically, to build constructive interaction with foreign colleagues, to find understanding with ethnophors during foreign internship, to function effectively in quickly changeable reality, to master a foreign language fluently as a means of cross-cultural communication, to demonstrate tolerant attitude toward a foreign culture in the conditions of euro integration and globalization are required from graduates of the agrarian university. As a result, humanizing and democratization of the pedagogical process have acquired actualization in the system of higher agrarian education. It orientates teachers at abandoning an authoritarian style of educational activity organization and putting interactive teaching methods into practice of higher educational institutions.Realization of interactive teaching methods considerably increases educational motivation and enables successful forming future agrarians' multicultural competence by the foreign language's means thanks to permanent active interaction of all participants of the pedagogical process. Such interaction is collective, group or pair inter-studying, where a teacher and students are equal subjects of education. The use of interactive teaching methods eliminates prevailing of one participant over another, accordingly every expressed opinion on a concrete issue has the right to exist.The implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes envisages modelling of various socio-cultural situations, which represent the modern world's diversity, developing of the professionally-oriented role plays, universal search of decisions on the basis of the analysis of circumstances and a suitable communicative situation. The essence of interactive teaching reveals in permanent active interaction of the pedagogical process subjects. It appears as reciprocal studying, built on the dialogic basis, where a key role is played by free ideas exchange and polemic. Interactive is such method, in which a future agrarian functions as an active participant of multicultural education: talks, interacts, manages own development. It positively affects intrinsic motivation of the cognitive activity.Having conducted the research, we have found that application of interactive teaching methods has a positive influence on future agrarians' multicultural education at foreign language classes, cultivates their democratic world view, tolerant attitude toward ethnophors, people with different cultural values, customs, traditions, views, teaches to think critically and accept correct decisions in modern multicultural society.The article deals with the issue of the implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes. The essence of interactive teaching, its key objective and tasks have been considered. The stages of realizing the interactive teaching methods in a pedagogical process of agrarian higher educational institution have been described. The specificity of group and frontal forms of organizing the multicultural education while interactive studying, built on the dialogic basis has been characterized. The rules of conducting discussion have been determined. The functions and place of a role play in forming future agrarians' multicultural competence at foreign language have been analysed.
У статті висвітлено питання впровадження інтерактивних методів навчання у полікультурній освіті майбутніх фахівців аграрної галузі на заняттях іноземної мови. Розкрито сутність інтерактивного навчання, його головну мету та завдання. Описано етапи реалізації інтерактивних методів у навчально-виховному процесі аграрного ВНЗ. Охарактеризовано специфіку групових і фронтальних форм організації полікультурної освіти під час співнавчання, побудованого на діалогічній основі. Детерміновано правила ведення дискусії. Проаналізовано функції та місце рольової гри у формуванні полікультурної компетентності майбутніх фахівців аграрної галузі на заняттях іноземної мови. ; В статье отражены вопросы внедрения интерактивных методов обучения в поликультурном образовании будущих специалистов аграрной отрасли на занятиях иностранного языка. Раскрыты сущность интерактивного обучения, его главная цель и задания. Описаны этапы реализации интерактивных методов в учебно-воспитательном процессе аграрного вуза. Охарактеризована специфика групповых и фронтальных форм организации поликультурного образования во время сообучения, построенного на диалогической основе. Детерминированы правила ведения дискуссии. Проанализированы функции и место ролевой игры в формировании поликультурной компетентности будущих специалистов аграрной отрасли на занятиях иностранного языка. ; Modern multicultural society arises new demands for professional training of future agrarians. Nowadays abilities to think critically, to build constructive interaction with foreign colleagues, to find understanding with ethnophors during foreign internship, to function effectively in quickly changeable reality, to master a foreign language fluently as a means of cross-cultural communication, to demonstrate tolerant attitude toward a foreign culture in the conditions of euro integration and globalization are required from graduates of the agrarian university. As a result, humanizing and democratization of the pedagogical process have acquired actualization in the system of higher agrarian education. It orientates teachers at abandoning an authoritarian style of educational activity organization and putting interactive teaching methods into practice of higher educational institutions.Realization of interactive teaching methods considerably increases educational motivation and enables successful forming future agrarians' multicultural competence by the foreign language's means thanks to permanent active interaction of all participants of the pedagogical process. Such interaction is collective, group or pair inter-studying, where a teacher and students are equal subjects of education. The use of interactive teaching methods eliminates prevailing of one participant over another, accordingly every expressed opinion on a concrete issue has the right to exist.The implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes envisages modelling of various socio-cultural situations, which represent the modern world's diversity, developing of the professionally-oriented role plays, universal search of decisions on the basis of the analysis of circumstances and a suitable communicative situation. The essence of interactive teaching reveals in permanent active interaction of the pedagogical process subjects. It appears as reciprocal studying, built on the dialogic basis, where a key role is played by free ideas exchange and polemic. Interactive is such method, in which a future agrarian functions as an active participant of multicultural education: talks, interacts, manages own development. It positively affects intrinsic motivation of the cognitive activity.Having conducted the research, we have found that application of interactive teaching methods has a positive influence on future agrarians' multicultural education at foreign language classes, cultivates their democratic world view, tolerant attitude toward ethnophors, people with different cultural values, customs, traditions, views, teaches to think critically and accept correct decisions in modern multicultural society.The article deals with the issue of the implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes. The essence of interactive teaching, its key objective and tasks have been considered. The stages of realizing the interactive teaching methods in a pedagogical process of agrarian higher educational institution have been described. The specificity of group and frontal forms of organizing the multicultural education while interactive studying, built on the dialogic basis has been characterized. The rules of conducting discussion have been determined. The functions and place of a role play in forming future agrarians' multicultural competence at foreign language have been analysed.
Una de las razones fundamentales para el abordaje de la temática en el presente trabajo de investigación es la polución de programas «telebasura» en las programaciones de los medios de comunicación televisivos de Bolivia y la confluencia inevitable de la audiencia, en especial en edad adolescente, que al parecer se recrea. Sin embargo ¿estará consiente de las implicaciones en su entorno de vida?, ¿impactará en su nivel educativo y rendimiento académico?, ¿incidirá en el aspecto emocional? y/o ¿modificará su comportamiento por la sobreexposición ante los programas telebasura? Ante este panorama de incertidumbre, se plantea el análisis del impacto que provocan los programas nacionales bolivianos de telebasura en la audiencia nacional respecto de los fundamentos de los indicadores y dimensiones de la competencia mediática. En ese sentido, situados en Bolivia, se incursiona en este panorama nada alentador de la televisión nacional, que implica también a la región sur-andina, con una investigación según el entorno sociocultural boliviano. Se trazaron aspectos relativos a los estudios de recepción y la alfabetización mediática. En esta línea se realiza una revisión de las referencias teóricas y científicas de distintos autores sobre la educomunicación mediática, telebasura, audiencias, entre otros, fijando así una base epistemológica de análisis, así como el estado de la cuestión y antecedentes del estudio. Sobre esa base teórica se consignará el análisis empírico, cuyo recorrido metodológico es solventado por el análisis de diseño cuantitativo y cualitativo. Para una mayor validez de la investigación, se precisó del entrecruce de métodos, y se procedió a la triangulación de datos y resultados cuanti-cualitativos, en aras de una mayor validez interna y externa del estudio. De este procedimiento, se confirma la existencia de la tabloidización televisiva boliviana, porque esos contenidos de los noticieros y otros programas de información son manipulados por intereses comerciales y, de manera contundente, por intereses políticos. Resalta en este sentido la manipulación política del medio televisivo estatal Bolivia TV. Asimismo, existen «noticieros infoentretenidos y sensacionalistas» que contienen alarma, fuentes dudosas, noticias falsas (fake news), relatos en burla, e inducción premeditada. Por otra parte, la telebasura resulta perjudicial, provoca e induce a la discriminación y el odio racial, y por supuesto afecta en el desarrollo educativo integral. La desinformación sobre sucesos provoca inseguridad personal y atenta contra la integridad de las mujeres. Transmite rupturas: en la intimidad de las personas, en la equidad de género y en la convivencia pacífica socialfamiliar. Asimismo, provoca la modificación del pensamiento por el consumo constante de contenidos simples y vacíos que idiotizan, perjudican la autoestima, inciden en el comportamiento, la imitación de personajes, e incluso el cambio de personalidad. Frente a este panorama, los adolescentes reconocen la necesidad de criticidad, desarrollo de habilidades en producción audiovisual digital, gestión de emociones, selectividad de contenidos, y acción de interpelación. Por lo mismo, urge la alfabetización mediática y la formación en competencias mediáticas. Se recomienda así la inclusión de la Competencia Mediática en el currículo formal educativo boliviano, no solamente para enfrentar a los contenidos de la telebasura que se difunde en múltiples pantallas, también, para otros medios tradicionales y los multimedios virtuales-digitales de comunicación. ; One of the fundamental reasons for addressing the issue in this research project is the pollution of "trash television" programs in Bolivian television media programming and the inevitable confluence of the audience, especially in the adolescent age group, which seems to be recreated. However, will they be aware of the implications on their living environment, impact on their educational level and academic performance, affect the emotional aspect, and/or modify their behavior due to overexposure to the trash TV programs? In view of this panorama of uncertainty, an analysis of the impact of Bolivian national television programs on the national audience is proposed with regard to the fundamentals of the indicators and dimensions of media competition. In this sense, located in Bolivia, we enter into this not very encouraging panorama of the national television, which also involves the South Andean region, with an investigation according to the Bolivian socio-cultural environment. Aspects relating to reception studies and media literacy were mapped out. In this line, a review of the theoretical and scientific contributions of different authors on media education, tele-broadcasting, audiences, among others, was carried out, thus establishing an epistemological basis for analysis, as well as the state of the art and background of the study. On this theoretical basis, the empirical analysis will be recorded, whose methodological path is solved by the quantitative and qualitative design analysis. For a greater validity of the research, it was necessary to interweave methods, and data and quantitative-qualitative results were triangulated, in order to achieve a greater internal and external validity of the study. This procedure confirms the existence of Bolivian television tabloidization, because the contents of news and other information programs are manipulated by commercial interests and, in a strong way, by political concerns. In this sense, the political manipulation of the state-owned television station Bolivia TV stands out. Likewise, there are infotainment and sensationalist news programs that contain alarm, dubious sources, false news, mockery and premeditated induction. On the other hand, tele-trash is harmful, provokes and induces discrimination and racial hatred, and of course affects comprehensive educational development. Disinformation about events causes personal insecurity and attempts against women's integrity. It transmits ruptures: in people's intimacy, in gender equity and in peaceful social-family coexistence. Likewise, it causes the modification of thought due to the constant consumption of simple and empty contents that idiotize, damage self-esteem, affect behavior, imitate characters, and even change personality. Faced with this scenario, adolescents recognize the need for criticality, development of skills in digital audiovisual production, emotion management, content selectivity, and interpellation action. For this reason, media literacy and training in media skills are urgently needed. It is thus recommended that Media Literacy be included in the formal Bolivian educational curriculum, not only to deal with the contents of tele basic broadcast on multiple screens, but also for other traditional media and virtual-digital multimedia communication.
En la última década el sector de la abogacía en España ha vivido una fuerte transformación, un cambio de paradigma que ha provocado la modificación del perfil del abogado. De ahí la necesidad de elaborar un estudio para conocer cuáles son para el sector legal de los negocios las características de los abogados del S.XXI, y los cambios significativos con respecto a la abogacía tradicional en términos de competencias y habilidades El estudio se inicia analizando los cambios que ha sufrido el sector de la abogacía. Cambios de hábitos de compra, de bajada de precios, de desaceleración del crecimiento, de replanteamiento de fórmulas de compensación de socios, etc.Este nuevo paradigma ha provocado que los abogados necesiten saber operar en un entorno de pluralidad cultural, política y multijurisdiccional. Está creciendo un mercado internacional que requiere de abogados que sepan adaptarse a diferentes entornos y comprender los aspectos sociales y políticos no sólo de un país si no de regiones geográficas. Este entorno requiere abogados diferentes a los tradicionales que se centraban en su código local, requiere lo que se denominan abogados internacionales.El estudio pone de manifiesto como los contratadores priorizan el perfil competencial y comercial, la motivación, los idiomas y los conocimientos económicos, frente a la excelencia técnica y la formación meramente jurídica. No porque estos no sean importantes ni imprescindibles, que lo son, sino porque no aportan un valor diferencial, son requisitos necesarios, pero que ni suman, ni tienen el peso que tenían para la abogacía tradicional. ; Over the last decade the legal profession in Spain has experienced a significant transformation, a paradigm shift that has led to the modification of the lawyer profile. Hence the need for a study responds not only to find out what the business Law profession requires from a 21st century Law professional, but also to show the main changes with respect to the traditional lawyer in terms of competences and skills.The study begins by analyzing the changes suffered by the legal profession, such as: purchasing habits, lowering prices, slowing growth, rethinking formulas for billing models, etc.This new situation has compelled lawyers to operate in a multicultural, political and jurisdictional environment. The international market growth demands professionals able to adapt to different contexts and to understand the social and political aspects not only of a country but also of a larger geographical area. This new scenario no longer requires a traditional lawyer (focused on local codes), but what is now called an international lawyer.The study highlights how recruiters prioritize competences and commercial skills, motivation, languages and economic knowledge, rather than technical excellence and the merely legal training. Technical skills are indeed a must for the professional, but do not provide nowadays a differential value in the legal market".
Cilj rada jest identificiranje europskih društveno-kulturnih i odgojno-obrazovnih vrijednosti koje, uz političke, društvene, kulturne, tehnološke i druge promjene u Hrvatskoj, dovode do potrebe preispitivanja i promišljanja dugoročnih i kratkoročnih odgojno-obrazovnih vrijednosti i ciljeva te do razumijevanja i interpretacije njihovih značenja. Vrijednosti su kategorizirane u tri skupine: a) metapolitičke vrijednosti, koje služe socijalnoj homogenizaciji, b) vrijednosti koje izražavaju društvene, a istodobno i odgojno-obrazovne ciljeve i c) vrijednosti koje odražavaju svojstva osobnosti ili karaktera. Autorica razmatra neke vrijednosti/ciljeve relevantne za promjene u odgojno‐obrazovnom kontekstu kao što su jednakost, kompetentnost, uspjeh, odgovornost, demokracija, tolerancija, kompromis, njihova značenja i proturječnosti. S obzirom na to da su škole temeljni nositelji promjene i procesa remoralizacije, očekuje se etička refleksija i vizualizacija odgojno-obrazovnih vrijednosti i ciljeva te (re)definiranje hijerarhije vrijednosti i ciljeva na njihovoj razini. ; The aim of this study is to identify European socio-cultural and educational values which, together with political, social, cultural, technical and other changes in Croatia, require reconsideration and deliberation of the long-term and short-term educational values and goals, as well as understanding and interpretation of their meanings. The values are categorized in three groups: a) metapolitical values serving the purpose of social homogenization, b) values expressing social and at the same time educational goals, and c) values representing the characteristics of personality and character. The author examines some of the values/goals relevant for the changes in the educational context, such as equality, competence, success, responsibility, democracy, tolerance, compromise, and their meanings and inconsistencies. Given that schools are the basic bearers of change and of the process of remoralization, the ethical reflection and visualization of educational values and goals and the (re)definition of the hierarchy of values and goals is expected on their level. ; Diese Arbeit setzt sich zum Ziel, europäische soziale, kulturelle und erzieherische Bildungswerte zu bestimmen, die zusammen mit den politischen, gesellschaftlichen, kulturellen, technologischen und sonstigen Veränderungen in Kroatien ein Umdenken und Hinterfragen von lang- und kurzfristigen Erziehungs- und Bildungswerten bzw. -zielen sowie eine Reinterpretation deren Bedeutung notwendig machten. Die Werte sind in drei Kategorien eingeteilt: a) metapolitische Werte, die der sozialen Homogenisation dienen, b) Werte, die gesellschaftliche, zugleich jedoch auch Erziehungs- und Bildungsziele ausdrücken und c) Werte, die Persönlichkeits- oder Charaktereigenschaften versinnbildlichen. Die Autorin erörtert einige Werte/Ziele, die für Veränderungen im Erziehungs- und Bildungskontext relevant sind, wie z. B. Gleichheit, Kompetenz, Erfolg, Verantwortungsgefühl, Demokratie, Toleranz, Kompromissbereitschaft, und analysiert deren Bedeutung und Widersprüchichkeit. Im Hinblick darauf, dass die Schulen Hauptträger der Veränderungen und des moralischen Erneuerungs-prozesses sind, wird eine ethische Reflexion und Visualisierung von erzieherischen Bildungswerten und -zielen sowie eine Redefinition der Werte- und Zielhierarchie auf dieser Ebene erwartet.
This article examines achievement motivation in connection with the political knowledge of upper secondary level pupils at German vocational grammar schools. The influence of achievement motivation in civic courses has been scarcely researched so far. In the expectancy-value model, expectations of success are important determinants of action in relation to academic achievements. Pupils' expectations of success or failure in civics courses have a behaviour-regulating function. They influence pupils' behaviour when learning about politics. In the crosssectional survey of 470 pupils, results show lasting effects from an approach motivation ("hope of success") and an avoidance motivation ("fear of failure") studied. The data of this study confirmed the influence of achievement motivation in civics courses on the school-related political knowledge. While cultural capital makes no significant difference in the extent of the motivational constructs, a migrant background showed moderate but inconsistent effects and gender had clear negative effects for the girls. In this study, it was shown that based on the theoretical foundation described, the theory of domain-specific competency can be combined with the achievement motivation in Civics.
