Suchergebnisse

The Personalized System of Instruction (PSI) is an evidence-based instructional approach that relies on written instruction, self-pacing, emphasis of concept mastery, and uses proctors (peers or supervisors who have previously mastered content) for evaluation, support and motivation. This study describes the result of a quality improvement project that used PSI methods to train 29 front-line staff employed in government-funded developmental sector group homes on knowledge of behavioural procedures. Following training, outcome measures included testing on staff knowledge of behavioural procedures, quality of staff-client rapport, and perceived level of staff stress. Training was correlated with increases in knowledge of behavioural procedures, but no significant change in quality of rapport or changes in staff-reported stress levels. Satisfaction surveys indicated that training was well received by front-line staff. We discuss the implications of PSI methods for training front-line staff and the feasibility of this instructional method in practical settings.

Accountability is very important in managing village funds. The Village Consultative Body is a village institution that has an important role as a partner of the village government in realizing and increasing the accountability of village fund management. This role starts from planning the allocation of village funds, implementing the program, to reporting as a form of accountability carried out by the village government. The problem that has occurred so far is the low mastery/understanding of BPD members on the importance of the BPD's role in realizing and increasing village fund management accountability. This service is carried out to improve the human resources of the BPD in Pulau Permai Village in understanding and applying the role of the BPD in creating accountability in the village. This activity was carried out at the Pulau Permai Village Meeting Building, Kec. Tambang District. Kampar. The approach taken is training and technical guidance, namely by providing an explanation of the material in tutorials and discussions.

This study aims to analyze descriptively about the performance of the apparatus, the quality of public services and community satisfaction. This study uses descriptive analysis with the average value which is the main guide in this study. This research method uses survey research methods which are carried out on research samples from the results of calculations through the slovin formula and the sampling system is carried out in regional clusters which are divided into Rukun Tetangga. The number of samples determined in this study was 305 people who were proportionally divided into 18 Rukun Tetangga. The results of the study found that the performance of the apparatus, the quality of public services and the satisfaction of the community in the research area had good results, however, there were still some obstacles faced, especially in the mastery of information technology by village government officials in providing electronic-based services to the community

Purpose: Skills in selecting and designing strategies for implementing research-supported interventions (RSIs) within specific local contexts are important for progressing a wider RSI adoption and application in human and social services. This also applies to a particular role in implementation, the implementation support practitioner (ISP). This study examines which strategies have been reported as being used by ISPs across multiple bodies of research on implementation support and how these strategies were applied in concrete practice settings. Methods: A systematic integrative review was conducted. Data analysis utilized the Expert Recommendations for Implementing Change compilation of implementation strategies. Results: Studies reported on 18 implementation strategies commonly used by different ISPs, who require mastery in selecting, operationalizing, and detailing these. Two further strategies not included in the ERIC compilation could be identified. Discussion: Given the use of primarily more feasible implementation support strategies among ISPs, their potential as agents of change may be underutilized.

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. Data of 167 Austrian knowledge workers were gathered via electronic questionnaires to investigate the relationships between age, achievement goal orientations, learning activities, and employability using structural equation modeling. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees' learning behavior and employability.

This study identifies key mechanisms in youth clubs for fostering well-being among vulnerable youths. We develop a framework to conceptualize prerequisites of well-being in youth, namely having a safe place to be, positive relations with others and possibilities for growth. This conceptualization maintains insights from psychological elements of well-being while bringing psychosocial theory of identity in youth into a sociological orientation. Understanding youth as a dynamic and situated phase expands the investigation of both well-being and youth clubs from merely revolving around 'risk' and 'protection'. Based on interviews with youth workers and participants in youth clubs in Norway, the article describes how 'hanging out' in adult supervised but otherwise unstructured spaces provide youths with safety, belonging and a gradual sense of mastery. As such, the club may function as an institutionalized safe space and gives time, a 'moratorium', offering vulnerable youths shelter from adult responsibilities and the acceleration of societal demands.

Using qualitative interviews with trans men across the Southeastern United States, this article examines how regional constructions of masculinities and manhood shape how trans men understand and do gender in this region of the country. This analysis is situated at the intersections of three areas of study—southern studies, masculinities studies, and trans studies—and demonstrates how trans masculinities in the South broaden the conversations occurring in each. The key finding in this study is that trans men, despite not being assigned male-bodied at birth and despite not being socialized as boys/men through childhood, understand and do masculinities and manhood in similar ways to their southern cis counterparts. Through three primary mechanisms, southern trans men uphold southern gender ideology and performances of masculinities. These mechanisms include (a) understanding gender as binary and essential; (b) performing stereotypical versions of southern manhood; and, (c) maintaining mastery, honor, and independence.

AbstractThe article revisits the problematic relationship between feminist theory and praxis through the writings of Marysia Zalewski, one of the foremost feminist theorists of IR. Zalewski has dealt with this relationship through her work on methodology. In three sections, the article explores: (a) her engagement with standpoint theory through her interventions in feminist IR debates with 'the mainstream'; (b) her adoption of feminist postmodernism, embracing a deconstructive posture and in particular the notion of 'hauntings' as a methodological device; and (c) the development of a distinctive methodological attitude that seeks to involve, rather than explain or instruct. Crucially, for Zalewski, theory and praxis/politics cannot be separated methodologically: languages of mastery and an attitude of 'doing something' are of one cloth. The paper ends with a reflection about how L. H. M. Ling's method of 'chatting' could be enacted in engagements that cross the social fields of academia and policy.

This essay presents a case study (the 2020 Presidential Election in the United States) in order to analyzing ongoing changes at domestic politics and foreign relations of a world superpower. It portrays a qualitative analysis informed by a bibliographic revision of the aforementioned topics. 2020 began with President Donald Trump dully avoiding an impeachment trial and trumpeting his divisive economic achievements (at the expenses of World Trade Organization and US partners). His mastery of a self-professed "art of the deal" at least seemed plausible as a set of political stunts. On the other hand, the Democratic Party remained splintered. The impeachment attempt put the party on the back foot, propelling POTUS' premature campaigning. With populism on the rise on the world stage, for a while – it seemed – Trump could stand a chance at reelection. At the shadow of a global epidemic, Trump's walls and fiery unilateralism fell down pretty quickly.

The phenomenon that occurs in the world of education lately many models and kinds, massive in the Western hemisphere including the United States, the role and function as educators such as teachers, has been largely replaced by a quantitative assessment machine alone, by not considering other aspects of teaching practice in a manner comprehensive, mastery aspects in the field of science and professionalism of educators, both in the form of transfer of knowledge to students ,and in the form of scientific practice in the field in accordance with the theme and topic of discussion of the science being taught, why did it happen . usually due to certain political interests of the person who disagreed with the teaching teacher profession or other factors that did not support it, so impressed the educated as marginalized in practice daily by the cukong-cukong rulers, who are less concerned with the fate of educators ,and the world of education in general.

International audience ; The current paper examines the experience of middle management through the concept of boundary work, characterized as the work of negotiating between multiple roles at the interstices of organizational groups. Through an ethnographic study of a Brazilian accounting firm, we explore the ambivalent experience of boundary work as characteristic of professional middle managerial workers. Our managers described themselves as proactive and reflexive agents, on the one hand, yet also as lacking autonomy and a sense of belonging, on the other. We examine this tension as a contrast between forces of emancipation (i.e. sense of mastery, autonomy, empowerment and reflexivity) and alienation (i.e. fatigue, lack of self-determination, and detachment from their profession and coworkers). We discuss these forces and their implications for managerial work in the light that, in our findings, managers routinely shift between being agential and reflexive mediators-boundary subjects-and interfacing and coordination devices-boundary objects.

International audience ; The current paper examines the experience of middle management through the concept of boundary work, characterized as the work of negotiating between multiple roles at the interstices of organizational groups. Through an ethnographic study of a Brazilian accounting firm, we explore the ambivalent experience of boundary work as characteristic of professional middle managerial workers. Our managers described themselves as proactive and reflexive agents, on the one hand, yet also as lacking autonomy and a sense of belonging, on the other. We examine this tension as a contrast between forces of emancipation (i.e. sense of mastery, autonomy, empowerment and reflexivity) and alienation (i.e. fatigue, lack of self-determination, and detachment from their profession and coworkers). We discuss these forces and their implications for managerial work in the light that, in our findings, managers routinely shift between being agential and reflexive mediators-boundary subjects-and interfacing and coordination devices-boundary objects.

International audience ; The current paper examines the experience of middle management through the concept of boundary work, characterized as the work of negotiating between multiple roles at the interstices of organizational groups. Through an ethnographic study of a Brazilian accounting firm, we explore the ambivalent experience of boundary work as characteristic of professional middle managerial workers. Our managers described themselves as proactive and reflexive agents, on the one hand, yet also as lacking autonomy and a sense of belonging, on the other. We examine this tension as a contrast between forces of emancipation (i.e. sense of mastery, autonomy, empowerment and reflexivity) and alienation (i.e. fatigue, lack of self-determination, and detachment from their profession and coworkers). We discuss these forces and their implications for managerial work in the light that, in our findings, managers routinely shift between being agential and reflexive mediators-boundary subjects-and interfacing and coordination devices-boundary objects.

International audience ; The current paper examines the experience of middle management through the concept of boundary work, characterized as the work of negotiating between multiple roles at the interstices of organizational groups. Through an ethnographic study of a Brazilian accounting firm, we explore the ambivalent experience of boundary work as characteristic of professional middle managerial workers. Our managers described themselves as proactive and reflexive agents, on the one hand, yet also as lacking autonomy and a sense of belonging, on the other. We examine this tension as a contrast between forces of emancipation (i.e. sense of mastery, autonomy, empowerment and reflexivity) and alienation (i.e. fatigue, lack of self-determination, and detachment from their profession and coworkers). We discuss these forces and their implications for managerial work in the light that, in our findings, managers routinely shift between being agential and reflexive mediators-boundary subjects-and interfacing and coordination devices-boundary objects.

Teachers nowadays are called professional educators. They must have at least a bachelor's degree in specific major. These teachers have the right to get recognition from the government as a decent and able to be certified through series of tests.This study aims todescribe the performance of educated certified English teachers in terms of the four types of teacher competencies. This study uses a descriptive qualitative approach. The sample is certified English teacher from SMKN 1 Cinangka Serang Regency. The sample is chosen purposively. The instruments used were questionnaires, interviews and documentation. The result showed that English teacher at SMKN 1 Cinagka Kabupaten Serang included in pedagogic competence 81%, personality competence 82%, social competence 83% and professional competence 81%. The mastery of the four competencies will produce good teaching performance as well. To conclude, the teacher in SMKN 1 Cinangka Serang Regency is proficient and has showed the teacher's performance in each competency in excellent way.