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The study explored principal-teacher relationships in four Junior High schools in the Sekyere South District of Ashanti in Ghana. One of the things that government, policy-makers and educators in Ghana rarely or never discuss is the value and significance of human connections - the relationships in schools. The focus of the study was to uncover the significance of developing and sustaining a high-quality relationship between principals and teachers for effective leadership and performance. Again, the study projects a broader conception of leadership, one that shifts away from the traditional thinking approach where the figure-head is seen as ultimately responsible for the school outcomes, to involve all staff members as a collective responsibility pro-cess. The qualitative case study adopted semi-structured one-to-one interviews to collect data from one principal and a teacher from each of the four schools selected. The data was analyzed through a content analysis approach. The results revealed that a quality exchange relationship between principals and teachers has a significant influence on cooperation, commitment and performance to both principals and teachers. The results also showed that working together in a cordial relationship and in a more democratic environment brings long-lasting dividend for the school and the learners. But these vital elements are mostly hampered by the mundane procedures, dictatorial decisions, strict supervision of the directorate of education and some principals. This had not only negatively affected the principals' and teachers' work roles and exchange relationship, but teaching and learning as well. These traditional behaviors have also created fear, pressure and resentment in teachers, and prevent them from sharing innovative ideas and being committed to school activities. The interpretation of this study was purely engrained in the respondents' context. The study recommends a further study in a larger scale to ascertain the affect and effect of the results or the hypothesis revealed. Perhaps it might be good if further discussion can be done on enhancing a quality exchange relationship among principals, teachers, circuit supervisors and the directorate of education. Effective leadership occurs as a result of building a quality relationship with the leader and the led.

Online relationships are an increasing phenomenon in our contemporary society. While many individuals experience successful online relationships, there are clear physical, emotional, and financial risks to meeting a partner online. This manuscript addresses the nature of online relationships and the potential consequences of engaging in an online relationship. Given the large number of individuals who seek out the internet for a potential partner, human service practitioners are in an ideal position to work with clients engaging in relationships online. This manuscript also discusses different strategies and interventions that human service practitioners can employ when working with clients involved in online relationships. These interventions align with the Human Services Professional Standards, namely the Skills Standards and the National Organization for Human Services (NOHS) Ethical Standards. Recommendations for future research are also included in this manuscript.

The purpose of this study was to determine if the Project Management Professional credential requirements encompass the knowledge for project managers required to effectively manage defense industry projects. This study used a four-round Delphi methodology to solicit opinions of defense industry project management professionals about current project management credential curriculum and if that curriculum reflects the realities of the current project management environment. Two research questions guided this study: 1) Do government contractors working on defense projects use project management knowledge and abilities that are different from what the Project Management Professional credential requires? and 2) Are there additional skill sets needed for project managers to successfully work in the defense industry? Participants in this study were selected from a project management training company based in the southeastern United States. Project management training professionals were selected due to the unique credentials required of participants in this study. From a population of sixteen defense industry project management training professionals, fourteen agreed to serve on the Delphi panel. The first round asked an open-ended question about knowledge and abilities required by defense industry project management professionals. The panel identified thirteen knowledge and abilities as additions to the Project Management Professional credential for project managers to effectively manage defense industry projects. In the second round, participants evaluated the knowledge and abilities identified in the first round, assigning varying ratings from limited relevance to significant relevance. In the third round, the participants compared their evaluations with the evaluations of the other participants in aggregate. Consensus was built on the identified knowledge and abilities which ranged from limited relevance to significant relevance. In the fourth round, the participants were given a final opportunity to decide if the knowledge and abilities are either necessary, supplemental, or neither. Five knowledge and abilities were found to be necessary, six were found to be supplemental, one was identified as neither, and one was identified equally as necessary and supplemental by the panel. The findings of the study identified competencies unique to the defense industry project management field, including Management of Contracts, Developing Positive Relationships with Stakeholders, Knowledge of Customer Organization, Leading a Team of People with Diverse Backgrounds, Knowledge of Communication with Government Customers, and Knowledge of DoD 5000 Series Regulations. Thus it is recommended that the defense industry needs an appropriate project management certification to fit its unique operational requirements. These findings provide knowledge for the project management field that should be included in training programs provided by colleges, companies, and consultants.

Previous research that used the policy alienation framework to understand why or why not public professionals identify with policies, applied the framework to analyze the experiences with one specific policy. The present paper complements these studies by adopting a different stance towards policy alienation, namely by analyzing the feelings of strategic (national), tactical (organizational) and operational (personal) powerlessness and societal and client meaninglessness of public professionals towards policies more generally speaking. The main reason for this is entangled in processes such as policy layering and policy succession, that suggest that new policies should not truly be regarded as new. In this paper we adopt the point of view that policies are not developed in a vacuum and that earlier experiences with policies or policy processes result in a public professional having a certain disposition, more or less alienated, towards policies in general. We aimed at investigating structural causes at the governmental level that affect this degree of alienation. A review of the literature suggested that experienced trust from the government (i.e. to what extent a public professional has the impression that the government is trusting him and colleague professionals), the perceived consistency of policies over time and the quality of information provided are all negatively related to policy alienation. Since policy alienation is a multidimensional concept, we undertook a survey among 1.183 Dutch education professionals, and analyzed the data using structural equation modeling in order to determine the relative strengths of the relationships and to estimate for each of the dimensions which factors were most relevant. Theoretical contributions to the policy implementation literature concerning the attitudes and behaviours of public professionals, as well as directions for future research and practical implications, are discussed.

Previous research on policy alienation of public professionals focused on alienation towards one specific policy. The present paper complements these studies by investigating general policy alienation, as notions of path dependency suggest it is valuable to understand feelings of strategic (national), tactical (organizational) and operational (personal) powerlessness and societal and client meaninglessness towards policies in general, instead of focusing solely on the experiences of public professionals with specific policies. We aimed at identifying main causes of general policy alienation at the government level. A review of the literature suggested that experienced trust from the government, policy consistency and informing are negatively related to general policy alienation. To test the hypotheses, we adopted a multi-method approach. On the basis of 21 semi-structured interviews we first determined that these three factors were experienced by the respondents as predictors of general policy alienation. Since policy alienation is a multidimensional concept, consisting of multiple dimensions, we then undertook a survey among 1.183 Dutch education professionals in order to determine the relative strengths of the relationships and to estimate for each dimension of general policy alienation which factors were most relevant. Theoretical contributions to the policy implementation literature concerning the attitudes and behaviours of public professionals, as well as directions for future research and practical implications, are discussed.

Previous research on policy alienation of public professionals focused on alienation towards one specific policy. The present paper complements these studies by investigating general policy alienation, as notions of path dependency suggest it is valuable to understand feelings of strategic (national), tactical (organizational) and operational (personal) powerlessness and societal and client meaninglessness towards policies in general, instead of focusing solely on the experiences of public professionals with specific policies. We aimed at identifying main causes of general policy alienation at the government level. A review of the literature suggested that experienced trust from the government, policy consistency and informing are negatively related to general policy alienation. To test the hypotheses, we adopted a multi-method approach. On the basis of 21 semi-structured interviews we first determined that these three factors were experienced by the respondents as predictors of general policy alienation. Since policy alienation is a multidimensional concept, consisting of multiple dimensions, we then undertook a survey among 1.183 Dutch education professionals in order to determine the relative strengths of the relationships and to estimate for each dimension of general policy alienation which factors were most relevant. Theoretical contributions to the policy implementation literature concerning the attitudes and behaviours of public professionals, as well as directions for future research and practical implications, are discussed.

Mr. Daigneau discusses the first steps he took on the Three-Building Project. He began by building direct relationships with those who would be using the buildings. He explains that he didn't want users to call executive management; he wanted to hear from them directly. He notes that when he arrived, there was a Department of Design and Engineering that users did not trust; the management level of Physical Plant was also perceived as non-responsive. His goal was to shorten communication channels so that there were no more than three levels between him and the customer. Mr. Daigneau explains that he pulled together a Facilities Management Design Group comprised of all supervisors who would plan design for the future. He also met with every section chief at his/her office to say, "Call me directly if you have a problem." Mr. Daigneau next explains some structural problems that he addressed. Construction management was very bureaucratically structured, with all building contracts held by a management company out of Austin, Texas. This led to a near "train wreck" in the Three-Building Project. He addressed this by developing a new team and working out a new system for bidding contracts. He created the Project Core Team (a system that existed until he left MD Anderson) that would include plant operations, planning, design, construction, and executive management. Mr. Daigneau next talks about the problems created by the "hard bid" contract system and how it could create problems with delays on the part of the architect or other contractors. He also explains how worked successfully to modernize the construction contracting rules in Texas, changing legislation to allow a 2-contract system, "hard bid" and "design-build." He explains the old and new systems and also tells an anecdote: MD Anderson successfully filed an errors and omissions claim against an architect (the problem was fallout from the contract system) and won the case 'the first win of its kind in Texas. MD Anderson uses hard bid contracts on small projects ...

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, ...

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.

This article describes the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), the first undergraduate certificate at the University, which was established in 2007. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures. The goal of the SSPC is to fulfill the needs of its dynamic, millennial students and of the increasingly diversified community. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 62 The Spanish for Specific Purposes Certificate (SSPC) Program: Meeting the Professional Needs of Students and Community Lourdes Sánchez-López University of Alabama at Birmingham Abstract: This article describes the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), the first undergraduate certificate at the University, which was established in 2007. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures. The goal of the SSPC is to fulfill the needs of its dynamic, millennial students and of the increasingly diversified community. Keywords: Business Spanish, certificate programs, languages for specific purposes (LSP), medical Spanish, Spanish for occupational purposes, Spanish for specific purposes (SSP), translation and interpretation, University of Alabama at Birmingham (UAB) Introduction Society is changing rapidly and drastically. In a world that is no longer round but flat (Friedman, 2005), students prepare for a globalized job market that is open to anyone in the world. This means that the jobs that once were available to only a few, now are available to millions. And, often times, the decisive factor for an employer is the multilinguistic and multicultural qualifications of applicants. Recent studies and their data suggest a pressing need to revise foreign language curricula in the United States to better meet the needs of students and society ("Foreign Languages and Higher Education," 2007; "Report to the Teagle Foundation," 2009). Many university programs in the US are responding to these needs by adapting existing language programs or developing new ones (Doyle, 2010; Jorge, 2010; Sánchez-López, 2010). Two decades ago Grosse and Voght (1990) reported the results of the first extensive survey conducted in 1988 in the US regarding the status of languages for specific purposes (LSP) nationally. Linking their study to a report from the President's Commission on Foreign Languages and International Studies (1980), Grosse and Voght reported that LSP courses had gained a place in the higher education curriculum since the 1980s in the US. Their study suggested a decline of foreign language skills in the US and a need of language courses specific for the professions, and their survey results indicated that over 60% of language departments offered some type of LSP courses. However, these data also suggested that LSP still had a minor role in the foreign language curriculum overall. In a recent survey study by Long and Uscinski (2012) and following the model of Grosse and Voght, the authors report that the current "presence of LSP courses in colleges and universities across the United States has remained about the same over the past 30 years." (p. 175). There is no significant difference in the number of institutions that offer LSP courses. However, Long and Uscinkscy's timely study sheds new light on the type of LSP programs (e.g., majors, minors, certificates or graduate programs) that are offered SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 63 nationally. The results of their study suggest that 27% of the respondents offer some type of LSP program, most of them at 4-year universities. The authors conclude that LSP has steadily and quietly settled in as another curricular option, beside literature, cultural studies, and linguistics, in institutions where students demand it, thus providing the students who are motivated to enter these fields with valuable applied skills in both language and cultural understanding. We predict a continued steady presence of LSP in university curricula for years to come. (Long & Uscinski, p. 188) Two decades ago Grosse and Voght (1990) optimistically predicted growth of LSP in the US that, according to Long and Uscinkscy (2012), has not materialized yet. However, according to both of these studies, the status of LSP in the US is strong and has become slowly more visible with time, with dozens of new LSP programs that cater to new societal needs (for a list of some of these programs see Sánchez-López, 2010). One of these new programs is the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), which was established in 2007 and was the first undergraduate certificate at the University. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures (DFLL), and it attempts to fulfill the needs of its dynamic, millennial students and of the increasingly complex community. Background The University of Alabama at Birmingham is a medium-sized (about 18,000 undergraduate and graduate students) public university in Birmingham, Alabama. Birmingham is a metropolitan city with a rapidly growing Hispanic population over the last three decades. Just recently, the state's Hispanic population grew from 1.7% in 2000 to almost 4% in 2010, a nearly 145% increase (US Census Bureau, 2010). Because of this, hospitals, clinics, police and fire departments, government offices and local businesses have seen the increasing need to be able to communicate with Hispanic patients, customers and clients in Spanish. However, this rapid and steady growth has recently and abruptly come to a halt due to a newly passed state immigration law. In June 2011, the state of Alabama Government passed the Beason-Hammon Alabama Taxpayer and Citizen Protection Act, commonly known as H.B. 56 (State of Alabama, 2011). This is one of the strictest immigration laws in the country, which has led to a general state of fear among undocumented individuals. It has already impacted demographics of the state with a significant decrease on the growth of Hispanics in the state, including children (Center for American Progress, 2011; Novak, 2012; Southern Poverty Law Center, 2011). UAB was established in 1945 originally as the Medical Center of Alabama. The academic side of campus was later established in 1969, branching off from the University of Alabama, Tuscaloosa. For decades both the medical and the academic sides functioned as two almost independent units, with very little interaction between them. Today, although most faculty, students and staff still refer to the west or the east side of campus SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 64 (or the medical and the academic side of campus), institutional efforts attempt to portray both sides of the University as one unit, with a synergetic relationship, interdependent, with everyone on board moving in the same direction. Health-care and diversity are two of the best-known and most marketed landmarks of the University. The UAB vision is: "A world-renowned research university and medical center—a first choice for education and healthcare" (UAB Vision, 2012). In addition, The Princeton Review has ranked UAB as the 5th most diverse campus nationally in 2011 (The Princeton Review, 2013). Many undergraduate students choose UAB because they would like to pursue a career in a health-related field. Pre-medicine is a popular track among UAB undergraduate students with an annual average of 44% of entering students who declare a pre-medicine track (UAB Office of Planning and Analysis, 2012). The UAB Department of Foreign Languages and Literatures (DFLL) was established in the late 1960s as most languages departments were at the time, with a focus on language, literature and culture. UAB had a language requirement for the core curriculum up to the late 1990s, when it was eliminated. Since then, there is no language requirement at UAB. In the early 2000s, the DFLL combined their two majors in Spanish and French into a major in Foreign Languages (with Spanish and French tracks), largely due to a state requirement for viability. In addition, the DFLL also offers minors in Arabic, Chinese, French, German, Italian, Japanese and Spanish. A large percentage of students in the major are double majors in Spanish or French and another disciple (biology, chemistry, criminal justice, international studies, pre-medicine, pre-nursing coupled with Spanish are some of the most common double majors). With an eye toward the long-term needs of the department in 2001 the UAB, DFLL hired me as the first applied linguist for a dual purpose. I was charged with developing linguistics courses at all levels and with developing and teaching certain Spanish for Specific Purposes (SSP) courses, such as medical, business, professional Spanish and translation and interpretation. All of these courses (linguistics and SSP) were never intended to replace the existing literature and culture courses, but rather, to expand the repertoire of offerings to cater to a larger pool of students and professional interests. The SSP courses were well received and offered on demand with regularity. After a few years, additional instructors were asked to teach these courses as well, becoming specialists in the different areas, such as business, health and translation and interpretation. However, the vast majority of students enrolled in the SSP courses were regular UAB students (either majors or minors, or students who took one or two of these courses as electives). The Department received frequent inquiries from individuals in the community and local businesses wishing to learn occupational Spanish, but, unfortunately, the University admission system did not make it easy for them to enroll as non-degree seeking students. Faculty also received almost daily requests from the medical side of campus, from other hospitals and clinics, from government agencies, from court services, and from different local businesses asking for translation and interpretation assistance. Faculty and/or students would help depending on the situation. As these challenges increased over the years, the DFLL decided to explore other options to better meet the needs of the community and the local professionals; and at the same time to reward the regular students who were successfully completing many or all of the SSP courses, but were not receiving any particular degree or recognition in SSP. At such point, offering a certificate program SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 65 in SSP was an interesting and promising idea, which materialized in the fall semester 2007. A Journey to the Spanish for Specific Purposes Certificate: Program Design: Approval and Description Due to the success and high demand of the SSP courses offered in the UAB DFLL and to the increasing requests for assistance with translation and interpretation to cater to the Hispanic community, in 2005 I was asked by my chairperson, Sheri Spaine Long, who sought to respond to societal trends, to investigate models of certificate programs worldwide and to explore if a certificate program in SSP would meet the specific needs of the DFLL, the UAB undergraduate population and those of the community. Over the course of several months, I investigated models of certificate programs and other types of languages for specific purposes programs nationally and internationally. Based on a careful assessment of the information gathered, the chairperson and I decided that a certificate program was an optimal option for UAB and for the Birmingham community. Then, the second and most detailed stage of the process started: the design of the program and the development of a program proposal. I was asked to design a program that utilized the resources of the DFLL and the courses that were already offered, at least at the outset. I met with a variety of institutional constituents (Office of Admissions, Office of Undergraduate Affairs, and Office of Undergraduate Policies and Procedures) at different stages during the design of the program proposal. These constituents gave me valuable advice on how to craft the program and what the prerequisites should be. Over the course of the following year, the SSPC proposal was approved at each stage by the DFLL, the School of Arts and Humanities Curriculum and Educational Policies Committee, the University Office of Undergraduate Policies and Procedures, and, finally, by the Board of Trustees of the University of Alabama System in May 2007. The SSPC was the first undergraduate certificate at UAB, and it was first implemented in the Fall 2007. It was lauded as a model program to meet societal needs and consolidate and expand language enrollment. The SSPC program was designed for traditional as well as non-traditional students. The main objective of this program was, and still is, not only to fulfill UAB students' academic needs for their future, but also to create connections with local professionals. Because of the steady growth of the Hispanic population in the nation, with almost 17% percent of the population (US Census Bureau, 2012), each day more and more pro-fessionals, such as teachers, medical care professionals, business people, law enforcement officers and others, have the need to communicate with the Hispanic community. The courses are content, vocabulary and culture-based. Students learn the vocabulary, language and cultural background that they use in their professional field through extensive practice in the classroom and also out of class through service-learning opportunities. Publication and promotion of a new program is paramount for its success. An easy to navigate and informative website is critical for the SSPC (http://www.uab.edu/languages/ssp). The website houses the necessary documents that offer information to prospective students and local professionals, and a detailed description of the application process can also be found there. Once the website and all SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 66 documentation (e.g., program application form, student manual, checklist, and flier) were created, the program was ready for promotion and student recruitment. Promotion and recruitment efforts included regular information sessions (2–3 per semester) open to all students and the general public; briefings at academic advisors general meetings; presentations at specific business, health and international studies classes; and announcements in local newspapers, magazines and UAB's website and newspapers. The SSPC program requires completion of a minimum of six classes (18 credits) in SSP, of which at least 12 credits must be at the advanced level. Students may choose classes within the professional track of their interest (e.g., health care, business or translation and interpretation), but they are required to take a phonetics and phonology course and a foreign language service-learning course for the completion of the SSPC requirements. The foreign language service-learning course must be taken towards the end of the program to ensure that students have the desired occupational language skills to function well working with a community partner.1 Students must receive an A or B grade in all courses and maintain a minimum of 2.8 GPA in Spanish to maintain a "good standing" status. They can retake courses for a higher grade if necessary. The final program requirement is to pass an oral interview at the level of intermediate-mid or above, according to the ACTFL speaking guidelines.2 There is a program application process that is open all year. Regular UAB students must submit an electronic application. Local professionals must first be admitted as non-degree seeking students at UAB before they can apply for the SSPC.3 The SSPC program director reviews applications and sends acceptance or rejection letters. Then, she communicates with the UAB Director of Academic Records who updates the students' records and transcripts. SSPC candidates are asked to meet with the SSPC advisor at least once a year for an advising session, although many students choose to meet more frequently. Outcomes, Program Assessment and Outgrowth The SSPC has become a popular program in the Department of Foreign Languages and Literatures. In its five years of existence, the program has enrolled 86 students, of which 27 have already successfully graduated from the program. The program offers three tracks: health care, business, translation and interpretation. Each track offers two courses, one at the intermediate and one at the advanced levels. Not surprisingly, due to the specific context at UAB and in the Birmingham area, the most popular and highest enrolled courses have usually been the Spanish for health professional classes, which are offered every semester (three times a year). The rest of the classes are offered once or twice a year, depending on demand and instructor availability. Because some of these courses are not offered every semester, it is very important that SSPC candidates meet regularly with the SSPC advisor to ensure that they graduate in a timely manner. One of the main and most visible successes of the SSPC are the collaborations that have been established with other units on campus, such as the Schools of Business, Dentistry, Health Professions, Nursing and Medicine. The advanced Spanish for Health Professionals course is offered cross-listed with the School of Nursing courses, creating a unique and enriching learning environment for all students, who share the same classroom. The SSPC faculty design and teach courses for students in the Schools of SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 67 Dentistry and Medicine with regularity. Recently, a former Spanish major from the DFLL and a current medicine student, partnered with the DFLL and the SSPC to organize a short Spanish course for medical students. The course was designed and taught by an SSPC faculty and offered during the winter break between sessions in the School of Medicine (Davidson & Long, 2012). Furthermore, weekly Spanish conversation tables are offered by SSPC faculty, which are open to any student on campus with an interest in health related professions. In addition, the Graduate Student Associations of the Schools of Medicine and Dentistry have separately organized weekly Spanish conversation tables led by SSPC faculty and students. All of these efforts clearly indicate the high level of interest to learn Spanish from the part of the students in health-related professions, who are doing whatever they can to include some level of medical Spanish study in their busy academic schedules. Another success of the SSPC is the quality of student research, which is linked to the professional interest of the student within a local context. Two illustrative examples, from the inception of the program to the most recent are "Legalese and Spanish: The Hispanic Immigrant Experience with the Legal System in Birmingham, Alabama" (Hall, 2007) and "H.B. 56 and Its Impact in the State of Alabama" (Novak, 2012). In the former, SSPC and Spanish Honor's student Brittlyn Hall conducted a survey study among law firms in Birmingham to investigate the level of legal support offered to the Hispanic population and the specific Spanish needs of these firms. In the most recent, SSPC graduate and current MBA student in the School of Business investigated the economic impact of the new State immigration law known as H.B. 56 mentioned earlier (Novak, 2012). Both studies linked the students' professional interest to their community. The studies taught them not only valuable information about their professions and future careers, but also gave them firsthand experience about how their professions interact with their community and the synergistic relationships that are born from such interactions. An integral part of the long-term success of a new program is periodic program evaluations to assist in implementing necessary modifications. At the end of the program students are asked to complete an SSPC Exit Survey, in which they provide useful feedback about the program. This is mainly a demographic and a student satisfaction survey (see survey in the Appendix) used to get to know our students, their needs and their expectations better and to make adjustments as necessary. One important modification that has already been implemented in light of the students' feedback is an additional course on translation and interpretation at the intermediate level (the original certificate only offered advanced translation and interpretation). This new course was necessary as a stepping-stone to the advanced course, which was regarded as too challenging by many students. Another important addition to the program occurred in 2010. The SSPC and the Department of Art and Art History partnered to have a student competition to design a logo for the SSPC. As a class requirement, all students in an advanced graphic design class were asked to design a logo. This was a unique and incredible experience for students, since not only was this their first real assignment, but they also were competing for the first time for a real client. There were 27 entries. Graphic design students met with the SSPC Director and explained their logo, motivations and meanings. After that, the SSPC Director asked all faculty in the Department of Foreign Languages and Literatures to vote on their first three choices. The logo with the most votes was selected as the SSPC official logo (see logo at http://www.uab.edu/languages/ssp).4 SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 68 In an effort to strengthen the business Spanish track of the SSPC, in 2010, the interim chairperson of the Department of Foreign Languages and Literatures John K. Moore and the SSPC Director met with administrators in the School of Business to discuss ways in which to collaborate. After several meetings, it was clear that there was a need and an interest for Spanish (and Chinese) in the business world. However, the business curriculum at UAB is rather inflexible due to their accreditation limitations. Because business students at UAB are unable to incorporate the SSPC program into their regular curriculum, the Department of Foreign Languages and Literatures offered to design a new and shorter 12-credit program catered to business majors: a new minor in Spanish for Business. The new minor employs courses already existing in the Department of Foreign Languages and Literatures: Spanish for the Professions, Business Spanish and any other two intermediate or advance Spanish courses. The proposal was approved by the University in April 2011 and was first implemented in the fall of 2012 (for an overview of the program, visit: http://www.uab.edu/languages/images/pdfs/news/Minor_Spanish_for_Business.pdf). As this new program is in its first year, it is still premature to make an accurate evaluation. However, due to the overall success of the SSPC and to the growing globalized economies and markets, we predict a successful prospect for this new program. We look forward to report related findings in the near future. Conclusions and Future Directions As the results of surveys by Grosse and Voght (1990) and recently by Long and Uscinski (2012) have demonstrated, LSP courses and programs in the United States are no longer peripheral within the educational curriculum in higher education. They have become highly demanded by a dynamic student population that is in charge of their own learning and wish to be well prepared for an extremely competitive future in a globalized world. This article has described the recently established Spanish for Specific Purposes Certificate program at the University of Alabama at Birmingham within a local context. This program caters to traditional and non-traditional students who share educational goals and classroom experiences. Because it is a highly practical and applicable program in real life, and because it is available to all students and local professionals, the SSPC has become one of the fastest growing programs at UAB with almost 30 graduates in its short existence. Most importantly, the program has created strong and synergistic connections and collaborations with local companies (e.g., hospitals, clinics, charity organizations, banks, libraries, law firms, government offices, schools and early learning centers) through the foreign language service-learning course required for the SSPC. In addition, the SSPC has established collaborations with other units on campus, such as the Schools of Business, Dentistry, Health-Professions, Nursing and Medicine. Furthermore, SSPC students produce high quality research linking their professional interest to their communities and exploring its synergetic relationships. SSPC graduates move on to a variety of professional fields in health, business and translation and interpretation services, or to graduate programs in related fields in which their knowledge of occupational Spanish is (or will be) useful and beneficial to them, their companies and their community. SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 69 One significant outgrowth of the SSPC is the new minor for Business Spanish established in fall 2012 utilizing SSPC resources. This new program seals collaborative efforts between the Department of Foreign Languages and Literatures and the School of Business and aims to cater primarily to Business students, but is also open to any student with an interest in pursuing an international career. As mentioned earlier, an integral part of a successful program is periodic program assessment. The SSPC Exit Survey taken by graduating students gives the SSPC director and faculty regular opportunities to reflect upon the progress of the program, and thus, to make revisions where necessary. In addition to this informal form of student satisfaction evaluation, it is important to conduct some type of performance assessment to investigate the impact that the SSPC classes have on students' Spanish performance. This performance program assessment has been projected to take place within the next academic year and we look forward to new findings. Acknowledgments I would like to sincerely thank former UAB DFLL chairperson Sheri Spaine Long for her full and constant support in the creation, development and implementation of the SSPC and for her always brilliant ideas, as well as for her input on earlier drafts of this paper; to former UAB DFLL Interim chairperson John K. Moore for his full support in the continuation of the SSPC and his critical role in the conceptualization and establishment of the new minor for Business Spanish; to SSPC faculty María Jesús Centeno, Krista Chambless, Brock Cochran, Belita Faki and Malinda O'Leary for their extraordinary work teaching the SSPC courses—the program would not be the same without these remarkable instructors; to all SSPC students who are our source of inspiration every day; and finally, I am grateful to the reviewers of earlier drafts of this paper for their accurate feedback. Notes 1For a detailed description and a sample syllabus of the Foreign Language Service-Learning course required for the SSPC, see Sánchez-López (2013; forthcoming). 2American Council for the Teaching of Foreign Languages proficiency guidelines can be found at http://www.actfl.org/files/public/Guidelinesspeak.pdf. 3Non-degree seeking students must have a minimum of 12 credit hours of successful college level work (grade C or above in all courses), with the following distribution (minimum): at least 6 credit hours in Area 1 (English Composition), at least 3 credit hours in Area 2 (Arts and Humanities), and at least 3 credit hours in Area 4 (Social Sciences). 4The artist of the SSPC logo is UAB's graphic design student Alan Heiman. The faculty member of the graphic design class that participated in this project is Professor Douglas B. Barrett. References American Council for the Teaching of Foreign Languages Proficiency Guidelines (1999). Retrieved from http://www.actfl.org/files/public/Guidelinesspeak.pdf SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 70 Center for American Progress (2011). Retrieved from http://www.americanprogress.org/ Davidson, L., & Long, S. S. (2012). Medical Spanish for US medical students: A pilot case study. Dimension, 1–13. Retrieved from http://scolt.webnode.com/ Doyle, M. S. (2010). A responsive, integrative Spanish curriculum at UNC Charlotte. Hispania, 93(1), 80–84. Foreign languages and higher education: New structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2007 (May). Retrieved from http://www.mla.org/flreport Friedman, T. (2005). The world is flat: A brief history of the 21st century. New York: Farrar, Strauss & Giroux. Grosse, C., & Voght, G. (1990). Foreign language for business and the professions at US colleges and universities. The Modern Language Journal, 74, 36–47. Hall, B. (2007). Legalese and Spanish: The Hispanic immigrant experience with the legal system in Birmingham, Alabama. Unpublished paper. Jorge, E. (2010). Where's the community? Hispania, 93(1), 135–138. Long, M., & Uscinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990–2011 [Special Issue]. The Modern Language Journal, 96, 173–189. Novak, J. (2012). H.B. 56 and its impact in the state of Alabama. Unpublished paper. President's Commission on Foreign Language and International Studies (1980). Strength through wisdom: A critique of US capability. The Modern Language Journal, 64, 9–57. Report to the Teagle Foundation on the Undergraduate Major in Language and Literature. (2009). MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2009 (February). Retrieved from http://www.mla.org/pdf/2008_mla_whitepaper.pdf Sánchez-López, L. (2010). El español para fines específicos: La proliferación de programas creados para satisfacer las necesidades del siglo XXI. Hispania, 93(1), 85–89. Sánchez-López, L. (Forthcoming 2013). Service learning course design for Languages for Specific Purposes programs [Special Issue]. Hispania, 96(2). Southern Poverty Law Center (2011). Retrieved from http://www.splcenter.org/ State of Alabama (2011). Retrieved from http://www.ago.state.al.us/Page-Immigration The Princeton Review (2013). Retrieved from http://www.princetonreview.com/TheUniversityofAlabamaatBirmingham UAB Minor in Business Spanish. (2012). Retrieved from http://www.uab.edu/languages/images/pdfs/news/Minor_Spanish_for_Business.pdf UAB Office of Planning and Analysis. (2012). Retrieved from http://www.uab.edu/opa/ UAB Spanish for Specific Purposes program. (2012). Retrieved from http://www.uab.edu/languages/ssp United States Census Bureau. (2010). Retrieved from http://2010.census.gov/2010census/data/ United Stated Census Bureau. (2012). Retrieved from http://quickfacts.census.gov/qfd/states/00000.html UAB Vision. (2012). Retrieved from http://www.uab.edu/home/about University of Alabama at Birmingham (2013). Retrieved from http://www.uab.edu/ SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 71 APPENDIX The University of Alabama at Birmingham College of Arts and Sciences Department of Foreign Languages and Literatures Spanish for Specific Purposes Certificate (SSPC) Exit Survey Note: This survey is anonymous. Please, be as honest as possible when completing it. Thank you for providing us with valuable information to get to know our students and to improve our SSPC program. I. Personal Information (circle one) 1. Gender: Male Female 2. Age: 18–20 20–23 24–26 27–30 More than 31 3. Regular UAB Student Non-regular UAB student (local professional) 4. Work: Full-time job Part-time job Unemployed 5. Work place: ______________________________; Position: __________________ 5. Race: African American Caucasian Hispanic Indian Asian Other 6. Major/s: ____________________________ Minor/s: ________________ 7. Previous Higher Education Degrees: _____________________________________ 8. Your first language/s is/are:____________________________________________ SSPC related 1. How long did it take you to complete the SSPC program? ____________________ 2. In which of the three tracks did you specialize (health, business, translation & interpretation)?: ________________________________________________________ 3. Please explain why you pursued the SSPC: __________________________________________________________________________________________________________________________________________________ 4. Did the SSPC fulfill your expectations? Yes No Please explain why? __________________________________________________________________________________________________________________________________________________ SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 72 5. Did the SSPC classes fulfill your expectations in general? Yes No Please explain why? __________________________________________________________________________________________________________________________________________________ 6. What did you like the most about the program? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 7. What did you like the least about the program? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 8. Please give us your suggestions on how to improve the SSPC program: __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 9. How will the SSPC impact your current or future career? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 10. Would you recommend the SSPC to your friends or colleagues? Yes No 11. Finally, do you give your permission to use the information that you provided above anonymously for statistical and research purposes? Yes No Note: If you have further comments, please use the back of this form. GRACIAS.

Activities of institutions that deal with issues of public administration in the system of professional training for civil servants in Ukraine are researched in the article. Conducted analysis of institutional basis of public administration at the system of training and in-service training of civil servants an local government officials allows to comprise conclusion that public administration in this system in Ukraine has some peculi-arities. First of all, educational process is being conducted on the ground of system approach in realization of unified state personnel policy; secondly, public administration in system of civil servants professional train-ing is realized through mechanisms of legal, methodical, informational and personnel provision; then, estab-lishment of this system in Ukraine was grounded on the principles of enhancement of system management, consecutive development of inter-system and inter-sectional relationships with the aim of clear coordination between every state institutions at different levels of administration. ; У статті досліджується діяльність інституцій, до відання яких належать питання державного управ-ління системою професійного навчання державних службовців в Україні. Одним із пріоритетних напря-мів соціально-економічного розвитку України та успішної реалізації завдань Програми економічних реформ України на 2012-2014 роки є якісне удосконалення системи підготовки, перепідготовки та під-вищення кваліфікації посадових осіб місцевого самоврядування, належне організаційне забезпечення створення професійної та ефективної державної служби. У зв'язку з цим постає необхідність більш де-тального розгляду діяльності суб'єктів державного управління системою професійного навчання дер-жавних службовців в Україні. Проведений аналіз інституційної бази державного управління системою підготовки, перепідготовки та підвищення кваліфікації державних службовців і посадових осіб місцево-го самоврядування дозволяє сформулювати висновок про те, що державне управління цією системою в Україні має ...

With this article we investigate through a narrative inquiry into the links between parenting, and life experience, education and professional practice. The study involved 24 collaborators, whose status as parents and educators has allowed us to biographical approach to the links between the two facets of their lives. In the studywe have assumed a unique perspective and opinion of the experience of parenthood, read in conjunction withmale socialization processes, and embedded in professional development of each employee. The work resulted in each case the collection and analysis of data through personal accounts, with the approach we were looking for new ways to address parenting and its influence on educational craft itself. In this article, apart from general considerations derived from the analysis of the 24 stories, 4 cases recovered from their singularities to try to show each employee's subjective sense and understanding of social and relational scenarios in which these subjectivities are going setting, here by trying to expand personal conceptions, political and social justice is the education profession, placed in relation to male gender identity. Fromthe analysis of the stories related conclusions emerge formative potential of narrative, the implications of parenthood in personal and professional life and your relationships, look changes that have occurred from there and the importance of reflecting on these issues from alternative male models to the hegemonic.We finished the job pointing out possible future research and action in the light of the stories. ; Con este artículo pretendemos indagar a través de una investigación narrativa en los vínculos entre la paternidad, como experiencia vital, y el ejercicio profesional educativo. En el estudio participaron 24 colaboradores, cuya condición de padres y educadores nos ha permitido una aproximación biográfica a los nexos entre ambas facetas de sus vidas. En él hemos asumido una perspectiva singular y subjetiva de la experiencia de la paternidad, puesta en relación con los procesos de socialización masculina, e imbricados en el desarrollo profesional de cada colaborador. El trabajo realizado supuso para cada caso la recogida y análisis de datos a través de relatos biográficos, con los que buscábamos acercarnos a nuevas formas de encarar la paternidad y su influencia en el propio oficio educativo. En este artículo, aparte de las consideraciones generales derivadas del análisis de los 24 relatos, recuperamos los casos representativos de 4 tipologías desde sus singularidades para tratar de mostrar los sentidos subjetivos de cada colaborador y la comprensión de los escenarios sociales y relacionales en que estas subjetividades se van configurando; tratando con ello de ampliar las concepciones personales, políticas y de justicia social que tiene la profesión educativa, puestas en relación con la identidad de género masculina. Del análisis de los relatos se desprenden conclusiones relacionadas con las potencialidades formativas de lo narrativo, las implicaciones de la paternidad en la vida personal y profesional y sus relaciones, los cambios de mirada que se han producido a partir de ahí y la importancia de reflexionar sobre estas cuestiones desde modelos masculinos alternativos a lo hegemónico. Finalizamos el trabajo apuntando posibles líneas futuras de investigación y actuación a la luz de los relatos. ; Com este artigo, vamos investigar através de uma investigação narrativa sobre as relaçõesentre pais e experiência de vida, educação e prática profissional. O estudo envolveu 24 colaboradores,cujo status como pais e educadores nos permitiu abordagem biográfica para as ligações entre as duas facetasde suas vidas.No estudo, assumimos uma perspectiva única e opinião da experiência da paternidade,em conjugação com os processos de socialização masculina, e incorporado no desenvolvimento profissionalde cada colaborador. O trabalho resultou em cada caso, a coleta e análise de dados através de contaspessoais, com a abordagem que estávamos procurando novas maneiras de lidar com pais e sua influênciano próprio ofício educacional. Neste artigo, além de considerações gerais derivadas da análise das 24 histórias,4 casos recuperados de suas singularidades para tentarmostrar sentido subjetivo de cada funcionárioe compreensão de cenários sociais e relacionais em que essas subjetividades vão definição, tentando,assim, para ampliar concepções pessoais, justiça política e social é a profissão de educação, colocada emrelação à identidade de gênero masculina. A partir da análise das histórias conclusões relacionadas emergempotencial formativo de narrativa, as implicações da paternidade na vida pessoal e profissional e seusrelacionamentos, procuremudanças que ocorreramde lá e da importância de refletir sobre estas questõesa partir de modelos masculinos alternativos ao hegemônico. Nós terminamos o trabalho apontando possíveisfuturas pesquisas e de ação à luz das histórias.

Objectives. In the framework of the EU project 'Improving quality and safety in the hospital: The link between organizational culture, burnout and quality of care', focus groups (FGs) were conducted to explore hospital environment stressors and their relationship with health care professional (HP) well-being and quality of care. Methods. Semi-structured interviews and FGs were used. Three mixed FGs with 23 health care workers, two FGs with 12 nurses, and another one with nine physicians were conducted. Thematic analyses were performed. Data were coded into main themes and subthemes. Results. Three themes emerged from the discussions: (1) Organizational stressors associated with working conditions concerning the nature of the job, workload and working schedule, unclear role definition, lack of time for personal development, interpersonal relationships at work, changes in health policy, (2) work–family spillover and (3) the gendered nature of health care work and of patients' expectations, and the gendered character of the workplace. Conclusions. Health care professionals are faced with numerous challenges that create stress affecting their daily life. Job stressors related to working conditions, the negative and positive spillover of work–family interference and the gendered nature of health care work emerged as important issues for Turkish HPs.

RESUMO Objetivo: analisar de maneira contextual as faces da Reforma Psiquiátrica Brasileira pelas dimensões teórico-conceitual, técnico-assistencial, jurídico-política e sociocultural. Método: ensaio teórico, utilizando-se o referencial teórico de Hinds, Chaves e Cypress. Resultados: a dimensão teórico-conceitual da Reforma Psiquiátrica Brasileira caracteriza-se pelo conjunto de conhecimentos sobre o saber/fazer psiquiátrico. A dimensão técnico-assistencial refere-se à reorganização dos serviços de saúde mental. A dimensão jurídico-política consiste em uma revisão das legislações civil, penal e sanitária dos conceitos sobre doença mental. A dimensão sociocultural corresponde ao conjunto de práticas sociais para transformar a concepção de doença mental junto à sociedade. Conclusão: as quatro dimensões da Reforma Psiquiátrica Brasileira revelam obstáculos e desafios na busca pela melhoria no atendimento ao portador de transtorno mental pela (re) formulação conceitual, legal e operacional do doente e da doença mental. Descritores: Saúde Mental; Reforma dos Serviços de Saúde; Prática Profissional; Relações Profissional/Família. ABSTRACT Objective: to contextually analyze the faces of the Brazilian Psychiatric Reform by the theoretical-conceptual, technical-assistential, legal-political and socio-cultural dimensions. Method: it is a theoretical essay, which makes use of the theoretical benchmark of Hinds, Chaves and Cypress. Results: the theoretical-conceptual dimension of the Brazilian Psychiatric Reform is characterized by the set of knowledge about knowledge the psychiatric know/how. The technical-assistential dimension refers to the reorganization of mental health services. The legal-political dimension is a review of the civil, criminal and sanitary legislations of the concepts about mental illness. The socio-cultural dimension corresponds to a set of social practices to transform the concept of mental illness together with society. Conclusion: the four dimensions of the Brazilian Psychiatric Reform reveal barriers and challenges in the quest for improvement in care for patients with mental disorders by means of conceptual, legal and operational (re) formulation of the patient and the mental illness. Descriptors: Mental Health; Reform of Health Services; Professional Practice; Professional/Family Relationships. RESUMEN Objetivo: analizar de manera contextual las etapas de la Reforma Psiquiátrica Brasileña por las dimensiones teórico-conceptual, técnico-asistencial, jurídico-política y sociocultural. Método: ensayo teórico, utilizando el marco teórico de Hinds, Chaves y Cypress. Resultados: la dimensión teórico-conceptual de la Reforma Psiquiátrica Brasileña se caracteriza por el conjunto de conocimientos sobre el saber/hacer psiquiátrico. La dimensión técnico-asistencial se refiere a la reorganización de los servicios de salud mental. La dimensión jurídico-política consiste en una revisión de las legislaciones civil, penal y sanitaria de los conceptos sobre la enfermedad mental. La dimensión sociocultural corresponde al conjunto de prácticas sociales para transformar el concepto de enfermedad mental en la sociedad. Conclusión: Las cuatro dimensiones de la Reforma Psiquiátrica Brasileña revelan obstáculos y desafíos en la búsqueda de la mejoría en el atendimiento al portador de trastorno mental por la (re) formulación conceptual, legal y operacional del enfermo y de la enfermedad mental. Descriptores: Salud Mental; Reforma de los Servicios de Salud; Práctica Profesional; Relaciones Profesional/Familia. ; ABSTRACT Objective: to contextually analyze the faces of the Brazilian Psychiatric Reform by the theoretical-conceptual, technical-assistential, legal-political and socio-cultural dimensions. Method: it is a theoretical essay, which makes use of the theoretical benchmark of Hinds, Chaves and Cypress. Results: the theoretical-conceptual dimension of the Brazilian Psychiatric Reform is characterized by the set of knowledge about knowledge the psychiatric know/how. The technical-assistential dimension refers to the reorganization of mental health services. The legal-political dimension is a review of the civil, criminal and sanitary legislations of the concepts about mental illness. The socio-cultural dimension corresponds to a set of social practices to transform the concept of mental illness together with society. Conclusion: the four dimensions of the Brazilian Psychiatric Reform reveal barriers and challenges in the quest for improvement in care for patients with mental disorders by means of conceptual, legal and operational (re) formulation of the patient and the mental illness. Descriptors: Mental Health; Reform of Health Services; Professional Practice; Professional/Family Relationships. RESUMO Objetivo: analisar de maneira contextual as faces da Reforma Psiquiátrica Brasileira pelas dimensões teórico-conceitual, técnico-assistencial, jurídico-política e sociocultural. Método: ensaio teórico, utilizando-se o referencial teórico de Hinds, Chaves e Cypress. Resultados: a dimensão teórico-conceitual da Reforma Psiquiátrica Brasileira caracteriza-se pelo conjunto de conhecimentos sobre o saber/fazer psiquiátrico. A dimensão técnico-assistencial refere-se à reorganização dos serviços de saúde mental. A dimensão jurídico-política consiste em uma revisão das legislações civil, penal e sanitária dos conceitos sobre doença mental. A dimensão sociocultural corresponde ao conjunto de práticas sociais para transformar a concepção de doença mental junto à sociedade. Conclusão: as quatro dimensões da Reforma Psiquiátrica Brasileira revelam obstáculos e desafios na busca pela melhoria no atendimento ao portador de transtorno mental pela (re) formulação conceitual, legal e operacional do doente e da doença mental. Descritores: Saúde Mental; Reforma dos Serviços de Saúde; Prática Profissional; Relações Profissional/Família. RESUMEN Objetivo: analizar de manera contextual las etapas de la Reforma Psiquiátrica Brasileña por las dimensiones teórico-conceptual, técnico-asistencial, jurídico-política y sociocultural. Método: ensayo teórico, utilizando el marco teórico de Hinds, Chaves y Cypress. Resultados: la dimensión teórico-conceptual de la Reforma Psiquiátrica Brasileña se caracteriza por el conjunto de conocimientos sobre el saber/hacer psiquiátrico. La dimensión técnico-asistencial se refiere a la reorganización de los servicios de salud mental. La dimensión jurídico-política consiste en una revisión de las legislaciones civil, penal y sanitaria de los conceptos sobre la enfermedad mental. La dimensión sociocultural corresponde al conjunto de prácticas sociales para transformar el concepto de enfermedad mental en la sociedad. Conclusión: Las cuatro dimensiones de la Reforma Psiquiátrica Brasileña revelan obstáculos y desafíos en la búsqueda de la mejoría en el atendimiento al portador de trastorno mental por la (re) formulación conceptual, legal y operacional del enfermo y de la enfermedad mental. Descriptores: Salud Mental; Reforma de los Servicios de Salud; Práctica Profesional; Relaciones Profesional/Familia.

After the mid 1930s in Argentina, as in other Latin American countries, the government, through its public works, began to use modern architecture as a vehicle of communication, to create a public image of progress and technical efficiency. This impulse is evident regardless of the ideological fundaments of the different governments. Sometimes young architects were incorporated into the technical divisions of public offices (thereby redefining professional relationships) while other times prestigious architects were employed for projects. In both cases, technical knowledge, mediating between politics and society, was placed in a symbolic position of neutrality and administrative rationality. (Liernur, 2001)The purpose of this article is to account for transformations that occurred within project design processes and logic in little over one decade, based on an analysis of Amancio Williams and Wladimiro Acosta's proposals for public hospitals. ; En Argentina, como en otros países de Latinoamérica, avanzada la década los años 30 el Estado, a través de la obra pública, comenzó a asumir a la arquitectura moderna como un vehículo de comunicación, emitiendo representaciones de progreso y eficiencia técnica. Este impulso es evidente con independencia de los fundamentos ideológicos de los gobiernos, a veces incorporando jóvenes arquitectos a los planteles técnicos de las oficinas públicas (redefiniendo con ello las relaciones profesionales) y otras acudiendo a figuras de prestigio. En uno y otro caso, al saber técnico, dispuesto como mediador entre la política y la sociedad, se le otorgó el lugar simbólico de la neutralidad y la racionalidad administrativa. (Liernur, 2001) El propósito de este trabajo es el de, analizando propuestas de Wladimiro Acosta y Amancio Williams para hospitales públicos, dar cuenta de transformaciones ocurridas al interior de los procesos y las lógicas del proyecto en apenas algo más de una década.