Suchergebnisse

Independent variables that facilitate the development of a professional self-concept among teaching assistants in graduate school are researched in a study involving 364 graduate teaching assistants at Florida State U, during the Spring 1969-70 academic year. Data were collected by means of a mailed questionnaire. The dependent variable is professional self-concept, with professional role-enactment, exposure to graduate school, perceived success, career expectations, autonomy & previous experience being the independent variables. 0-order relationships & J. Coleman's measure of effect parameters were used to measure the relationships. The findings were compared to those of previous research in the field of professional self-concept, & found to support conclusions there. Role-enactment explains the most variation, with exposure second. While autonomy does not have a strong independent effect on self-concept, its interaction with role-enactment, exposure, & perceived success suggest it to be a possible important positive or negative part of the professionalization process & worthy of consideration. The pros & cons of teaching assistantship in developing professional self-concept are discussed, & the implications of the study, since all independent variables have some impact in forming professional self-concept, are pointed out as important in achieving maximum development of a professional self-concept. 6 Tables. S. Coler.

St. Louis politics is marked by 2 loose but enduring constellations of interests. One is composed of major `downtown' business interests, various professional groups, & is supported by middle & upper-middle income voters. The other combines labor unions, ward pol'al leaders, Negroes, & other low income voters. These 2 groupings persist, differ in basic values & perspectives, & yet do not provide the basis for 2 competing parties. Rather they operate as factions within the dominant party, whichever party that may be in a given period. The crucial factor seems to be the formal structure of Gov which effectively separates the offices controlling policy decisions from those controlling pol'al perquisites. Each constellation of interests is primarily concerned with one set of offices, &, as a consequence, neither group is forced into full-scale combat with the other, as would be required under a more centralized Gov'al structure. IPSA.

Essential portions of a report prepared for UNESCO are presented. Reactions by social scientists to dilemmas related to the risks & benefits of research have resulted in 'the applied professional model' which consists of an explicit set of codes & penalties for noncompliance. A survey of over 300 national associations of anthropologists, economists, political scientists, psychiatrists, psychologists, & sociologists obtained from international associations was undertaken in 1973 & 1974. 24 responded with codes of ethics, & a composite code was developed by listing all unique statements relating to the conduct of research. The same was done for problems associated with the use of scientific findings, based on the 5 codes of the 24 which included such provisions. Both sets of principles are presented. Little attention was given to sanctions, which limits the use of the applied professional model as an appropriate control model. Some of the problems associated with the model stem from innate differences between applied professionals & scientific investigators. As an alternative, a research protocol-licensed investigator procedure is proposed, which concludes Part I of the report. Part II discusses 3 interrelated issues: (1) different ways in which mankind may not realize benefits from scientific knowledge or in some way be harmed by it, (2) the scientist's responsibility for benefits foregone or harm produced, & (3) the ability of scientists to apply control mechanisms to minimize benefits foregone or harm when scientific knowledge is applied to specific situations. Part III discusses the interrelationships between the scientific enterprise & societal decision-makers. Both structural relationships & values are included, with some emphasis on matters arising from incongruence between political values of scientific investigators & decision-makers. 1 Table, 1 Appendix. J. N. Mayer.

The idea of a general professional/bureaucrat conflict has a very narrow empirical base. It is suggested that such conflict may be `value specific' or `role specific'. To test this, a sample of members of the Institute of Chartered Accountants was drawn as a criterion professional group, because of the equal distribution of its members between private practice and industry. The profession's values were operationalized in specific terms as being concerned with `caution', `exactitude', `anti-theoretical pragmatism', `professional exclusiveness', `quantification' and `rationality'. Differences between members of the profession in private practice and in industry were shown on the first four of these values. A further sample of Accountants in industry showed that the values of `quantification' and `rationality' did not differ between holders of different roles in industry, which accorded with the hypothesized functionality of these values. The extent to which the other values were held was shown to vary with aspects of the role relationships in which the Accountant finds himself in industry.

In his status as a minor, the child is deprived of self-determination & self-manag. The guardian, whether parent, adoptive parent, or judicially appointed person, represents the child's rights & interests in a personal relationship with the child. Studies show, however, that this protective law is almost completely neglected in the actual practice of courts & community soc agencies serving children, despite mounting evidence of the effect of improper guardianship in child neglect, abuse, exploitation, nonsupport, running away, falling into trouble with the law, & so on. The US Children's Bur has made a start toward corrective legislation & practices by suggesting principles & language for legislation which defines & distinguishes key terms at law & clarifies authority & professional relationships with children. AA.

Basic guarantees of American law for protection of the person against unauthorized control by others, respect for the dignity and rights of the individual, and effective par ticipation in community life are safeguarded for the child by a special protective status and protective relationship. In his status as a minor, the child is deprived of self-determination and self-management. The guardian, whether parent, adoptive parent, or judicially appointed person, represents the child's rights and interests in a personal relationship with the child. Studies show, however, that this protective law is almost com pletely neglected in the actual practice of courts and community social agencies serving children, despite mounting evidence of the effect of improper guardianship in child neglect, abuse, exploitation, nonsupport, running away, falling into trouble with the law, and so on. The United States Children's Bureau has made a start toward corrective legislation and practices by suggesting principles and language for legislation which defines and distinguishes key terms at law and clarifies authority and professional relationships with children.

Intro -- What is palliative care? -- When children need palliative care. -- Why it can be hard to get palliative care. -- We can give very ill children the palliative care they need. -- 1. Children should have care that is focused on their needs and the needs of their families. -- 2. Health plans should make it easier for children and families to get palliative care. -- 3. Health care professionals should be trained to give palliative care to children. -- 4. Researchers should find out more about what care works best. -- We can improve palliative care for very ill children and their families. -- A word to families . . . -- We can improve palliative care for very ill children and their families.

Front Matter -- Contents -- Preface -- Acknowledgments -- Reviewers -- Summary -- Introduction -- Patterns of Childhood Death in America -- Pathways to a Child's Death -- Communication, Goal Setting, and Care Planning -- Care and Caring from Diagnosis Through Death and Bereavement -- Providing, Organizing, and Improving Care -- Financing of Palliative and End-of-Life Care for Children and Their Families -- Ethical and Legal Issues -- Educating Health Care Professionals -- Directions for Research -- References -- Appendix A Study Origins and Activities -- Appendix B Prognostication Scores -- Appendix C Assessing Health-Related Quality of Life in End-of-Life Care for Children and Adolescents -- Appendix D Cultural Dimensions of Care at Life's End for Children and Their Families -- Appendix E Bereavement Experiences after the Death of a Child -- Appendix F End-of-Life Care in Emergency Medical Services for Children -- Appendix G Education in Pediatric Palliative Care -- Appendix H Progress in Pediatric Palliative Care in New York State-A Demonstration Project -- Appendix I Committee Biographical Statements -- Index.