Suchergebnisse

This paper analyzes whether the educational and professional background of a head of government matters for the implementation of market-liberalizing reforms. Employing panel data over the period 1970-2002, we present empirical evidence based on a novel data set covering profession and education of more than 500 political leaders from 73 countries. Our results show that entrepreneurs, professional scientists, and trained economists are significantly more reform oriented. Contrary, union executives tend to impede reforms. We also highlight interactions between profession and education with time in office and the political leaning of the ruling party.

This paper analyzes whether the educational and professional background of a head of government matters for the implementation of market-liberalizing reforms. Employing panel data over the period 1970-2002, we present empirical evidence based on a novel data set covering profession and education of more than 500 political leaders from 73 countries. Our results show that entrepreneurs, professional scientists, and trained economists are significantly more reform oriented. Contrary, union executives tend to impede reforms. We also highlight interactions between profession and education with time in office and the political leaning of the ruling party.

This article explores the attitudes of Japanese and Lithuanian social work program teachers towards the challenges posed by modern technologies that may transform social work profession and studies. Study data revealed that scientists from both countries admit that "taming" technologies and optimally "cooperating" with them is the main challenge of social work practice and studies. On the one hand, belief that technological development will provide more opportunities to fulfil the mission of social work was prevalent among the study participants, on the other hand, they had expressed concern that eventually the use of technology will change the essence of social work as a profession of human relations or will create modified forms of social exclusion. Additionally, a niche for the new role of the social worker was identified: to help the world "occupied" by technology remain "social". Attitudes of research participants from both Lithuania and Japan can be linked to traditional concept of sociality and vision of social work as profession that belongs exclusively to area of human relations. B. Latour's asocial sociality concept can be applied for broader look into this situation. This concept states that efforts to trace the contribution of actors of an inhuman nature to what belongs in the human world may be more successful when one ceases to view the world exclusively through human eyes and tries to reveal the inner perspectives of phenomena of a mixed nature.

Includes index. ; The higher education for women / by Janet E. Hogarth -- Teaching as a profession for women / by Beatrice Orange -- On the education of the artistic faculty / by Louise Jopling -- Women and journalism / by Mary Frances Billington -- Some pros and cons of theatrical life / by Madge Kendal -- Medicine as a profession for women / by Ethel F. Lamport -- Public work for women on local government boards as factory inspectors / by Margaret H. Irwin -- Sanitary inspecting / by Mabyn Armour. ; Mode of access: Internet.

Includes index. ; The higher education of women / by Janet E. Hogarth -- Teaching as a profession for women / by Beatrice Orange -- On the education of the artistic faculty / by Louise Jopling -- Women and journalism / by Mary Frances Billington -- Some pros and cons of theatrical life / by Madge Kendal --Medicine as a profession for women / by Ethel F. Lamport -- Public work fo women on local government boards as factory inspectors / by Margaret H. Irwin -- Sanitary inspecting / by Mabyn Armour. ; Mode of access: Internet.

Rückblick auf die Schul- und Studiensituation von Hochschulabsolventen
der Universität und der Technischen Hochschule München und Beurteilung
der derzeitigen Berufssituation.

Themen: 1.Allgemeine Angaben zur sozialen und finanziellen Situation:
siehe Demographie


2.Schul- und Hochschulausbildung: Ortsgröße der besuchten Schulorte;
Schultyp; Bewertung der höheren Schule hinsichtlich der vermittelten
Fähigkeiten; Einschätzung der Schichtzugehörigkeit der Familie zum
Zeitpunkt des Besuchs der höheren Schule; eigener Entscheidungszeitpunkt
bzw. Elternwunsch für Aufnahme eines Universitätsstudiums; Dauer der
zeitlichen Unterbrechung zwischen Erwerb der Hochschulreife und Studium
sowie Gründe für diese Unterbrechung; wichtigste Kriterien für die
Hochschulortwahl (Skala); Fakultät bzw. Fachrichtung; intellektuelles
Interesse neben dem eigenen Fachgebiet; Kontinuierlichkeit bzw.
Unterbrechung des Studiums; allgemeine Beurteilung der Studienzeit und
der erlernten Fähigkeiten (Skala); Alternativen zur
Universitätsausbildung; vermuteter Einfluß von Größe, Lage und Image der
Universität auf die eigenen Berufschancen; Sicherheit der
Berufsvorstellung während des Studiums sowie Unsicherheitsgründe; in
Betracht gezogene berufliche Alternativen; Interesse am Erwerb eines
höheren Universitätsabschlusses (Promotion, Habilitation); Aufnahme
eines weiteren Studiums; Dauer der Unterbrechung zwischen Examen und
Zusatzstudium; Art der in dieser Zeit ausgeübten Tätigkeit; berufliche
Tätigkeiten während des Zweitstudiums; vermutete berufliche bzw. soziale
Vorteile eines höheren Universitätsabschlusses; vermutete Vorteile eines
Hochschulabsolventen gegenüber Berufskollegen ohne Hochschulausbildung;
Einschätzung der Notwendigkeit eigener Fortbildungsmaßnahmen in der
Zukunft; Beurteilung der Bedeutung ausgewählter Abschlussprüfungen bzw.
Examina auf die allgemeine soziale Stellung und den beruflichen
Werdegang; Entscheidungszeitpunkt für die jetzige berufliche Laufbahn.

3.Berufssituation: Berufstätigkeit bzw. Vorstellungen über den
zukünftigen Berufsbereich und die angestrebte berufliche Stellung; Dauer
und Art der Tätigkeit; Betriebsgröße; Stellung im Beruf; Arbeitsplatz-
und Berufswechsel sowie Einschätzung der Wahrscheinlichkeit zukünftiger
Wechsel; Einschätzung der Bedeutung von Spezialkenntnissen bzw.
Allgemeinbildung für die eigene berufliche Stellung; Beurteilung der
Praxisorientierung der Universitätsausbildung; Selbsteinschätzung der
Karrierechancen; Betriebsklima; wichtigste Faktoren für die eigene
Berufs- und Arbeitsplatzwahl (Skalen); wichtigste Arbeitgebererwartungen
bei der Personalauswahl (Skala); Einschätzung der bei der eigenen
Einstellung ausschlaggebenden Kriterien (Skala); Einschätzung des
Einflusses von Berufserfahrung und Leistungsorientierung auf die
Karriereentwicklung; Bedeutung des Hochschultyps für den beruflichen
Aufstieg; altersbedingte oder leistungsorientierte Gehaltseinstufung;
Einschätzung zukünftiger Verdienstmöglichkeiten von
Hochschulabsolventen; berufliche Zukunftserwartungen; Verhalten bei
Loyalitätskonflikten mit dem Arbeitgeber; Wichtigkeit ausgewählter
Lebensziele (Skala); Lebens- und Arbeitszufriedenheit.

Demographie: Alter (klassiert); Geschlecht; Familienstand; Einkommen;
Ortsgröße; Bundesland; Schulbildung und Art des Hochschulabschlusses des
Vaters bzw. der Mutter bzw. des Ehepartners; berufliche Position des
Vaters bzw. der Mutter; Jahreseinkommen des Vaters bzw. der Mutter bzw.
des Ehepartners (klassiert); Berufstätigkeit der Mutter bzw. des
Ehepartners; Schätzung des Jahreseinkommens in 10 Jahren; Erhalt von
Stipendien oder Darlehen; Erhalt einer finanziellen Unterstützung durch
die Eltern; Leben in einer Wohngemeinschaft; eigener Anteil und Anteil
des Ehepartners am gesamten Familienjahreseinkommen.

In a modern, civilized, democratic and political state like India, it is the law of the laws – the Constitution of India – which has conferred freedom on us and the right to live with human dignity and conscience. The constitution's widespread and deeply pervasive network of laws leaves hardly any human activity outside its net which is not governed by some law or the other. Birth, death and marriage have to be registered. There are laws on how to move or drive on the road, how to travel, where to smoke or not to smoke, what to eat and what not to eat, where to go and where to refrain from going and so on. The air that we breathe, the water that we drink, the food that we eat, and the house in which we live are all governed by law. From a little child purchasing an eraser or a pencil, to an adult travelling by air within or outside the country – all are subject to the law. Law determines the boundaries of human behavior which determines the limits of transgression as well as compliance. Everyone is supposed to know the law and the ignorance of law does not excuse anyone. So pervasive, complex and fast changing are the laws that a car bumper reads "Do it today, tomorrow it may be illegal," such is the pace of today's growth and evolution of the law.

Introduction: Help at birth is one of the historically oldest volunteers supports that a woman has offered to another woman. One of the reasons for high maternal and infant mortality was identified as a lack of basic medical knowledge among the woman who helped during birth and this required immediate action to secure the survival of nations. When the Church and government made demands for education and professional license, the voluntary help at birth transformed into an educated and paid profession for women. The study aimed to describe the evolution of women's education and the midwifery profession in Nordic countries from the 1600s until today. Methods: Historical and contemporary documents, research and grey literature, are drawn together to provide a historical description of the midwifery professional development and education in Nordic countries. Results: In the Nordic countries, governments from the 1600s had significant problems with high maternal and infant mortality. Most vulnerable were unmarried women and their children. To change the trend, northern countries had been inspired by France, Holland, England, and Germany, which had introduced education and a professional license for midwives. The targeted and systematic investment in midwifery education, followed by industrialization and welfare development in Nordic countries, has resulted in one of the highest survival rates for mothers and infants in the world today. In parallel with this, it has created the first female paid profession in history. Today, midwifery education is at the university level in all Nordic countries, and the certified midwife is responsible for pre- and post-natal care and normal birth. In Sweden, Norway, and Iceland, the midwife's responsibility also includes contraception counseling and prescription of drugs for birth control purposes. Conclusions: The education and professional licenses have contributed to a progressively improved care of birth women and infants. The professional and licensed midwife is positioned in society as an essential player in the current development of pre- and post-natal care. Furthermore, the graduated and licensed midwife positioned herself as the first paid professional female profession in modern history.

Introduction: Help at birth is one of the historically oldest volunteers supports that a woman has offered to another woman. One of the reasons for high maternal and infant mortality was identified as a lack of basic medical knowledge among the woman who helped during birth and this required immediate action to secure the survival of nations. When the Church and government made demands for education and professional license, the voluntary help at birth transformed into an educated and paid profession for women. The study aimed to describe the evolution of women's education and the midwifery profession in Nordic countries from the 1600s until today.
Methods: Historical and contemporary documents, research and grey literature, are drawn together to provide a historical description of the midwifery professional development and education in Nordic countries.
Results: In the Nordic countries, governments from the 1600s had significant problems with high maternal and infant mortality. Most vulnerable were unmarried women and their children. To change the trend, northern countries had been inspired by France, Holland, England, and Germany, which had introduced education and a professional license for midwives. The targeted and systematic investment in midwifery education, followed by industrialization and welfare development in Nordic countries, has resulted in one of the highest survival rates for mothers and infants in the world today. In parallel with this, it has created the first female paid profession in history. Today, midwifery education is at the university level in all Nordic countries, and the certified midwife is responsible for pre- and post-natal care and normal birth. In Sweden, Norway, and Iceland, the midwife's responsibility also includes contraception counseling and prescription of drugs for birth control purposes.
Conclusions: The education and professional licenses have contributed to a progressively improved care of birth women and infants. The professional and licensed midwife is positioned in society as an essential player in the current development of pre- and post-natal care. Furthermore, the graduated and licensed midwife positioned herself as the first paid professional female profession in modern history.

Ours has been described as a death denying society. The removal of death taboos may be expected to help us control and modify pathological fears of our own death and the death of others. More positively, attempts to understand and accept the reality of death may promote richer appreciation of dimensions of living. Professional workers committed to helping others during such crises as dying and bereavement seem to have a special need to resolve their own fears and develop an understanding of the meaning of death as a psychosocial as well as a biological event. Yet little or no provision is made to meet such needs during professional education and training. This paper discusses the importance of death education in the helping professions, explores the content of death education courses, and makes suggestions regarding teaching and resource aids.