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Philosophy of the Profession and Professional Knowledge in the Structure of Professional Identity of Hei Teachers in Riga and Smolensk

References Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, (20), 107-128. Emerson, C.H. (2010). Counselor Professional Identity: Construction and Validation of the Counselor Professional Identity Measure. PhD thesis. Greensboro: The University of North Carolina. European Commission (2015). The Teaching Profession in Europe. Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the

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Cross-National Comparative Study on Legal Education and Admission to Practice Between China, India and Pakistan

Profession, 8(1), 11-21. 5. Asian Development Bank (ADB). (2000). Law and Policy Reforms 6. Baskir, C. E. (2012). Crossing Borders: Creating an American Law Clinic in China. 7. Blue, R., Hoffman, R., & Berg, L.-A. (2008). Pakistan Rule of Law Assessment-Final Report. Prepared for the USAID/Pakistan by Management System International. Washington D C. 8. Braibanti, R. (1999). Cornelius of Pakistan: Catholic chief justice of a Muslim state. Islam and Christian‐Muslim Relations, 10(2), 117-157. 9

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Certain considerations on the right to legal assistance in civil trials

. Moldovan F., The family - a biological, social and juridical reality , in Agora International Journal of Juridical Sciences , vol. 8, nr. 1, 2014; 7. Tăbârcă M., Drept procesual civil , vol. I - Teoria generală , Editura Universul Juridic, Bucureşti, 2013; 8. GEO no. 51/2008 on public legal aid in civil matters published in the “Official Gazette of Romania”, Part I, no. 327 of 25 April 2008, as subsequently amended and supplemented; 9. Law no. 51/1995 on the organisation and practice of the lawyer’s profession published in the “Official Gazette of

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Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

: Philosophy of the Profession in the Teacher’s Professional Identity. In Proceedings of the 17th International Scientific Conference “Globalization and Its Socio-Economic Consequences” (4 th –5 th October 2017). Rajecke Teplice: University of Zilina. Part II, 812-819. Jermolajeva, J., Silchenkova, S. (2017). Professional Roles As the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk. Economics and Culture, Vol. 14, Issue 2, 5-11. Koutouzis, M., & Spyriadou, K. (2017). The Interaction between

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The Work Contents of the Personnel Specialist in Latvia

Abstract

The contents in the work of personnel specialist differ in organizations from one field to another. It continues to evolve with an emergence of new technologies and business methods, as well as with structural changes in the economy, both at a global and national level. However, the existing professional regulations of particular professions in Latvia has not been changed for almost 10 years, while the economy as well as the workforce appears to have changed. The aim of the paper is to illustrate what currently forms the contents of work of personnel specialist in Latvia. To achieve this, a study on trends in the work of personnel specialists has been conducted with an informative support of Latvian Association for People Management. The topics of daily activities and tasks, as well as individual features of personnel in various fields, including building, banking, manufacturing, IT, retail company, and public service companies have been included in the study. Overall, 18 personnel specialists from public and private sectors were interviewed. The results show that the classical model of human resource management is still popular, although some of the industries have adapted many or most of the cutting-edge approaches in the field, including flexible jobs and continuous employee support. Therefore, it is advised to update the existing documentation, including the professional regulation and university curricula, to meet the needs of the contemporary companies employing personnel specialists.

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Professional Roles as the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk

Abstract

The strengthening of professional identity (PI) of teachers of higher education institutions (HEI) is one of the ways to improve the quality of educational process. Performance of professional role(s) can be identified as the key component of PI. The contemporary university teacher performs many professional roles: she/he is a lecturer, researcher, supervisor of students’ research works, expert, and so on. Multi-role activity of a teacher is considered as a characteristic feature of the profession by the colleagues in Latvia, Russia and other countries. This research is based on the data obtained during the implementation of the Project ‘Professional Identity of Contemporary Pedagogue’ in 2014–2016 by the researchers from Riga (Latvia) and Smolensk (Russia). In the realization of the project, the six-component structural model of the content of HEI teacher’s PI was created and the survey was carried out using the questionnaire ‘HEI Teachers’ Professional Identity’ developed by the project participants. Overall, a total of 198 teachers were surveyed in Riga and Smolensk. The aim of this article was to analyze and compare the data obtained for the PI component ‘Professional Roles’ in the samples of HEI teachers of both the countries. The data were analysed using statistical methods. The results showed that teachers of both the countries perform their professional roles at a high level. Overall, the answers of teachers of the two countries were well agreed. However, some peculiarities in the data of Riga and Smolensk were observed, and some problems of PI of HEI teachers were identified, which require attention of executives of the education reform and teachers.

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Professional Development of School Principals in the Pilot Program of ‘Pedagogical Flexibility’: The Israeli Case

-138. Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning . Hoerr, T. R. (2008). What Is Instructional Leadership? Educational Leadership 65(4), 84–85. Hord, S. M., & Tobia, E. F. (2015). Reclaiming Our Teaching Profession: The Power of Educators Learning in Community . Teachers College Press. Kegan, R. & Lahey, L. (2000). Seven Discourses for Development . San Francisco: Jossey-Bass. Kelley, C, & Peterson, K.D. (2012). The Work of Principals and Their Preparation: Addressing Critical Needs for the Twenty First Century

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A Framework for Multidisciplinary Business Simulations

, and profession . Chatham, NJ: Chatham House Publishers. Merritt, C. C., & Kelley, D. C. (2018) What individual and organizational competencies facilitate effective collaboration? Findings from a collaborative governance simulation. Journal of Public Affairs Education , 24(1), 97-121. Mitchell, F. H., & Mitchell, C.C. (2016). Adaptive Administration: Practice Strategies for Dealing with Constant Change in Public Administration . New York: Routledge. Morton, R. D. (2017). Concluding thoughts: perspectives on training and education for the public

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