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Teachers in the Context of Vocational Education

Abstract

In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepared for the teaching profession. We focused our attention on the issues of teachers’ professional identity. In this context, we were interested in the students of Dubnica Institute of Technology in Dubnica nad Váhom and in their perception of their studies. Our partial goal was to analyse students’ motivation to take part in teacher training which we deal with in our paper.

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The Basis and the Structure of the Tertiary Socialization Field and the “Youth-Affairs” as an Autonomous Area

Abstract

Many models have been made during the study of the chronology and areas of the socialization process and thus the extrafamilial and extracurricular platforms have often been in focus. Many theories have been created about the periods preceding adulthood, i.e. youth. Now, on the borderline of the two areas a new profession is in the making, targeting youth in an extrafamilial and extracurricular context. This new area deserves thorough analysis with a focus on theoretical background since models of leisure environments outside the family and school are now on the same footing with youth education and socialization. The current study deals with leisure environment and youth. It reviews theories of socialization environments and venues, provides a grouping of them and introduces a new theory that best fits into the conceptual apparatus of the youth area and serves as a solid foundation for it. In addition, scientific and international agreements pertaining to the periods of youth will be looked at, and an attempt will be made to create a break-down by age group that is best adaptable to the extrafamilial and curricular environment. It must be stressed that the present study does not deal with the repertory of socialization themes, such as gender socialization, moral socialization, political socialization and others, but merely those environments where these take place.

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“I Am Different From Other Women In The World” The Experiences Of Saudi Arabian Women Studying Online In International Master Programmes

Abstract

This paper presents findings from a qualitative study that investigated seven female Saudi Arabian students of the University of Liverpool’s online Masters programmes. Qualitative, first-person research methods and hermeneutic phenomenology were chosen for the analysis and interpretation of transcripts (Langeveld, 1983; van Manen, 1997; Creswell, 2007, Roth, 2012). The principles of cultural anthropology (Hall & du Gay, 1996; Hannerz, 1992; Lull, 2001; Coleman, 2010) were used to take a snapshot of the interviewees’ particular world to provide an overview of the Saudi Arabian culture where the role of women is at the centre of academic, political, religious and social debate These findings reflect the participants’ everyday lives, identities, values and beliefs, presented in a self-reflective, personal ‘life-world’ story of one single Saudi Arabian woman. The findings demonstrate that the primary motivators in choosing online international education to further study are existing limitations of travelling to a university campus and customary gender-segregated education in Saudi Arabia. As a contrast, international online education offers the opportunity to gain up-to-date research-based knowledge in their chosen profession, learn critical thinking and problem solving skills and communicate with male and female students from different cultures.

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Regulation of Cognition as a Mediator in the Relationship Between Knowledge of Cognition and Perceived Self-Intervention

health professions: A reformulation and research agenda. Academic Medicine, 80 (10), S46–S54. doi:10.1097/00001888-200510001-00015. 20. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34 (10), 906-911. 21. Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57 (4), 2333-2351. doi: 10.1016/j.compedu.2011.06.004 22. Hattie, J., & Timperley, H. (2007). The power of

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Tpdk, a New Definition of the Tpack Model for a University Setting

-based technology Integration Assessment rubric. In D. Gibson & B. Dodge (eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010, (p.3833-3840), Chesapeake, VA. 20. Hativa, N. and Marincovich, M. (eds.) (1995). Disciplinary differences in teaching and learning: Implications for practice. San Francisco: Jossey-Bass. 21. Hiebert, J.; Gallimore, R. and Stigler, J.W. (2002). A Knowledge base for the teaching profession: what would it look like and how can we g& one? In Educational Researcher, 31

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Online Full-Time Faculty’S Perceptions of Ideal Evaluation Processes

-14). 4. Arreola, R.A. (1995). Developing a comprehensive faculty evaluation system. Bolton, MA: Anker Publishing Company. 5. Arreola, R.A. (2000a). Developing a comprehensive faculty evaluation (2nd ed.). Bolton, MA: Anker Publishing Company. 6. Arreola, R.A. (2000b). Interview. In The Department Chair, 11(2), (pp. 4-5). 7. Arreola, R.A.; Aleamoni, L.A.; Theall, M. (2001). College teaching as meta-profession: Reconceptualizing the scholarship of teaching and learning. Paper presented at the 9th Annual American AAHE

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Moral Reciprocity, Ethics of Appropriation of Indigenous Medicinal Plant Knowledge and Associated Biopiracy

.co.za. (2016). General Ethical Guidelines for the Healthcare Professions. Retrieved from http://www.hpcsa.co.za/Conduct/Ethics Hpcsa.co.za. (2018). Overview - HPCSA . Retrieved from http://www.hpcsa.co.za/Professionals Hutchens, A. (1991). Indian herbalogy of North America . Boston: Shambhala. Institute for Healthcare Improvement. (2019). Pareto Chart . Retrieved from http://www.ihi.org/resources/Pages/Tools/ParetoDiagram.aspx Jahanbegloo, R., & Parekh, B. (2011). Talking Politics. Oxford University Press. Joubert, E., & de Beer, D

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Is Education for Using Humour in Nursing Needed? (Slovenian Case Study on Sociological and Ergonomic Aspects of the Impact of Humour on Nursing Professionals)

Abstract

Introduction: Although there has been considerable discussion regarding the presence of therapeutic aspects of humour in the nurse educational programme and syllabus, little is known about the use of humour in the nurse - patient relationship and the needed topics in the Slovene educational system for nurses. From educational and medical perspectives, humour is anything that evokes laughter and it has been proven that laughter contributes to physical health. A sense of humour in nursing has a conformist, quantitative and productive importance which is manifested through the essential elements of humour: meta-communication sensitivity, personal affection for humour and emotional admissibility. As nurses spend a lot of time with patients, humour adds to the quality of their work as well as to the nurses’ satisfaction with their work with patients. The aim of this paper is to contribute to a better understanding of the significance of humour in nursing both for the employees and for the patients and to discuss humour within the framework of nursing profession in Slovenia. The specific objective of our study is to explore the attitudes of Slovenian nurses towards humour and their actual use of humour during their interaction with patients. Methods: For the purpose of this study, a quantitative research methodology was adopted. A questionnaire was used to collect data on the topic and a set of statistical analyses (frequency distribution method, the χ2 and Spearman rank correlation test) was performed on the data obtained. Results: Our study shows that Slovenian nurses are prone to the use of humour in their work and they welcome it as an integral part of their work with patients. We found that humour also enhances their sense of belonging to the nursing profession and serves as a tool for socialization. Discussion: Humour, employed in nursing can help overcome certain difficulties which nurses face in the workplace as they also try to fulfil some social objectives and get socialized via humour. These psychological-sociological features of humour stand out as cognitive and social benefits of the positive emotions of joy, the use of humour for social communication and their influence on the release of stress and coping, which draws from the ergonomics of humour as social interaction. Therefore, topics of humour in nurse education are required. Limitations: 279 Slovenian nurses with different levels of education participated in the study. Conclusions: Humour should be used by nurses since it is important in their professional interaction with patients. It can be used as a bridge between individuals and can serve as a means of individual's integration into groups, cultures and, consequently, into the society as a whole.

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Medical Education in the Field of Communication as a Value and a Means of Health Quality Improvement

Abstract

The article discusses the issues of communication between a doctor and a patient as one of the main approaches within the patients' medical treatment. This approach, which includes the field of communication in medicine as a value, more and more appears as obligatory not only in the field of profession itself, but also in the field of the patients’ needs. Communication covers a huge part of our social as well as intimate lives. Our social functioning is based on communication. The transfer and preserving of values is based on communication. Especially in the field of medicine, the function of communication appears to be one of the key elements to allow a better and complete treatment of the patient. The article discusses studies which have shown that communication skills have to be developed, it is advisable to introduce them into the educational programmes for med students and medical staff. Researches have shown that students, who were taught the field of communication skills, later as doctors or medical staff obtained a lot more information about patients than those who were not given such education.

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Codes of Ethics and Their Place in Education

Abstract

The paper deals with the place of codes of ethics within the system of ethical work. In schools in Olomouc district, we analyzed whether they use codes of ethics and how they deal with them. In this region, there are 153 schools and the sample consisted of 80 schools. The research problem was set whether the teaching profession needs its own code of ethics. The advantages of a mandatory code of ethics or a generated code as their own initiative are analyzed here. The research results indicate that the best way is to provide schools a sample code of ethics and let them adapt it to their specific conditions. The research has been mixed, it includes a quantitative research that describes phenomena using variables and qualitative research interpreting the respondents' views on the relation of ethics and professional conduct. The greatest lack a code of ethics was found in secondary vocational schools. Secondary grammar schools usually treated ethical codes. In most European countries, it represents one of the curriculum options in ethical education.

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