Making Evangelical Missionaries 1789-1858. The social background, motives and training of British Protestant missionaries to India. By Stuart Piggin. (Evangelicals and Society from 1750, 2.) Pp. 378. Abingdon: Sutton Courtenay Press, 1985. £30.

1987 ◽  
Vol 38 (1) ◽  
pp. 160-160
Author(s):  
John Twigg
Keyword(s):  
Social Background ◽  
The Social ◽  
And Training

The Social Origins and Provenance of the English Bishops during the Reign of Edward II

1959 ◽  
Vol 9 ◽  
pp. 51-79
Author(s):  
K. Edwards
Keyword(s):  
Middle Ages ◽  
Social Background ◽  
Early Career ◽  
The Political ◽  
Social Origins ◽  
Political Activities ◽  
Edward Ii ◽  
The Social ◽  
Complete Study ◽  
History Of

During the last twenty or twenty-five years medieval historians have been much interested in the composition of the English episcopate. A number of studies of it have been published on periods ranging from the eleventh to the fifteenth and early sixteenth centuries. A further paper might well seem superfluous. My reason for offering one is that most previous writers have concentrated on analysing the professional circles from which the bishops were drawn, and suggesting the influences which their early careers as royal clerks, university masters and students, secular or regular clergy, may have had on their later work as bishops. They have shown comparatively little interest in their social background and provenance, except for those bishops who belonged to magnate families. Some years ago, when working on the political activities of Edward II's bishops, it seemed to me that social origins, family connexions and provenance might in a number of cases have had at least as much influence on a bishop's attitude to politics as his early career. I there fore collected information about the origins and provenance of these bishops. I now think that a rather more careful and complete study of this subject might throw further light not only on the political history of the reign, but on other problems connected with the character and work of the English episcopate. There is a general impression that in England in the later middle ages the bishops' ties with their dioceses were becoming less close, and that they were normally spending less time in diocesan work than their predecessors in the thirteenth century.

Clinical Update: Pain and Suffering

2003 ◽  
Vol 8 (1) ◽  
pp. 5-5
Author(s):  
Sheila Wendler
Keyword(s):  
Subjective Experience ◽  
Personal Injury ◽  
Treatment Interventions ◽  
Medical Expenses ◽  
Affective Component ◽  
Pain Behaviors ◽  
The Social ◽  
Patient’S Experience ◽  
Pain And Suffering ◽  
And Training

Abstract Attorneys use the term pain and suffering to indicate the subjective, intangible effects of an individual's injury, and plaintiffs may seek compensation for “pain and suffering” as part of a personal injury case although it is not usually an element of a workers’ compensation case. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Fifth Edition, provides guidance for rating pain qualitatively or quantitatively in certain cases, but, because of the subjectivity and privateness of the patient's experience, the AMA Guides offers no quantitative approach to assessing “pain and suffering.” The AMA Guides also cautions that confounders of pain behaviors and perception of pain include beliefs, expectations, rewards, attention, and training. “Pain and suffering” is challenging for all parties to value, particularly in terms of financial damages, and using an individual's medical expenses as an indicator of “pain and suffering” simply encourages excessive diagnostic and treatment interventions. The affective component, ie, the uniqueness of this subjective experience, makes it difficult for others, including evaluators, to grasp its meaning. Experienced evaluators recognize that a myriad of factors play a role in the experience of suffering associated with pain, including its intensity and location, the individual's ability to conceptualize pain, the meaning ascribed to pain, the accompanying injury or illness, and the social understanding of suffering.

Similarities and differences in the social background of female medical, nursing and health visitor students

2008 ◽  
Vol 149 (24) ◽  
pp. 1137-1142 ◽  
Author(s):  
Helga Judit Feith ◽  
Zsuzsanna Soósné Kiss ◽  
Ágnes Kovácsné Tóth ◽  
Péter Balázs
Keyword(s):  
Social Background ◽  
Health Visitor ◽  
The Social ◽  
Similarities And Differences

Ismereteink szerint ez idáig nem történt olyan átfogó vizsgálat Magyarországon, amely egészségügyi felsőoktatásban tanuló hallgatók szociokulturális hátterét vizsgálta volna. Célkitűzés: Keresztmetszeti kutatásunk fő célkitűzése az volt, hogy megismerjük és elemezzük a leendő orvosnők, diplomás ápolónők és védőnők társadalmi hátterében megmutatkozó különbségeket. Módszer: Jelen kutatásunk orvostanhallgató-nők, valamint egészségügyi főiskolai karon tanuló hallgatónők között készült, a Semmelweis Egyetemen. Összesen 295 hallgatónőt vontunk be a kutatásba, értékelhető választ adott 68,08% ( n = 201). Az eredményeket az SPSS programcsomag segítségével elemeztük, leíró statisztikai megközelítésben. Eredmények: A felmérésben részt vevő hallgatónők számos szociodemográfiai jellemzőjében meghatározó különbséget tapasztaltunk. Az orvostanhallgató-nők nagyobb hányada diplomás szülők gyermeke, ugyanakkor a főiskolai szintű képzésben részt vevő hallgatónők esetében ennek jóval kisebb az esélye. Nem találtunk ugyan statisztikailag alátámasztható különbséget a három hallgatói csoport családi állapotában, de megállapítható, hogy kevesebb diplomásápoló-hallgatónő volt férjezett, illetve élt élettársi kapcsolatban. Következtetések: A főiskolai hallgatónők, valamint az orvostanhallgatók szociokulturális hátterében megmutatkozó különbségek, az ebből következő társadalmi hátrányok nagyobb mértékben sújtják az ápoló- és védőnőhallgatókat, mint az orvostanhallgató-nőket.

Policy Design for Non-anthropocentric Pathways to Protect Biodiversity and Re-generate the Land

2018 ◽  
Vol 4 ◽  
Author(s):  
Janet Judy McIntyre-Mills
Keyword(s):  
South African ◽  
Policy Design ◽  
Ways Of Knowing ◽  
Vocational Education And Training ◽  
African Renaissance ◽  
The Social ◽  
Policy Suggestions ◽  
Sentient Beings ◽  
Political Economic ◽  
And Training

This article is a thinking exercise to re-imagine some of the principles of a transformational vocational education and training (VET) approach underpinned by participatory democracy and governance, and is drawn from a longer work on an ABC of the principles that could be considered when discussing ways to transform VET for South African learners and teachers. The purpose of this article is to scope out the social, cultural, political, economic and environmental context of VET and to suggest some of the possible ingredients to inspire co-created design. Thus the article is just a set of ideas for possible consideration and as such it makes policy suggestions based on many ways of knowing rooted in a respect for self, others (including sentient beings) and the environment on which we depend. The notion of African Renaissance characterises the mission of a VET approach in South Africa that is accountable to this generation of living systems and the next.

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?

2020 ◽  
Vol 81 (3) ◽  
pp. 120-126
Author(s):  
Jennifer Brady
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Determinants Of Health ◽  
Structural Determinants ◽  
Social Justice Advocacy ◽  
Dietetic Education ◽  
Qualitative Survey ◽  
The Social ◽  
Reflexive Practice ◽  
And Training

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.

The inspection of actual runoff control facilities five years after construction

1997 ◽  
Vol 36 (8-9) ◽  
pp. 373-377
Author(s):  
Yuzo Akagawa ◽  
Yasutoshi Matsumoto ◽  
Mitsuyoshi Zaizen
Keyword(s):  
Return Period ◽  
Social Background ◽  
Groundwater Table ◽  
Control Functions ◽  
Design Rainfall ◽  
The Social ◽  
Athletic Field ◽  
Runoff Control

This report describes runoff control facilities (five years after construction) which are basically an athletic field consisting of tennis courts, constructed in an area of about four hectares in Tokyo. The report is divided into three parts. The first part deals with the social background of the fact that the athletic field has come to have runoff control functions. The second part concerns the summary of these facilities, and then the last part relates to the effects of runoff control. Concerning the effects of the facilities, the return period of design rainfall for runoff control facilities is ten years, but stormwater has been stored on the tennis courts twice in five years after construction. Though these two cases of rainfall were very extraordinary, as the outcome of the inspection of the runoff control facilities we were able to confirm the effects of runoff control by means of simulating under the condition of those two cases of rainfall. In addition, we were able to confirm the effect of groundwater cultivation by means of researching the transition of the groundwater table.

Social Environment and Creativity

2011 ◽  
Vol 1 (2) ◽  
pp. 46-58
Author(s):  
Jiří Semrád ◽  
Milan Škrabal
Keyword(s):  
High School Students ◽  
Social Environment ◽  
Family Environment ◽  
Social Background ◽  
Family Influence ◽  
Creative Activity ◽  
School Students ◽  
Cultural Legacy ◽  
The Social ◽  
The Family

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

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