scholarly journals Organization of animal-assisted therapy: From voluntary activities to work of professionals

2020 ◽  
Vol 85 ◽  
pp. 03005
Author(s):  
Marika Lotko
Keyword(s):  
Occupational Therapists ◽  
General Term ◽  
Animal Assisted Therapy ◽  
Professional Activity ◽  
Target Groups ◽  
Daily Work ◽  
Professional Activities ◽  
Therapy Animals ◽  
Care Facilities ◽  
Physical Limitations

Humankind has always known about the usefulness in integration of animals for the achievement of such routine goals as hunting, household and territory protection, transportation, scouting foreign territories and materials, and overcoming physical limitations. Animals are also highly valued as agents of socialisation resulting in the integration of various species in the work of various professions. Social work also increasingly makes use of professional activities involving animals while working with clients. Terms such as therapy animals, animal-assisted therapy, animal-assisted activities, and animal-assisted education are becoming more relevant in the daily work of social workers, physiotherapists, occupational therapists, psychotherapists and other professionals. Animals are more and more often found in hospitals, schools, care facilities, prisons and other settings. Animal-assisted therapy is a general term including various activities, causing difficulty to understand and differentiate between the types of therapy performed with various animal species, which creates the need to study the experience in ensuring work with therapy animals in various settings. The results obtained in this study reflect the experiences working with therapy animals of various professionals including the goal of integrating therapy animals in professional activity, the goal of the activity and the steps thereof, target groups and the expected results.

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

Professional Activities of Teacher-Andragogue (Foreign Experience)

2014 ◽  
Vol 4 (3) ◽  
pp. 26-30 ◽  
Author(s):  
Larysa Lukianova
Keyword(s):  
Adult Education ◽  
Education System ◽  
Professional Activity ◽  
Social Functions ◽  
Foreign Experience ◽  
Professional Activities ◽  
Technological Organization ◽  
Integral Role ◽  
Role Position ◽  
Self Learning

Abstract The idea of the conceptualization of adult education has been postulated in the article including its significant differences. The leading distinguishing feature is the personality of pedagogical staff that works with adults. It has been substantiated the dependence of the functions which are performed by pedagogical staff in the adult education system, on the main characteristics of the society. It has been shown the content of the integral-role position of a pedagogue-andragogue which has 3 elements: subject and content, project and technological, organization and diagnostic. The professional activity of a pedagogue-andragogue has been analyzed as the specialist who professionally organizes and conducts adult training and learning, helps create individual programs of training. At the same time, in his/her activity he/she combines different social functions as well. The most typical are to provide the help in renovating the motivation towards learning and professional activity, to combine the content both andragogical and professional activity of his/her learners, to share the methods of supervising adult self-learning.

Application of the ergospirometry method for physiological evaluation of the effectiveness of personal protective equipment

2020 ◽  
Vol 60 (11) ◽  
pp. 753-755
Author(s):  
Andrey M. Geregey ◽  
Evgeny S. Shuporin ◽  
Ivan V. Fateev
Keyword(s):  
Personal Protective Equipment ◽  
High Performance ◽  
Professional Activity ◽  
Protective Equipment ◽  
Cardiorespiratory System ◽  
Professional Activities ◽  
Physiological Assessment ◽  
Individual Protection ◽  
Physiological Evaluation ◽  
Field And Laboratory Conditions

Today, there are personal protective equipment, which due to their weight and size characteristics and design features can aggravate professional activity. This is characterized by an increase in the load on several major systems of the employee's body, including the cardiorespiratory system, which can cause the development of occupational pathology. The study of the functions of the cardiorespiratory system of humans in the process of his work is an important task in biomedical tests such as PPE, aggravating their professional activities and future means of individual protection from heavy labor and industrial exoskeletons. The aim of the study is to determine the possibility of using ergospirometry for the physiological assessment of personal protective equipment and industrial exoskeletons. Main part. In medical practice and high-performance sports, ergospirometry is considered the "gold standard" for functional assessment of the cardiorespiratory system. There are very few studies showing the use of ergospirometry for the purpose of physiological assessment of personal protective equipment. Results of research works in which ergospirometry was used in medicine, sports, as well as on the physiological and hygienic assessment of combat equipment, various types of personal protective equipment, including new promising personal protective equipment of the musculoskeletal system-industrial exoskeletons. The use of ergospirometry made it possible to register the main indicators of the human cardiorespiratory system both in field and laboratory conditions and allowed forming an objective conclusion about the dynamics of the degree of stress of the human cardiorespiratory system when using personal protective equipment and industrial exoskeletons with various weight and size characteristics. Thus, the use of ergospirometry both in isolation and in combination with other methods allows us to solve problems related to biomedical testing of personal protective equipment and industrial exoskeletons.

System of records management in the ystem of records management in the professional activity of heads of nursing rofessional activity of heads of nursing services ervices

2020 ◽  
pp. 35-38
Author(s):  
S. Arkhipova
Keyword(s):  
Professional Activity ◽  
Records Management ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Nursing Services ◽  
Level Of Knowledge

The purpose of the study was to determine the level of knowledge and skills in the processing of documents accompanying the professional activities of heads of nursing services.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

The application of educational teaching methods in educational organizations of the Ministry of Internal Affairs of Russia

2020 ◽  
Vol 2020 (3) ◽  
pp. 202-209
Author(s):  
Gennadiy Marchenko ◽  
Irina Soshnikova
Keyword(s):  
Role Playing ◽  
Professional Activity ◽  
Educational Organizations ◽  
Group Discussions ◽  
Educational Methods ◽  
Professional Activities ◽  
The People ◽  
Internal Affairs ◽  
Main Components ◽  
Clear Idea

The article reveals the content of modern training technologies for internal affairs bodies; approaches are presented to training and education of cadets and students of educational organizations of the system of the Ministry of Internal Affairs of Russia and educational methods the foundation of which is formed value content of professional activities: patriotism and citizenship, service to the Fatherland and interests of the people, loyalty to the law and official duty. The authors propose specific methods (case methods, group discussions, role-playing and business games) for use during seminars and practical classes in the discipline «Professional ethics and official etiquette». These methods are active and interactive, and their content is based on the appeal to literary and cinematic works on the activities of law enforcement officers on various stages of national history. The article is of methodological interest for scientific and academicians of educational organizations of the system of the Ministry of Internal Affairs of Russia, teaching humanities. The authors come to the conclusion that the use of educational methods of teaching in the classroom gives cadets and listeners a clear idea of the main components of professional activity and official duty, morality and law, strengthens the understanding of the continuity of the glorious traditions of previous generations of employees of the internal affairs bodies, allows creating the Ministry of Internal Affairs in educational organizations Russia a favorable upbringing environment and qualitatively raise the level of practical readiness of graduates for professional activities.

scholarly journals Entrustable Professional Activities for Pathology

2017 ◽  
Vol 4 ◽  
pp. 237428951771428 ◽  
Author(s):  
Cindy B. McCloskey ◽  
Ronald E. Domen ◽  
Richard M. Conran ◽  
Robert D. Hoffman ◽  
Miriam D. Post ◽  
...  
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Clinical Pathology ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Entrustable Professional Activity ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

PSYCHOLOGICAL DYNAMICS OF FIGURATIVE CREATIVITY OF THE FUTURE TEACHER OF THE HUMANITIES

2020 ◽  
pp. 94-106
Author(s):  
Микола Саврасов ◽  
Костянтин Кисельов
Keyword(s):  
Professional Training ◽  
Evaluation Method ◽  
Educational Institution ◽  
Survey Method ◽  
Professional Activity ◽  
Self Presentation ◽  
Professional Activities ◽  
Language And Literature ◽  
The Future ◽  
Expert Evaluation Method

Aim. The purpose of the study is to establish theoretical prerequisites, identify, describe and interpret the basic psychological patterns of the dynamics of figurative creativity of future teachers of the humanities both during his/ her training in the educational environment of modern pedagogical universities and at certain stages of the didactic process. Material and methods. As the methods and tools of empirical research, the author uses the procedure of analysis of the degree of statistical validity of the differences of average values of the selected empirical indicators (t-Student's criterion), the test of figurative creativity by E.P. Torrens (modified by O.E.Tunik), a survey method, an interview method, and an expert evaluation method. The respondents were first, third, and fifth-year students specialized in «Ukrainian language and literature», «English (German) language and literature», «Ukrainian country studying» with a total of 156 people aged 18 to 30 years. The empirical basis of the study was the Faculty of Philology of the State Higher Educational Institution «Donbas State Pedagogical University». Results. It is obvious that throughout the process of growing up and gaining experience in educational and professional activities, the main specific characteristics of the creative figurative act for the representatives of the natural profile of professional training are the speed of emergence and development of creative ideas, the degree of deviation from existing prototypes, the desire to avoid a possible return to them or their modification and efforts to complete and properly design their creative product. At the same time, at the background of the previously mentioned characteristics, the dynamics of the indicator of the abstractness of the name of figurative creativity gradually recedes into the background. It means that in the process of micro-age formation of figurative creativity of the humanitarian profile subject of educational and professional activity the subject’s deep essence, not its nominal side, the outer cover, which consists in the peculiarities of verbalization of this creative process, the peculiarities of self-presentation and the presentation of the final creative product are formed. Conclusions. If we summarize the dynamics of figurative creativity of a humanitarian profile student in general, then we can depict: 1) impressive are the positive changes in this area at the end of the study, on the verge of study and professional activity, which in fact can cause such a rapid and bright dynamics; 2) particular interest is in the dynamics of creativity of humanitarian profile students at the level of such nuclear characteristics of figurative creativity as the dynamics of the creative idea, the degree of its difference from stereotypes and resistance to their emergence and motivated ability to finalize the creative product. In the future, we see promising research on the dynamics of figurative creativity of students of natural, cultural, and artistic profile and a comparative study of the dynamics of figurative creativity on the indicator of the profile of professional training in higher pedagogical education.

PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF FORMING LEADER QUALITIES IN FUTURE PSYCHOLOGISTS

2020 ◽  
Vol 65 (1) ◽  
pp. 147-151
Author(s):  
L.E. Koishigulova ◽  
◽  
А. Kisamedenova ◽  
Keyword(s):  
Learning Process ◽  
Positive Impact ◽  
Professional Knowledge ◽  
Professional Activity ◽  
Self Awareness ◽  
Leadership Qualities ◽  
Creative Potential ◽  
Professional Activities ◽  
Responsible Attitude ◽  
Psychological Features

This article discusses the psychological and pedagogical features of the formation of leadership qualities in future teachers-psychologists. Requirements for leadership qualities are provided by a combination of personality qualities, which allows future professionals to effectively carry out professional activities. In modern conditions, the future specialist must possess not only professional knowledge, skills, but also a certain set of leadership qualities that allow him to successfully realize his creative potential in practical activities. The psychological and pedagogical features of the formation of leadership qualities in future pedagogues-psychologists are determined by the development of reflection abilities, a positive impact on people, an active and responsible attitude to society. The psychological features of the development of leadership qualities of students in the process of studying at a university, as future pedagogues-psychologists, are features of socialization and adaptation of a person, the development of self-awareness, the specifics of professional activity, the interaction of students and teachers, as well as intra-group interaction of students. The pedagogical features of the development of leadership qualities are in the learning process to show such qualities as determination, determination, independence, responsibility, emotional stability, mobility, sociability

SOME ASPECTS OF MODELING THE COMMUNICATIVE CONSTITUENT OF COMPETENCE OF AN ENGINEER

2020 ◽  
Vol 11 (4) ◽  
pp. 18-22
Author(s):  
Rudnytska N. А. ◽  
Keyword(s):  
Mechanical Engineer ◽  
Professional Knowledge ◽  
Business Communication ◽  
Effective Communication ◽  
Professional Activity ◽  
Standard Language ◽  
Communicative Skills ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Ethical Basis

The article explores the basic professional communicative knowledge, skills that mechanical engineers must have; in this article we give their definitions in the process of fulfilling professional duties, give a description of the profession mechanical engineer considering business communication. The article defines a professional program as information about a complex of general and special professional knowledge and skills necessary for a specialist to ensure effective communication as a component of his professional activity. In the article we define the following basic criteria for the professional ability of a mechanical engineer: mastery of a sufficient supply of communicative skills and experience, knowledge of the basics of a communicative culture that facilitate communication and help to establish proper relationships for the sake of high one's achievements in a specific professional field.in their future professional activities, mechanical engineers must demonstrate the ability to negotiate, reach out to the audience, build relationships with colleagues on an ethical basis, resort to non-standard language forms, ensure cooperation in the group, as well as ability to avoid conflicts and respond promptly to the interlocutor’s comments in professional communicative situations, anticipate the development of the conversation and the interlocutor’s reaction, create and maintain a friendly communicative atmosphere for success in cooperation.

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