GROUP ORIENTATION

2005 ◽  
Vol 8 (1) ◽  
pp. 20-20 ◽  
Author(s):  
Jack Bradford
Keyword(s):  
1970 ◽  
Vol 12 (3) ◽  
pp. 312-328
Author(s):  
Luthfiyah Luthfiyah

The crisis of nation is caused by the crisis of inner self and moral degradations, that politic which must be oriented to safety people, but show emphasizing to individual or group orientation finally the politic, which must have service character precisely dominated and patronage character. So, it is significant to develop cognition, affection, and psicomotoric componens on a simultant scale through education. However education has antisipatoris and preparatoris characters. The identification of democaration values and provide a model through civic education will be concrete the fundamental function of education in effort to create the humanis people and shaped unresistant education to reality. So, education can cange political culture.


2021 ◽  
Vol 1 (S1) ◽  
pp. s14-s14
Author(s):  
Julia Szymczak ◽  
Brandi Muller ◽  
Nikitha Shakamuri ◽  
Keith Hamilton ◽  
Elizabeth Dodds Ashley ◽  
...  

Background: Evidence-based hospital antimicrobial stewardship interventions, such as postprescription review with feedback, prior authorization, and handshake stewardship, involve communication between stewards and frontline prescribers. Hierarchy, asymmetric responsibility, prescribing etiquette, and autonomy can obstruct high-quality communication in stewardship. Little is known about the strategies that stewards use to overcome these barriers. The objective of this study was to identify how stewards navigate communication challenges when interacting with prescribers. Methods: We conducted semistructured interviews with antimicrobial stewards recruited from hospitals across the United States. Interviews were audio recorded, transcribed, and analyzed using a flexible coding approach and the framework method. Social identity theory and role theory were used to interpret framework matrices. Results: Interviews were conducted with 58 antimicrobial stewards (25 physicians and 33 pharmacists) from 10 hospitals (4 academic medical centers, 4 community hospitals, and 2 children’s hospitals). Respondents who felt empowered in their interactions with prescribers explicitly adopted a social identity that conceptualized stewards and prescribers as being on the “same team” with shared goals (in-group orientation). Drawing on the meaning conferred via this social role identity, respondents engaged in communication strategies to build and maintain common bonds with prescribers. These strategies included moderating language to minimize defensive recommendations when delivering stewardship recommendations, aligning the goals of stewardship with the goals of the clinical team, communicating with prescribers about things other than stewardship, compromising for the sake of future interactions, and engaging in strategic face-to-face interaction. Respondents who felt less empowered in their interactions thought of themselves as outsiders to the clinical team and experienced a heightened sense of “us versus them” mentality with the perception that stewards primarily serve a gate-keeping function (ie, outgroup orientation). These respondents expressed deference to hierarchy, a reluctance to engage in face-to-face interaction, a feeling of cynicism about the impact of stewardship, and a sense of low professional accomplishment within the role. Respondents who exhibited an in-group orientation were more likely than those who did not to describe the positive impact of stewardship mentors or colleagues on their social role identity. Conclusions: The way antimicrobial stewards perceive their role and identity within the social context of their healthcare organization influences how they approach communication with prescribers. Social role identity in stewardship is shaped by the influence of mentors and colleagues, indicating the importance of supportive relationships for the development of steward skill and confidence.Funding: NoDisclosures: None


1954 ◽  
Vol 33 (2) ◽  
pp. 97-98 ◽  
Author(s):  
JOHN P. MALLOY ◽  
LEO F. GRAHAM

KIRYOKU ◽  
2019 ◽  
Vol 3 (4) ◽  
pp. 226
Author(s):  
Maharani Patria Ratna

Introduction of Japanese business communication culture to Japanese learners is one of the important elements in learning Japanese. This introduction can be done through kurasu katsudo 'class activities' to make it easier for students to understand. Kurasu Katsudo is strongly suggested done in various ways and repeatedly by inserting information about cultural elements in the middle of the teaching process. The purpose of this study is to describe Japanese business communication culture through kurasu katsudo. This research is a qualitative descriptive study. Data are collected by library method through several Japanese textbooks. The results of this study indicates that group orientation as one of the Japanese business communication culture can be introduced through the learning of jikoshokai 'self-introduction' and meishi kokan 'exchange business cards'. In addition, hierarchical culture can be taught by the teaching of osewa ni narimashita expression and juju hyogen expression. While the horenso culture can be introduced through learning the N gurai Vru monda sentence pattern.


1981 ◽  
Vol 2 (2) ◽  
pp. 109-121 ◽  
Author(s):  
William R. Brieger ◽  
Joshua D. Adeniyi

African urban populations are growing at a fast rate. The resulting health problems pose a challenge to health education. A community development, self-help approach is recommended. Experiences of health educators-in-training in Ibadan, Nigeria, show this approach to be relevant if practitioners are able to creatively deal with certain community variables—community identity, internal integration, group orientation, external linkage and resource characteristics. At times students express concern about the relevance of this approach to the African setting. Their failures in applying the approach can be traced back to the western bias in teaching materials and the general educational system. The challenge to health educators is to provide training experiences with a cultural sensitivity which encourages students to work with the community as they find it and not how it should be according to a foreign textbook.


2011 ◽  
Vol 100 (3) ◽  
pp. 638a-639a ◽  
Author(s):  
Jacques P.F. Doux ◽  
Benjamin A. Hall ◽  
J. Antoinette Killian

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