scholarly journals Review of Snieguolė Vaičekauskienė’s Doctoral Thesis “Moral Attitudes of 5th–6th Form Learners and Their (Self-) Development Strategies”

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 211-217
Author(s):  
Daiva Karužaitė

  

Author(s):  
Gary P. Green ◽  
Jan L. Flora ◽  
Cornelia Flora ◽  
Frederick E. Schmidt

2011 ◽  
Author(s):  
L. De La Lama ◽  
L. Batthyany De La Lama

2018 ◽  
Vol 17 (4) ◽  
pp. 33-40
Author(s):  
Justyna Krukiewicz ◽  
Agnieszka Chrzan-Rodak ◽  
Aneta Kościołek ◽  
Małgorzata Brodziak ◽  
Kinga Augustowska-Kruszyńska

Abstract Introduction. Professional aspirations appear to be the key factor, which motivates individual to take actions as well as to further self-development. According to medical professions, professional aspirations seem to be crucial because they motivate nurses and midwives to continuing education – what is believed to be the fundament of vocational professionalism. Aim. The aim of the research was to show the professional aspirations of the graduates of bachelor degree in nursing and midwifery. Material and methods. The research was conducted with the diagnostic survey based on the questionnaire composed by the authors, within a period from April to June 2017. The research consisted of 158 graduates of bachelor studies. Results. The majority (89.2%) of the graduates of bachelor studies in nursing and midwifery is planning to improve their professional qualifications. Their main motives are: the desire for being a professional (69.6%), the desire for professional development (52.5%) and the desire for financial situation improvement (47.5%). The MSc studies are most frequently chosen as a way for professional qualifications improvement. Conclusions. The graduates of the Faculty of Health Sciences express the desire for further professional development. The aspirations, which the examined graduates of bachelor studies in nursing and midwifery are led by, may have a positive impact on their carriers through the strengthening the appropriate moral attitudes, professional development and the sense of professional autonomy.


Author(s):  
Eric Pappas ◽  
◽  
Rosealie Lynch ◽  
Jesse Pappas ◽  
Mariah Chamberlin ◽  
...  

1990 ◽  
Vol 21 (2) ◽  
pp. 55-73 ◽  
Author(s):  
Gary P. Green ◽  
Jan L. Flora ◽  
Cornelia Flora ◽  
Frederick E. Schmidt

1991 ◽  
Vol 8 (3) ◽  
pp. 19-24 ◽  
Author(s):  
Cornelia Flora ◽  
Jan L. Flora ◽  
Gary P. Green ◽  
Frederick E. Schmidt

2014 ◽  
Vol 62 (4) ◽  
pp. 843-861 ◽  
Author(s):  
Helene Snee

Gap years are often put forward as an opportunity to engage in individualized, reflexive, identity work. In contrast to this position, I draw upon a qualitative analysis of young people's travel blogs to highlight the tendency for gap year narratives to stick to standard scripts. Four key narratives frame gap years, which centre on making the most of time to do something worthwhile. I explore issues of intersubjectivity in the representation of gap year experiences, in terms of tacit consensus, moral boundary-drawing and reflexivity prompted by dialogue. Considering intersubjectivity in such accounts can add to our understanding of critical reflection in self-development strategies without resorting to the voluntarism of a reflexive model of identity. It also provides a critique of the individualized responsibility placed on young people to make the right choices.


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