Values and aspirations as predicates of professional development of a human being

2019 ◽  
Vol 28 ◽  
pp. 49-56
Author(s):  
Wioletta Duda
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Life Goals ◽  
Modern World ◽  
Self Awareness ◽  
Human Being ◽  
Professional Work ◽  
Life Choices ◽  
The Right

Professional work in the modern world has become an important value, and for some individuals even the most important. Professional development fits into the personal development of a man and creates an important component of his activity. It is difficult to consider professional development in isolation from personal development. These are processes that, at a certain time in life, run in parallel, permeate and overlap each other. It is therefore important to take into account the values and aspirations of an individual as determinants of the choices made, first educational, then professional. These values serve to formulate aspirations and life goals. Assessment of the associated hierarchy of values is part of the strategy of naming the right life choices, it serves to develop human self-awareness.

scholarly journals Conditions of effective self-management. “Manage yourself, be creative, achieve goals”

2021 ◽  
Vol 199 (1) ◽  
pp. 96-110
Author(s):  
Lesław Wełyczko
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Personal Development ◽  
Technological Development ◽  
Professional Life ◽  
Personal Life ◽  
Self Management ◽  
Human Being ◽  
The Social ◽  
Critical Aspects

The article addresses what seems to be the critical aspects related to the most important competence of a human being in the 21st century – the competence to manage oneself. Nowadays, when life and civilization and technological development have accelerated unbelievably, people find it increasingly challenging to fulfill the social roles entrusted to them. That applies to everyone, but especially to those who have to manage (lead) other people or even entire teams, often forgetting about themselves, their needs, life priorities, and personal development. One should be able to wisely and rationally plan professional development in his/her personal life so as not to lose himself/herself entirely in the surrounding reality, being absorbed only in professional matters and others’ problems. This article indicates the most critical aspects that should be taken into account when planning personal and socio-professional development since only in this way can one feel the fulfillment of both in personal (family) and social and professional life.

The Road of Mentorship

2017 ◽  
pp. 788-792
Author(s):  
Kelly J. Cooke ◽  
Debra A. Patt ◽  
Roshan S. Prabhu
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Compassion Fatigue ◽  
Personal Growth ◽  
Generational Differences ◽  
Personal Development ◽  
Self Awareness ◽  
The Road ◽  
Developmental Relationship ◽  
Performance Barriers

Mentorship can be the cornerstone of professional development and career satisfaction. There is literature to support that mentorship not only improves job satisfaction, but also improves productivity, facilitates personal growth, and can rekindle our passion while lessening the risk of compassion fatigue. Mentorship is a developmental relationship that changes as the relationship evolves. There are two broad categories of mentorship: traditional and transformational. There are four subtypes within each of those areas: formal, informal, spot, or peer. Mentorship is critical to the professional development of junior colleagues. Good mentorship is guiding and steering younger partners and other colleagues toward paths of success. As a mentor, one should be looking for opportunities for formal professional development and engagement of mentees. Self-motivation is the hallmark of the successful mentee. The mentee should be able to set his or her own goals, strive to actively seek feedback, ask questions, and keep an accurate record of progress. Although the onus is on the mentee to reach out, mentorship has bidirectional value directly related to the efforts of both parties. There are many benefits to mentorship, such as the promotion of learning, personal development, improved job satisfaction, and improved job performance. Barriers exist, including the rapidly changing landscape of oncology, time constraints, lack of self-awareness, and generational differences. Through a career, mentoring needs will change, as will mentors.

scholarly journals Education for physical, psychological and social health as an element of preventive gerontology based on the example of Universities of the Third Age

2020 ◽  
Vol 2 (1) ◽  
pp. 39-44
Author(s):  
Jacek Pruszynski ◽  
Jacek Putz ◽  
Dorota Cianciara
Keyword(s):  
Lifelong Learning ◽  
Social Life ◽  
Personal Development ◽  
Healthy Lifestyle ◽  
Learning System ◽  
Modern World ◽  
Elderly Persons ◽  
Third Age ◽  
The Third ◽  
The Right

The changes that take place in the modern world make it difficult, especially for elderly persons, to adapt to the constantly transforming environment. One of the most effective ways to prevent the marginalization of senior persons and enable their active inclusion in the structures of the society of the 21st century is using the lifelong learning opportunities available to "a person of the third age". Lifelong learning is offered by Universities of the Third Age (U3A). In Poland, the first U3A was founded, at the initiative of Professor Halina Szwarc in 1975 at the Centre of Post-Graduate Medical Education (CPGME) in Warsaw, one of its main goals being to include elderly persons in the lifelong learning system. This unit and other universities of the third age that followed, offer space for personal development and socializing and create appropriate conditions for elderly persons to participate in the social life on a regular basis. For more than 40 years, the U3As in Poland have offered programmes that meet the various needs of senior persons, with activities dedicated to broadening their knowledge, education, personal development, developing skills and interests, spending their free time actively and promoting a healthy lifestyle, thus contributing to preventive gerontology and health in the holistic meaning of the term. One of the factors that could affect the structure and implementation of U3A programmes is the evident feminisation of their students. Because of this, educational programmes and other activities offered to U3A students may be selected mainly to suit female interests, reducing the engagement of men to a minimum. Another possible challenge is ensuring the right team of lecturers.

When Does a Right to Life Arise?

2019 ◽  
pp. 47-64
Author(s):  
Lynn D. Wardle
Keyword(s):  
Severe Disabilities ◽  
State Regulation ◽  
Biological Science ◽  
Human Being ◽  
Right To Life ◽  
Legal Rules ◽  
Frozen Embryos ◽  
The Right ◽  
Legal Right

The question of when a legal right to life first arises in the course of a human being’s development is pertinent to a variety of contexts, including protection of prenatal life from injury by persons other than the gestational mother, what to do with frozen embryos when the couple who created them divorces, and how to treat children born with severe disabilities, as well as the more familiar context of state regulation, restriction, or prohibition of abortion. This chapter first summarizes social and biological science findings relevant to this question, then details development of legal rules and constitutional doctrine pertaining to abortion regulation before contrasting that with protections for prenatal life in other contexts. It concludes that the most coherent answer to the question when a right to life arises is that the right to life is coextensive with the biological life of the human being, and that a legal right to remain alive arises when a human being comes into existence and continues until it ceases to be a human being—that is, when its life has ended. This might provide justification for greater restrictions on abortion, but that could depend on additional considerations.

Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills

2021 ◽  
Author(s):  
Maia Popova ◽  
Tamera Jones
Keyword(s):  
Professional Development ◽  
Coding Theory ◽  
Assessment Practices ◽  
Self Awareness ◽  
Scientific Practices ◽  
Information Processing Model ◽  
Representational Competence ◽  
Evidence Based Practices ◽  
Factors Affecting ◽  
The Us

Representational competence is one's ability to use disciplinary representations for learning, communicating, and problem-solving. These skills are at the heart of engagement in scientific practices and were recognized by the ACS Examinations Institute as one of ten anchoring concepts. Despite the important role that representational competence plays in student success in chemistry and the considerable number of investigations into students’ ability to reason with representations, very few studies have examined chemistry instructors’ approaches toward developing student representational competence. This study interviewed thirteen chemistry instructors from eleven different universities across the US about their intentions to develop, teach, and assess student representational competence skills. We found that most instructors do not aim to help students develop any representational competence skills. At the same time, participants’ descriptions of their instructional and assessment practices revealed that, without realizing it, most are likely to teach and assess several representational competence skills in their courses. A closer examination of these skills revealed a focus on lower-level representational competence skills (e.g., the ability to interpret and generate representations) and a lack of a focus on higher-level meta-representational competence skills (e.g., the ability to describe affordances and limitations of representations). Finally, some instructors reported self-awareness about their lack of knowledge about effective teaching about representations and the majority expressed a desire for professional development opportunities to learn about differences in how experts and novices conceptualize representations, about evidence-based practices for teaching about representations, and about how to assess student mastery of representational competence skills. This study holds clear implications for informing chemistry instructors’ professional development initiatives. Such training needs to help instructors take cognizance of relevant theories of learning (e.g., constructivism, dual-coding theory, information processing model, Johnstone's triangle), and the key factors affecting students’ ability to reason with representations, as well as foster awareness of representational competence skills and how to support students in learning with representations.

scholarly journals Mussolini Predicted a Fascist Century: How Wrong Was He?

Fascism ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Roger Griffin
Keyword(s):  
Twentieth Century ◽  
World Wide ◽  
Local Level ◽  
Modern World ◽  
Benito Mussolini ◽  
New Developments ◽  
The Many ◽  
The Right ◽  
Wide Community

In the entry on ‘Fascism’ published in 1932 in the Enciclopedia Italiana, Benito Mussolini made a prediction. There were, he claimed, good reasons to think that the twentieth century would be a century of ‘authority’, the ‘right’: a fascist century (un secolo fascista). However, after 1945 the many attempts by fascists to perpetuate the dreams of the 1930s have come to naught. Whatever impact they have had at a local level, and however profound the delusion that fascists form a world-wide community of like-minded ultranationalists and racists revolutionaries on the brink of ‘breaking through’, as a factor in the shaping of the modern world, their fascism is clearly a spent force. But history is a kaleidoscope of perspectives that dynamically shift as major new developments force us to rewrite the narrative we impose on it. What if we take Mussolini’s secolo to mean not the twentieth century, but the ‘hundred years since the foundation of Fascism’? Then the story we are telling ourselves changes radically.

Men and citizens in international relations

1981 ◽  
Vol 7 (1) ◽  
pp. 23-37 ◽  
Author(s):  
Andrew Linklater
Keyword(s):  
International Relations ◽  
Public Institutions ◽  
Political Life ◽  
Significant Advance ◽  
Modern World ◽  
Individual Freedom ◽  
Positive Aspect ◽  
Human Equality ◽  
Public World ◽  
The Right

Since Rousseau political theorists have had frequent recourse to a contrast between the fragmented nature of modern social and political life and the allegedly communitarian character of the Greek polis. At the heart of this opposition was the belief that the polis represented a condition of unsurpassable harmony in which citizens identified freely and spontaneously with their public institutions. Unlike their ancient counterparts, modern citizens exhibited less identification with their public world than resolution to advance their separate individual interests and pursue their private conceptions of the good. Nevertheless, the disintegration of the polis was not depicted in the language of unqualified loss. History had not been simply an unmitigated fall, because the individual's claim to scrutinize the law of the polis on rational grounds involved a significant advance in man's self-consciousness. The positive aspect of its decline was man's transcendence of a parochial culture in which neither the right of individual freedom nor the principle of human equality had been recognized. If the modern world had lost the spontaneous form of community enjoyed by the ancients, it surpassed that world in its understanding and expression of freedom.

Let the Right One In

2011 ◽  
Author(s):  
Anne Billson
Keyword(s):  
Social Realism ◽  
Serial Killer ◽  
Modern World ◽  
Housing Estate ◽  
Love Story ◽  
The World ◽  
The Right

These days it takes a very special vampire movie to stand out. Like Twilight, the Swedish film Let the Right One In is a love story between a human and a vampire but there the resemblance ends. Let the Right One In is not a romantic fantasy but combines the supernatural with social realism. Set on a housing estate in the suburbs of Stockholm in the early 1980s, it's the story of Oskar, a lonely, bullied child, who makes friends with Eli, the girl in the next apartment. 'Oskar, I'm not a girl,' she tells him and she's not kidding. They forge a relationship which is oddly innocent yet disturbing, two outsiders against the rest of the world. But one of these outsiders is, effectively, a serial killer. While Let the Right One In is startlingly original, it nevertheless couldn't have existed without the near century of vampire cinema that preceded it. This book looks at how it has drawn from, and wrung new twists on, such classics as Nosferatu (1922), how vampire cinema has already flirted with social realism in films like Near Dark (1987) and how vampire mythology adapts itself to the modern world.

Nurse Burnout in Hospice and Palliative Care: A Scoping Review

2021 ◽  
pp. 105413732110398
Author(s):  
Erica Frechman ◽  
Patricia M. Wright
Keyword(s):  
Professional Development ◽  
Palliative Care ◽  
Scoping Review ◽  
Future Research ◽  
Self Awareness ◽  
Personal Factors ◽  
Workplace Issues ◽  
Mitigating Factors ◽  
Hospice And Palliative Care ◽  
Nursing Professional

Burnout in hospice and palliative care nurses is a growing issue, especially in light of the COVID-19 pandemic. However, few studies have focused specifically on burnout in this population. A scoping review was undertaken to identify what is known about burnout among hospice and palliative care nurses, and to unify disparate findings. Analysis of eight articles revealed three overarching categories: personal factors, organizational/workplace factors, and nursing professional development factors. Each category was then divided into three cross-cutting subcategories: contributory and noncontributory factors, mitigating factors, and workplace issues. Recommendations for individuals include self-care as well as self-awareness of intrinsic characteristics that can predispose one to burnout. Within the workplace, leaders are challenged to support evidence-based practice and ongoing education. Role modeling positive communication skills, effective conflict mitigation, responsiveness, promotion of equity, and workplace commitment also help to create a culture of wellness. Nursing professional development may aid in resilience-building, and promotion of self-efficacy, self-confidence, and assertiveness. Although all identified recommendations were derived from the literature, no interventional studies have been conducted to test the effects of suggested interventions. Future research should include interventional studies as well as qualitative research to capture nuanced experiences of burnout in hospice and palliative care nurses.

Sign in / Sign up

Export Citation Format

Share Document