scholarly journals PROFESSIONAL MOBILITY OF A FUTURE SPECIALIST IN THE STRUCTURE OF READINESS FOR ACTIVITY IN SPECIALTY: ESSENTIAL AND CONCEPTUAL ASPECT

2021 ◽  
Vol 24 (1) ◽  
pp. 108-120
Author(s):  
Олександр Діденко ◽  
Андрій Балендр ◽  
Вадим Рижиков ◽  
Тетяна Новікова ◽  
Ольга Туз
Keyword(s):  
Professional Knowledge ◽  
Social Position ◽  
Common Elements ◽  
Ability To Work ◽  
Social Object ◽  
Conceptual Aspect ◽  
Professional Mobility ◽  
High Level ◽  
Integrative Property ◽  
Vertical Mobility

The article presents an analysis and generalization of approaches to the essence and content of professional mobility of future specialists. It is concluded that professional mobility is directly interrelated with readiness to work in the specialty, since these two concepts have common elements in the structure, in particular professional knowledge, abilities, skills and professionally important qualities. Taking into account the results of the analysis of research related to the problem of professional mobility, it was found out that this concept can be defined as readiness and ability to work in the context of transformation of professional (production, service) tasks, development of new specialties or changing them. Professional mobility covers the ability to successfully switch to another activity or change types of activities, effectively use the system of generalized professional techniques to perform any tasks in the professional sphere, and it is relatively easy to move from one type of activity to another. For professional mobility, it is important to have a high level of generalized professional knowledge, experience in improving them and obtaining them independently. The results of the review of publications on the research topic suggest that there are two types of mobility – horizontal and vertical. Horizontal mobility involves the transition of an individual or social object from one social position to another, which is at the same level, as well as a change of place of residence. As for vertical mobility, it involves the transition of an individual or social object from one social position to another. It was found out that mobility is an integrative property that is formed and developed during practical, educational, social, socio-cultural activities of a person and provides him or her with the opportunity to realize one’s inclinations, abilities, opportunities.

PROFESSIONAL MOBILITY AS A FACTOR OF BORDER GUARDS READINESS FOR PROFESSIONAL ACTIVITY: UKRAINIAN AND EUROPEAN EXPERIENCE

2021 ◽  
pp. 13-16
Author(s):  
O. Islamova
Keyword(s):  
Professional Knowledge ◽  
Social Position ◽  
Coast Guard ◽  
Necessary Condition ◽  
Professional Activity ◽  
Social Object ◽  
European Experience ◽  
Professional Mobility ◽  
Effective Organization ◽  
High Level

The article presents an analysis and generalization of approaches to the nature and content of professional mobility. It is concluded that professional mobility is directly interrelated with readiness to work in the specialty, since these two concepts have common elements in the structure, in particular professional knowledge, abilities, skills and professionally important qualities. Taking into account the results of the analysis of research related to the problem of professional mobility, it was found out that this concept can be defined as readiness and ability to work in the context of transformation of professional (production, service) tasks, development of new specialties or changing them. Professional mobility covers the ability to successfully switch to another activity or change types of activities, effectively use the system of generalized professional techniques to perform any tasks in the professional sphere, and it is relatively easy to move from one type of activity to another. For professional mobility, it is important to have a high level of generalized professional knowledge, experience in improving them and obtaining them independently. The results of the review of publications on the research topic suggest that there are two types of mobility – horizontal and vertical. Horizontal mobility involves the transition of an individual or social object from one social position to another, which is at the same level, as well as a change of place of residence. As for vertical mobility, it involves the transition of an individual or social object from one social position to another. It was found out that mobility is an integrative property that is formed and developed during practical, educational, social, socio-cultural activities of a person and provides him with the opportunity to realize his inclinations, abilities, opportunities. It was found that in the context of training of border guard agencies' personnel in the EU, professional mobility of border guards is ensured by their high level of interoperability, which is a necessary condition for effective organization of protection of EU external borders by representatives of various European border guard agencies. The most common form of ensuring the professional mobility of European border guards is working within the Permanent Corps of the European Border and Coast Guard Agency Frontex. The training of Ukrainian Border Guard Agency's staff in the context of European integration requires the study of the experience of border agencies in EU countries to provide conditions for the development of professional mobility of border guards, which requires further thorough study of the outlined topic.

Negotiations over Accounting Issues: The Congruency of Audit Partner and Chief Financial Officer Recalls

2005 ◽  
Vol 24 (s-1) ◽  
pp. 171-193 ◽  
Author(s):  
Michael Gibbins ◽  
Susan A. McCracken ◽  
Steven E. Salterio
Keyword(s):  
Negotiation Process ◽  
Chief Financial Officers ◽  
Chief Financial Officer ◽  
Relative Importance ◽  
Common Elements ◽  
Contextual Features ◽  
Large Numbers ◽  
The Common ◽  
High Level ◽  
Two Sides

Much of what takes place in auditor-client management negotiations occurs in unobservable settings and normally does not result in publicly available archival records. Recent research has increasingly attempted to probe issues relating to accounting negotiations in part due to recent events in the financial world. In this paper, we compare recalls from the two sides of such negotiations, audit partners, and chief financial officers (CFOs), collected in two field questionnaires. We examine the congruency of the auditors' and the CFOs' negotiation recalls for all negotiation elements and features that were common across the two questionnaires (detailed analyses of the questionnaires are reported elsewhere). The results show largely congruent recall: only limited divergences in recall of common elements and features. Specifically, we show a high level of congruency across CFOs and audit partners in the type of issues negotiated, parties involved in resolving the issue, and the elements making up the negotiation process, including agreement on the relative importance of various common accounting contextual features. The analysis of the common accounting contextual features suggests that certain contextual features are consistently important across large numbers of negotiations, whether viewed from the audit partner's or the CFO's perspective, and hence may warrant future study. Finally, the comparative analysis allows us to identify certain common elements and contextual features that may influence both audit partners and CFOs to consider the accounting negotiation setting as mainly distributive (win-lose).

scholarly journals METHODS OF FORMING MATHEMATICAL MOBILITY OF FUTURE ENGINEERS IN HIGHER MATHEMATICS CLASSES

2021 ◽  
Vol 1 ◽  
pp. 270-281
Author(s):  
Irina Khomyuk ◽  
Svetlana Kyrylashchuk ◽  
Victor Khomyuk ◽  
Zlata Bondarenkо ◽  
Iryna Klieopa
Keyword(s):  
Higher Education ◽  
Readiness To Change ◽  
Modern Society ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Activity ◽  
Professional Mobility ◽  
Education Today ◽  
High Level ◽  
Education Process

Continuous education today is a major feature of modern society. In order to ensure the competitiveness of future professionals who obtain higher education within the walls of the Institutions of Higher Education, the education process should be aimed at ensuring a high level of professional knowledge as well as the formation of graduates' adaptability to changeable modern production.  Since for a future engineer knowledge of higher mathematics is the basis for solving complex problems of a production nature, it can be argued that they are part of professional mobility. The implementation of technologies for the formation of professional mobility in higher mathematics has made it possible to note that the readiness to change activities can be considered not only in the context of changing professional activity, but also in the process of students’ educational activity. And this, in turn, made it possible to determine the «mathematical mobility». The purpose of the article is to theoretically substantiate and practically test the methods of forming mathematical mobility of future engineers in higher mathematics classes. The experiment used competency-oriented tasks, test tasks in higher mathematics, built on the basis of Bloom's taxonomy, developed interactive methods for conducting practical classes in the process of studying higher mathematics. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future engineers.  

To Be or Not to Be Successful?

2016 ◽  
pp. 1948-1969
Author(s):  
Ana María Pinto Llorente ◽  
María Cruz Sánchez Gómez ◽  
Francisco José García-Peñalvo
Keyword(s):  
Blended Learning ◽  
Computer Skills ◽  
Important Goal ◽  
Ability To Work ◽  
Modular Model ◽  
Human Aspect ◽  
Teaching Learning ◽  
High Level

The increase of blended learning education has been identified as an important goal in improving teaching-learning technological models. However, when considering this development it becomes essential to take into account the potential characteristics that students must have to be successful in this kind of education. This study is based on this human aspect. Thus, the authors have focused on learners and the fundamental qualities that they must have to study English via a hypermedia modular model and get their goals. Based on the results of this research the authors can indicate that characteristics like reasonable computer skills, ability to work both individually and in groups, capability of being organized and tenacious in their learning, a high level of academic maturity and a reasonable competence in English that allows them to be autonomous in their learning are essential features to be successful in this type of education.

scholarly journals Expat, Local, and Refugee

2020 ◽  
Vol 3 (1) ◽  
pp. 130-144
Author(s):  
Reem Farah
Keyword(s):  
Host Country ◽  
Humanitarian Assistance ◽  
Geographic Mobility ◽  
The Gaze ◽  
Global Mobility ◽  
The Social ◽  
Professional Mobility ◽  
Global North ◽  
Humanitarian Work ◽  
Vertical Mobility

In migration studies, humanitarian work and workers are studied as benefactors or managers of migrants and refugees. This article inverts the gaze from “researching down” refugees to “studying up” the humanitarian structure that governs them. The article studies how the humanitarian industry ballooned after the Syrian refugee response in Jordan due to the influx of expatriate humanitarians as economic migrants from the global North to refugee situations in the host country in the global South. It examines the global division of mobility and labor among expatriate, local, and refugee humanitarian workers, investigating the correlation between geographic (horizontal) mobility and social/professional (vertical) mobility, demonstrating that the social and professional mobility of workers depends on their ability to access geographic mobility. Thus, rather than advocating for and facilitating global mobility, the humanitarian industry maintains a colonial division of labor and mobility. This raises the question: who benefits most from humanitarian assistance?

Polıkýltýrnaıa kompetentsııa v sovremennyh ýslovııah [Multicultural Competence in Modern Conditions]

2020 ◽  
Vol 3 (117) ◽  
pp. 175-186
Author(s):  
G.B. Isabekova ◽  
◽  
G.K. Abdrahman ◽  
E.J. Sarmýrzın ◽  
◽  
...  
Keyword(s):  
Multicultural Competence ◽  
Ability To Work ◽  
Multicultural Personality ◽  
Foreign Culture ◽  
Teachers And Students ◽  
Culture Centered ◽  
Definition Of ◽  
The Individual ◽  
Everyday Problems ◽  
Integrative Property

The article deals with the problem of increasing the attention of the pedagogical community to culture as a phenomenon of human existence. The formation of multicultural competence among teachers and students contributes to the ability to work and study in a foreign culture. Multicultural competence is considered as an integrative property of the individual, which reflects his ability to solve professional and everyday problems and tasks on the basis of a culture-centered system of values. The definition of «multiculturalism» most succinctly conveys the interaction of the principles of dialogue and interaction of various cultures. Multicultural personality is one of the components of the «basic culture of personality». First of all, a certain cultural and educational environment contributes to the formation of the «person of culture», a multicultural personality. В статье рассматривается проблема усиления внимания педагогической общественности к культуре как феномену человеческого бытия. Формирование поликультурной компетенции у педагогов и студентов способствует умению работать и обучаться в условиях инокультуры. Поликультурная компетенция рассматривается как интегративное свойство личности, которое отражает его способность решать профессиональные и повседневные проблемы и задачи на основе культуроцентрированной системы ценностей. Дефиниция «поликультурность» наиболее емко передает взаимодействие принципов диалога и взаимодействия разнообразных культур. Поликультурная личность является одной из составных частей «базовой культуры личности». Формированию «человека культуры», поликультурной личности способствует, прежде всего, определенная культурно-образовательная среда.

scholarly journals Professional legal mobility of graduates of univesities of the Ministry of Internal Affairs of Russian Federation: myth or reality

2021 ◽  
pp. 115-120
Author(s):  
Vyacheslav Vasiliev ◽  
Aleksandr Suprunov ◽  
Vladimir Gorbachev
Keyword(s):  
Higher Education ◽  
Law Enforcement ◽  
Young Professionals ◽  
Professional Mobility ◽  
Professional Law ◽  
Internal Affairs ◽  
The Many ◽  
The One ◽  
High Level ◽  
The University

Modern conditions of service for graduates of higher education institutions of the Ministry of Internal Affairs of Russia in the territorial bodies of internal Affairs, among the many law enforcement requirements imposed on young professionals, additionally indicate that it is not necessary to form a sufficiently high level of professional legal mobility, the ability to easily start professional law enforcement activities in a different direction from the one in which his training was carried out at the university of the Ministry of Internal Affairs of Russia. In this article, in addition to studying the concept and content of professional mobility, the reasons for its insufficient level among graduates of the Ministry of Internal Affairs of Russia, proposals are formulated for its improvement, transformation from a semi-mythical category into the reality of the service of an employee of the territorial body of the Ministry of Internal Affairs of Russia.

scholarly journals ФОРМУВАННЯ У СТУДЕНТІВ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ В УМОВАХ ПРОФЕСІЙНО ОРІЄНТОВАНОГО НАВЧАННЯ ІНШОМОВНОГО СПІЛКУВАННЯ

2019 ◽  
pp. 21-24
Author(s):  
Дем'яненко О. Є. ◽  
Раковська М. А.
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Professional Knowledge ◽  
Integral Characteristic ◽  
Professional Activity ◽  
Knowledge And Skills ◽  
Education Professional ◽  
Professional Mobility ◽  
Foreign Language Skills

The article is devoted to the problem of professional mobility as a stable integral characteristic of a future specialist which determines the content, direction and success of an activity in the process of professional development in the conditions of modern higher education. Professional mobility is considered in the totality of professional knowledge and skills, specified in the ability to implement professional competencies in a particular professional activity. The author analyzes the formation of professional mobility and mastering of foreign language skills based on the linguistic-communicative competence. Different educational aspects of the formation of future specialists' professional mobility which allows optimizing professional knowledge, skills and abilities are described.

scholarly journals Confirmatory Factors Analysis Practice Level and Guidelines for Developing Teachers' Performance Standards and Conduct Standards

2021 ◽  
Vol 11 (3) ◽  
pp. 169
Author(s):  
Songsak Phusee-orn
Keyword(s):  
Empirical Data ◽  
Professional Knowledge ◽  
Performance Standards ◽  
Second Order ◽  
Performance Standard ◽  
Factors Analysis ◽  
Multi Stage ◽  
Level 3 ◽  
High Level ◽  
Confirmatory Factors

The objectives of this research are 1) to analyze the confirmatory factors performance standards and conduct standards of teachers who have been certified through the Teachers' Council of Professional Knowledge Standards training 2) to study the level of compliance with performance standards and conduct standards, and 3) to study the development guidelines according to performance standards and conduct standards. The samples consisted of 348 persons who passed the teachers' professional knowledge training standard of the Teachers Council of Thailand by Multi-Stage Random Sampling. The instruments used to collect data are: quality-validated questionnaires from experts and try out before use. Analyze data with Second-Order Confirmatory Factor Analysis, S.D., and Content Analysis. The results of the research were as follows: 1) The second-order confirmatory factors analysis on performance standards showed that the model was consistent with the empirical data. It shows that the performance standard consisted of 12 factors. In terms of conduct standards, it found that the model was consistent with the empirical data additionally. It showed that the standard of conduct consisted of 5 factors. 2) Compliance with overall performance standards is at a high level and conduct standards are at a very high level. 3) There are seven development guidelines according to performance standards and six guidelines for development according to the conduct standards which the experts have approved.

scholarly journals CONCERTMASTER’S WORK IN EDUCATIONAL INSTITUTIONS OF UKRAINE: COMPETENCE ASPECT

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Andriy Bondarenko ◽  
Keyword(s):  
Communication Systems ◽  
Information Technologies ◽  
Music Performance ◽  
Scientific Research ◽  
Audio Signal ◽  
Educational Process ◽  
Educational Institutions ◽  
Office Work ◽  
Ability To Work ◽  
High Level

The article examines the competent requirements for concertmasters of educational institutions of Ukraine. In late 2010s Ukrainian government revises the requirements for the staff of educational institutions. These revision needs to be issued in three aspects: impact on the quality of the educational process, new com-petencies of educational staff required, and the aim of those revisions. Each of the aspects mentioned requires a separate study for each of the educational areas. The aspect we have chosen is competence, which has become especially acute in the context of the COVID-19 pandemic, which has prompted the authorities to limit and, in some cases, completely bans face-to-face classes in educational institutions. It is shown that the competencies of concertmasters are the ability to play in an ensemble, which requires a high level of playing the instrument, the ability to read notes from a sheet, including scores with a large number of staves, an ability to transpose music and a deep feeling of a soloist playing. However, the new realities, caused by Ukrainian government activities led to new competency requirements for concertmasters working in Ukrainian educational institutions. Namely, these requirements are the ability to work with documents, to conduct organizational and methodological work, to carry out scientific research as well. Moreover, the rise of distance education during Covid-19 pandemic made real-time practice with concertmaster impossible due to imperfections of the Internet communication, namely due to the audio signal latency occurred while using digital communication systems. In this situation, concertmaster should be able to prepare phonograms or remote ensemble recordings, which are performed alternately by the accompanist and soloist. This form also requires special skills, namely an ability to work with information technologies, in particular multimedia. It is concluded that concertmaster of Ukrainian educational institutions is required to be competent not only in piano ensemble playing but also in a lot of other fields not connected to music performance such as office work, scientific research and information technologies.

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