scholarly journals CONTINUITY OF LEGAL AND EDUCATIONAL DISCOURSE AS A CRITICAL SIGN OF THE PROFESSIONAL LEGAL STAFF TRAINING SYSTEM IN RUSSIA

2021 ◽  
Vol 31 (4) ◽  
pp. 654-661
Author(s):  
N.N. Zipunnikova ◽  
Yu.N. Zipunnikova
Keyword(s):  
Staff Training ◽  
Legal Education ◽  
Training System ◽  
Early 20Th Century ◽  
Educational Discourse ◽  
Teacher Student ◽  
Scientific Substantiation ◽  
Training Professional ◽  
Legal Staff ◽  
The Relationship

Among other traditions of domestic legal education and science, it is important to designate the legal and educational discourse that has been going on for more than one century. Being continuous, it ensures the continuity of the development of the system of training legal personnel, its stable and effective evolution. Reflecting the clash of old and new, the discourse on what and how to teach future lawyers or how to teach law is filled with formalized, organized discussions, as well as informal discursive practices. Examples of formalized discussions are the “literary plebiscite” of the early 20th century, the discussion of the problems of Soviet legal education in specialized journals of the 1920s, as well as the scientific substantiation of the “model of the Soviet lawyer”. The informal component of the discourse includes the practice of recalling various actors in the system of training professional legal personnel, including those reflected in ego sources, oral history. Particular attention is paid to “profile” discussions on social networks and the relationship “teacher-student”. The conclusion is made about the need for further, deeper knowledge of the experience of domestic legal and educational discourse.

scholarly journals SCIENTIFIC KNOWLEDGE OF LEGAL EDUCATION AND SCIENCE EXPERIENCE: FOR THE ACTUALIZATION OF INDIVIDUAL RESEARCH STUDIES

2019 ◽  
Vol 29 (4) ◽  
pp. 501-508 ◽  
Author(s):  
N.N. Zipunnikova ◽  
Yu.N. Zipunnikova
Keyword(s):  
Legal Education ◽  
Training System ◽  
Considerable Time ◽  
Cultural Interpretation ◽  
Sources Of Knowledge ◽  
Science In Russia ◽  
History Of ◽  
Critical Understanding ◽  
The Relationship ◽  
Historical Periods

The study of the history of legal education and science in Russia for a considerable time was crowned with significant results, the formation of a certain historiographic tradition. At the same time, separate plots in the knowledge of legal-educational experience and the establishment of the science of jurisprudence have not yet received detailed development. The authors show some of them, justifying the need for a critical understanding of the features of the historiographical space and the sources of knowledge of the history of the training of legal personnel and jurisprudence, their anthropological and cultural interpretation. The prospects for advancing the problems of legal education and science in the so-called transitional historical periods are demonstrated. The problems of the relationship between the classical heritage and innovative approaches in the technological component of the lawyers training system are considered. Identified research opportunities to read the experience of legal education and science from the perspective of university.

scholarly journals Modeling and Analysis on Teacher-Student Relationship

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Li Xu ◽  
Qi Yang
Keyword(s):  
Discrete Model ◽  
Equation Model ◽  
Reciprocal Relations ◽  
Modeling And Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Sample Data ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

scholarly journals Dampness and student-reported social climate: two multilevel mediation models

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Eerika Finell ◽  
Asko Tolvanen ◽  
Juha Pekkanen ◽  
Timo Ståhl ◽  
Pauliina Luopa
Keyword(s):  
Indoor Air ◽  
Social Climate ◽  
School Level ◽  
Data Sets ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Mediational Models ◽  
The Relationship ◽  
Perceptions Of School

Abstract Background Little previous research has analysed the relationship between schools’ indoor air problems and schools’ social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students’ perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship. Methods The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models. Results After the background variables were adjusted, schools’ observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools’ observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006). Conclusions Problems in a school’s indoor environment may impair the school’s social climate to the degree that such problems decrease the school’s perceived IAQ.

Achieving Education Excellence Through Teacher–Student Duality: An Analysis of NIRF Scores

Metamorphosis ◽  
2021 ◽  
pp. 097262252110072
Author(s):  
Nitin Gupta ◽  
Prem Vrat ◽  
Ravindra Ojha
Keyword(s):  
Professional Practice ◽  
Service Industry ◽  
Feedback Loops ◽  
Education Sector ◽  
Statistical Tools ◽  
Teacher Student ◽  
Continuous Feedback ◽  
Graduation Outcomes ◽  
The Relationship ◽  
Satisfactory Quality

In the service industry, to get the satisfactory quality outcome, both the customer and server play an important role. It is not a one-way process but a series of multiple continuous feedback loops that define the outcome. The demand levels set between both the customer and server decide whether the result will be extraordinary or ordinary. In the education sector, the customer is the student and the teacher is the server. It would be interesting to analyse this relationship and study its impact. The idea is to use the established, nationally recognized measurement criteria like National Institutional Ranking Framework (NIRF). This system has defined different criteria, of which 50% weightage has been given to teacher and student quality, named as Research and Professional Practice (RP) and Graduation Outcomes (GO). Statistical tools were used to analyse and compare the input criteria and their impact on the outcome. This attempt establishes the relationship between the teacher and student and the importance of the customer–server duality.

scholarly journals Analyzing Nursing Home Complaints: From Substantiated Allegation to Deficiency Citations

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 82-83
Author(s):  
Kallol Kumar Bhattacharyya ◽  
Lindsay Peterson ◽  
John Bowblis ◽  
Kathryn Hyer
Keyword(s):  
Nursing Home ◽  
Quality Of Care ◽  
Nursing Homes ◽  
Staff Training ◽  
Policy And Practice ◽  
Abuse And Neglect ◽  
The Relationship ◽  
Investigation Process

Abstract Complaints provide important information to consumers about nursing homes (NHs). Complaints that are substantiated often lead to an investigation and potentially a deficiency citation. The purpose of this study is to understand the relationship between substantiated complaints and deficiency citations. Because a complaint may contain multiple allegations, and the data do not identify which allegation(s) lead to a complaint’s substantiation, we identified all substantiated single allegation complaints for NHs in 2017. Our data were drawn from federally collected NH complaint and inspection records. Among the 369 substantiated single-allegation complaints, we found most were categorized as quality of care (31.7%), resident abuse (17.3%), or resident neglect (14.1%). Of the deficiency citations resulting from complaints in our sample, 27.9% were categorized as quality of care and 19.5% were in the category of resident behavior and facility practices, which includes abuse and neglect. While two-thirds (N=239) of the substantiated complaints generated from 1 to 19 deficiency citations, nearly one third had no citations. Surprisingly, 28% of substantiated abuse and neglect allegations resulted in no deficiency citations. More surprisingly, a fifth of complaints that were categorized as “immediate jeopardy” at intake did not result in any deficiency citations. We also found a number of asymmetries in the allegation categories suggesting different processes by Centers for Medicare and Medicaid Services (CMS) region. These results suggest that the compliant investigation process warrants further investigation. Other policy and practice implications, including the need for better and more uniform investigation processes and staff training, will be discussed.

scholarly journals The academic climate and student-teacher relationship as determinants of academic motivation

2020 ◽  
Vol 11 (1) ◽  
pp. 34-46
Author(s):  
Ruxandra Toma
Keyword(s):  
Academic Motivation ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Academic Climate ◽  
Teacher Student Relationship ◽  
Career Anxiety ◽  
Academic Amotivation ◽  
Student Relationship ◽  
The University ◽  
The Relationship

In this study we focus on the university students and the factors that influence their academic motivation. The participants were 202 students from different universities and specializations, 167 females and 35 males, aged 18-31 years, M = 21.33, SD = 2.15. We used Perceived Academic Climate Scale (Felner, 1993), Teacher-Student Relationship Scale (Brinkworth et al., 2018), and Academic Motivation Scale (Vallerand et al., 1992). Our objective was to identify the relationship between academic climate, teacher-student relationship (TSR), and academic motivation in the university environment, and to investigate the influence of the career anxiety on the academic motivation of students. The results show that anxiety regarding future career can moderate the relationship between school climate and academic amotivation and also between TSR and academic motivation.

scholarly journals Blood feud through the historical imagination of Ismail Kadare: An analysis of "Broken April"

2021 ◽  
Author(s):  
Brunilda Pali ◽  
Robert Mackay
Keyword(s):  
Conflict Management ◽  
Law And Literature ◽  
Early 20Th Century ◽  
Historical Imagination ◽  
Form Of Life ◽  
Customary Laws ◽  
Political Conditions ◽  
Emerging Themes ◽  
Relationship Of ◽  
The Relationship

This paper explores the practice of the blood feud refracted through the prism of Ismail Kadare’s Broken April (1978), which is set in early 20th century Albania. Analysis of emerging themes reveals some important insights for Law and Literature. We examine the relationship of the blood feud with a number of themes, which fall under the structural headings of socio-political conditions, social ethos and values, and mechanisms of conflict management. Situating the author’s agenda within a perspective of historical imagination, between history and epic, past and present, suggests the perspective of la longue durée in relation to customary laws and feuding. That insight in turn prompts reflections about the survival and continuation of blood feuding as a form of life in contemporary societies.

scholarly journals Rumi, Sufi spirituality and the teacher–disciple relationship in Elif Shafak’s The Forty Rules of Love

2020 ◽  
Vol 29 ◽  
Author(s):  
William Gray
Keyword(s):  
Artistic Expression ◽  
The Novel ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Anglophone World ◽  
Western Esotericism ◽  
The Relationship ◽  
The Way

In William Patrick Patterson’s Struggle of the Magicians, a detailed study of the relationship between the prominent figures of Western esotericism, G. I. Gurdjieff and P. D. Ouspensky, he writes ‘Only in a time as confused as ours could one think that the teacher–student relationship – an archetypal and sacred form – exists as an option, rather than a necessary requirement, a station on the way’ (1997: 92). My paper examines the numerous ways in which the famous teacher–disciple relationship that existed between Muhammad Jalal ad-Din, known to the anglophone world as Rumi, and his spiritual guide and mentor, Shams of Tabriz, is represented in Elif Shafak’s novel The Forty Rules of Love (2010) and how her depiction of this relationship is predicated upon her knowledge of, and belief in, the general principles of what can be termed ‘Western Sufism’. Although she had previously thematised elements of Sufi dialectics in her earlier fiction and clear, if minor, references to Sufi philosophy permeated novels such as The Bastard of Istanbul (2007), Shafak’s fascination with the teachings of Rumi and Shams of Tabriz reaches its culmination and most significant artistic expression in The Forty Rules of Love. Published in 2010, the novel situates a fictionalised representation of the relationship between Rumi and Shams at the centre of the narrative and provides an overt depiction of the emanationalist, perennialist and universalist ethics contained within Sufi dialectics. In addition, given that Shafak’s text represents one of the more prominent and commercially successful contributions to what Amira El-Zein (2010: 71–85) has called ‘the Rumi phenomenon’ my paper examines how, in privileging the aesthetics and the interests of American readers over conveying a more complete and more nuanced image of Sufism, Shafak succumbs to the oversimplification and decontextualisation of Rumi’s teachings perpetrated by the Western popularisers of his work.

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