scholarly journals Competitive Organizational Competences of the University

2021 ◽  
Vol 15 (3) ◽  
pp. 31-38
Author(s):  
Artem I. Vasilev ◽  
Keyword(s):  
Professional Activity ◽  
The Matrix ◽  
Organizational Ability ◽  
The One ◽  
Definition Of ◽  
The Individual ◽  
University Leaders ◽  
High Level ◽  
The University ◽  
Organizational Competence

The purpose of this article is to reveal the author’s definition of competitive organizational competencies and to offer a tool for its practical perception – a matrix of perception of competitive competencies. For this, the article reveals the terminological difference between competence and competence and confirms the existence of such a difference in relation to not only the individual, but also the university. With regard to the organization, it is also possible to distinguish the knowledge-resource-expert aspect of the organization’s activities and the functional-active aspect. The organization develops collective, distributed, internal abilities (organizational competence) to perform actions that constitute a specific, specific direction of activity (organizational competence). The work describes a matrix of perception of competitive competencies, specially developed by the author, and proposes to use it as an analytical tool for university leaders. The properties of competence, which, on the one hand, reflect its activity content (i.e., the connection with a specific professional activity), and, on the other hand, have a competitive value and make sense in the context of competitive confrontation, are of priority importance. The matrix reflects the degree of proximity of the competence to the core of the business and the degree of uniqueness and specificity of the competence. The matrix of perception of competitive competencies proposed by the author makes it possible to clearly clarify the key, competitive, sectoral, auxiliary (additional), unique competencies of the university. When defining competitive organizational competence, the author discloses two methodological ways to combine competitive and competence-based approaches: to understand competence as a means or as a goal of competition. The author defines competitive organizational competence as a unique organizational ability that cannot be copied by competitors, which allows it to withstand competition at a high level of competitiveness. In this understanding, competitive competencies are not the goal of competition, but a means of competition, an instrument of competition.

scholarly journals Continuing education as the value basis of professional activity of the pedagogue

2021 ◽  
pp. 28-34
Author(s):  
Tatiana Vitalievna Makeeva ◽  
Vitalii Nikolaevich Gur'yanchik
Keyword(s):  
Continuing Education ◽  
Vocational Training ◽  
Professional Socialization ◽  
Modern Society ◽  
Educational Process ◽  
Professional Activity ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
The University

Professional socialization of future graduates of the pedagogical university is aimed at the formation of competencies essential for the practical activity and solution of vital tasks. One of the components of successful professional activity is the willingness for continuing education. The subject of this research is the phenomenon of continuous pedagogical education as the value. Globalization has encompasses all segments of life of the modern society, including education. The rapidly changing world with its uncertainty imposes new requirements on the system of vocational training. A modern specialist is no longer narrow-focused, but is capable of solving complex and versatile tasks, which is facilitated by constant striving for new knowledge using various forms of learning. However, this is only possible with realization by the individual of the need for continuing education and its utility in different axiological coordinates. For the analysis of axiological basis of continuing education, the author surveyed the students of pedagogical university to determine their perception of continuing education as a personal meaningful value that contributes to the achievement of certain career results. The acquired results on the one hand demonstrate the the vagueness of the concept of “continuing education” for the university students; while on the other hand, prove the hypothesis on the need and importance of continuing education for the pedagogues, but at the same time the unwillingness of the future specialists to consider it as the value of life. The presented materials allow adjusting the educational process of future pedagogues and their motivation for continuing education, since the pedagogical classes to Master’s Degree.

scholarly journals Nascere e morire: quando decido io? Italia ed Europa a confronto

2011 ◽  
Keyword(s):  
Case Law ◽  
Professional Activity ◽  
Non Profit ◽  
Rules And Principles ◽  
Institutional Dimension ◽  
The One ◽  
The Individual ◽  
University Of Florence ◽  
The University

This book continues the collaboration between the department of BioLaw of the University of Florence and the non-profit association Madre Provetta, to contribute to a project of study and research that can build towards a common European law on Bioethics. In view of the professional activity in which they are engaged, the authors are among the leading experts in their respective fields on the issues addressed. Biotechnologies have rendered both birth and death more complex, which explains why the approach must be multidisciplinary. In effect, the research ranges from the medical and scientific sphere to the fields of law, sociology and philosophy and through to the institutional dimension. The leitmotif is the responsibility and self-determination of the individual: an anthology addressing issues concerning the beginning and the end of life. Particular focus is placed on the aspect of legal update in the light of recent case law, which is increasingly called upon, on the one hand to lend support to the legislator, and on the other to adapt national legislation to the rules and principles emerging from the supranational and European institutions.

Quantitative indicators of air traffic controllers’ attitude to the danger of errors

2020 ◽  
pp. 68-78
Author(s):  
O. M. Reva ◽  
V. V. Kamyshin ◽  
S. P. Borsuk ◽  
V. A. Shulhin ◽  
A. V. Nevynitsyn
Keyword(s):  
Human Factor ◽  
Differential Method ◽  
Air Traffic ◽  
Professional Activity ◽  
Aviation Accidents ◽  
Air Traffic Controllers ◽  
The Difference ◽  
Level Of Significance ◽  
The Individual ◽  
High Level

The negative and persistent impact of the human factor on the statistics of aviation accidents and serious incidents makes proactive studies of the attitude of “front line” aviation operators (air traffic controllers, flight crewmembers) to dangerous actions or professional conditions as a key component of the current paradigm of ICAO safety concept. This “attitude” is determined through the indicators of the influence of the human factor on decision-making, which also include the systems of preferences of air traffic controllers on the indicators and characteristics of professional activity, illustrating both the individual perception of potential risks and dangers, and the peculiarities of generalized group thinking that have developed in a particular society. Preference systems are an ordered (ranked) series of n = 21 errors: from the most dangerous to the least dangerous and characterize only the danger preference of one error over another. The degree of this preference is determined only by the difference in the ranks of the errors and does not answer the question of how much time one error is more dangerous in relation to another. The differential method for identifying the comparative danger of errors, as well as the multistep technology for identifying and filtering out marginal opinions were applied. From the initial sample of m = 37 professional air traffic controllers, two subgroups mB=20 and mG=7 people were identified with statisti-cally significant at a high level of significance within the group consistency of opinions a = 1%. Nonpara-metric optimization of the corresponding group preference systems resulted in Kemeny’s medians, in which the related (middle) ranks were missing. Based on these medians, weighted coefficients of error hazards were determined by the mathematical prioritization method. It is substantiated that with the ac-cepted accuracy of calculations, the results obtained at the second iteration of this method are more ac-ceptable. The values of the error hazard coefficients, together with their ranks established in the preference systems, allow a more complete quantitative and qualitative analysis of the attitude of both individual air traffic controllers and their professional groups to hazardous actions or conditions.

EDUCATIONAL ASPECTS OF DEVELOPMENT OF ADMINISTRATIVE ABILITIES OF STUDYING UNIVERSITIES

2021 ◽  
Vol 70 (2) ◽  
Author(s):  
S.S. Seitenova ◽  
◽  
M. M. Knissarina ◽  
Keyword(s):  
Moral Education ◽  
Psychological Health ◽  
Core Competencies ◽  
Educational Activity ◽  
Educational Work ◽  
Managerial Skills ◽  
Key Competencies ◽  
The Individual ◽  
High Level ◽  
The University

This article analyzes the possibilities of educational work in the development of key competencies, in particular managerial skills, students in vocational training at the university. It is urgent and important to develop the managerial skills of the student, since a high level of the required skills will allow the individual to achieve success in life and spatial areas, as well as maintain and strengthen psychological health. Adapted effective forms of spiritual and moral education of university students in the process of developing their managerial skills were cited as an example. The results of the questionnaire determined the hierarchy of understandable and performed functions by university teachers, such as educational, teaching, methodological, research, organizational and managerial. Of the 5 main proposed functions of a university teacher, educational activity was the lowest level, which is the main means of forming students' core competencies.

A Portrait of the Artist

2014 ◽  
pp. 1-79
Author(s):  
David Gillis
Keyword(s):  
Central Feature ◽  
Jewish Law ◽  
Knowledge Of God ◽  
Great Thing ◽  
Literary Art ◽  
Philosophy And Religion ◽  
The Matrix ◽  
The One ◽  
The Individual ◽  
The Relationship

This introductory chapter provides a background of Maimonides and his code of Jewish law, the Mishneh torah. Maimonides applied the highest literary art to the highest of tasks: to bequeath, as philosopher-statesman, a law that would regulate the life of the individual and of society and move people closer to the knowledge of God. The result of that art is a book to be read and experienced, not just consulted. The central feature of Mishneh torah as a work of art is the casting of the commandments of the law in the form of the cosmos. The microcosmic form suggests, in the first place, that studying Mishneh torah, like the study of the universe, can be a way to the knowledge and love of God. On the plane of ideas, this form embodies the relationship between the ‘small thing’ and the ‘great thing’, between halakhah, on the one hand, and physics and metaphysics on the other. It depicts philosophy as the matrix of halakhah, reflecting the view of the relationship between philosophy and religion in the Islamic philosophers.

Conclusions

2017 ◽  
Author(s):  
Anna K. Hodgkinson
Keyword(s):  
Capital City ◽  
High Status ◽  
Royal Court ◽  
Archaeological Material ◽  
Before And After ◽  
Status Goods ◽  
Royal City ◽  
The One ◽  
Definition Of ◽  
The Individual

This final chapter addresses the individual research questions posed in the Introduction (Chapter 1), in the light of the data and discussion presented in Chapters 2–7. According to the range of settlement types defined by Troy (see Section 1.1), Amarna and Gurob may be regarded as cities, with a less specialized character and the presence of both a royal court and temples. While Amarna was not long-lived, it was specifically founded as a capital city with a large amount of urban planning. Gurob was certainly occupied for a long period, before and after the New Kingdom. Although Malqata can be defined as a royal city, it does not fulfil Troy’s definition of a city in that it was only very short-lived and served the sole purpose of a location for the festivities in honour of Amenhotep III, for which reason it should most likely be regarded a specialized settlement. In conclusion, it can be said that the presence of high-status goods and evidence of their manufacture enhances a settlement’s status. On the one hand, it proves that a strong demand existed for these types of objects, most of which were not for everyday use, and therefore implies the presence of either a consuming elite or royal court. On the other hand, should no royal court be present, it indicates at least the settlement’s dependence on the favours of royal personages acting as recipients of high-status goods. The presence of such personages would also enhance the settlement’s status. Hence, a developed infrastructure, together with a well-managed system of redistribution, as observed in all three case-studies discussed in this book, may very well be a factor determining a high-status settlement, such as a royal city. It can be stated that the analyses of the archaeological material from Amarna, Gurob, and Malqata have been successful in highlighting several areas of intensive industrial activity despite some issues regarding the nature of the data (see Section 1.4.3). In addition, it has been possible to further define the locations in which most of the finished products were found and, probably, used.

Hardiness of a subject of activity in the situation of global emergency uncertainty in the context of person’s psychological safety

2020 ◽  
Author(s):  
E. B. Muradyan ◽  
Keyword(s):  
High Performance ◽  
Psychological Safety ◽  
Emergency Situation ◽  
Professional Activity ◽  
Preliminary Conclusion ◽  
Theoretical Terms ◽  
Theoretical Position ◽  
The Subject ◽  
The One ◽  
The Individual

The article has a theoretical approach in research. Relations between the terms «hardiness»; and «psychological safety», «subject of activity» and «professional’s personality» will be considered. The components of hardiness are analyzed. The issues that contradict the basic theoretical position on hardiness as the underlying psychological safety of the individual are analyzed. At a theoretical level, a connection between the hardiness and psychological safety of a professional’s personality is revealed. In theoretical terms the conceptions of a person as a personality (professional) and as a subject of professional activity are considered. The attitude of professional’s personality towards activities in the «new» conditions is revealed. Based on results of experts’ survey, a preliminary conclusion is made that a person involved in professional activity, is passionate about his/her work, professionally ready for it, quickly overcomes negative emotions connected with an emergency, the person is reorganized to work in the «new» mode, providing high performance (if the specificity of the work allows it). The issues arising in a stressful, emergency situation are being considered for the subject of professional activity. An attempt is made to describe the emergency, as well as the necessity to introduce conceptual «slogan»: «the situation of global emergency uncertainty». This situation is considered as the environment that the one created «for his/her self-preservation», to ensure the safety of mankind.

Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity

2020 ◽  
Author(s):  
A. V. Emelyanenkova ◽  
S. B. Gnedova
Keyword(s):  
Self Regulation ◽  
Diagnostic Techniques ◽  
Emotional Reactions ◽  
Civil Aviation ◽  
Professional Activity ◽  
Objective Criterion ◽  
Novice Drivers ◽  
The Individual ◽  
Short Signal ◽  
High Level

Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.

scholarly journals Individual psychological characteristics of personality as correlates of executive activity of university students

2019 ◽  
Vol 70 ◽  
pp. 07007
Author(s):  
Alana Uzdenova
Keyword(s):  
Quality Of Life ◽  
High Efficiency ◽  
Personality Development ◽  
Psychological Characteristics ◽  
Professional Activity ◽  
Emotional Lability ◽  
High Quality ◽  
Definition Of ◽  
The Individual

The theory of the executive activity of a personality and the ability to determine its correlates are analyzed. High efficiency executive activity is considered as a predictor of a high quality of life and professional activity of an individual. The results of the study of the individual psychological properties of the personality associated with the characteristics of performing activities are presented. A combination of properties is highlighted: irritability, sociability, extraversion, which positively affect the type of execution. They form a triad closely associated with all the properties of executive activities. Some personality properties that inhibit the development of characteristics necessary for effectiveness are identified. Aggressiveness and high emotional lability are characteristic of students with low responsibility. According to the research results, mutually exclusive properties are organization and openness. The definition of determinants and correlates of performing activities opens up opportunities for psychologists and educators to create spaces for the development of a highly effective personality. Executive activity is a system construct. Understanding its structure allows us to see its flexibility and form individual trajectories of learning and personality development.

The Aims of Mathematical Education

1921 ◽  
Vol 14 (6) ◽  
pp. 297-304
Author(s):  
J. H. Minnick ◽  
_ _
Keyword(s):  
The Other ◽  
General Definition ◽  
Mathematical Education ◽  
Face To Face ◽  
School Activities ◽  
General Meaning ◽  
The One ◽  
Definition Of ◽  
Objective Side ◽  
The Individual

Education is a complex process involving a variety of experiences gained through both school and out-of-school activities. Each subject of the curriculum should make its definite contribution to this experience, but we must be sure that the result is a unit. An investigation of conditions in most of our high schools will show that a child is under the instruction of perhaps four or five teachers, all of whom are working independently of each other. Very seldom docs one teacher know what the others are trying to do. In order to avoid such conditions and to insure a unified education for each individual, it is necessary that the aim of each subject shall be determined in the light of the general definition of education. Only by this means can the subject matter of each course be so selected and presented that there is neither useless overlapping on the one hand nor the omission of important elements on the other hand. Hence, in discussing the aim of mathematical education, we shonld consider the general meaning of education and then determine what contribution mathematics can make most effectively. For this purpose we shall accept Ruediger’s definition, namely, “… to educate a person means to adjust him to those elements of his environment that are of concern in modern life, and to develop, organize, and train his powers so that he may make efficient and proper use of them.”1 This definition consists of two parts. One of these is concerned with the adjustment of the individual to his environment; this is the objective side. The other is concerned with the development of the powers of the individual; this is the subjective side of education. However, one’s powers are developed only by contact with and adjustment to his environment, and he is adjusted to his environment only through his powers and abilities. Thus, a child’s power to think correctly is developed most effectively when he is brought face to face with a real situation the solution of which is vital to his welfare; but he can successfully master the situation only by the use of his reasoning power or such other abilities as may be involved. Hence, the two parts of this definition are not independent and we need not consider them separately; when one is satisfied in the most effective way the other will be. At present we shall confine our attention to the objective phase of education.

Sign in / Sign up

Export Citation Format

Share Document