Psychological Violence

2020 ◽  
pp. 42-59
Author(s):  
Maria Gabriella Cairo
Keyword(s):  
Similar Pattern ◽  
General Definition ◽  
Psychological Violence ◽  
Starting Point ◽  
Definition Of ◽  
The Individual

This chapter deals with psychological violence in its most recurrent forms. The author uses the general definition of psychological violence as a starting point to then analyze its manifestations in two different contexts: the professional and private environment. This way, the author wishes to demonstrate that psychological violence is associated with the establishment of a hold, a conditioning, which makes the individual who is subjected to it incapable of recognizing it. It is a process which is developed through typical schemes and which follows a similar pattern in different contexts. The consequences for the victims are numerous. The author analyzes them through a psychosomatic approach which explains why certain diseases develop when individuals are subjected to such pressures. The author also shares the results obtained in her practise of accompanying victims.

Digital competences of the workforce – a research topic?

2017 ◽  
Vol 23 (3) ◽  
pp. 721-734 ◽  
Author(s):  
Matthias Murawski ◽  
Markus Bick
Keyword(s):  
Research Topic ◽  
Future Research ◽  
Digital Competence ◽  
Content Type ◽  
Research Activities ◽  
Starting Point ◽  
Pros And Cons ◽  
Definition Of ◽  
The Individual ◽  
Practical Implications

Purpose Considering working in the digital age, questions on the consequences for the individual workers are, so far, often neglected. The purpose of this paper is to deal with the question of whether the digital competences of the workforce is a research topic. The authors argue for the thesis that it is indeed a research topic. Design/methodology/approach In addition to a literature analysis of the top IS, HR, and learning publications, non-scientific sources, as well as the opinions of the authors, are included. The authors’ thesis is challenged through a debate of corresponding pros and cons. Findings The definition of digital competences lacks scientific depth. Focussing on the workforce is valid, as a “lifelong” perspective is not mandatory for research. Digital competence research is a multidisciplinary task to which the IS field can make a valuable contribution. Research limitations/implications Although relevant references are included, some aspects are mainly driven by the opinions of the authors. The theoretical implications encompass a call for a scientific definition of digital competences. Furthermore, scholars should focus on the competences of the workforce, including occupations, roles, or industries. The authors conclude by providing a first proposal of a research agenda. Practical implications The practical implications include the alignment of multiple stakeholders for the design of “digital” curricula and the integration by HR departments of the construct of digital competences, e.g. for compensation matters and job requirements. Originality/value This paper is one of very few contributions in the area of the digital competences of the workforce, and it presents a starting point for future research activities.

Mobbing in the in learning space: Causes and Preventive Measures

2019 ◽  
pp. 63-69
Author(s):  
M.S. Velychko
Keyword(s):  
Unethical Behavior ◽  
Preventive Measures ◽  
Legal Aspects ◽  
Educational Environment ◽  
Psychological Violence ◽  
Learning Space ◽  
Theoretical Approaches ◽  
Significant Characteristic ◽  
Definition Of ◽  
The Individual

The articlereveals psychological causes and preventive measures of the emergence mobbing in the educational environment. Phenomenon of the mobbing as a form of psychological violence in relations between the group and the individual.The article reveals the phenomenon of the mobbing as a form of psychological violence in relations between the group and the individual. Theoretical approaches to the definition of the phenomenon of mobbing and its forms. Psychological causes and legal aspects and preventive measures of mobbing in the educational environment. Mobbing and described it as «psychological terror», which includes the systematic recurrence of hostile and unethical behavior of one or more people, directed against another person. According to experts, the most significant characteristic of the phenomenon of mobbing is that it is determined onlywhen there are multiple, but systematic, regular repetitions in behavior and attitude.

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.

scholarly journals Concept and system of criminal and legal consequences of crime commission

2021 ◽  
Vol 2021 (1) ◽  
pp. 126-136
Author(s):  
Yuriy Pudovochkin
Keyword(s):  
Criminal Law ◽  
Legal Status ◽  
Criminal Liability ◽  
Crime Commission ◽  
Starting Point ◽  
Definition Of ◽  
The Individual ◽  
Fundamental Categories ◽  
Almost All ◽  
Legal Consequences

A significant problem of modern criminal law science is the definition of its fundamental categories to which the “criminal and legal consequences” category belongs. The theme of criminal and legal consequences of committing a crime is still weakly developed. Nevertheless, the content of almost all theoretical constructions associated with criminal and legal measures, criminal punishment and criminal liability depends on its solution. The author suggests his idea of the system of criminal and legal consequences based on the system interpretation of law and formal and logical analysis of criminal law norms. The system comprises: a) consequences of commission of a crime such as discharges and implementation of criminal liability; consequences of commission of other criminal and related acts and appearing of criminal and relevant events that influence correction of the legal status of the individual having committed a crime. The starting point in the development of the system appeared to be understanding of the terms «crime» and «consequence» in the context of criminal and legal relations theory and legal factors of criminal law. It is also noted that the system of criminal and legal consequences of crime commission can be viewed as a part of the consequence crime commission system which includes both actually legal and extra-legal consequences.

Human Security

2017 ◽  
Author(s):  
Edward Newman
Keyword(s):  
Security Policy ◽  
Security Analysis ◽  
Human Security ◽  
Security Studies ◽  
Ethical Orientation ◽  
Critical Security Studies ◽  
Starting Point ◽  
Negative Rights ◽  
Definition Of ◽  
The Individual

Human security suggests that security policy and security analysis, if they are to be effective and legitimate, must focus on the individual as the referent and primary beneficiary. In broad terms, human security is “freedom from want” and “freedom from fear:” positive and negative rights as they relate to threats to core individual needs. Human security is normative; it argues that there is an ethical responsibility to (re)orient security around the individual in line with internationally recognized standards of human rights and governance. Much human security scholarship is therefore explicitly or implicitly underpinned by a solidarist commitment to moral obligation, and some are cosmopolitan in ethical orientation. However, there is no uncontested definition of, or approach to, human security, though theorists generally start with human security challenges to orthodox neorealist conceptions of international security. Nontraditional and critical security studies (which are distinct from human security scholarship) also challenges the neorealist orthodoxy as a starting point, although generally from a more sophisticated theoretical standpoint than found in the human security literature. Critical security studies can be conceived broadly to embrace a number of different nontraditional approaches which challenge conventional (military, state-centric) approaches to security studies and security policy. Human security has generally not been treated seriously within these academic security studies debates, and it has not contributed much either.

Conceptual and methodological questions in the study of collective identities

2003 ◽  
Vol 2 (2) ◽  
pp. 205-223 ◽  
Author(s):  
Anna Triandafyllidou ◽  
Ruth Wodak
Keyword(s):  
General Definition ◽  
Collective Identities ◽  
Social Psychological ◽  
Individual Contributions ◽  
Discourse Studies ◽  
Definition Of ◽  
The Individual ◽  
Sociological Discourse ◽  
Contemporary Context

Studying identity, be it ethnic, cultural, linguistic, national or regional, in the contemporary context becomes troublesome because the scholar is faced with a whole range of social and cultural forms that co-exist uncomfortably with existing definitions of social identity. Moreover, although identity has been a central concern in a number of disciplines during the past decades, there has been considerable disagreement regarding the methodological tools most suitable to study its formation and change. The aim of this Special Issue is to discuss the usefulness of the very concept as well as the main methodological tools suitable to analyse identity-related phenomena today. In this introductory chapter, we provide for a general definition of the concept and elaborate on recent theoretical and conceptual developments regarding the nature of identity in the sociological, discourse studies and social psychological literature. In the concluding section, we introduce the individual contributions presented in this issue.

scholarly journals Danger Mental Abuse for Society and Man

2016 ◽  
Vol 3 (4) ◽  
pp. 108-117
Author(s):  
S M Vorobyev
Keyword(s):  
Psychological Characteristics ◽  
Scientific Article ◽  
Negative Consequences ◽  
Psychological Violence ◽  
Definition Of ◽  
The Individual ◽  
The Relationship ◽  
Social Level

This scientific article is devoted to the problems of the risk of causing psychological violence, it examines the relationship causing psychological violence with negative consequences for society and the individual. In addition the article shows the typical physiological and psychological characteristics of fear of the advancing person as a result of criminal exposure to mental violence. The author based on the study of opinions of various scholars in this field comes to the conclusion about the necessity of legislative consolidation of the definition of psychological violence and offers, thus their definition of mental violence individual-social level and society-wide level. The paper used is modern, scientific and special methods of cognition: analysis, synthesis, historic-legal, structural-functional, normative, logical, complex.

scholarly journals Professional position as a scientific phenomenon

2019 ◽  
Vol 65 (2) ◽  
pp. 233-236
Author(s):  
Dmitro Prima
Keyword(s):  
Point Of View ◽  
General Definition ◽  
Professional Activity ◽  
Official Position ◽  
Professional Quality ◽  
Teacher Professional ◽  
Scientific Phenomenon ◽  
Definition Of ◽  
The Individual ◽  
Individual Style

The article analyzes the scientific approaches to the treatment of a professional position as a scientific phenomenon. It is noted that the conceptual-categorical dimension of the study of the problem of formation of a professional position as a scientific phenomenon lies in the plane of the characteristics of such concepts as «position» («position of the person»), «pedagogical position» («position of the teacher»), «professional position» the need for clarification regarding their interpretation. It was found out that in the reference journals, the notion of «position» is regarded as developing, a multi-dimensional education as a point of view, attitude to something that determines the nature of behavior, action; the nature of the actions caused by this attitude. It is stated that the position in psychology means the official position of a person in one or another subsystem of relations, reflects the dominant and selective attitude of a person to what is essential to it. It is noted that the formation of a position goes through its expansion, awareness and differentiation, one of the manifestations of which is gradually crystallizing professional position. It is generalized that despite the differences in the definition of this definition by different authors, the general definition is a position as a specialist’s attitude to the profession and to itself within it, which is manifested in activity, and a professional position as a person-professional quality, which is formed in the process of learning and is based on development of value-semantic relations to the pedagogical profession, determines the individual style of professional activity of the teacher.

Types of Political Discourses and Their Classification

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Givi AMAGHLOBELI
Keyword(s):  
Narrative Discourse ◽  
General Definition ◽  
Future Research ◽  
Mental Picture ◽  
Political Discourses ◽  
Starting Point ◽  
The Subject ◽  
Definition Of ◽  
The Given

The aim of the given work is to identify and classify the types of political discourses that (may) exist in any particular society. Compared to existing definitions and classifications, our purpose serves a practical goal of schematic classification of political discourses. The article intends to give a starting point for a general classification and typology that will be elaborated within the framework of future research, as typology of discourse specimens is the least developed area of the field (van Dijk, 1997). Definitions/typologies that have been made until now are more of a theoretical character and, therefore, it would be useful to create more concrete mental pictures (expressed in the forms of schemata) that will enable us to operate easier with the concepts discussed while studying the subject. The article starts with the general definition of the term(s) and links the concept of discourse to other concepts like narrative, frame, ideology, discursive strategy. As we try to show the ideology/narrative/discourse link, formulation of corresponding schemes also gain importance in order to have a clearer mental picture of the above mentioned correlation. In parallel with the above mentioned points we also emphasize correlation between the dominant / secondary discourses with specific focus on ideological differences/power struggle. 

American Studies—Beyond the Crisis?: Recent Redefinitions and the Meaning of Theory, History, and Practical Criticism

Prospects ◽  
1982 ◽  
Vol 7 ◽  
pp. 53-113 ◽  
Author(s):  
Guenter H. Lenz
Keyword(s):  
American Studies ◽  
The United States ◽  
International Perspective ◽  
Theory And Practice ◽  
Starting Point ◽  
The Social ◽  
Theoretical Thinking ◽  
Definition Of ◽  
The Individual ◽  
Practical Criticism

Since its beginning, the American Studies community has been remarkably uneasy about the role and meaning theoretical thinking about its premises and objectives should have in its work. Even more than the individual disciplines in the humanities and the social sciences, the American Studies movement has again and again felt compelled to justify its existence and its aims, to develop a “method” or “philosophy” for its pursuits. But these attempts at theory more often than not have resulted in a glorification of practical or substantive work, or in an identification of its rationale with a few books by its major scholars. In the most recent time of “crisis,” the traditional opposition of “theory” to “practice” seems to have been confirmed, in one way or another, not only on a national scale but in its international perspective. In a recent interview, Henry Nash Smith, using two articles by young German scholars as a starting point, endorsed the old view that “practice is much more important” in America and that, “almost by instinct, in this country we are less, far less theoretical than the Germans.” It should be mentioned that, ironically, contributions to a theoretical definition of American Studies became far more numerous in the United States just when the younger German scholars began to turn from theoretical debates to substantive work, which shows that Smith's “instinctual” distinction actually prevents us from realizing the fundamental historical differences in the development and the significance of the interaction of theory and practice in the two countries.

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