Conflict Management and Resolution in Context of Educational Institutes

2020 ◽  
pp. 88-105
Author(s):  
Madhu Agarwal Agnihotri ◽  
Arup Kumar Bhattacharjee ◽  
Soumen Mukherjee
Keyword(s):  
Conflict Management ◽  
Institutional Framework ◽  
Formal Training ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Student Management ◽  
Examination Result ◽  
Collaborative Ventures ◽  
Teaching Learning ◽  
Administrative Tasks

Conflict has been an integral part of collaborative ventures. Educational institutes comprise multiple integrated key activities such as teaching, learning, student management, examination, result declaration along with several administrative tasks. It has also been observed that generally stakeholders do not have formal training to deal with such issues and sometimes lack of knowledge and skills to address the disagreements efficiently adversely affects the overall productivity. Conflicts can occur in various forms starting from verbal dialogue and escalated up to physical confrontations resulting in spoiled relationships. An institutional framework should be designed and must be made transparent, so that all stakeholders understand their roles and responsibilities at the institutions. The obligation and constraint defined clearly can act as an essential tool in de-escalation of conflict. This chapter aims at understanding the modes of conflict, reasons behind conflict, and then designing a framework for conflict management in educational institutes.

The Scope of Practice of Diabetes Educators in a Metropolitan Area

1992 ◽  
Vol 18 (2) ◽  
pp. 111-114 ◽  
Author(s):  
Mariorie Cypress ◽  
Judith Wylie-Rosett ◽  
Samuel S. Engel ◽  
Terry B. Stager
Keyword(s):  
Patient Education ◽  
Diabetes Care ◽  
Formal Training ◽  
Behavioral Strategies ◽  
Chronic Complications ◽  
Roles And Responsibilities ◽  
Standard Patient ◽  
Behavioral Techniques ◽  
Oral Hypoglycemic Medications ◽  
Diabetes Educators

A survey of 108 members of a local metropolitan AADE chapter was conducted to assess (1) current roles and responsibilities of diabetes educators with respect to medical management and patient education, and (2) the use of behavioral strategy techniques among diabetes educators. Nurses and dietitians specializing in diabetes care performed a range of responsibilities. Approximately 75% of the nurses performed standard patient education roles and 20% performed the majority of roles traditionally considered to be in the medical domain, including insulin adjustment. More than half of the respondents had not received formal training in the use of behavioral strategies. Formal training was positively associated with greater use of behavioral techniques. Training for diabetes educators should include behavioral intervention strategies. Nurses specializing in diabetes care may also need training regarding physical assessment for chronic complications, and knowledge regarding adjustment of insulin and oral hypoglycemic medications.

Rural community-based nurses’ self-reported knowledge and skills in the provision of psychosocial care to palliative and end-of-life clients and carers

2021 ◽  
pp. 1-9
Author(s):  
Eli Ristevski ◽  
Michael Leach ◽  
Ellen Bolton ◽  
Melissa Spargo ◽  
Anny Byrne ◽  
...  
Keyword(s):  
Palliative Care ◽  
End Of Life ◽  
Rural Community ◽  
Psychosocial Care ◽  
Assessment Tools ◽  
Formal Training ◽  
Educational Strategies ◽  
Community Based ◽  
Knowledge And Skills ◽  
Practice Gaps

Abstract Objective This study examined rural community-based nurses' self-reported knowledge and skills in the provision of psychosocial care to rural residing palliative and end-of-life clients and carers. We further sought to determine correlates of knowledge gaps to inform workforce education and planning. Method Nurses from a rural area of Victoria, Australia, were invited to complete an electronic questionnaire rating their knowledge against 6 national palliative care standards and 10 screening and assessment tools. A 5-point scale of (1) No experience to (5) Can teach others was used to rate knowledge. Results were classified into three categories: practice gaps, areas of consolidation, and strengths. Descriptive and logistical regression was used to analyze data. Results A total of 122 of 165 nurses (response rate = 74%) completed the survey. Of these nurses, 87% were Registered Nurses, 43% had ≥10 years' experience in palliative care, and 40% had palliative care training. The majority of practices across the standards and screening and assessment tools were rated as knowledge strengths (N = 55/67, 82%). Gaps and areas of consolidation were in the use of client and carer assessment tools, the care of specific populations such as children, supporting carers with appropriate referrals, resources, and grief, and facilitating the processes of reporting a death to the coroner. Lack of formal training and lower years of experience were found to be associated with practice gaps. Significance of results Our study found rural nurses were confident in their knowledge and skills in the majority of psychosocial care. As generalist nurses make up the majority of the rural nursing workforce, further research should be undertaken on what educational strategies are needed to support and upskill rural community-based nurses to undertake formal training in palliative care.

Conflict Management in Higher Educational Institutions

2016 ◽  
pp. 199-208
Author(s):  
Farooq Miiro
Keyword(s):  
Conflict Management ◽  
Complexity Theory ◽  
School System ◽  
Educational Institutions ◽  
Knowledge And Skills ◽  
Effective Catalyst ◽  
Institutional Politics ◽  
Effective Manner ◽  
The World ◽  
Benefit System

Conflicts are inevitable and very common in educational institutions the world over. Conflict happens whenever and wherever in HEIs. Conflicts also rampantly occur at HEIs. Conflicts are therefore inevitable although this should not cause alarm truth is that they are natural and have benefits to organizational progress. It can therefore be noted that conflict management is part and parcel of school administration challenges that HEIs managers should handle as part of institutional politics, with extra care to benefit system and its workers. Therefore, experienced managers should motivate different conflicting groups to improve their methods and attitude towards work so that organizational goal can be achieved in the most effective manner. This however is a tough undertaking since it requires technical knowledge and skills on the part of leader. Accordingly, understanding complexity theory and applying it effectively in organizational management can transform conflict into an effective catalyst for improving school system.

MOOC as a free, digital tool for different profiles providing introductory trainingin PSIT

2020 ◽  
Vol 6 (2) ◽  
pp. 183-210
Author(s):  
Bianca Vitalaru ◽  
Carmen Valero-Garcés
Keyword(s):  
Public Service ◽  
Ad Hoc ◽  
General Information ◽  
Formal Training ◽  
Access To Information ◽  
Digital Tool ◽  
Knowledge And Skills ◽  
Foreign Population ◽  
General Aspects ◽  
Do So

Abstract In this article we present the results of the implementation of a MOOC providing an introduction in Public Service Interpreting and Translation (PSIT) for a variety of backgrounds and profiles, from people working with foreign population, to people who have no formal training and are ad-hoc interpreters, as well as people interested in learning about PSIT. The ultimate goal of the MOOC is to provide general information and to raise awareness about the complexity of the field, as well as to offer the possibility of learning and practicing some of the principles and strategies presented so that those interested in deepening their knowledge and skills may do so with more formal training. It is in this context that the article presents some of the findings obtained since its implementation given the variety of personal profiles and student backgrounds registered in the course as well as the evaluation of aspects related to its design such as duration, access to information, difficulties and, in general, aspects that enabled us to identify students’ perceptions on the usefulness, effectiveness and applicability of the course.

Development and delivery of a clinical leadership programme for integrated community teams

2019 ◽  
Vol 24 (11) ◽  
pp. 518-522
Author(s):  
Carole Roberson
Keyword(s):  
Community Nursing ◽  
Out Of Hours ◽  
Clinical Leadership ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Leadership Framework ◽  
Additional Support ◽  
Full Day ◽  
Programme Staff ◽  
Nursing Teams

Neighbourhood teams were formed throughout Worcestershire in early 2018, which led to a change in staff roles and responsibilities, as these are multidisciplinary community teams. It became apparent during the transition that many of the staff in band 6 roles required additional support and education to enable them to develop their knowledge and skills. Therefore, a clinical leadership programme was developed specifically for these staff. The programme followed the principles of the NHS Leadership Framework and consisted of six full-day training sessions. During the programme, staff identified issues within their team and developed a plan to address these issues over the following 6–12 months. The next two cohorts of the programme included staff from out-of-hours community nursing teams. The feedback from all delegates and managers was overwhelmingly positive, and delegates continue to implement their plans.

scholarly journals Teachers of secondary school as Democracy Coaches: Study of their conceptions during their initial formation

2018 ◽  
Vol 48 ◽  
pp. 01003 ◽  
Author(s):  
Mario Ferreras-Listán ◽  
José Antonio Pineda-Alfonso ◽  
Elena Guichot-Muñoz
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Learning Environments ◽  
Citizen Participation ◽  
Educational Settings ◽  
Initial Formation ◽  
Knowledge And Skills ◽  
Teaching Learning ◽  
Democratic Learning ◽  
Educational Field

This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.

Electrónico” Funcimat” Como Herramienta Didáctica Para El Estudio De Funciones Matemáticas Y Su Incidencia En El Rendimiento Académico Estudio De Caso: Escuela De Agronomía, Facultad De Recursos Naturales Espoch

2017 ◽  
Vol 13 (6) ◽  
pp. 106
Author(s):  
Marco Hjalmar Velasco Arellano ◽  
Carla Sofía Arguello Guadalupe ◽  
Mayra Mayra Elizabeth Caceres Mena ◽  
José Franklin Arcos Torres ◽  
Patricia del Lourdes Gallegos Murillo
Keyword(s):  
Academic Performance ◽  
Mathematical Reasoning ◽  
Research Work ◽  
Mathematical Functions ◽  
Knowledge And Skills ◽  
First Semester ◽  
Before And After ◽  
Chi Squared ◽  
The Difference ◽  
Teaching Learning

This research work shows a comparative study between using and not using the electronic module called Funcimat and its incidence in the students’ academic performance. The students who were considered for this experiment belonged to the first semester of the Agronomy School. This group, which was divided in two, served as the experiment and the control samples. The experiment was based on the teaching – learning process of Mathematics. Funcimat was applied to one group, and the traditional methodology and techniques were applied to the other group. In order to demonstrate the hypothesis, the Chi squared test was applied to see the difference of proportions and correlation since the idea is to compare Funcimat incidence on the academic performance. The results obtained before and after the experiment determined that there are significant differences between the traditional methodology and the alternative guidelines. Funcimat allows the students to build their own reasoning scenario about mathematical reasoning. This way they develop knowledge and skills to solve each one of the proposed mathematical functions.

scholarly journals The information society: does it need the information professions?

2009 ◽  
Vol 33 (104) ◽  
pp. 3-10 ◽  
Author(s):  
John Feather
Keyword(s):  
Knowledge Economy ◽  
Information Society ◽  
Professional Knowledge ◽  
The Body ◽  
Formal Training ◽  
Knowledge And Skills ◽  
Body Of Knowledge

A profession is constituted by a group of people with a shared body of knowledge and skills, based on formal training and well defined criteria. But the knowledge and skills which characterise the information profession, as defined by CILIP in the Body of Professional Knowledge and other documents, are no longer confined to those who describe themselves in this way, or feel any attachment to the information profession as traditionally defined. The paper discusses how this group do, can and should contribute to the so-called 'information society'. It challenges the idea that information society is in itself something new, and focuses more on the concept of the 'knowledge economy' in which information (and therefore information workers) have a key role. The challenge for the profession is to go beyond its own recognition of its knowledge, skills and insights, and to persuade others of the contribution it (and they) can make.

scholarly journals DELITO, CONFLICTO: SENSIBILIDADES LEGALES Y TRAMA INSTITUCIONAL EN EL CAMPO DE LA MEDIACIÓN PENAL EN SALTA, ARGENTINA / Crime, Conflict: Legal sensitivities and institutional framework in the field of penal mediation in Salta, Argentina

2016 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Mariana Inés Godoy
Keyword(s):  
Conflict Management ◽  
Institutional Framework ◽  
Relative Autonomy ◽  
Individual Person ◽  
Administration Of Justice ◽  
Clifford Geertz ◽  
Everyday Context ◽  
Work Done ◽  
Institutional Process

<p>En este artículo expongo parte de los resultados de un trabajo etnográfico realizado en torno al proceso institucional que caracteriza los primeros años de implementación de la Mediación Penal –entre 2012 y 2015- como forma de administración de ciertos conflictos penales en Salta-Argentina, tomando en consideración en particular la perspectiva del mediador y su contexto significativo y cotidiano de trabajo. Siguiendo la noción de “sensibilidades legales” de Clifford Geertz, nos detenemos en las oposiciones entre los conceptos de delito, litigio y conflicto, y con ellos de individuo y persona, las percepciones sobre la mediación penal en relación a otros campos de la justicia y las disputas de criterios acerca de qué casos pueden tratarse en mediación penal. Suponemos que estas percepciones y consideraciones, que no están del todo zanjadas por leyes y reglamentos, contribuyen a complejizar y dinamizar el campo de la gestión de conflictos en Salta, produciendo y a la vez cuestionando jerarquizaciones entre profesionales de la justicia, estableciendo luchas por la afirmación de este campo en relación a otras esferas de la administración de justicia, y dando cuenta, en su funcionamiento, de su relativa autonomía. Tales conceptos también hablan del modo en que operadores concretos conciben y definen su trabajo.</p><p><br /><strong>Abstract</strong></p><p><br />In this article I expose parts of the results of an ethnographic work done on the institutional process which characterizes the first year’s implementation of mediation –between 2012 and 2015-, as a form of administration of certain criminal disputes in Salta-Argentina, considering in particular the perspective of the mediator and its significant and everyday context. Following the concept of “legal sensitivities” from Clifford Geertz, we focus on the opposition among the concepts of crime, litigation and conflict, and with them individual person, perceptions of criminal mediation related to other fields of justice and criteria disputes about which cases can be treated in criminal mediation. We assume that these perceptions and considerations, which are not entirely be settled by laws or regulation, contribute to complicate and streamline the field of conflict management in Salta; producing and questioning hierarchies among legal practitioners, establishing struggles for affirmation of this field related to other areas of administration of justice, realizing in performance of their relative autonomy. Such concepts also speak about how individual operators conceive and define their work.</p>

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