Educational Structures

2014 ◽  
pp. 49-69
Keyword(s):  
Educational Structures

THE PROBLEMS ARISING IN THE PROCESS OF INFORMAL GROUPS INFLUENCE ON INMATES’ CORRECTION: PSYCHOLOGICAL ASPECT

2020 ◽  
pp. 93-99
Author(s):  
Екатерина Васильевна Гусева
Keyword(s):  
Group Behavior ◽  
Correctional Institutions ◽  
Educational Work ◽  
Informal Group ◽  
Psychological Phenomena ◽  
Psychological Mechanisms ◽  
Pedagogical Training ◽  
Educational Structures ◽  
Negative Orientation ◽  
Informal Groups

Статья посвящена рассмотрению особенностей формирования неформальных групп в пенитенциарном учреждении и характеру их влияния на процесс исправления осужденных, являющихся членами этих групп. Приводятся статистические данные о преступности в исправительных учреждениях за последние годы, а также действиях, дезорганизующих работу исправительных учреждений. Рассматриваются причины влияния криминальной субкультуры на личность осужденного и особенности формирования неформальных групп различной направленности (положительной, отрицательной и нейтральной). Особое внимание уделяется взаимообусловленному процессу влияния на личность осужденного неформальной группы и администрации пенитенциарного учреждения, от которого во многом зависит возможность его исправления. Анализируются психологические механизмы, лежащие в основе приобщения осужденного к неформальным группам отрицательной направленности. Описываются психолого-педагогические особенности воспитательной работы с осужденными в неформальных группах. Характеризуется выбор средств, форм и мер воздействия на личность осужденного в неформальных группах. Указываются особенности воспитательных воздействий на личность осужденного, приводящие к тем или иным изменениям в личностной сфере. Рассматриваются обстоятельства для наибольшего положительного эффекта от воспитательной работы и указываются социально-психологические явления, которые наиболее эффективны, а также разнообразные методы профилактического и пресекающего воздействия. В заключение рассматривается важность изменений в управленческих и воспитательных структурах исправительных учреждений, в стилях воздействия и режима содержания осужденных, а также необходимость повышения уровня психолого-педагогической подготовки сотрудников, расширения знаний о специфике индивидуального и группового поведения осужденных. The article is devoted to the consideration of the peculiarities of the formation of informal groups in a penitentiary institution and the nature of their influence on the process of correction of convicts who are members of these groups. Statistics on crime in correctional institutions over the past year sare provided as well as actions that disrupt the work of correctional institutions. The reasons for the influence of the criminal subculture on the personality of the convict and the peculiarities of the formation of informal groups of various orientations (positive, negative and neutral) are considered. Particular attention is paid to the interdependent process of influence on the personality of the convict by the informal group and the administration of the penitentiary institution, on which the possibility of his correction largely depends. The psychological mechanisms underlying the introduction of a convict to informal groups of a negative orientation are analyzed. Psychological and pedagogical features of educational work with convicts in informal groups are described. The choice of meansis characterized as well as forms and measures of influence on the personality of the convicted person in informal groups. Specific features of educational influences on the personality of the convicted person, leading to certain changes in the personal sphere are examined. The circumstances for the most positive effect of educational work are considered, and the socio-psychological phenomena that are most effective are indicated, as well as various methods of preventive and intersecting influence. At the end of the article the importance of changes in the management and educational structures of correctional institutionsis discussed as well as changes in the styles of influence and the regime of detention of prisoners and the need to improve the level of psychological and pedagogical training of employees, expanding knowledge about the specifics of individual and group behavior.

Amateurs and Auditors

2018 ◽  
Author(s):  
Charles Edward McGuire
Keyword(s):  
Middle Classes ◽  
Educational Structures ◽  
Listening Experience ◽  
The Creation ◽  
Linguistic Structures ◽  
Diverse Audience ◽  
Early Manifestation

Between 1810 and 1835 the British musical audience expanded from the nobility and the gentry to include members of the middle classes. Using the contemporary musical festival as a case study, this chapter examines how the accommodation of this larger, more intellectually diverse audience led to an early manifestation of the modern concert-listener. This development is explored in terms of factors that aided in the creation of a physical or intellectual “listening space.” These aspects include physical structures (stages, galleries), educational structures (histories of musical festivals, commentaries for training listeners), and linguistic structures (new terms to describe listening processes). As this chapter reveals, these structures solidified a common listening experience for the larger audience, while reinforcing class distinctions within it.

Cultural Openness as an Emerging Form of Cultural Capital in Contemporary France

2017 ◽  
Vol 11 (2) ◽  
pp. 145-164 ◽  
Author(s):  
Philippe Coulangeon
Keyword(s):  
Cultural Capital ◽  
20Th Century ◽  
Correspondence Analysis ◽  
Mass Culture ◽  
Cultural Practices ◽  
Global Culture ◽  
Capital Endowment ◽  
Educational Structures ◽  
Cultural Openness

This article explores the changing pattern of cultural privilege in contemporary France. Using French data on cultural practices, including variables on ‘highbrow’ culture, mass culture and cosmopolitan culture, we apply a multi-correspondence analysis (MCA). The findings first show that cultural privilege among French social and educational elites remains primarily a matter of cultural capital endowment, with a structuring contrast between ‘legitimate’ and ‘mass’ culture. The MCA also shows an additional divide between local and global culture underpinned by a strong age gradient. Yet the emergence of a changing pattern of cultural privilege among the youngest cohorts does not imply any clear reduction in cultural inequalities. Rather, it suggests a growing cultural distinctiveness of French elites. Finally, these tendencies should not be easily extrapolated to other contexts as they reflect strong French specificities related to the evolution of social and educational structures during the second half of the 20th century.

Girl fights: exploring females’ resistance to educational structures

2003 ◽  
Vol 23 (11) ◽  
pp. 15-46 ◽  
Author(s):  
Lisa Leitz
Keyword(s):  
Educational Achievement ◽  
Peer Groups ◽  
Peer Culture ◽  
Oppositional Culture ◽  
Student Culture ◽  
School Girl ◽  
Family Expectations ◽  
Oppositional Culture Theory ◽  
Educational Structures ◽  
And Gender

This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.

Examining “Eclektic”, “Kitch” “Neoclasic” and “Orientalist” architectural production methods on university structures

2021 ◽  
Vol 18 (1) ◽  
pp. 108-130
Author(s):  
Emine Yıldız Kuyrukçu ◽  
Hatice Ülkü Ünal
Keyword(s):  
18Th Century ◽  
Extensive Literature ◽  
Important Place ◽  
Architectural Form ◽  
Architectural Elements ◽  
Consumption Culture ◽  
Educational Structures ◽  
University Buildings ◽  
Architectural Structures ◽  
The 19Th Century

Postmodern architectural products that can be described as kitsch have become rapidly consumed objects because they have appealed to the whole society. As a demand stimulating, easily comprehensible, and rapidly consumable product, kitsch has gained an important place in postmodern culture and architecture. These features of kitsch have easily made it a paradoxical part of consumption culture. After the Neoclassical boom in the 18th century, architectural movements such as Eclecticism, Orientalism, and Historicism became widespread in the 19th century. Towards the end of the 20th century, these tendencies came to the fore again within the Postmodern paradigm, and new kitsch architectural structures have begun to be produced in these undertakings in accordance with the spirit of the period. Eclecticism which has become prominent again in postmodern architecture has been referred to as neo-eclecticism or eclectic populism and has been defined as a style that ‘complexity, uncertainty and contradictions’ are expressed, ‘references from history and symbolic elements are used. Together with various historical forms in the postmodern period, orientalist images have been also used. Images consisting of stylized views of the Western culture on the Orient and that are not based on an authentic eastern depiction have been used in the production of orientalist architectural form. In recent years, eclectic, kitsch, orientalist, neoclassical forms that are independent of context and time have been frequently encountered in architectural applications in also Turkey. On one hand, elements from Turkish culture have been used and on the other hand, architectural elements from foreign cultures have been preferred. It is seen that there have been contradictions between form and meaning in educational structures built in Turkey during the period that the paradigms of the Postmodern era have been dominant. In this study, it is aimed to read and analyze the concepts of kitsch, eclecticism, neoclassicism, orientalism in the postmodern paradigm on recent university buildings and campus portals. In line with this purpose, an extensive literature research was conducted within the scope of the study; in the case study, recent university buildings and portals were analyzed in terms of postmodernism, the historical periods and architectural elements they derived were determined.

Analytical and reflexive competence of future doctor: essence, structure, conditions of formation

2021 ◽  
pp. 80-86
Author(s):  
Olga V. Minakova
Keyword(s):  
Professional Training ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Federal State ◽  
Educational Standards ◽  
Training Models ◽  
Source Data ◽  
Educational Structures ◽  
State Educational ◽  
Future Doctor

Due to the release of new educational standards regulating the activities of educational structures of the Russian Federation the requirements for the results of professional training of a competent specialist with a developed set of competencies have increased. According to the requirements of the Federal State Educational Standards of Higher Education in 31.05.01 “Medical Care” and 31.05.02 “Pediatrics”, the future doctor must have a whole range of skills and abilities that determines his professionalism. These include the qualitative analysis of information, the identification of cause-and-effect relationships, the structuring of source data, and the reflection of one's own activities, which ultimately lead to the formation of analytical and reflexive activities. The formation of analytical and reflexive competence of a future doctor in the course of professional training is defined as a continuous and holistic psychological and pedagogical process aimed at strengthening motivation, ability and readiness to effectively carry out analytical and reflexive activities within the framework of professional activity. This has determined the need for the development of new didactic tools that contribute to its improvement in the process of professional training: models, pedagogical conditions, technology of formation, criteria apparatus and diagnostic tools.

HUMAN RESOURCES DEVELOPMENT OF REPUBLIC OF CROATIA AND PRIMORSKOGORANSKA COUNTY AND THEIR INFLUENCE ON ECONOMIC GROWTH∗

2009 ◽  
Vol 15 (1) ◽  
pp. 13-24
Author(s):  
Nada Karaman Aksentijevic ◽  
Zoran Jezic
Keyword(s):  
Economic Growth ◽  
Human Capital ◽  
Human Resources ◽  
Gdp Per Capita ◽  
Human Resources Development ◽  
Regression Analyses ◽  
Theoretical Part ◽  
Educational Structures ◽  
Indirect Indicator ◽  
Per Capita

In the theoretical part of research authors will establish connections and diversities between human capital and human resources categories. In the empirical part of research, via HDI, it will be evaluated the development of human resources in Republic Of Croatia and in Primorsko-goranska County and in will be evaluated relation between HDI and GDP per capita of Croatia and in Primorsko-goranska County. Authors will also analyze how much development of human resources has contributed to the economic growth of Republic Of Croatia. In order to demonstrate this it will be measured influence of investment, employment and educational structures (the indirect indicator of development of human resources) on the growth of GDP in the period of 1997-2005 with usage of regression analyses.

Madness Around the Care of a Difficult Patient in the Hospital: Who Makes Who Ill?

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
P. Hristova-Ivanova
Keyword(s):  
Young Woman ◽  
Suicide Attempts ◽  
Violent Behaviour ◽  
Difficult Patient ◽  
Foster Home ◽  
Border Line ◽  
Care Protocol ◽  
Educational Structures ◽  
History Of ◽  
Institutional Conflict

Miss S.G. is now 22 years old. Rejected by her entourage and by several foster home and adolescent institutions because of her hetero-aggressiveness, her death threats since she was 13 years old and her various suicide attempts, she was hospitalised in our service for adults in 2006 in order to no longer be able to leave. at the hospital, this young woman of slightly limited intellectually and a history of abandonment became a first-class aggressor, creating upheaval throughout the service.Initially, she became aggressive towards patients at the slightest frustration and despite the reinforcement present, finally proceeded to attacking caregivers and the service's referring doctor. Her long stay in the service allowed her to divide the team. the escalation of her violent behaviour and the attack on the doctor finally led us to direct her to the specialised service for difficult patients, but at what price?!The event and the exhausting care of this difficult patient provoked a deep institutional conflict that we have resolved with difficulty. We will present our thoughts on the limits of our role as carers in the care of border-line violent subjects who do not accept the care protocols. We esteem that the collaboration with other educational structures other than psychiatry is important for the management of these difficult clinical cases.The departure of the patient to the specialised service allowed us to take a step back to obtain better cohesion and change her care protocol on her return.

scholarly journals Formation of a Model of Cooperation Between Professional Educational Structures and Business in the Preparation of Highly Qualified Personnel

2019 ◽  
Vol 5 (11) ◽  
pp. 371-377
Author(s):  
N. Morgunova ◽  
I. Zaitseva
Keyword(s):  
Labor Market ◽  
Quality Education ◽  
Effective Model ◽  
Educational Institutions ◽  
Highly Qualified ◽  
Vladimir Region ◽  
Qualified Personnel ◽  
Educational Structures ◽  
Training Specialists

Cooperation between professional educational institutions and business is an important aspect in the preparation of qualified personnel and the formation of quality education. In this regard, the article presents a number of problems of training specialists from the position of demand in the labor market of the Vladimir region, considers the key elements of interaction of the main participants of cooperation, identifies the main barriers. In conclusion, further steps in the formation of an effective model of interaction between universities and business are justified.

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