BRIDGING THE GAP FOR EFFECTIVE DISPERSANT DECISIONS THROUGH RISK COMMUNICATION

1997 ◽  
Vol 1997 (1) ◽  
pp. 753-759 ◽  
Author(s):  
Janet H. Kucklick ◽  
Ann Hayward Walker ◽  
Robert G. Pond ◽  
Ann Bostrom ◽  
Paul Fischbeck ◽  
...  
Keyword(s):  
Risk Communication ◽  
Mental Models ◽  
Decision Model ◽  
Federal State ◽  
Previous Knowledge ◽  
New Information ◽  
Traditional Research ◽  
User Groups ◽  
The Subject ◽  
The Individual

ABSTRACT Dispersant use has been the focus of many research studies over the last two decades. However, traditional research and communication efforts have been unable to successfully resolve decision-making concerns on the ecological effects and effectiveness of dispersant use. This paper describes an innovative project to address these concerns through the use of a theoretically based and empirically tested approach to effective risk communication development and evaluation. The study is founded on the premise that people's basic frames of reference, their previous knowledge on the subject, their set of values, and the format and structure of the new information will all contribute to their interpretation of the information. Only by taking these “mental models” into account can risk communication effectively supply people with the information they need to make informed, independent judgments. Using one-on-one interviews and written questionnaires, the individual perspectives of federal, state, and regional regulators and environmental and marine user groups were elicited relative to dispersant use and its risk. Their mental models were then compared to an expert decision model to identify topics to be addressed in issue papers.

Die Personifikation technischer Objekte oder ihrer Teile als Mittel zur Sicherung der Verständlichkeit in der wissenschaftsjournalistischen Autoberichterstattung

Fachsprache ◽  
2017 ◽  
Vol 33 (1-2) ◽  
pp. 61-83
Author(s):  
Gisela Thome
Keyword(s):  
Mental Processes ◽  
Lay People ◽  
New Information ◽  
Different Types ◽  
Personal Qualities ◽  
The Subject ◽  
The Individual

Consciously focusing on the subject of the text by personifying it or its constituent parts is an especially impressive means of making technical facts accessible to professional lay people. In applying this technique, authors of scientific-journalistic reporting on private cars are guided by current findings in comprehensibility research. According to this approach, understanding is the result of complex social and mental processes occurring between participants in communication in which new information contained in the text combines with the knowledge stored cognitively within the individual. Thus, consistently attributing human qualities to cars of different types, as a form of latently effective metaphor, prompts readers to establish analogies between the properties of the car in question and the personal qualities and experience they are familiar with, rendering in this way the behaviour, appearance and functioning of technical objects more understandable. This knowledge can be applied to designing e.g. attractive German advertising texts and translating into German, in an idiomatic manner, in order to reflect that language’s special preference for the presentation of personified technical and other inanimate elements.

scholarly journals PROFESSIONAL STANDARTS AS A TOOL FOR THE FORMATION OF PROFESSIONAL SUITABILITY OF AN EMPLOYEE

2021 ◽  
pp. 104-112
Author(s):  
Светлана Васильевна Чегринцова
Keyword(s):  
Professional Competence ◽  
Educational Programs ◽  
Professional Standards ◽  
Federal State ◽  
Educational Standards ◽  
The Subject ◽  
The Russian Federation ◽  
The Individual ◽  
State Educational

Цель статьи - определение роли профессиональных стандартов при формировании профессиональной пригодности личности на этапе обучения в ходе реализации основных образовательных программ высшего образования (ФГОС ВО) по направлению подготовки 38.03.02Менеджмент и 38.03.03 Управление персоналом и деловой оценки персонала в организациях. В современных рыночных условиях в системеобразования РФ неизбежно происходят изменения. Важнымтребованием при проектировании образовательных программ остается сопряжение требований стандартов, которые активно используют работодатели при трудоустройстве, расстановке специалистов по конкретным рабочим местам и деловой оценке персонала, а также ФГОС ВО. Новизна заключается в определении степени соответствия между профессиональными стандартами и реализуемыми программами в ходе развития профессиональной пригодности субъекта, а также возможными инструментами деловой оценки персонала в дальнейшем. В ходе исследования выявлены взаимосвязи между качеством реализуемых образовательных программ с учетом профессиональных стандартов и оценкой уровня сформированности компетенций. This article aims at defining the role of professional standards in the formation of professional competence of the individual at the stage of learning in the process of implementation of basic educational programs (BEP) of higher education such as: 38.03.02 - Management and 38.03.03 - personnel Management and business evaluation of personnel in organizations. In the modern conditions of the market economy, changes are inevitably taking place in the education system in the Russian Federation. An important requirement in the design of BEP remains the integration of the requirements of professional standards, which are actively used by employers, placement of specialists in specific jobs and business evaluation of personnel, as well as Federal State Educational Standards. The novelty lies in determining the degree of compliance between professional standards and implemented BEP in the course of forming the professional suitability of the subject, as well as possible tools for business activity.

Differential Effects of Competence and Morality on Self-Esteem at the Individual and the Collective Level

2020 ◽  
Vol 51 (3) ◽  
pp. 183-198
Author(s):  
Wiktor Soral ◽  
Mirosław Kofta
Keyword(s):  
Self Esteem ◽  
Differential Effects ◽  
Individual Level ◽  
The Subject ◽  
The Individual

Abstract. The importance of various trait dimensions explaining positive global self-esteem has been the subject of numerous studies. While some have provided support for the importance of agency, others have highlighted the importance of communion. This discrepancy can be explained, if one takes into account that people define and value their self both in individual and in collective terms. Two studies ( N = 367 and N = 263) examined the extent to which competence (an aspect of agency), morality, and sociability (the aspects of communion) promote high self-esteem at the individual and the collective level. In both studies, competence was the strongest predictor of self-esteem at the individual level, whereas morality was the strongest predictor of self-esteem at the collective level.

The Autobiographical Subject and the Death Penalty

2013 ◽  
Vol 35 (2) ◽  
pp. 165-187
Author(s):  
E. S. Burt
Keyword(s):  
Death Penalty ◽  
First Person ◽  
Philosophical Investigation ◽  
The Subject ◽  
Definition Of ◽  
The Individual

Why does writing of the death penalty demand the first-person treatment that it also excludes? The article investigates the role played by the autobiographical subject in Derrida's The Death Penalty, Volume I, where the confessing ‘I’ doubly supplements the philosophical investigation into what Derrida sees as a trend toward the worldwide abolition of the death penalty: first, to bring out the harmonies or discrepancies between the individual subject's beliefs, anxieties, desires and interests with respect to the death penalty and the state's exercise of its sovereignty in applying it; and second, to provide a new definition of the subject as haunted, as one that has been, but is no longer, subject to the death penalty, in the light of the worldwide abolition currently underway.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

FUNCTIONING OF THE MENTAL DEFENSES IN THE CONDUCT OF INTERROGATION WITHIN THE CRIMINAL PROCESS

2018 ◽  
Vol 28 (6) ◽  
pp. 2161-2165
Author(s):  
Hristo Ivanov Popnikolov
Keyword(s):  
Objective Assessment ◽  
Critical Conditions ◽  
Criminal Process ◽  
External Influences ◽  
Administration Of Justice ◽  
Individual Protection ◽  
The Subject ◽  
The Individual ◽  
The Cost ◽  
Subjective Side

From the subject presented in the report it is evident that the pre-trial and the court bodies may, to some extent, be influenced both by the person of the accused and by his competence to participate in the criminal process. In this regard as an expert, the psychologist can offer invaluable assistance. Each expertise would assist all actors involved in the administration of justice on their objective assessment of the offenders, the understanding of their individual protection and the inherent self-justification during procedural actions. The involvement of psychologists in the criminal process is key to establishing the truth in the investigation, because every crime as an act has a subjective side, expressed in the psychic attitude of the perpetrator to the committed act. Establishing these psychological motives is a key point in the criminal process with a view to establishing the truth.Psychological protection stabilizes the personality in the critical conditions of counteraction, related to the elimination of the experiences of tension, anxiety, stress and frustration, leading to maximum mobilization of its resources and at the same time to their overpayment. Thus, the individual who is the subject of the process action is protected against the adverse external influences, but at the cost of a lot of effort and enormous loss of nervous-mental energy, which increases his own vulnerability instead of contributing to its reduction. The appearance and functioning of psychological protection can be significantly impeded by the interaction of the investigator with the accused. Even more complicated is the situation when it breaks the communication contact that may arise in the psychological alienation and self-isolation of the accused due to the desire to protect himself.Protective psychological dominance is a real psychic activity that investigators, investigators, investigators and judges need to take into account in order to effectively deal with their task and to overcome the resistance of the investigated persons and in a time to prove in a lawful and moral way their guilt and participation in the commitment of the crimes.

Photopoetics: Sisyphus Outdone, the Apostrophal Subject and the Elusive Image

2020 ◽  
Vol 4 (1) ◽  
pp. 84-95
Author(s):  
Esther Sánchez-Pardo
Keyword(s):  
Catastrophe Theory ◽  
Albert Camus ◽  
Current Image ◽  
Difficult Condition ◽  
The Subject ◽  
The Individual

AbstractIn Sisyphus Outdone (2012), Nathanaël’s particular tribute to Albert Camus’ The Myth of Sisyphus (1942), the reader faces a challenging hybrid text in which the verbal and visual dimensions intermingle to produce an idiosyncratic type of narrative. Fragmentary, elliptical, a web of quotations, dictums, and meditations on the difficult condition of the individual in the current image-saturated scenario of the first decades of the 21st century, the text manages to propose a rigorous reflection upon crucial aspects of representation from History and temporality, to the Subject now, photography, catastrophe theory, architecture, failure and translation, among the most salient. Sisyphus, I suggest, exhibits a strategic photopoetics which operates as a self-reflective mechanism contributing to the persistence of an impermanent liminal subject and to the (re)production of textuality and the proliferation of voices against silence.

scholarly journals Variables in Globular Clusters, the Common and the Rare

1973 ◽  
Vol 21 ◽  
pp. 3-7
Author(s):  
Helen Sawyer Hogg
Keyword(s):  
Globular Clusters ◽  
New Information ◽  
The Subject ◽  
The Common

The title of this talk is really just a different phrasing from one I have used at several IAU meetings on the subject of numbers and kinds of variables in globular clusters. To furnish this material, I have finished the Third Catalogue of Variables in Globular Clusters. Since many of you are coming to this Colloquium with new information, the Catalogue is in draft form with a request that corrections and additions be given me by October 2, after which the draft will go to the printer.The First Catalogue of Variables in Globular Clusters was published at this observatory in 1939 and the Second Catalogue in 1955. In 1966 appeared the excellent Catalogue of Variables South of Declination—29° by Fourcade, Laborde and Albarracin, with splendid large prints of identification charts.

scholarly journals Theorizing Teacher Responsibility in an Age of Neoliberal Accountability

2019 ◽  
Vol 1 (1) ◽  
pp. 179-195 ◽  
Author(s):  
Tina Besley
Keyword(s):  
Homo Economicus ◽  
Teacher Responsibility ◽  
Keynesian Economics ◽  
The Great Depression ◽  
Market Rationality ◽  
The Subject ◽  
Neoliberal Policies ◽  
Set Up ◽  
The Individual ◽  
The Welfare State

This article explores concepts of teacher responsibility, accountability, being in loco parentis, and responsibilization as many advanced capitalist societies have dropped policies and practices that were set up in the mid 19th century after the Great Depression in the welfare state under Keynesian economics. Since the early 1980s most of these states have adopted neoliberal policies and market rationality for all aspects of social policy including education. Under neoliberalism, the subject theorised by Homo economicus, is one that is theorised as a rational autonomous individual, with its responsibilized behavior underpinning much of how not only teachers but students now are compleed to behace and perform. These have resulted in major shifts in attitudes to professionalism of teachers, in responsibilising individuals and so have impacted on subjectivity as the state has pulled back from all manner of social provision and has responsibilized the individual to be a consumer-citizen, a prudential and entrepreneurial self even in terms of education. The upshot is increasing use of audits, checklists and accountability regimes for teachers who are becoming increasingly a de-professionalised in a low-trust managerialist environment with students as consumers.

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