Identity and help in calls to Victim Support

<p>The link between identity and action is a fundamental topic across the social sciences. A key site to investigate this relationship is social interaction, where identities and social relations are built and used to accomplish action. In this thesis, I used discursive psychology to analyse the relationship between identity and the action of help in recorded calls to a victim support helpline. Victim is a contentious identity, with feminists and other critical scholars pointing to the politics involved when certain people are categorised as victims and others are overlooked. The name of the organisation that was the setting for my research, ‘Victim Support,’ explicitly links a victim identity with rights to access the help the service offers. Drawing on concepts in discursive psychology and using conversation analysis and membership categorisation analysis, I examined how participants oriented to the contentious questions of who victims are and how they should be helped. Drawing on contemporary interactional research which theorises the epistemic, deontic, and affective basis of human social relations, I examined how participants used self-other relations as a resource to build and interpret actions as help. The findings provide evidence for the mutually constitutive relationship between identity and action. Counter-intuitively, most callers did not explicitly categorise themselves as victims when asking for help. My analyses show how call-takers understood callers’ identities as victims even when they did not say so directly. The act of asking for help from Victim Support constituted callers’ identities as victims; and their identities rendered their requests accountable. Call-takers on the victim helpline act as gate-keepers, determining callers’ eligibility before providing help. I analysed how call-takers denied callers’ requests by implicitly or explicitly disavowing their identities as victims. Conversely, I showed that offers of help constituted callers as legitimate victims. Yet even once participants had accomplished joint understanding of callers as victims, they negotiated their respective epistemic and deontic rights to determine what help was needed and how it should be provided. The negotiation of how victims should be helped was particularly salient when callers sought help on behalf of others. Participants negotiated whether the moral obligation to help victims was associated with friends and family members, or institutions. The emotional support and practical advice offered by Victim Support is delivered by volunteer support workers, reflecting a common-sense assumption that these forms of help are normatively available to any competent person. My analyses attend to the dilemmas involved when callers sought help for others rather than providing it themselves. The findings contribute to three main areas of research: conversation analytic study of help as social action; membership categorisation analysis research on categorically organised rights and obligations; and the re-specification of psychological phenomenon as interactional objects within discursive psychology. The mutually constitutive link between identity and help is consequential, as the provision or withholding support can have material effects when callers are highly distressed or in fear for their lives. Thus, studying real-life interaction demonstrates the practical ways identity matters for seeking help.</p>

Identity and help in calls to Victim Support

<p>The link between identity and action is a fundamental topic across the social sciences. A key site to investigate this relationship is social interaction, where identities and social relations are built and used to accomplish action. In this thesis, I used discursive psychology to analyse the relationship between identity and the action of help in recorded calls to a victim support helpline. Victim is a contentious identity, with feminists and other critical scholars pointing to the politics involved when certain people are categorised as victims and others are overlooked. The name of the organisation that was the setting for my research, ‘Victim Support,’ explicitly links a victim identity with rights to access the help the service offers. Drawing on concepts in discursive psychology and using conversation analysis and membership categorisation analysis, I examined how participants oriented to the contentious questions of who victims are and how they should be helped. Drawing on contemporary interactional research which theorises the epistemic, deontic, and affective basis of human social relations, I examined how participants used self-other relations as a resource to build and interpret actions as help. The findings provide evidence for the mutually constitutive relationship between identity and action. Counter-intuitively, most callers did not explicitly categorise themselves as victims when asking for help. My analyses show how call-takers understood callers’ identities as victims even when they did not say so directly. The act of asking for help from Victim Support constituted callers’ identities as victims; and their identities rendered their requests accountable. Call-takers on the victim helpline act as gate-keepers, determining callers’ eligibility before providing help. I analysed how call-takers denied callers’ requests by implicitly or explicitly disavowing their identities as victims. Conversely, I showed that offers of help constituted callers as legitimate victims. Yet even once participants had accomplished joint understanding of callers as victims, they negotiated their respective epistemic and deontic rights to determine what help was needed and how it should be provided. The negotiation of how victims should be helped was particularly salient when callers sought help on behalf of others. Participants negotiated whether the moral obligation to help victims was associated with friends and family members, or institutions. The emotional support and practical advice offered by Victim Support is delivered by volunteer support workers, reflecting a common-sense assumption that these forms of help are normatively available to any competent person. My analyses attend to the dilemmas involved when callers sought help for others rather than providing it themselves. The findings contribute to three main areas of research: conversation analytic study of help as social action; membership categorisation analysis research on categorically organised rights and obligations; and the re-specification of psychological phenomenon as interactional objects within discursive psychology. The mutually constitutive link between identity and help is consequential, as the provision or withholding support can have material effects when callers are highly distressed or in fear for their lives. Thus, studying real-life interaction demonstrates the practical ways identity matters for seeking help.</p>

IMPLEMENTASI PERANAN PENDAMPING DESA DALAM PENGAWASAN PEMERINTAH DESA DI KECAMATAN MARIORIWAWO KABUPATEN SOPPENG

A village assistant is a competent person assigned to assist the village in the development and empowerment of village communities. The purpose of this study is to determine the form of implementation of the role of village assistants in supervising the operation of the village government as per the laws and regulations. This study uses a legal research type with an empirical approach, where data is obtained directly from the field through interviews and observations, the data obtained are analyzed qualitatively and then described descriptively. The results of the study indicate that the implementation of the role of village assistants has brought changes in the development and empowerment of village communities in Marioriwawo District, especially in equitable development and efforts to increase human resources in the village and are carried out according to the guidelines regulated in the village law along with other implementing regulations.

International anti-corruption standards

The article studies the issues of combating corruption in the aspect of its incorporation into international standards. Corruption has been identified as a threat to democracy and economic development in many States. It arises from the process of the exchange of power for material assets, that is, when a competent person performs or refrains from performing certain actions for remuneration, and due to the weakness or weakness of the state, political, and public institutions that control and limit these processes. It is noted that the world community is seriously thinking about those negative consequences (threat of statehood, undermining trust in the authorities, causing harm to the individual, society, the functioning of organized crime, a drop in the level of professionalism of employees, a decrease in the level of legal awareness of spirituality) caused by corruption, and realizes that all States need to act as one to achieve serious positive results. It is noted that the international community, to develop effective measures to prevent and eradicate corruption, has adopted several international treaties, as well as recommendations that are not binding but are used by States as effective mechanisms for monitoring corruption.

Who is a Competent Person?

SAMREC (The South African Code for the Reporting of Exploration Results, Mineral Resources and Mineral Reserves) Clause 7 notes that 'Documentation detailing Exploration Results, Mineral Resources and Mineral Reserves from which a Public Report is prepared must be prepared by, or under the direction of, and signed by a Competent Person.' Similar statements with respect to Competent Valuators (CVs) and Qualified Reserves Evaluators (QREs) are contained in the SAMVAL (South African Code for the Reporting of Mineral Asset Valuations) and SAMOG (South African Code for the Reporting of Oil & Gas Resources) codes respectively. What does it mean to be a Competent Person (CP) in the context of compiling/signing-off on SAMCODE (South African Mineral Code) compliant documents? What do the registration and experience requirements mean? Who is ultimately responsible for the report and what does such responsibility prescribe?

The Main Factors Influencing the Socialization of Students in PostPandemic Period

Successful reform of the higher education system in the context of COVID-19, both in a single country and in the world in the context of its development toward democratization, requires updated approaches to assessing the results of socialization of various categories of young people, and especially students. Since student age is a period of active formation of the inner need of a person to correlate his own aspirations with the interests of society, it is sensitive for the assimilation of social experience, socially significant activities, and the formation of an active creative personality. Higher education in the context of COVID-19 faces an important task - to ensure the education of "vital and socially competent person who can make independent choices and make responsible decisions in various life situations" the formation of their own motives and interests. It is important how much the student as a subject of socialization, independent in the information space, what is the level of his social competence, how quickly he chooses the field of activity in which he can achieve high professionalism. The article deals with the problem of socialization of student youth in modern conditions of a higher educational institution, associated with the processes of development and education of the individual. The features, stages and socio-pedagogical conditions of successful socialization of students in the context of COVID-19 are revealed.

Special Knowledge Application in the Prosecutor’s Office Activities

In the paper, given the recent history of prosecutorial supervision, the opinions of prosecutors and scientists, and the position of the Constitutional Court of the Russian Federation, the authors analyze the legislation and court practice on cases when prosecutors engage experts. The forms of special knowledge application in the course of the prosecutor’s supervision are highlighted and specified. The authors formulate recommendations for their design and use both during the prosecutor’s investigation and for further possible legal proceedings. In case the prosecutor’s decision is taken within the framework of the powers granted by the Law on the Prosecutor’s Office, it must be made based on the results of an audit conducted with the participation of a competent person. In cases when the prosecutor’s investigation findings are subsequently result in response measures made up of legal norms in the framework of legal proceedings, the examination must be carried out in court in order to establish the circumstances requiring the use of special knowledge. Special knowledge application in the course of the prosecutor’s investigation becomes the basis for further measures of the prosecutor’s response. The authors substantiate the opinion that the integration of the institution of forensic examination into the implementation of prosecutorial supervision in its pure form is impossible. At the end of the paper, a conclusion is formulated about the forensic significance of this activity, including for an investigator, an inquiry officer at the stage of initiating a criminal case.

FORMATION OF RESEARCH COMPETENCE OF SCHOOLCHILD IN THE PROCESS OF STUDYING BIOLOGY

At the present stage of the development of domestic education, the main task is to form an active, independent, competent person capable of creativity. Research activities that are characterized by productivity, problematization of students, realization of individual cognitive needs, and orientation to their creative research provide ample opportunities. The main provisions of the activities of educational institutions in Kazakhstan indicate the need to introduce skills-based approaches to biological education of students by strengthening the practical orientation of the teaching content and introducing more versatile methods of educational activities. Research competence is a set of knowledge and methods of activity that are mandatory for a modern school graduate. Its formation is carried out using a number of methods used both during the lesson and during extracurricular time. The article discusses the conditions for the formation of research skills in the study of biology, the features of the development of cognitive interest and increasing the stability of creative activity of students to improve biological education.

The epistemic roles of clinical expertise: An empirical study of how Swedish healthcare professionals understand proven experience

Clinical expertise has since 1891 a Swedish counterpart in proven experience. This study aims to increase our understanding of clinicians’ views of their professional expertise, both as a source or body of knowledge and as a skill or quality. We examine how Swedish healthcare personnel view their expertise as captured by the (legally and culturally relevant) Swedish concept of “proven experience,” through a survey administered to a simple random sample of Swedish physicians and nurses (2018, n = 560). This study is the first empirical attempt to analyse the notion of proven experience as it is understood by Swedish physicians and nurses. Using statistical techniques for data dimensionality reduction (confirmatory factor analysis and multidimensional scaling), the study provides evidence that the proven experience concept is multidimensional and that a model consisting of three dimensions–for brevity referred to as “test/evidence”, “practice”, and “being an experienced/competent person”–describes the survey responses well. In addition, our results cannot corroborate the widely held assumption in evidence-based medicine that an important component of clinical expertise consists of experience of patients’ preferences.

Cultural Competence as a Factor Successful Professional Activity

Article analyzes the problems of cultural competence as the main factor of successful professional activity of applicants for higher education in economic specialties, since the formation of personality culture as the most important condition for its self – organization and self-development is one of the leading tasks of modern education. A generally accepted and important characteristic of a specialist is a certain set of professional knowledge and skills, which may not coincide in the composition, structure, and severity of certain qualities in representatives of different types of activity. The article analyzes cultural competence and as a result of the study, it turns out that where emotional intelligence is powerless, a person with a well-developed emotional intelligence understands what all people have in common and what distinguishes each of us from the other. A culturally competent person, while also being a specialist in economic specialties, is able to determine which properties of a particular person are characteristic of all people, which are only for him, and which are neither universal nor unique. Therefore, he adapts quite easily to the Customs and traditions of the new environment: he gets into the habit of observing and consciously adapting to the new environment. The findings state that cultural competence is the result of a development process that requires long-term commitment. This is not a specific end product that can be achieved based on the results of a two-hour master class, it requires an active learning and practice process for a long time. It’s easier to talk about becoming culturally competent than to do it. Professionals who work with different ethnic and cultural groups and can therefore become more culturally competent by advancing through three main stages: developing awareness, acquiring knowledge, and developing and maintaining cross-cultural skills.