The CRO Laudato Si’ Project: Goals, Activities, and Social Outcomes

On the eve of 2020, and the fifth anniversary of the publication of the Encyclical Letter - Laudato Si’. On the care for the common home at the Catholic University of Croatia, the scientific-professional project CRO Laudato Si’ was launched. The project team was composed of scientists from different disciplines, and the project partners were the National Fraternity of the Franciscan Secular Order and the Franciscan Youth. As part of the project, scientific and practical activities were carried out. One of the main scientific activities was empirical scientific research, which was conducted, using a survey method over several months in 2020. The paper will present the results of the research, related to the role of the project in the knowledge of the encyclical Laudato Si’ and the awakening of interest in the encyclical, according to the socio-demographic characteristics of the respondents. The results show that men have heard of the encyclical Laudato Si’ to a somewhat greater extent than women. The largest number of respondents, who heard about the encyclical for the first time through the project, are those who belong to the youngest age group, followed by those with high school education. Arousing interest in Encyclical Letter topics is more encouraged among women, those over 65 years old, respondents with completed primary school, and those who are self-employed or retired.

Colonial Legacies and Maternal Health in South Asia

This chapter provides important insights into why culturalist, technocratic, and neoliberal approaches to maternal and neonatal health have persisted in South Asia despite critiques by bringing together a historical analysis of the ‘problem of childbirth’ under colonialism with the interdisciplinary literature on the medicalization of childbirth. This chapter establishes the central role of British women doctors who fashioned themselves as colonial experts on maternal health in shaping developmental discourses regionally and internationally. British women doctors’ professional project drove their participation in a wider international epistemic community and the creation of infrastructure to improve maternal health in South Asia which emulated British maternalist discourses. Their interventions influenced anti-colonial nationalist attempts to reform reproduction and initiatives by middle-class South Asian women. These reformist discourses, which braided eugenicist concerns with communal polarization and marginalized subaltern medical auxiliaries, continue to pervade post-colonial interventions. The chapter also explores the emergence of international health organizations in the interwar period which produced a discourse linking health and governance to which critiques of conditions of maternity in South Asia responded.

Moments of Rupture. Changing the State Project for Teachers: a Regulation Approach Study in Education Industrial Relations

<p>The purpose of this thesis is to examine the response of secondary school teachers to the Tomorrow's Schools education reforms. Their early response was made largely through their union, the Post Primary Teachers' Association (PPTA), in an industrial relations setting as the reform proposals were in development and taking their final shape. The interaction between the professional project of these teachers with the proposed reforms produced an outcome for secondary school education shaped by the interaction, rather than just by the reforms themselves. A case study situated at the intersection of industrial relations, state sector and education restructurings during the period 1984-1989 is the focus of the thesis. The argument is located within French regulationalist theory. The concept of the Keynesian Welfare National State provides a means for connecting education as part of the mode of regulation with the role of the state in New Zealand. The Fourth Labour Government entered into a political project that shifted the role of the state in the economy and society. The roots of the project lay in the discourse of economic rationalism. Policy resulting from this discourse was put into operation through legislation affecting all parts of the state. In education, the discourse of economic rationalism introduced a new approach, the values of which were at odds with those of the previous education settlement of the Keynesian Welfare National State. The object of the thesis is to trace the process of change within the secondary schools sector of education through the years 1984-1989 as the two different sets of values interacted. The assumption is made that institutional change results from a dynamic interaction between new ideas and continuities and discontinuities with the past. This allows for the possibility of the effects of agency on public policy. Analysis focuses on a series of industrial negotiations between the PPTA and the State Services Commission, the negotiating body for government. They took place as various government policy documents and resulting legislation altered the positioning of teachers within the state. The negotiations were of such a character that the educational discourses of economic rationalism and the education settlement of the Keynesian Welfare National State came into conflict and were debated at length. The thesis concludes that, by the end of the negotiations and despite the introduction of legislation on education, the values of secondary teachers remained substantially unchanged and in opposition to the intent of the government reforms.</p>

Moments of Rupture. Changing the State Project for Teachers: a Regulation Approach Study in Education Industrial Relations

<p>The purpose of this thesis is to examine the response of secondary school teachers to the Tomorrow's Schools education reforms. Their early response was made largely through their union, the Post Primary Teachers' Association (PPTA), in an industrial relations setting as the reform proposals were in development and taking their final shape. The interaction between the professional project of these teachers with the proposed reforms produced an outcome for secondary school education shaped by the interaction, rather than just by the reforms themselves. A case study situated at the intersection of industrial relations, state sector and education restructurings during the period 1984-1989 is the focus of the thesis. The argument is located within French regulationalist theory. The concept of the Keynesian Welfare National State provides a means for connecting education as part of the mode of regulation with the role of the state in New Zealand. The Fourth Labour Government entered into a political project that shifted the role of the state in the economy and society. The roots of the project lay in the discourse of economic rationalism. Policy resulting from this discourse was put into operation through legislation affecting all parts of the state. In education, the discourse of economic rationalism introduced a new approach, the values of which were at odds with those of the previous education settlement of the Keynesian Welfare National State. The object of the thesis is to trace the process of change within the secondary schools sector of education through the years 1984-1989 as the two different sets of values interacted. The assumption is made that institutional change results from a dynamic interaction between new ideas and continuities and discontinuities with the past. This allows for the possibility of the effects of agency on public policy. Analysis focuses on a series of industrial negotiations between the PPTA and the State Services Commission, the negotiating body for government. They took place as various government policy documents and resulting legislation altered the positioning of teachers within the state. The negotiations were of such a character that the educational discourses of economic rationalism and the education settlement of the Keynesian Welfare National State came into conflict and were debated at length. The thesis concludes that, by the end of the negotiations and despite the introduction of legislation on education, the values of secondary teachers remained substantially unchanged and in opposition to the intent of the government reforms.</p>

Disparity in the risk of exposure to respirable crystalline silica dust among non-manual and manual employees in the construction industry

Construction workers are at increased health risk due to exposure to respirable crystalline silica (RCS) dust. We examined differences in health risk among non-manual and manual employees in the construction industry. The participants were drawn randomly from the construction industry by targeting UK construction workers’ websites. Online survey of construction industry employees using a questionnaire consisted of 17 items to obtain information on demographic data, employment history and health risk exposure. Chi-squared tests were used to explore differences in health risk between manual and non-manual employees, and logistic regression to determine the risk of adverse events in manual workers. Of the 47 employees invited, 45 completed the questionnaire (95% response rate). Seventeen were non-manual (professional, project managers and managers) and 28 were manual employees (tradesmen and construction workers). There was a significantly higher percentage of non-manual employees below 45 years than older group (70.6% vs 39.3%; χ2 = 4.2, p = 0.039) and they worked less than 20 years than those working longer (82.4% vs 32.1%; χ2 = 10.7, p = 0.001). Compared to non-manual workers, manual workers were more likely to work >20 years: OR = 2.2 (95% CI = 1.3–3.6); be exposed to RCS dust and smoke: unadjusted OR = 1.8 (1.1–3.1), age and length of time working in construction industry adjusted OR = 2.2(1.2–4.2); and have breathing problems: unadjusted OR = 3.9 (1.5–10.4), age, smoking and length of time working in construction industry adjusted OR = 3.7 (1.1–12.5). The risk of breathing problems was increased among individuals working more than 20 years: OR = 4.8 (1.2–18.6), exposed to dust and smoking: unadjusted OR = 3.8 (1.0–14.1), age and length of time working in construction industry adjusted OR = 5.4 (1.2–24.4), whilst those with adequate information on health hazards were associated with lower risk of breathing problems. There is an increased risk of exposure to RCS dust and pulmonary symptoms among manual employees in the construction industry. Further efforts are required to provide greater protection for this group of workers to reduce their health risk.

Larson and socio-economic closures in public accountancy professionalization

PurposeThe first purpose of this study is to respond to Matthews’ (2017) criticisms of Larson's (1977) professional project and accounting historians' past use of Larson (1977) when researching public accountancy professionalization. The second purpose is to use the response to Matthews (2017) as the foundation to construct a model of socio-economic closures of potential use for research and study.Design/methodology/approachIn order to respond to Matthews (2017), the study provides an interpretive review of Larson (1977) and analyses historical professionalization research published in leading accounting journals over three decades. The review and response, together with prior theory contributions, form the foundation for the proposed model of closures.FindingsMatthews’ (2017) criticisms of Larson (1977) and accounting historians' past use of Larson (1977) are, with some exceptions, not well-founded. Larson's (1977) professional project is an ideal model of professionalization and has been used appropriately by accounting historians to introduce and explain rather than a model or test public accountancy professionalization. The analyzed data from research journals are consistent with Larson (1977) in terms of identifiable historical phases of and specific closures actions in the professionalization process.Research limitations/implicationsThe study analyses peer-reviewed studies in selected accounting research journals over a defined period.Practical implicationsThe study provides a nuanced review of Larson (1977), clarifies evidence of the past use of Larson (1977) by accounting historians, challenges criticism of this use, identifies primary research that focuses on socio-economic closures and proposes a model of such closures for future research and study.Originality/valueThe study contains a comprehensive analysis of peer-reviewed research of public accountancy professionalization and proposes a model of closures inductively derived from empirical evidence and prior theoretical contributions.

PEDAGOGIA DA ALTERNÂNCIA NO ESPÍRITO SANTO: O PROJETO PROFISSIONAL E OS IMPACTOS NA VIDA DOS JOVENS CAMPONESES / Pedagogy of alternance in the Espirito Santo: the professional project and the impacts on the life of young peasants / Pedagogía de alternancia en el Espíritu Santo: el proyecto profesional y los impactos en la vida de los jóvenes campesinos

Este artigo apresenta os resultados de uma pesquisa realizada sobre o Projeto Profissional do Jovem, atividade de conclusão do Curso de Técnico em Agropecuária da Pedagogia da Alternância na Escola Família Agrícola do Bley, em São Gabriel da Palha, no Espírito Santo. Como objetivo, busca identificar os impactos que o projeto profissional do curso proporciona na autonomia e emancipação econômica e social do jovem camponês, tendo como referencial teórico Paulo Freire, Paolo Nosella, Jean-Claude Gimonet dentre outros. Descreve a história da pedagogia da alternância, seus princípios e instrumentos pedagógicos e debate a importância do plano de formação como documento norteador para estudantes das escolas família agrícola. Por meio de grupo focal, destaca os depoimentos de alunos egressos sobre o projeto profissional. Conclui que o Projeto Profissional aplicado nas unidades produtivas possibilita autonomia financeira ao jovem camponês e transformação da sua realidade. Como citar este artigo:FERNANDES, Rosane Rosa Dias; MARTINS, Danielli Calabrez. Pedagogia da alternância no Espírito Santo: o projeto profissional e os impactos na vida dos jovens camponeses. Revista NERA, v. 24, n. 58, p. 81-99, mai.-ago., 2021.

PROJECT-ORIENTED PROFESSIONAL COMMUNICATION AS A CONDITION FOR THE DEVELOPMENT OF A LIBRARY COMMUNICATIVE ENVIRONMENT

The purpose of the article is to describe features of professional project-oriented communication in foreign experience is visibility. The methodology is based on the principles of activity, systemic, sociocultural, communicative, humanistic, process approaches. The scientific novelty is the identification of areas of projectoriented communication, the use of which is advisable in the Ukrainian experience The main directions of professional project-oriented communication in foreign experience are highlighted. The first aspect is characterized by increased professional communication through pieces of training and seminars. The second is connected with the organization of direct forms (discussions, working meetings, conferences) and indirect forms (online forms). The third aspect of project-oriented communication is aimed at learning innovative forms development through a combination of traditional, interactive principles, summer schools in order to develop the mobility of teachers and students. Within the framework of the project activity, professional meetings, discussions, information exchange, and discussion of the design process form a certain network of constant connections between developers, executives, partners, managers. Conclusions. At the international level, the leading role in professional communication is assigned to social interaction in the framework of building partnerships between libraries, representatives of library science, education, and practice. Professional project-oriented communication is based on communicative, organizational, technological, and managerial aspects. Communicative provides for the organization of training, internships, conferences, advanced training and is characterized by the development of mobility of library specialists. The organizational and technologicalaspect takes into account joint projects of a managerial direction.Key words: library, communication, project-oriented professional communication, social interaction, project activity.

The allied health collective

This chapter examines the concept of allied health as a confederation of constituent professions. We examine: the way that different jurisdictions define the allied health collective; the rationale for those groupings; and the impact of inclusion (or otherwise) of the groupings on the individual professional project of specific allied health professions. Concepts that will be explored include the considerations around a heterogeneous group of occupations attempting to work together to achieve a single professional project. It also also explores the international contexts of the allied health professions and the relevance of the specific comparisons between Australia and the UK.