Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education

Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.

SOCIAL WELL-BEING AND HUMAN CAPITAL: INTERDEPENDENCE AND MUTUAL INFLUENCE

Currently, in the context of the transition to digital technologies in all sectors of society and solving the problems of increasing national competitiveness, the study of aspects of the formation of human capital in Russia is an urgent topic in the scientific community. An important factor in the formation of human capital is social well-being — a subjectively assessed level of happiness of a person, his satisfaction with his own health, safety, availability of social benefits, opportunities for individual development. The article discusses the theoretical aspects of the mutual influence of social well-being and human capital. Definitions of the studied concepts are given, publications of Russian and foreign scientists on the issues of ensuring social well-being and the formation of human capital are analyzed.It is concluded that in the conditions of modern global socio-economic trends, the social well-being of a person depends on external factors, which necessitates the implementation of appropriate socio-economic policies aimed at reducing the negative impact of the external environment and ensuring sustainable development and accumulation of human capital.

Academic leadership and research performance: a study among engineering academicians in emerging nations

PurposeThe performance of an academic institution is widely measured by their research performance. In this regard, the role played by leaders in an academic institution is vital. The focus of this paper is on the role played by academic leadership towards research performance.Design/methodology/approachA cross-sectional study is designed, and data are collected from 267 faculty members from various technical institutes across India through an online survey. A snowball sampling is adopted to reach the data point, and structural equation modeling is used to analyze the relationship using Smart PLS (partial least squares).FindingsThe study indicates that leadership in academic setup in developing countries does not directly influence research performance among the faculty members. To enhance research performance, institutes should promote collaboration and facilitate knowledge acquisition and individual development.Practical implicationsThe proposed model aids the leadership in devising strategies and approaches to encourage collaborations and individual initiatives in an academic setup.Social implicationsThe study identifies the importance of Individual initiative in Research Performance and knowledge acquisition for Higher Educational Institutions (HEI).Originality/valueThis research study is unique because it investigates the relationships between Academic Leadership and Research Performance of engineering faculty in emerging nations.

Modeling individual development plans, mentoring support, and career preparedness relationships among Doctor of Philosophy (Ph.D.) trainees in the life sciences

Background: As greater career development support for doctoral students and postdoctoral researchers has been emphasized, the individual development plan (IDP) has become a recommended mentoring tool. However, little is known about the effect of IDPs on mentoring and career development. This study proposed two conceptual models to examine the interrelationships among the use of IDPs, mentoring support, and career preparedness with a diverse sample of doctoral students and postdoctoral researchers in the life sciences. Methods: The data leveraged for this study was collected over a three-month period, March 2016 to June 2016, as part of a cross-sectional, online survey. The survey was distributed through social media and direct email to participants enrolled in life/biological/medical or physical/applied doctoral programs at U.S. institutions. To test the proposed conceptual models, this study employed the design-based multilevel structural equation modeling. Results: The analytic sample comprised 660 doctoral students and postdoctoral researchers in the life sciences from 91 institutions. The results suggested that 1) using the IDP could enhance mentoring support and career preparedness of doctoral students and postdoctoral researchers; 2) greater mentoring support and career preparedness would motivate mentees to continue utilizing the IDP with their principal investigator (PI) or advisor; and 3) females, postdoctoral researchers, and international scholars might need more support throughout the mentoring and career development process. Conclusions: This research offered empirical evidence for how an IDP, mentorship, and career preparedness interact. Findings revealed the IDP enhances mentoring support and career preparedness, as well as mentoring support and career preparedness predict IDP use. We conclude the IDP is an important mentorship tool that enhances trainees’ overall career preparation.

Individuals

This chapter argues against constraining education by considering society’s needs for particular types of workers. Ever since the dawn of the Industrial Revolution, individual development has been confined (and distorted) by the demands of the labor market. Although standard economic defenses of liberal education fail, contemporary shifts in that market offer opportunities for attuning education to individual needs. Specifically, with increasing automation, a revaluation of service work can offer young people far greater chances for leading fulfilling lives. This theme is developed by arguing for widespread involvement of adults in the education of younger generations.

Assessment of the student’s educational experience as a tool for making management decisions in the university

This article draws attention to students’ educational experience at a Russian regional university. Such experience is based on two aspects: on the one hand, it is a result of abilities integration, and on the other, it is an ability to act in a context of uncertainty. The latter aspect in understanding students’ experience is the most important for the personality formation in today’s complex world. Within the context of the higher education transformation, experience as an ability to act plays a significant role in individual development. That is why this study is aimed at analyzing the educational experience of first-year students and university graduates. Their educational experience is assessed based on their involvement in educational practices in class, in research activities at the university, and in self-educational activities. The results show that the first-year students’ experience and the graduates’ one at the university have functional differences. The first-year students’ academic engagement is higher as compared to the graduate students’. The research experience of both is expressed in a low degree. The self-educational experience at the university is not strategically formed. Comparing the first-year students’ and the graduates’ educational experiences, one can conclude that the structure of the latter is more functional due to the graduates’ limited involvement in educational activities. This means that the educational experience varies during the period of studies mainly in individual competencies, which are not connected with each other. The low level of the students’ involvement in educational practice reflects the weak development of their experience as an ability to act. It is the structure of a student’s motives that can be one of the main factors of his/her involvement in the learning process. Our findings contribute to the design of educational practices at the university and suggest the strong demand for a more responsible approach to designing the educational environment and educational practices at all university levels.

Social-Emotional and Cognitive Risk Factors Connected With Recidivism in Sexual Offenders: An Explorative Study

The literature suggests that sex offenders are more at risk of relapse and how much treatment pathways are needed to prevent it. Furthermore, the picture of predisposing factors connected to relapse appears complex. Therefore, the aim of this work is to verify the framework of social-cognitive risk factors connected to relapse in sex offenders. Participants in the study are 128 male sex offenders. The age range of the participants goes from 21 to 75 years (M = 41.74; SD = 13.45). Participants were given self-report questionnaires to evaluate cognitive distortions towards children and towards the right to sexuality, the Hanson Sex Attitude Questionnaire; cognitive distortions towards women, the Vindictive Rape Attitude Questionnaire; the mechanisms of moral disengagement, the Moral Disengagement Scale; furthermore, based on the grid of De Leo and colleagues, any adverse conditions (abuse, mistreatment, poverty, substance abuse, institutionalization) during childhood and/or adolescence were identified. Recidivism, on the other hand, was examined by asking participants if they had been convicted several times of the same crime and verifying this information through their files. The results showed that institutionalization, abuse, cognitive distortions towards women, and the mechanism of attributing blame to the victim can be relevant risk factors associated with relapse. The picture that emerged could suggest how the occurrence in a context of institutionalization during childhood could evidently represent an adverse condition during individual development that acts as a predisposing factor for the risk of relapse; in fact, it is possible to hypothesize that this condition may be linked to experiences of neglect. In the direction, the cognitive distortions towards women and the mechanism of attributing guilt to the victim represented the fulcrum of the deviant cognitive scheme capable of legitimizing the activation of violent and abusive behavior.

The significance and impacts of a youth-led empowerment program and youth-led community development interventions in Myanmar

<p>In Myanmar, youth are traditionally perceived as a less significant segment of the society. Hence, youth development issues and problems around youth have attracted little attention from community members. Youth empowerment is a human resource development tool and a process designed to help the development of young individuals, by enabling them to solve their own problems and contribute to the development of their community. This qualitative study examines youth empowerment initiatives of one youth-led organization and its alumni by employing Appreciative Inquiry (AI) and conducting semi-structured interviews. This study focuses on how a youth-led organization has empowered youth to become socially engaged for social transformation and get involved in the country’s development sector. Results show that empowerment is an ongoing process and reveal a new dimension of youth empowerment in the Myanmar context. This study found that the nature of youth-led development organizations for youth and social change movements differed. Youth-led empowerment actions offer learning opportunities and create spaces for young people to participate in community movements. Moreover, Socially Engaged Buddhism (SEB) is an alternative to the conventional empowerment approaches, which offers Buddhist principles for individual development of young people and stimulates youth to get involved in collective social change movements to tackle structural injustices. </p>

The significance and impacts of a youth-led empowerment program and youth-led community development interventions in Myanmar

<p>In Myanmar, youth are traditionally perceived as a less significant segment of the society. Hence, youth development issues and problems around youth have attracted little attention from community members. Youth empowerment is a human resource development tool and a process designed to help the development of young individuals, by enabling them to solve their own problems and contribute to the development of their community. This qualitative study examines youth empowerment initiatives of one youth-led organization and its alumni by employing Appreciative Inquiry (AI) and conducting semi-structured interviews. This study focuses on how a youth-led organization has empowered youth to become socially engaged for social transformation and get involved in the country’s development sector. Results show that empowerment is an ongoing process and reveal a new dimension of youth empowerment in the Myanmar context. This study found that the nature of youth-led development organizations for youth and social change movements differed. Youth-led empowerment actions offer learning opportunities and create spaces for young people to participate in community movements. Moreover, Socially Engaged Buddhism (SEB) is an alternative to the conventional empowerment approaches, which offers Buddhist principles for individual development of young people and stimulates youth to get involved in collective social change movements to tackle structural injustices. </p>

Formation of Professional Competence of Assistant Teacher of Inclusive Education in Secondary Education Institutions

The research is devoted to the theoretical and experimental study of forming the professional competence of a would-be teacher assistant of inclusive education through pedagogic modeling. The authors specify the notions of “a tutor” (teacher assistant), “inclusive education”, “persons with special needs”, “individual development program”, and “modeling”. The essence of “pedagogical modeling” is defined, as well as the groups of its objects within the professional competence of the would-be teacher assistants in the inclusive education; the implementation of the psychological-pedagogic modeling of an individual development program for persons with special needs is substantiated. It is proved that any model has a sign nature, thus, the psychological bases of the research are the theory of content-based summarization and the “sign” concept of the educational process. The study reflects the methodological system of forming the professional competence of the would-be teacher assistants of inclusive education through pedagogic modeling and substantiates the content component of the model, implemented in the individual development program of persons with special needs and through applying the relevant methods, forms and means of education. It is proved that the efficiency of forming the professional competence of the teacher assistants of inclusive education by the means of pedagogic modeling depends on introduction of an experimental technique, which provides support and increase of the qualitative indicators of both the teaching and the personal properties of the persons with special needs receiving educational services. Due to the synergetic impact of professional knowledge, the would-be teacher assistants of inclusive education develop an increased motivation to forming the professional skills and competences when working with persons with special needs.