The perfect corporate fit: New knowledge for new times

This study examines the impact of corporate practice on schooling and on teachers' professional development at the end of the millennium. It is argued that the production of new forms of knowledge is creating new sites of struggle over who owns educational knowledge, and this has profound implications for professional identity formation in all areas of social and economic endeavour, including education. As schools are re-shaped into corporations, school administrators and teachers are under increasing pressure to improve their productivity and to develop themselves as enterprising leaders and managers. To do so they are drawing more and more heavily on the growing non-academic literature of selfimprovement and self-development. Concern is expressed that such literature tends to value mindless optimism over radical doubt.

Moral Education in the Japanese Primary School Curricular Revision at the Turn of the Twenty-first Century: Aiming at a Rich and Beautiful Kokoro

This study examines values education in Japanese schools at the beginning of the millennium. The topic was approached by asking the following three questions concerning the curricular background, the morality conveyed through textbooks and the characterization of moral education from a comparative viewpoint: 1) What role did moral education play in the curriculum revision which was initiated in 1998 and implemented in 2002? 2) What kinds of moral responsibilities and moral autonomy do the moral texts develop? 3) What does Japanese moral education look like in terms of the comparative framework? The research was based on curriculum research. Its primary empirical data consisted of the national curriculum guidelines for primary school, which were taken into use in 2002, and moral texts, Kokoro no nôto, published by the Ministry of Education in the same context. Since moral education was approached in the education reform context, the secondary research material involved some key documents of the revision process from the mid-1990s to 2003. The research material was collected during three fieldwork periods in Japan (in 2002, 2003 and 2005). The text-analysis was conducted as a theory-dependent qualitative content analysis. Japanese moral education was analyzed as a product of its own cultural tradition and societal answer to the current educational challenges. In order to understand better its character, secular moral education was reflected upon from a comparative viewpoint. The theory chosen for the comparative framework, the value realistic theory of education, represented the European rational education tradition as well as the Christian tradition of values education. Moral education, which was the most important school subject at the beginning of modern school, was eliminated from the curriculum for political reasons in a school reform after the Second World War, but has gradually regained a stronger position since then. It was reinforced particularly at the turn of millennium, when a curriculum revision attempted to respond to educational and learning problems by emphasizing qualitative and value aspects. Although the number of moral lessons and their status as a non-official-subject remained unchanged, the Ministry of Education made efforts to improve moral education by new curricular emphases, new teaching material and additional in-service training possibilities for teachers. The content of the moral texts was summarized in terms of moral responsibility in four moral areas (intrapersonal, interpersonal, natural-supranatural and societal) as follows: 1) continuous self-development, 2) caring for others, 3) awe of life and forces beyond human power, and 4) societal contribution. There was a social-societal and emotional emphasis in what was taught. Moral autonomy, which was studied from the perspectives of rational, affective and individuality development, stressed independence in action through self-discipline and responsibility more than rational self-direction. Japanese moral education can be characterized as the education of kokoro (heart) and the development of character, which arises from virtue ethics. It aims to overcome egoistic individualism by reciprocal and interdependent moral responsibility based on responsible interconnectedness.

Community-based organizations on Lake Victoria: a lesson from the Tweyambe Fishing Enterprise in Muleba District, Kagera Region, Tanzania

This paper is aimed at government, non-government organizations, intergovernmental organizations and the general public as they work toward the development of their individual strategies and action plans. It has been recognized that community-based organizations have a particular relevance to the pursuit of sustainable resource management and may well contribute to the foundations of self-sustenance. Women on Lake Victoria, Tanzania presently face great challenges within the fishery. These include the lack of capital, interference by men, theft of fishing gear, time constraints and socio-cultural problems. In recent years, the fish trading and marketing sectors of the fishery, which have traditionally been dominated by women, have seen large incursions by male entrepreneurs. This move has endangered the role of women within the fishery. This paper focuses on the Tweyambe Fishing Enterprise (TFE), a well-known women's group based in Kasheno village in the Muleba District of Kagera Region in northwestern Tanzania. Inhabitants from the Haya ethnic group who make up some 95% of the population of Kagera Region dominate this village. The TFE has a series of initiatives aimed towards ecologically sound self-development

Does training policy help to attract, retain and develop valuable human resources? Analysis from the Mondragon case

This is an electronic version of the accepted paper in the journal:Advances in the Economic Analysis of Participatory and Labor-Managed Firms. Volumen. 12

Empatia e trajetórias de desenvolvimento em famílias de jovens do Rio de Janeiro

A empatia, definida como a habilidade de compartilhar, compreender e de expressar o entendimento dos pensamentos e sentimentos dos outros, tem sido amplamente estudada. As trajetórias de desenvolvimento, que representam os diversos caminhos que o desenvolvimento do self pode tomar, também têm sido amplamente estudadas por pesquisadores transculturais, geralmente em contextos prototípicos e envolvendo três modelos de desenvolvimento do self: autonomia, interdependência e autonomia relacionada. Estudos anteriores mostraram que os participantes do Rio de Janeiro tendem para a autonomia relacionada, equlibrando características autônomas e relacionais, que são parte do nosso ambiente sociocultural, no qual habilidades sociais, como a empatia, são requeridas. O desenvolvimento da empatia pode ser relacionado à demanda ambiental por comportamentos, de acordo com aspectos sociodemográficos e valores compartilhados. Esta tese visa apresentar dados de 106 famílias do Rio de Janeiro: pai (idade média M = 51,6 anos), mãe (idade média M = 48,3 anos) e seus filhos jovens (17-25 anos, idade média M = 20,9 anos, 67,9% mulheres). A maioria dos pais, mães e dos filhos tinham Ensino Superior incompleto ou acima. Este estudo objetivou investigar a relação entre empatia e os modelos de desenvolvimento de self e a transmissão transgeracional em contexto não prototípico. O Inventário de Empatia de Falcone e colaboradores (IE) foi utilizado para avaliar a empatia. As Escalas de Desenvolvimento do Self de Kağitçibaşi (EDS), (Self Autônomo (AutS), Self Interdependente (IntS) de Self Autônomo-Relacionado (ARS)) foram utilizadas para avaliar o modelo de desenvolvimento do self. Filhos também responderam quantas horas semanais conviviam com pais e mães. Testes t pareados mostraram, como esperado, que os escores de ARS foram os mais altos para todos os participantes. Correlações de Pearson foram feitas entre os escores de IE e EDS de ambos os pais e filhos. Os escores de ARS de pais, mães e filhos correlacionaram-se positivamente, assim como seus escores de IE. Examinando entre instrumentos, para pais e filhos, altos escores em ARS foram correlacionados a altos escores de IE. O tempo de convívio relatado entre pais e filhos correlacionou-se com IntS e IE dos pais. Para testar o modelo teórico proposto de ARS de pais e mães e dos filhos e a empatia de ambos os pais como preditores da empatia dos filhos, análises de regressão foram utilizadas. A empatia dos pais e das mães previu, separadamente, a empatia dos filhos, mas não em conjunto. Nenhum dos escores ARS dos participantes previu o IE dos filhos. Estes resultados favorecem a hipótese da prevalência de selves autônomo-relacionados no Rio de Janeiro. Pais, mães e filhos mostraram similaridades e tiveram relações importantes entre seus escores de EDS, assim como para o IE. Apesar de o modelo com todos juntos não ter sido significativo, separadamente o IE de pais e de mães predisse o IE dos filhos. Este resultado sugere que a empatia parental pode ter algum efeito sobre a dos filhos jovens, mas não o modelo parental de desenvolvimento do self, inesperadamente. De modo interessante, os pais apresentaram um papel importante no desenvolvimento de seus filhos

栉孔扇贝大规模死亡病原学研究

用平板画线法从患病栉孔扇贝（Chlamys farreri）体内分离到了一种原核生物（简称QDP）。QDP可以在改进的液体培养基MEM（含2.2%NaCl，5%小牛血清）和脑心浸液（含2.2% NaCl）中生长；菌落在显微镜下（150×）为无色、透明的小点状；革兰氏染色阴性；菌体为圆形或近似圆形。QDP在发育过程中有两种状态，一种为未成熟阶段，直径小于100nm；另一种为成熟阶段，直径变化很大，最小约60nm，最大可达4µm以上。较小的个体有拟核、核糖体和新月状的空泡，未见细胞壁；较大的个体有细胞壁，胞内大部分被空泡充满，未见拟核和核糖体。栉孔扇贝组织超簿切片电镜观查证实QDP的存在。QDP的密度随着生长发育时间的不同而有所变化，繁殖高峰期密度较大。 建立了密度梯度离心结合滤膜过滤分离技术，优化人工培养条件。最适生长温度为23℃，最适生长pH值为7.4，最适生长盐度相当于细胞培养液所需的盐浓度（0.85%NaCl）。 提取的QDP核酸能被RNase A 降解，且没有检测到DNA。以PCR、RT-PCR扩增其16SrRNA基因序列片段，PCR反应没有扩增出扩增子，而RT-PCR则扩增出了16S rRNA基因序列片段，经测定其序列全长度为1430bp，经与GENEBANK中的16S rRNA片段比较分析，与6种不同科的微生物的同源率最高的为95%-95.47%。 采用温度梯度和病原浓度梯度回归感染实验方法，较为系统地研究了QDP的致病性。研究结果表明：QDP对栉孔扇贝有强烈的致病作用，高温（23℃以上）是其致病的必要条件，证实DQP是栉孔扇贝大规模死亡的病原体之一。

Samorozwój studenta jako proces i efekt kształcenia

Idea uczenia się przez całe życie jest jedną z istotnych założeń w budowaniu społeczeństwa opartego na wiedzy. Jest również jednym z kluczowych czynników Procesu Bolońskiego. Pragnienie uczenia się przez całe życie ma na celu stworzenie społeczeństwa wiedzy. Jednakże możliwe jest to tylko wówczas, gdy wyzwolimy w jednostkach takie mechanizmy samorozwojowe jak: samopoznanie, samoocena, poczucie własnej skuteczności, samokształcenie. Uwalniają się one oraz dojrzewają jako skutek komunikacji interpersonalnej. Znaczącą rolę w rozwoju wspomnianych mechanizmów odgrywają nauczyciele akademiccy. Niniejszy artykuł zawiera rozważania teoretyczne oraz doniesienia z badań empirycznych.

Psychotherapy in a neoliberal world

The neoliberal regime has significant consequences for the psychotherapies. In particular, the idea that individuals is deserving of support from society and government when they need it – for example in managing the inevitable stresses of the life cycle – is being displaced by an ideology of total individual responsibility. Psychotherapies framed around relational conceptions of the self find themselves particularly out of key with this dominant way of thinking. Governmental approaches to developmental needs become more instrumental, measurement-oriented and ‘disciplinary’ in this situation. Market incentives and disciplinary sanctions are introduced to ensure that institutions and their personnel conform to governmental directives. There is pressure on psychotherapists to adapt to this instrumentalised environment to survive. However, ‘expressive individualisation’ was also stimulated by the cultural liberation of the 1960s, and survives alongside the ‘possessive individualism’ of neoliberalism. This alternative culture has not been entirely suppressed, and therapies continue to be sought which offer the possibility of self-understanding and growth, although the pressure is for such therapies to become luxury goods. What is at risk under neoliberalism is the idea that society should support the self-development and self-understanding of all its citizens, as an aspect of a modern kind of democratic citizenship.

Referencial de competências-chave na área de sociedade, tecnologia e ciência : adequação e pertinência

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011

Enhancing personal effectiveness : the impacts of Costa Rica Outward Bound on students in an independent school in southwestern Ontario

This project examines students in a private school in southwestern Ontario on a 17 -day Costa Rica Outward Bound Rainforest multielement course. The study attempted to discover whether voluntary teenage participants could increase their self-perceptions of life effectiveness by participating in a 17-day expedition. A total of9 students participated in the study. The experimental design that was implemented was a mixed methods design. Participants filled in a Life Effectiveness Questionnaire (LEQ) at four predesignated times during the study. These time intervals occurred (a) before the trip commenced, (b) the first day of the trip, ( c) the last day of the trip, and (d) 1 month after the trip ended. Fieldnotes and recordings from informal group debriefing sessions were also used to gather information. Data collected in this study were analyzed in a variety of ways by the researcher. Analyses that were run on the data included the Friedman test for covariance, means, medians, and the Wilcoxon Pairs Test. The questionnaires were analyzed quantitatively, and the fieldnotes were analyzed qualitatively. Nonparametric statistical analysis was implemented as a result of the small group size of participants. Both sets of data were grouped and discussed according to similarities and differences. The data indicate that voluntary teenage participants experience significant changes over time in the areas of time management, social competency, emotional control, active initiative, and self-confidence. The types of outcomes from this study illustrate that Outward Bound-type opportunities should be offered to teenagers in Ontario schools as a means to bring about self-development.

Die Privatisierung der Öffentlichen Personennahverkehrs (ÖPNV) und die damit verbundene Problematik des marktwirtschaftlichen und interventionistischen Dualismus am Beispiel des Schienenpersonennahverkehrs (SPNV) in der Fläche

Der SPNV als Bestandteil des ÖPNV bildet einen integralen Bestandteil der öffentlichen Daseinsvorsorge. Insbesondere Flächenregionen abseits urbaner Ballungszentren erhalten durch den SPNV sowohl ökonomisch als auch soziokulturell wichtige Impulse, so dass die Zukunftsfähigkeit dieser Verkehrsart durch geeignete Gestaltungsmaßnahmen zu sichern ist. ZIELE: Die Arbeit verfolgte das Ziel, derartige Gestaltungsmaßnahmen sowohl grundlagentheoretisch herzuleiten als auch in ihrer konkreten Ausformung für die verkehrswirtschaftliche Praxis zu beschreiben. Abgezielt wurde insofern auf strukturelle Konzepte als auch praktische Einzelmaßnahmen. Der Schwerpunkt der Analyse erstreckte sich dabei auf Deutschland, wobei jedoch auch verkehrsbezogene Privatisierungserfahrungen aus anderen europäischen Staaten und den USA berücksichtigt wurden. METHODEN: Ausgewertet wurden deutschsprachige als auch internationale Literatur primär verkehrswissenschaftlicher Ausrichtung sowie Fallbeispiele verkehrswirtschaftlicher Privatisierung. Darüber hinaus wurden Entscheidungsträger der Deutschen Bahn (DB) und DB-externe Eisenbahnexperten interviewt. Eine Gruppe 5 DB-interner und 5 DB-externer Probanden nahm zusätzlich an einer standardisierten Erhebung zur Einschätzung struktureller und spezifischer Gestaltungsmaßnahmen für den SPNV teil. ERGEBNISSE: In struktureller Hinsicht ist die Eigentums- und Verfügungsregelung für das gesamte deutsche Bahnwesen und den SPNV kritisch zu bewerten, da der dominante Eisenbahninfrastrukturbetreiber (EIU) in Form der DB Netz AG und die das Netz nutzenden Eisenbahnverkehrs-Unternehmen (EVUs, nach wie vor zumeist DB-Bahnen) innerhalb der DB-Holding konfundiert sind. Hieraus ergeben sich Diskriminierungspotenziale vor allem gegenüber DB-externen EVUs. Diese Situation entspricht keiner echten Netz-Betriebs-Trennung, die wettbewerbstheoretisch sinnvoll wäre und nachhaltige Konkurrenz verschiedener EVUs ermöglichen würde. Die seitens der DB zur Festigung bestehender Strukturen vertretene Argumentation, wonach Netz und Betrieb eine untrennbare Einheit (Synergie) bilden sollten, ist weder wettbewerbstheoretisch noch auf der Ebene technischer Aspekte akzeptabel. Vielmehr werden durch die gegenwärtige Verquickung der als Quasimonopol fungierenden Netzebene mit der Ebene der EVU-Leistungen Innovationspotenziale eingeschränkt. Abgesehen von der grundsätzlichen Notwendigkeit einer konsequenten Netz-Betriebs-Trennung und dezentraler Strukturen sind Ausschreibungen (faktisch öffentliches Verfahren) für den Betrieb der SPNV-Strecken als Handlungsansatz zu berücksichtigen. Wettbewerb kann auf diese Weise gleichsam an der Quelle einer EVU-Leistung ansetzen, wobei politische und administrative Widerstände gegen dieses Konzept derzeit noch unverkennbar sind. Hinsichtlich infrastruktureller Maßnahmen für den SPNV ist insbesondere das sog. "Betreibermodell" sinnvoll, bei dem sich das übernehmende EIU im Sinne seiner Kernkompetenzen auf den Betrieb konzentriert. Die Verantwortung für bauliche Maßnahmen sowie die Instandhaltung der Strecken liegt beim Betreiber, welcher derartige Leistungen am Markt einkaufen kann (Kostensenkungspotenzial). Bei Abgabeplanungen der DB Netz AG für eine Strecke ist mithin für die Auswahl eines Betreibers auf den genannten Ausschreibungsmodus zurückzugreifen. Als kostensenkende Einzelmaßnahmen zur Zukunftssicherung des SPNV werden abschließend insbesondere die Optimierung des Fahrzeugumlaufes sowie der Einsatz von Triebwagen anstatt lokbespannter Züge und die weiter forcierte Ausrichtung auf die kundenorientierte Attraktivitätssteigerung des SPNV empfohlen. SCHLUSSFOLGERUNGEN: Handlungsansätze für eine langfristige Sicherung des SPNV können nicht aus der Realisierung von Extrempositionen (staatlicher Interventionismus versus Liberalismus) resultieren, sondern nur aus einem pragmatischen Ausgleich zwischen beiden Polen. Dabei erscheint eine Verschiebung hin zum marktwirtschaftlichen Pol sinnvoll, um durch die Nutzung wettbewerbsbezogener Impulse Kostensenkungen und Effizienzsteigerungen für den SPNV herbeizuführen.

Marcas corporales autoinfligidas y desarrollo psíquico

El presente artículo está orientado a analizar los fenómenos de marcación corporal autoinfligida desde el psicoanálisis anglosajón y bajo la luz de la teoría sobre la relación de objeto y la línea de desarrollo psíquico derivada del psicoanálisis infantil. Dentro de la revisión de la literatura se hacen paralelos entre la teoría del desarrollo del self, los estudios derivados del psicoanálisis culturalista y las investigaciones hechas en el campo de la psicosomática, con el fin de estudiar desde diferentes perspectivas el fenómeno de las marcas corporales autoinfligidas.

Från generell bild till individuellt ansikte : att hantera oförståelse och stereotypt bemötande i fyra lågstatusyrken

From general images to individual features: managing lack of understanding and stereotypes in four low-status occupations Individuals shape an image of themselves and their surroundings in relation to how they assume that others regard them. In these situations occupation is essential. Categorizations, valuations and rewards associated with occupations are among the most fundamental instruments used for domination in the social world. Hence it is interesting to study how groups and individuals who experience low occupational status manage their social positions. This article, based upon interviews with workers in food industry, waitresses/waiters, storesmen and dustmen, analyzes how the interviewees handle low respect, here expressed as lack of understanding and stereotyping. Three different positions are distinguished, arguing that one of them implies a stronger identification with the occupation than do the other two, which to a greater extent agree with stereotyped images. In the first position, the workers disagree with stereotypes of low-status jobs as apathetic, heavy or simple, and assert that their occupation has specific values such as self-development, qualifications or advantage to society. In the second position, low recognition is avoided through little identification with the occupation. The interviewees separate themselves and who they are from their jobs, and find it ridiculous to speak about it in terms of self-development or qualifications when so many are able to do the job. In the third position, the interviewees emphasize that their own place of work is less heavy than the job in general. Through the third strategy their particular tasks are seen as exceptional and their identification with the occupation is local rather than embedded in a wider occupational identity.

Developing international perspectives and prospects for architecture students

The architecture community is both challenged and rewarded by a multitude of dynamic phenomena related to professional practice of architecture in the 21 st century, not least of which are globalisation and intemationalisation. The implications for architectural education are profound and confronting, in terms of providing a relevant platform for graduates prepared for a professional climate tempered by the impacts of these phenomena, and for a sustainable professional future. Architecture
students, who pursue the challenge of working either in an office overseas or a local multinational office for professional experience and self-development, enrich the offices and the projects and open up wider opportunities for future prospects for themselves. This paper presents an initial evaluation of two educational initiatives developed and implemented at Deakin University. School of Architecture and Building, which respond to current tertiary education objectives for internationalisation in relation to increasing international experiences for students. developing international perspectives and increasing prospects for their future. The outcome of the paper is to identify common learning experiences of students which correspond to the aims of the programs and to review them against selected education and strategic policies on internationalisation. The paper also discusses how these learning experiences translate into desirable graduate attributes that might help secure the success of the profession in a global arena.

Inspiring connections: The student experience of an online creative arts journal

This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.