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Tytuł:
Nieetatowe rozwiązanie karierowe jako sposób gromadzenia kapitału kariery
Part-Time Career Solution as a Way to Accumulate Career Capital
Autorzy:
Litaszewska, Elwira
Powiązania:
https://bibliotekanauki.pl/articles/1071298.pdf
Data publikacji:
2017-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
career
career development
competence development
lifelong learning
Opis:
The structure of the study was subordinate to the question about the characteristics of career choices undertaken in the discourse of lifelong learning and career planning. The distinguishing mechanisms for selected career development approaches emphasize the importance of entrepreneurial attitudes and the effective use of personal resources. The accumulation of career capital can be a response to the demands of the modern labor market and to the dynamics of the changes taking place within it. This approach is quite strongly focused on non-career career choices, exemplified by start-ups.
Źródło:
Studia Edukacyjne; 2017, 43; 283-294
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Professionalität und Postkonventionalität. Entwicklungstheoretische und soziologische Perspektiven auf professionalisiertes Handeln
Autorzy:
Zizek, Boris
Powiązania:
https://bibliotekanauki.pl/articles/781418.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Theory and Process of Professionalization
Competence Development
Moral Post-Conventionality
Qualitative Research
Opis:
The purpose of the following article is to point out the essential role of postconventional moral judgement in professionalized action. By some examples I will demonstrate that it is the precondition of completed professionalization.
Źródło:
Ethics in Progress; 2012, 3, 1; 97-110
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Validation of the Lithuanian Version of Moral Competence Test and Application of KMDD in Language Teaching / Learning Process at Vilnius University, Lithuania
Autorzy:
Kriaučiūniene, Roma
Lind, Georg
Powiązania:
https://bibliotekanauki.pl/articles/1373890.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Moral competence
moral competence development
Moral Competence Test in Lithuanian version
MCT
validation study
KMDD
Konstanz Method of Dilemma Discussion
English language teaching/learning process
Opis:
The findings obtained by G. Lind using his original research instrument – the Moral Competence Test – suggest that universities lack the capacity to foster students’ moral competence development. The MCT has been translated into 39 languages, all of which have gone through the necessary validation procedure. The article reports on the MCT validation study for the 40th language, namely Lithuanian. The research sample consisted of 526 students of English/German/French languages, future foreign language teachers, in the 1 st to 4th years of study at two universities in Lithuania: the former Vilnius Pedagogical University and the Vilnius University. The majority of the respondents demonstrated low or medium level of moral competence. On the basis of this cross-sectional study (2019–2020), the MCT for Lithuanian has been successfully validated and certified. In the following article, we present and discuss all the validation criteria and revisit the theoretical background of MCT. We also argue for educating students in moral competence and evaluating the effects of moral competence promotion in academic contexts.
Źródło:
Ethics in Progress; 2021, 12, 1; 6-14
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DEVELOPING LEGAL TRANSLATION COMPETENCE: AN INTEGRATIVE PROCESS-ORIENTED APPROACH
EL DESARROLLO DE LA COMPETENCIA EN TRADUCCIÓN JURÍDICA: UN ENFOQUE INTEGRADOR ORIENTADO AL PROCESO
ROZWIJAJĄC KOMPETENCJĘ TŁUMACZA PRAWNEGO: PODEJŚCIE SCALAJĄCE ZORIENTOWANE NA PROCES
Autorzy:
PRIETO RAMOS, Fernando
Powiązania:
https://bibliotekanauki.pl/articles/920245.pdf
Data publikacji:
2017-02-09
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
traducción jurídica
desarrollo de competencias
proceso traductor
resolución de problemas de traducción
formación de traductores
przekład prawny
rozwój kompetencji
proces tłumaczenia
rozwiązywanie problemów tłumaczeniowych
kształcenie tłumaczy
legal translation
competence development
translation process
translation problem solving
translator training
Opis:
Building on previous holistic multicomponent paradigms of translation macrocompetence, a legal translation competence model is presented which avoids certain conceptual duplications in the light of professional practice, and incorporates distinctive legal thematic elements. Beyond component description, it is argued that the integral development of legal translation competence requires specific interdisciplinary methodologies for practical problem solving. The integrative approach proposed in this paper is process-oriented, and focuses on the legal translation-specific know-how within the key methodological or strategic subcompetence controlling all other subcompetences. Translation and legal knowledge are inextricably linked throughout the translation process, from the initial skopos analysis and legal macro-contextualization until the final revision stage. This approach, intended as a meta-reflection continuum between competence acquisition and reinforcement, and between formal training and professional practice, has proved effective for the systematization of problem-identification, problem-categorization and problem-solving patterns. Finally, some implications for legal translation training are outlined by way of conclusion.
Partiendo de anteriores paradigmas multicomponenciales holísticos de macrocompetencia traductora, se presenta un modelo de competencia en traducción jurídica que evita ciertas duplicaciones conceptuales en vista de la práctica profesional, e incorpora elementos de temática jurídica distintivos. Más allá de la descripción de componentes, se argumenta que el desarrollo integral de la competencia en traducción jurídica exige metodologías interdisciplinares específicas para la resolución de problemas prácticos. El enfoque integrador que se propone en el presente artículo está orientado al proceso y hace hincapié en los conocimientos especializados propios de la traducción jurídica incluidos en la subcompetencia metodológica o estratégica, subcompetencia clave que controla las demás. Los conocimientos traductológicos y jurídicos se entrelazan inextricablemente a lo largo del proceso traductor, desde el análisis del skopos y la macrocontextualización jurídica iniciales hasta la fase final de revisión. Este enfoque, concebido como un continuo metarreflexivo entre la adquisición y el fortalecimiento de competencias y entre la capacitación formal y la práctica profesional, ha resultado eficaz para sistematizar pautas de detección, categorización y resolución de problemas. Por último, a modo de conclusión, se esbozan algunas consideraciones sobre la formación en traducción jurídica.
Artykuł prezentuje model kompetencji tłumacza prawnego, zbudowany na wcześniejszych holistycznych i wieloskładnikowych paradygmatach makrokompetencji tłumaczeniowej. Obok opisu kompozycyjnego artykuł wskazują także na potrzebę w zintegrowanym rozwoju kompetencji tłumacza prawnego określonej metodologii interdyscyplinarnej służącej rozwiązywaniu problemów w praktyce. Podejście scalające proponowane w tekście skupia się na procesie i na tłumaczeniu prawnym i prawniczym. Wiedza i przekład prawny i prawniczy łączą i przeplatają się w procesie przekładu, począwszy od wstępnej analizy skoposu i makrokontekstualizacji prawnej aż do ostatniego etapu korekty. 
Źródło:
Comparative Legilinguistics; 2011, 5, 1; 7-22
2080-5926
2391-4491
Pojawia się w:
Comparative Legilinguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Constructive Empathizing – Educational Competence in the Light of Child’s Play
Autorzy:
Kaczmarczyk, Lech
Powiązania:
https://bibliotekanauki.pl/articles/781255.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pretend play
competence
empathy
zone of proximal development
moral development
Opis:
Pre-school play is an important moment in a child’s development.  Caretakers play an important role during play. This article presents a structure of educational competence called “constructive empathizing” or “invitingaccompanying competence”. A caretaker’s special task during child’s play is conversion between the third-person knowledge and a subjective, autotelic interaction. The caretaker’s constructive empathizing during a child’s play determines the child’s social and moral development, it helps the child to turn play into work, as a sign of higher spontaneous understanding of cultural norms standing behind cultural correctness actions. Finally, it is evidence of dynamic interaction between abstract-concrete thinking, with the child learning from the caretaker.
Źródło:
Ethics in Progress; 2013, 4, 1; 82-90
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development of language skills and conditions for psychosocial development of children and youth in multilingual families
Autorzy:
Zawichrowska, Marta
Powiązania:
https://bibliotekanauki.pl/articles/930245.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language competence
emigrants
psychosocial development
language
multilingualism
children
youth
Opis:
This paper serves as a contribution to the debate on the author’s studies concerning the correlation between the development of linguistic competence and the conditions for the psychosocial development of children and youth in multilingual families. The following deliberations present the point of view of a neurological speech therapist and concerns language difficulties, which are prevalent in multilingual people. This paper was based on the author’s own studies and patient observations. The objective was to show that the linguistic and psychosocial development of people in bi- and multilingual families is different and carries additional risks. The following considerations lead to the final conclusion that being a citizen of the world and immersion in many cultures can be a beautiful adventure for a young person; in which they should be supported by family, teacher and multilingual speech therapist.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 30; 169-186
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The vocal competence of children and youth - diagnostic research
Autorzy:
Kamińska, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/780243.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
vocal competence
diagnostic research on singing
vocal development
assessment of singing
scale of vocal competence
Opis:
There is a prevailing conviction that Poles cannot sing. The custom of singing has died out in families, and it is even waning in music lessons in school. There is a general perception that singing skills are conditioned by the possession of special musical abilities and that not everyone can master them. This article presents the results of my diagnostic research carried out at the end of the 1980s and reprised by other scholars in recent years. Because the same research method and procedures were used in all this research, it is possible to compare the results and observe any changes in the level of singing skills over the space of around twenty years. The research signals an alarming situation in respect to such an important musical competence as singing. After the twenty years that have passed since the first research, we observe a decline in the ability to sing among children and youngsters.
Źródło:
Interdisciplinary Studies in Musicology; 2011, 10; 87-96
1734-2406
Pojawia się w:
Interdisciplinary Studies in Musicology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Can Online College Education Make Students Smarter and More Moral? A Preliminary Study of the Effects of Two Online College Course Assignments on Students’ Moral Competence
Autorzy:
Klimenko, Marina A.
Surdel, Nicholas
Muir, Kathryn
Sofia, Fuaad
Powiązania:
https://bibliotekanauki.pl/articles/781366.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Morality
Higher Education
Online Higher Education
Moral Competence
Moral Development
Opis:
Higher education institutions in the United States have historically been tasked with the responsibility of scaffolding the moral development of students. Although empirical evidence suggests that attending colleges and universities can foster students’ moral development and reasoning, the effect of online higher education remains mainly unknown. The current study has examined the effect of two online psychology courses, Developmental Psychology and Research Methods Lab, and their respective assignments on students’ moral competence. The findings revealed that students’ moral competence in both courses was improved; this improvement was partly attributed to online group discussions in the Developmental psychology course. No other assignments were found to be significant contributors of students’ moral competence. Limitations and implications of the findings were discussed.
Źródło:
Ethics in Progress; 2018, 9, 2; 44-55
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of pragmatic markers across proficiency levels in second language speech
Autorzy:
Neary-Sundquist, Colleen
Powiązania:
https://bibliotekanauki.pl/articles/780649.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pragmatic marker
proficiency level
pragmatic competence
second language development
oral speech production
Opis:
This study investigates the use of pragmatic markers (PMs) by learners of English at varying proficiency levels. The study analyzes data from a university-level oral proficiency exam that categorized Chinese and Korean English-as-a-second-language (ESL) speakers into four proficiency levels and compares data with those of native speakers taking the same test. Findings indicate that PM use generally rises with proficiency level. The rates of PM use showed a dramatic increase between the highest and second-highest proficiency group. The highest proficiency ESL group used PMs at the same rate as native speakers. The study also found that the variety of different PMs used goes up steadily with proficiency level. These results are discussed in terms of their implications for understanding how second language learners’ use of PMs develops.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 637-663
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Impact of the Moral Foundations Arguments on Early Adolescents
Autorzy:
Stastna, Kamila
Powiązania:
https://bibliotekanauki.pl/articles/1373820.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Moral Foundations Theory
moral judgment
moral competence
moral foundations argument
gender
moral development
Opis:
The empirical research reported in this article is based on the Moral Foundations Theory proposed by J. Haidt. Objectives. The author examines the impact of moral foundations arguments on early adolescents’ moral judgments regarding violating moral rules and explores gender-related differences between moral foundations preferences. Method. The effect of moral foundations arguments was measured by a newly developed meta-ethical position test (MEPT). The MEPT consists of a pretest questionnaire, treatment by moral foundations arguments, and a posttest questionnaire. The sample contained 178 early adolescents from the Czech Republic (84 females and 94 males). The influence of the moral foundations arguments was analyzed by comparing the pretest with the posttest. Results. 91% of teenagers changed their moral judgment due to confrontations with the moral foundations arguments. A Wilcoxon signed-rank test found that the moral foundations arguments were significantly relevant, since the P-value was lower than 0.001. The Mann-Whitney U test revealed the importance of the gender aspect: P-value care equals 0.01 and liberty 0.01. Girls have a preference for care foundation (21% more than boys), while boys tended to liberty (27 % more than girls). It seems that moral foundations arguments strongly change early adolescents’ moral judgments and can be practically applied as a valuable platform for early adolescents’ moral development.
Źródło:
Ethics in Progress; 2021, 12, 1; 95-103
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What, If Anything, Most Memorable Personal Moral Dilemmas Can Tell Us About Women’s and Men’s Moral Competence?
Autorzy:
Klimenko, Marina A.
Powiązania:
https://bibliotekanauki.pl/articles/1373883.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral competence
moral development
moral dilemmas of college students
sex-differences in moral judgement
MCT
Opis:
Most all popular moral reasoning or moral judgment tests are based on presenting subjects with two or more hypothetical moral dilemmas and asking them to make judgments on the moral quality of arguments supporting and questioning a protagonist’s decision (e.g., the Moral Competence Test by G. Lind). Although these tests have been insightful by tapping some aspect of individuals’ moral-cognitive schemas, moral maturity, or moral development, they also have limitations. Hypothetical moral dilemmas may be too abstract and impersonal, thus failing to create enough emotional salience. Learning more about real-life personally recalled moral dilemmas may reveal more about the individual’s moral mind and experiences. Objective. The current study was conducted to learn more about the personally experienced moral dilemmas, and how they relate to subjects’ level of moral competence and gender. Method. Subjects were asked to recall the most challenging personal moral dilemma; subjects completed the MCT test to measure moral competence. Results. Among some of the findings was that for both, men and women, higher moral competence scores were positively correlated with recalling personal moral dilemmas where the choice had to be made between some altruistic (care for others) and selfish actions. For men, it was the risk of compromising one’s status, whereas for women it was the risk of personal safety.
Źródło:
Ethics in Progress; 2021, 12, 1; 59-72
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Introduction
Autorzy:
Bardziński, Filip
Dutka, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/781496.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral development
KMDD
sportspersonship
ethics
moral agency
measuring moral judgment competence in China and Mexico
Opis:
Introduction
Źródło:
Ethics in Progress; 2015, 6, 2; 7-10
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Religious Education and Moral Development: The influence of a religious childhood on moral orientation and competence
Autorzy:
Akin, Asli
Powiązania:
https://bibliotekanauki.pl/articles/781376.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
religious education
moral development
moral competence
moral orientation
university students
religiöse Erziehung
Moralentwicklung
moralische Kompetenz
moralische Orientierung
Studierende
Opis:
The previous moral psychological research on educational institutions highlighted the influence on the development of moral orientation and competence. With the help of the present quantitative study, the influence of early childhood education on moral abilities has been explored. Since the moral education of children is often associated with religious norms and values, and religions are debated in relation to their general meaning and functionality, the religious moral education has been investigated. Therefore, students of various disciplines from Berlin were asked about their religious education in their early childhood and were examined on their current moral orientation and competence. The Moral-Competence-Test by Lind and a self-constructed and piloted questionnaire for the examination of religious education and religiosity have been used for the measurement. The results of the online study have shown that the moral skills of dogmatically educated students are significantly reduced, but not related to the differences in educational experience or the current preservation of religiousness.
Źródło:
Ethics in Progress; 2018, 9, 2; 27-43
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KSZTAŁCENIE ZAWODOWYCH KOMPETENCJI TŁUMACZY TEKSTÓW PRAWNYCH I PRAWNICZYCH W RAMACH STUDIÓW PODYPLOMOWYCH
TRAINING PROFESSIONAL COMPETENCES OF LEGAL TEXT TRANSLATORS IN THE FRAMEWORK OF POSTGRADUATE STUDIES
Autorzy:
SEKUŁA, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/920664.pdf
Data publikacji:
2016-06-02
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
przekład
tekst prawniczy
kształcenie
studia podyplomowe
kompetencje tłumacza
a translation
a legal text
development
postgraduate studies
the competence of a translator
Opis:
Artykuł przedstawia wyniki analizy porównawczej ofert studiów podyplomowych pod względem kształcenia zawodowych kompetencji tłumaczy tekstów prawnych i prawniczych organizowanych przez Uniwersytet Warszawski, Katedrę UNESCO do Badań nad Przekładem i Komunikacją Międzykulturową Uniwersytetu Jagiellońskiego, Uniwersytet im. Adama Mickiewicza w Poznaniu, Uniwersytet Wrocławski oraz Uniwersytet Mikołaja Kopernika w Toruniu, zawiera porównanie zakresu kształcenia w ramach ww. studiów oraz określa przydatność doskonalenia zawodowego w postaci studiów podyplomowych w późniejszej praktyce zawodowej.
The article presents the results of a comparative analysis of postgraduate studies in terms of training professional competences of the legal text translators, which are organized by the University of Warsaw, UNESCO – Chair for Translation Studies and Intercultural Communication of the Jagiellonian University, Adam Mickiewicz University in Poznań, the University of Wrocław as well as Nicolaus Copernicus University in Toruń. It includes a comparison of range of education within the above-mentioned studies and determines the usefulness of professional development in the form of the postgraduate studies in the later work experience.
Źródło:
Comparative Legilinguistics; 2016, 25, 1; 95-109
2080-5926
2391-4491
Pojawia się w:
Comparative Legilinguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What Is Moral Competence and Why Promote It?
Autorzy:
Nowak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/781163.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral competence
moral cognition
moral development
embodied cognition
intuitionist approach
affection
emotion
Georg Lind
Joshua Greene
Frans de Waal
Jonathan Haidt
Opis:
This short review paper focuses on Georg Lind's approach to the moral competence as described in his recent book (2016) How To Teach Morality? Promoting Deliberation and Discussion, Reducing Violence and Deceit. Berlin: Logos Verlag. Lind's dual-aspect approach is discussed as one of the leading conceptions of personal moral competence and moral cognition today. Intuitionist approach and "embodied cognition" are not enough, the author (E. Nowak) claims. As participants of social contexts and institutions, we need manifest, discoursively articulated reflection, self-reflection, and conversation. However, Lind's hypothesis of two leyers of morality, i.e., a conscious and unconscious finds evidence in cognitive sciences too. Lind's approach is not as reductionist as that of radical cognitivists. On the contrary, it combines all relevant aspects of moral cognition discussed right now, worldwide – when cognitive sciences flourish and the challenges for moral mind grow up dramatically.    
Źródło:
Ethics in Progress; 2016, 7, 1; 322-333
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
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