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La professionalització dels intèrprets en l’àmbit jurídic està guanyant importància a Espanya a causa de les directives de la Unió Europea sobre els drets processals de persones sospitoses o acusades d’algun delicte. A això s’hi ha d’afegir la prolongada crisi humanitària, que ha sensibilitzat l’opinió pública sobre la qualitat de la interpretació proporcionada per diverses ONG i altres organismes que s’ocupen dels sol·licitants d’asil. Actualment, els proveïdors de serveis privats contracten els intèrprets en funció de les llengües que necessitin o que estiguin disponibles, sense exigir-los una formació específica. En aquest article, analitzem la qualitat percebuda dels serveis d’interpretació i el paper de l’intèrpret des de diverses perspectives, incloses les dels agents de les ONG (assessors jurídics, treballadors socials i psicòlegs) i els advocats que participen en aquesta mena de processos, seguint mètodes d’investigació descriptiva. A continuació, tractarem les diferents percepcions sobre la figura de l’intèrpret que tenen els diferents professionals que intervenen en el procediment de sol·licitud d’asil, amb l’objectiu d’obtenir una imatge vàlida, basada en dades, de la interpretació en el context de la sol·licitud d’asil a Espanya. S’espera que aquesta informació serveixi per omplir el buit que existeix en el desenvolupament professional dels intèrprets com a part essencial dels processos d’asil i, el que és més important, com a garantia dels drets humans. També contribuirà a sensibilitzar els professionals que desenvolupen la seva feina amb l’ajuda d’intèrprets.

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are: professionalization issues in further education and the role of science, education II, research methods, conference booklet for the annual conference of DGIP 2024, and "Cancel Culture" - identity search through power-seeking? The submissions will be reviewed anonymously. The deadlines for submission for each issue are indicated. [Extracted from the article]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are: "Object and Subject - in the tension between powerlessness and creative force: Conference booklet Annual Conference DGIP 2023" for Issue 2/2024, "Questions of professionalization in further education and the role of science" for Issue 3/2024, "Education II" for Issue 4/2024, "Research Methods" for Issue 1/2025, and "Conference booklet Annual Conference DGIP 2024" for Issue 2/2025. The submissions will be reviewed anonymously. [Extracted from the article]

The Journal for Individual Psychology is planning to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the issues in 2024 are groups, object and subject, professionalization issues in further education, and education II. Research methods are being sought for the issue in 2025. The submitted manuscripts will be anonymously reviewed. [Extracted from the article]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are "Nude Pictures" for Issue 4/2023, "Groups" for Issue 1/2024, "Object and Subject in the Tension between Powerlessness and Creative Force" for Issue 2/2024 (in connection with the DGIP Annual Conference 2023), "Professionalization Issues in Further Education and the Role of Science" for Issue 3/2024, and "Education II" for Issue 4/2024. Submitted manuscripts will be anonymously reviewed. [Extracted from the article]

It was in the years immediately following World War II and through the 1950s that the psychoanalytic establishment officially defined psychoanalysis as a subspecialty of psychiatry, and it was in that context of the professionalization of American medicine that they codified the distinction between psychoanalysis and (psychoanalytic) psychotherapy. In this commentary on Steven Stern's “Session Frequency and the Definition of Psychoanalysis,” I deconstruct a series of binaries that was built into the analysis/therapy distinction and that has plagued our discipline. It is argued that psychoanalysis identified itself with the culturally “masculine” and heterosexual values of autonomous individuality (the intrapsychic), while it split off all that was relational and social (interpersonal), marked as “feminine,” homosexual, and “primitive,” onto psychotherapy, which it then devalued. The paper then examines the implications for practice and psychoanalytic education. [ABSTRACT FROM AUTHOR]

This paper examined the brutal tactics used by security forces in the early days of the COVID-19 lockdown in South Africa. Key questions raised relate to the philosophical (dis)connectedness of their actions. The paper posits that the way in which some police and soldiers conducted themselves in black communities is reminiscent of colonial-apartheid hermeneutics. Their conduct, devoid of Ubuntu, relegates the culprits to "mere symbols with no substance," in a deeply conditioned state of mental subjugation. Though black, the culprits remain largely unAfrikan in thought. The paper concludes that training for security forces needs to inculcate philosophies of Afrikanism. Furthermore, the paper highlights key lessons to be embraced. Recommendations made include the professionalisation of the security forces, enabling public dialogue, and bringing the culprits to book faster to restore the image of the country, the government, and the security agencies. This paper used a qualitative desktop design that applied inductive analyses. [ABSTRACT FROM AUTHOR]

Dynamics connected to professionalization are often analysed from an individual perspective highlighting individual professionals' struggle for recognition as a professional. This paper looks at the organizational context and its effects on teachers' professional status in the wake of NPM inspired reforms in Finland. Despite the quantitative nature of the Finnish school audit, the design of the evaluation presents a critical translation of the knowledge claims often made in New Public Management audits. By looking at the original research reports and discussions on the audit system, this paper shows how the Finnish school audit conceptualised education as a societal subsystem and school audit as a tool for linking education with other subsystems. The Finnish school audit produces data for educational policy development and the teachers' own use. The article suggests that maintaining occupational professionalism requires both the presence of knowledge for professional application and the absence of knowledge yielding to market or managerial interference. [ABSTRACT FROM AUTHOR]

Copyright of Urban Studies (Sage Publications, Ltd.) is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field. Design/methodology/approach: Archival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom. Findings: Three findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion. Originality/value: No previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide a synthesis of theoretical and empirical work related to the professionalization of small- and medium-sized enterprises (SMEs) from a knowledge-based perspective. Design/methodology/approach: A systematic literature review consisting of three major steps of planning, conducting and reporting is conducted. Papers are identified, selected and deductively coded. Quantitative and qualitative methods are used to analyze the papers. The finalized list includes 78 papers and 48 journals, with the oldest paper published in 1980 and the most recent papers published in 2022. Findings: The findings showed that the empirical works (n = 69) outnumbered the conceptual works (n = 9). Most papers focused on the organizational level of analysis and identified causal conditions, modes, intervening conditions and consequences. A multidimensional characteristic of professionalization emerged inductively as an additional attribute. Originality/value: This paper provides a synthesis of the current literature and offers a research agenda to academics and practitioners interested in the professionalization of SMEs from a knowledge-based perspective. [ABSTRACT FROM AUTHOR]

In-service courses for teachers are often provided by so called facilitators who function as teacher trainers and whose tasks in the education system are multifaceted. The professional development (PD) of facilitators is of great importance, and the complex process of scaling up might lead to unexpected constraints, and influence the effectiveness of a program. In general, more research is needed concerning facilitators' PD with respect to their different roles and functions. In this paper, a project will be presented that focused on qualifying facilitators for the topic "inclusive mathematics" and accompanied the process of scaling up. In the end, unexpectedly, five out of 15 facilitators did not finish the program. Therefore, the challenges and concrete reasons for dropout were investigated in detail. The paper will present a case analysis, where Facilitators' multifaceted roles, functions, and tasks emerged as the central category. Moreover, conclusions for professionalization programs and research will be derived and discussed. [ABSTRACT FROM AUTHOR]

The South African National Framework towards the Professionalization of the Public Service, moots the belief that professionalizing public administration is one of the key requirements for building state capacity. An efficient and effective public service may positively impact the state's development agenda. The United Nations' (UN) 17 sustainable development goals (SDGs) serve as a blueprint to achieve a better and more sustainable future for all with the focus on an end to poverty, and inequality, the protection of the planet, and the assurance that global citizens enjoy health, justice and prosperity. The core question that this paper addresses is: To what extent will professionalization of the South African public sector through learning and training programs offered at the National School of Government (NSG), contribute to the UN's SDGs specifically and Africa Agenda 2063 (Agenda 2063) and the South African National Development Plan (NDP) 2030 in general? The paper is premised on a systematic stand-alone literature review. Content analysis was used to make sense of the secondary data consulted by honing in on pre-identified search terms. The study found that while the training programs offered at the NSG are aligned with the government's focus on professionalization of the public service, specific mention of the SDGs, the NDP and Agenda 2063, are not made. It is recommended that with much talk around the re-calibration of the public sector by way of the NSG, an opportunity exists to explicitly teach the principles, objectives and aims of the aforementioned SDGs, NDP goals and Agenda 2063 objectives, in all its training programs, or that new programs are devised by the NSG solely focused on the attainment of the SDGs. [ABSTRACT FROM AUTHOR]

Sport for Development and Peace (SDP) has transformed from what some termed a "social movement" to an institutionalized sector with numerous organizations and practitioners involved, resulting in trends that point toward SDP becoming a recognized category of work through professional training. The purpose of this paper is to utilize theories of professions and institutional isomorphism to advance the significance and importance of thinking about SDP as a profession. Three emerging trends that point to the professionalization of SDP are reviewed: (a) increasing opportunities to attain SDP certifications and training, (b) the growing number of SDP-specific academic degrees, and (c) the creation of a SDP knowledge base, particularly in relation to monitoring and evaluation. To conclude, theoretical and practical implications of the professionalization of SDP are discussed and a research agenda is outlined for future research on the continued institutionalization, and professionalization, of the SDP sector. [ABSTRACT FROM AUTHOR]

With the changes in working relationships brought about by the pandemic, a better understanding of non-traditional work arrangements is essential to an organization's performance. Gig work is perhaps the most hyped of these arrangements, but little consensus has been reached on the meaning of the term or the implications to the workers, much less the nature of the work itself. This paper aims to fill the gap by examining the issue of labor externalization and the various job dimensions which affect the likelihood of a task being contracted out via gig. We propose that there are competing forces leading to work being externalized and that these forces can be on either the supply or demand side. In addition, we argue that four job characteristics (namely professionalization, interdependence, generalized skill, and autonomy) influence when a job is more likely to be contracted in a gig economy. Workers are better able to take control of their jobs when there are high skill requirements, which can lead to a high degree of autonomy. Jobs that have a high degree of professionalization typically have skills that are also generalizable, which can lead to greater mobility and thus increase chances for externalization. Using the proposed model, this paper provides a theoretical foundation for the existence of gig work and takes a micro-level look at the types of characteristics that are most associated with those externalized jobs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)