bluuebunny/crossref_metadata_2025_split huggingface dataset:
Psychological support of professional activities of teaching staff of pre-school institutions
Authors: Зенина С.Р. , Бадалян Ю.В. 
Published: June 2024

постоянно развивающиеся подходы и концепции к организации профессиональной деятельности специалистов, работающих в образовательных учреждениях разного уровня, делают актуальным процесс психологического сопровождения профессиональной деятельности этих специалистов. В статье рассматривается психологическое профессиональной деятельности сотрудников дошкольного образовательного учреждения как понятие и как процесс. Проводится анализ подходов к определению психологического сопровождения. Приводится описание организации и результатов опытно-экспериментальной работы. Цель исследования состояла в определении степени развития профессионально важных качеств педагогов, способствующих эффективной профессиональной деятельности, а также обнаружении тех психологических проблем, которые мешают им выполнять свои профессиональные обязанности. Модель диагностики профессионально значимых особенностей профессиональной деятельности была построена с учетом профессиограммы воспитателя. Исследование позволило сравнить уровень выраженности профессионально-важных качеств воспитателей с разным стажем работы таких как самооценка, экстраверсия, ригидность, скорость реакции, эмпатийность. Акцент в исследовании делался также на изучение особенностей мотивации профессиональной деятельности у воспитателей с разным стажем работы. Результатами исследования являются выводы о возможности и эффективности процесса психологического сопровождения профессиональной деятельности воспитателя.
constantly developing approaches and concepts to the organization of professional activities of specialists working in educational institutions of different levels make the process of psychological support of the professional activities of these specialists relevant. The article examines the psychological professional activity of employees of preschool educational institutions as a concept and as a process. The analysis of approaches to the definition of psychological support is carried out. The description of the organization and results of experimental work is given. The purpose of the study was to determine the degree of development of professionally important qualities of teachers that contribute to effective professional activity, as well as to identify those psychological problems that prevent them from fulfilling their professional duties. The diagnostic model of professionally significant features of professional activity was built taking into account the teacher's professionogram. The study allowed us to compare the level of expression of professionally important qualities of educators with different work experience such as self-esteem, ex-traversion, rigidity, reaction speed, empathy. The focus of the study was also on studying the characteristics of motivation of professional activity among educators with different work experience. The results of the study are conclusions about the possibility and effectiveness of the process of psychological support of the professional activity of the educator.
Implementasi Pembiasaan Karakter Religius di SDN 06 Koto Baru Kabupaten Dharmasraya
Authors: Qasasi Hisnatul 
Published: June 2024

There are character values that are ignored in student character development. These characters are now starting to fade because it is difficult to develop character through learning. Apart from that, there are still many people who lack confidence in instilling character education values such as good manners and good manners in children, and as time goes by, students' character is getting worse day by day. This happened at SDN 06 Koto Baru, Dharmasraya Regency, not much different from the incident described. So, it became the researcher's interest to discuss the habit of religious character education and it was found that there were Duha prayer activities, Friday Kultum and Infaq. The method used in this research is a qualitative method with case studies. The research instruments used are primary data and secondary data. The data collection techniques used were interviews and observation. Meanwhile, the data analysis used is data collection, data reduction, data presentation, and drawing conclusions. So, the implementation of religious character education through routine habituation at SDN 06 Koto Baru is carried out through routine habituation activities consisting of congregational Dhuha prayers, Friday Kultum and Friday Infaq, with students and their guardians so that religious values, discipline and responsibility are created.
لجانُ المجلسِ الاقتصاديِّ والاجتماعيِّ ودورُها في مجالِ حقوقِ الإنسانِ
Authors: حسين إبراهيم العليوي  
Published: June 2024

تعمل منظومة الأمم المتحدة من أجل الوصول إلى الأهداف التي سطرتها في ميثاقها، ورصدت لذلك عدة أجهزة رئيسية وفرعية، ووكالات متخصصة، والتي تمثل الجانب العملي الضروري للنهوض بحقوق الإنسان وحمايتها في إطار قانوني. وقد تطرقت المادة 7 من ميثاق الأمم المتحدة للأجهزة الريسية، والتي جاءت على سبيل الحصر متمثلة في:
الجمعية العامة، مجلس الأمن، المجلس الاقتصادي والاجتماعي، مجلس الوصاية، محكمة العدل الدولية، الأمانة العامة للأمم المتحدة.
كما نصت الفقرة الثانية من ذات المادة على الأجهزة الفرعية، والتي يحق للأجهزة الرئيسية إنشاء ما شاءت منها، وذلك حسب الحاجة إليها. فضلا على أن هذه الهيئة الدولية مدعومة بوكالات ذات صلاحيات محددة والتي تم إنشاء العديد منها في مجالات معينة، كـالصحة، والثقافة، والزراعة، والملاحة البحرية، والمواصلات، والاتصالات، والتجارة، والطاقة الذرية .
وهذه التشكيلة في الجانب الهيكلي لمنظومة الأمم المتحدة تعتبر مجموعة معقدة، تشكل نظاماً هاماً هو نظام الأمم المتحدة .
غير أنّ هذا النظام جاء من أجل وظيفة أساسية ودوافع جوهرية، لإقامة تنظيم دولي أفضل وأجدى، يقوم على مبدأ الأمن الجماعي، والتعايش السلمي، ونبذ الحرب كوسيلة لحل المشكلات الدولية .
Kavoliška laisvės sociologija ir jos dėmenys
Authors: Genys Dainius 
Published: June 2024

Žymus Lietuvos sociologas Vytautas Kavolis visą akademinę karjerą plačiai tyrinėjo laisvės klausimą, nors ir nenaudojo „laisvės sociologijos“ pavadinimo. Jo daugiamatė analizė apėmė politines institucijas, kultūros normas, istorinę evoliuciją ir globalias perspektyvas, atskleisdama sudėtingą visuomenės struktūrų ir asmens laisvių sąveiką. Šiame straipsnyje politinės sociologijos požiūriu, išskaidant laisvės ir jos apraiškų įvairiuose visuomenės kontekstuose supratimą, bandoma kristalizuoti V. Kavolio sociologinius rėmus. V. Kavolio tarpdisciplininis požiūris, metodologinis originalumas ir reflektyvi analizė prisidėjo prie gilaus visuomenės laisvėjimo dinamikos ir galios santykių tyrinėjimo, metė iššūkį nusistovėjusioms paradigmoms ir pasisakė už įtraukesnę ir teisingesnę visuomenę. Jo įžvalgos tebėra aktualios šiandienei Lietuvai, išgyvenančiai postsovietinį virsmą ir susiduriančiai su globaliais iššūkiais.
Edukasi Upaya Pencegahan Infeksi Saluran Pernafasan Atas Akibat Kebakaran Hutan Dan Lahan Di Kalimantan Tengah
Authors: Sartika Fera , Suci Panji Ratih , Qamariah Nurul , Handayani Rezqi , Mulyani Evi 
Published: June 2024

Pendahuluan: Kebakaran hutan dan lahan merupakan suatu fenomena yang tidak asing lagi di wilayah Indonesia khususnya kota Palangka Raya Provinsi Kalimantan Tengah. Kabut Asap akibat dari kebakaran hutan dan lahan menyebabkan permasalahan Kesehatan yang sangat besar bagi masyarakat kota Palangka Raya. Berdasarkan data dari Dinas Kesehatan Kota Palangka Raya, terjadi kenaikan jumlah penderita Infeksi Saluran Pernafasan Akut (ISPA) sejak bulan Januari hingga September 2023. Dengan meningkatnya jumlah penderita ISPA di Kota Palangka Raya, maka kegiatan pengabdian kepada masyarakat ini perlu dilaksanakan.
Tujuan: Kegiatan ini bertujuan agar ibu-ibu rumah tangga mendapatkan pengetahuan serta keterampilan dalam upaya pencegahan penyakit ISPA. Serta meningkatkan keterampilan pada peserta dalam membuat sediaan obat tradisional sehingga nantinya dapat derajat Kesehatan dan perekonomian masyarakat.
Metode: Metode pada kegiatan pengabdian berupa kegiatan pemberian pengetahuan dan keterampilan. Kegiatan pengabdian terdiri dari 3 (tiga) penyampaian materi yaitu Materi Perilaku Hidup Bersih dan Sehat (PHBS) sebagai Pencegahan ISPA, Materi Peran Obat Tradisional dalam Pencegahan ISPA, Materi Tanaman Khas Asal Kalimantan Tengah degan efek Farmakologis peningkatan Sistem Imun dalam Pencegahan ISPA. Peserta pada kegiatan ini adalah kelompok masyarakat yang tidak produktif secara ekonomi yaitu ibu-ibu rumah tangga yang masuk dalam kelompok ibu pengajian Langgar Nurul Iman Kelurahan Langkat kecamatan Pahandut Kota Palangka Raya, Kalimantan Tengah yang berumlah 50 orang.
Hasil: Berdasarkan hasil pengabdian menunjukkan banyak anak usia dini yang memiliki Pengetahuan tentang PHBS yang masih kurang yang berdampak pada perilaku yang salah. Bila pengetahuan orang tua baik maka PHBS juga baik, orang tua yang mempunyai pengetahuan yang baik hampir seluruh anaknya mempunyai PHBS baik. Sehingga mencegah terkenanya penyakit ISPA.
Simpulan: Pengetahuan yang diberikan kepada para peserta terutama terkait pemanfaatan obat tardisional dapat menjadi inspirasi bagi peserta untuk dapat menghasilkan inovasi sedian jamu atau obat tradisional yang dapat menjadi sebuah produk komersil sehingga menjadi peluang bisnis bagi para ibu rumah tangga.
Action Teaching
Authors: Plous Scott 
Published: November 2011

Abstract
Action teaching refers to a style of instruction that contributes to peace, social justice, and sustainable living at the same time as it educates students. For example, a peace educator who practices action teaching might follow a course unit on mediation techniques by inviting students to mediate actual conflicts between friends, family members, or co‐workers, thereby reducing existing conflicts even while students learn about conflict resolution. likewise, an instructor teaching about negotiation might challenge students to analyze an unresolved conflict that they or others are having, devise an integrative solution to break the impasse, and make an effort to implement the proposed solution. or an instructor teaching about persuasion and marketing strategies might ask students to develop a social marketing campaign that reduces interpersonal violence on campus, protects the local environment, promotes human rights abroad, or serves the greater good in some other way.
Activism, Antiwar
Authors: Boehnke Klaus , Shani Maor 
Published: November 2011

Abstract
Antiwar activism stands for civil engagement expressing opposition to war and related military issues, geared to foster change on the political level. Dissent over states' military campaigns results from diverging peace traditions and philosophies, predominantly associated with the political left (e.g., pacifism, liberalism, feminism, antimilitarism, or anti‐imperialism). The recent history of global antiwar activism tends to be linked to the United States' post‐World War II record of wars and military interventions. It reached an early peak in the anti‐Vietnam War protests and the antinuclear campaigns during the Cold War, and later during the “no‐blood‐for‐oil” campaigns associated with the Second Gulf War and worldwide opposition to the post‐“9/11” US‐led War on Terror.
Activism, Psychology of Social
Authors: Dwyer Patrick C. , Snyder Mark 
Published: November 2011

Abstract
There are many ways that people can and do take action to improve society. They may serve as volunteers, join neighborhood groups aimed at meeting community needs, provide tutoring or mentoring services in their local schools, vote or run for office themselves, or participate in social or political movements devoted to causes such as protecting the environment, helping the disadvantaged, combating prejudice and discrimination, and promoting peace and understanding. It has been argued that these and other forms of social activism, in which individuals take action in order to serve the common good, play an essential role in combating the problems that face the world (Snyder & Omoto, 2007). Because many of these problems, such as violence, discrimination, and the destruction of the environment, are largely caused by the actions of humans, they may also be problems that require the actions of humans to be ameliorated.
Alternative Dispute Resolution
Authors: Hardy Samantha 
Published: November 2011

Abstract

In order to properly define the term alternative dispute resolution (ADR) it is important to consider the word
dispute
and how it relates to the concepts of conflict and conflict resolution. In practice the terms are often used interchangeably, although some scholars make a distinction between conflict and a dispute. The term
dispute
refers to the situation in which one person has perceived a wrong caused by another and some claim is made to, and rejected by, the other (Felstiner, Abel, & Sarat, 1981). Conflict is generally seen as something broader and may not include a claim and rejection (e.g., latent conflict). The phrase
dispute resolution
incorporates all methods of resolving disputes (ranging from informal negotiation to contested litigation).
Anti‐Bias Education
Authors: Brown Christia Spears 
Published: November 2011

Abstract
Anti‐bias education broadly refers to school‐based interventions designed to reduce racial, ethnic, or gender bias. Specifically, this label most often refers to intervention programs that teach children explicitly about the negative consequences of discrimination, stereotypes, and exclusion. At times, this label can also be used to refer to multicultural education programs, which highlight positive attributes of a group and enhance children's knowledge about that group. These different types of anti‐bias education differ in their theoretical approaches and effectiveness. Programs also differ in the intended recipients of the anti‐bias education. Typically, programs aim to change the biased attitudes of elementary‐school children in the dominant, majority ethnic group (in the US, European American Whites), although most programs could be adapted to any group of children. Most scholars agree, however, that programs designed to change biased attitudes are most effective during the preschool years and least effective during adolescence.
Anti‐Semitism, Psychology of
Authors: Bergmann Werner 
Published: November 2011

AbstractPsychology has explored the phenomenon of anti‐Semitism ever since Sigmund Freud sought to answer the question of why the Jewish people were spurned, hated, and murdered in his famous bookMoses and Monotheism(1939). Freud indicated a number of motives, ranging from a hostility toward strangers, intolerance of small differences, jealousy of the chosen people, castration anxiety, and sibling rivalry. In addition, he suggested that hatred of Jews is used as a substitute for the forbidden hatred of Christianity, so that anti‐Semitism is, in effect, a form of Christian self‐hatred. This listing already reveals the special feature of modern anti‐Semitism: its double character. It is a delusional worldview that sees the “behind‐the‐scenes actions” of the Jews as the root cause for numerous deplorable states of affairs; and secondly it is a group prejudice, much as it existsvis‐a‐visother ethnic or religious groups. It is for this reason that theories of prejudice, which explain how hostility, discrimination, mobilization, and violence against Jews and other minorities are related to the political, economic, and religious roles they play, need to be connected with specific theories of anti‐Semitism, “relating the development of an ideology justifying Jew‐hatred to dominant ideologies, organizations, and social structure” (Fein 1987, p. 68).
Attribution Theory, Intergroup Conflict and
Authors: Kimhi Shaul 
Published: November 2011

Abstract
Conflicts are a very common part of social life and can be extremely costly to all parties involved. A possible definition of conflict emphasizes the existence of incompatible interests recognized by the parties involved. Among the most common of these are intergroup conflicts — that is, conflicts between rival groups of people. These conflicts often evolve into terrible events such as war or terrorism, with negative results affecting many people. Not surprisingly, intergroup conflicts, how to reduce them, and possible solutions are salient issues in social psychology.
Authoritarian Personality
Authors: Cohrs J. Christopher , Petzel Thomas , Funke Friedrich 
Published: November 2011

Abstract

How was it possible that the persecution and mass killing of Jews, people with mental or physical disabilities, homosexual persons, political dissidents, and other minorities, as well as the policy of “forcible coordination”
(Gleichschaltung)
found the support of millions of Germans during the Third Reich? How was it possible that accusations of thousands of government employees, educators, union activists, and people in the entertainment industry, often leading to loss of employment, destruction of careers, or imprisonment, were supported by millions of Americans during McCarthyism? How was it possible that the Khmer Rouge in Cambodia had so many followers that they came to power and were able to implement a policy that led to the death of about 1.5 million people suspected of being capitalists through murder, starvation, or forced labor?
Bystander Intervention
Authors: Kent Valerie 
Published: November 2011

AbstractThe study of bystanders' responses in emergencies was prompted by theNew York Timesreport of the brutal murder of Kitty Genovese in 1964. It was said that 38 witnesses heard her screams or watched from their windows during the 30‐minute attack. only one person, without giving a name, even phoned the police, half an hour after the screams stopped. Commentators blamed the social isolation and selfishness of city life, a decline in civilized values, and loss of humanity. The term bystander apathy was coined.
Child Soldiers and Mental Health
Authors: Boothby Neil 
Published: November 2011

Abstract
Every day it is estimated that some 5,000 children are newly displaced due to conflict somewhere in the world. Many may be able to flee violence with their families, but an increasing number become separated and risk being recruited into armed groups as a result of erupting wars. Whether victims or perpetrators of violence, during conflict children see the protective fabric around them collapse as homes are destroyed, families are uprooted, schools and health services are ransacked, and communities become consumed by violence.
Children and Armed Conflict: Strategic Review of Machel Study
Authors: Balvin Nikola , Melville Amanda 
Published: November 2011

Abstract

In 1993, in response to the increased occurrence and heightened awareness of the impact of armed conflict on children, the United Nations General Assembly adopted a resolution to investigate these issues in a major study The independent expert chosen to lead the study was Graca Machel, a Mozambican educator and an international children's advocate, who fulfilled her responsibilities in 1996 by producing a landmark report titled
The Impact of Armed Conflict on Children.
Generally known as the Machel Study, this report catalyzed a groundswell of action to protect children affected by armed conflict. In September 1997 the UN responded to the study by establishing the Office of the Special Representative of the Secretary‐General for Children and Armed Conflict (OSRSG‐CAAC). At that time attention was focused on particular issues and countries, such as demobilizing children unlawfully recruited by armed groups and reintegrating them into society. In the next decade two follow‐up studies were completed:
The Machel Review 1996–2000
published in 2000 and the ten‐year strategic review of the original Machel Study, presented to the General Assembly in October 2007. The latter aimed to re‐engage and re‐energize member states and other stakeholders to address more broadly and comprehensively “all impacts, on
all
children, in
all
situations” of armed conflict (OSRSG‐CAAC & UNICEF, 2007, p. 1). It also identified emerging challenges and priorities and served as a platform for advocacy and appropriate action over the coming decade. This article summarizes the context, methodology, key themes, and recommendations of the 2007 Machel Ten‐Year Strategic Review
Children and Resilience
Authors: Kostelny Kathleen 
Published: November 2011

Abstract
Children who are resilient exhibit emotional and social well‐being during and after significant stresses and adversity, even though these experiences have the potential to disrupt their functioning and healthy development (Masten, 2001). Resilience does not imply that children are unaffected by adversity, but rather that they have coped effectively with their experiences and are functioning in ways that are appropriate in the context of their family, community, and culture. Resilience is a dynamic process that changes over time depending on the balance of risk and protective factors in a child's environment. Resilience arises from a mixture of personal and environmental factors. When risk factors outweigh protective factors, children are more likely to have negative developmental outcomes. But supports in the child's environment can offset risks, and when protective factors outweigh risk factors, children are more likely to experience well‐being and resilience.
Children's Conceptions of Peace
Authors: Oppenheimer Louis 
Published: November 2011

Abstract
Imagine what would happen if I asked children to play “war.” Let me assure you, children would have no problem doing so. They know exactly what to do because already at very early ages we come to understand what war is and entails. What if I were to ask children to play “peace?” Exactly — they would not know what to do. So what is peace and why is it so difficult to play? Is it because we already live in peace and playing peace is what we do all the time, or is peace a passive concept only, a second‐order concept, in that it derives its meaning from the negation of war (i.e., peace is the absence of war)? In my opinion, the answer to both questions is negative. That is, present‐day societies are not based on norms and values characteristic for peace and peace is not a passive concept. Then what is peace, how would we define it, and how do children understand peace across age? This essay aims at answering these questions.
Civil Society Cooperative Projects for Peace
Authors: Kurlansky Judy 
Published: November 2011

AbstractWhile peace negotiations between political leaders may stall, efforts are being made by civil society groups to collaborate and build bridges in many conflicts (e.g., between Blacks and Whites in South Africa, Catholics and Protestants in Northern Ireland, Bosnians and Serbs, Hutus and Tutsis, Palestinians and Israelis, Armenians and Turks, Moldavians and Transdniestrians, and post‐World War II Germans and Jews). These “people‐to‐people” (P2P) initiatives — also referred to as “bottom‐up” or Track II and Track III diplomacy — contrast with “top‐down” or Track I diplomacy efforts which involve officials and governments. P2P initiatives apply various methods and use a range of venues to bring people together to improve relations, and to promote positive attitudes and behavior change towards the “other” while mitigating negative stereotypes and even fostering friendship. These grassroots efforts face challenges, but persist in devising creative efforts for peaceful coexistence.
Cognition: Creative versus Dogmatic
Authors: Bornstein Jackie , Di Bretherton  
Published: November 2011

Abstract
Many people find that one of the most serious blocks to resolving a problem through negotiation, mediation, or other conflict resolution processes is dogmatic or black‐and‐white thinking. Conflict resolution practitioners refer to the need for parties to use “and” rather than “either/or” logic to move beyond rigid adherence to positions, to understand the needs and concerns of the other, to generate creative options together, and to shape integrative solutions. That is, a more complex, flexible, dialectical, and creative form of thinking is required to reach solutions to conflict that are inclusive of the needs of all parties.