Role Models Research Articles

Will the post-neoliberal era represent a renaissance of industrial districts as we knew them?

We have now entered a post-neoliberal era, characterised by deglobalisation and reindustrialisation to obtain resilience and security in value chains and increase manufacturing capacity in Europe and the US. Europe has not to the same extent suffered from deindustrialisation as the US. Typical examples of the industrial structure in Europe are the ’hidden champions’ of Germany and the industrial districts of the Third Italy. The industrial districts have been exposed to globalisation, resulting in the brake up of the original complete regional value chains through outsourcing in some sectors. However, in general the industrial districts have been surprisingly resilient during the 40 years period of neo-liberalist globalisation illustrating the ‘many possible world view’ of Sabel and Zeitlin (1985). In this contribution we ask what will the new tendencies of deglobalisation, regionalisation and Industry 4.0 digital technology mean for the future of the industrial district model? Will it imply a strengthening of the original form of industrial districts so that this model of (re)industrialisation once again takes on a position as a role model for developed economies. The intention of this letter is to introduce a discussion about this fascinating topic.

High-value care modeling: Evaluating cost conscious and potentially wasteful behaviors.

42 Background: Value-based care is key to decreasing waste, addressing increasing healthcare costs, and minimizing patient financial toxicity - especially in the treatment of high-cost diagnoses such as cancer. Medical student exposure to role-modeling of high-value care (HVC) behaviors may help shape professional identity formation and have long-term effects on future practices. Our study aimed to investigate the frequency and characteristics of faculty role-modeling of HVC in medical student core clinical rotations. Methods: A cross-sectional survey study was performed with third- and fourth-year medical students on clinical rotations at 11 U.S. medical schools. The survey assessed thirteen variables associated with cost conscious role-modeling behaviors or potentially wasteful role-modeling behaviors, as well as questions characterizing the rotation such behaviors were observed on, demographic information, and organizational culture around HVC. Results: Cost-conscious role-modeling behaviors were observed “sometimes” or “often” between 52.9-70.5% of the time across all clinical rotations, with the exception of observing a student or resident being praised for ordering a cost-effective diagnostic work-up (seen only 25.7% of the time). Potentially wasteful role modeling behaviors were observed “sometimes” or “often” 5%-14.3% of the time, except simultaneously ordering numerous tests before seeing results of initial screening tests (45.1%) and repeating tests rather than attempting to obtain recently performed test results (42.9%). HVC was most often observed on internal medicine rotations (58.3%) and least frequently on surgery rotations (34.5%). Attendings were significantly more likely to model HVC compared to residents/fellows in 5/7 domains. Organizational culture correlated with frequency of HVC behavior observed. Conclusions: HVC role-modeling behaviors, as observed by medical students, are variable across clinical rotations. HVC practices are essential not only within oncology, but across all medical specialties; future studies should strive to identify factors which promote or inhibit HVC modeling and understand differences between HVC education in undergraduate medical curriculum.

Teachers as Catalysts for Shaping Religious Character in Youth

General Background: The youth are pivotal for national development and are increasingly required to navigate the complexities of a technologically advanced world. Specific Background: Despite this necessity, many young individuals are ill-prepared for technological engagement and often misuse these tools, which adversely affects their character. Character education is critical and must be integrated into both formal and non-formal educational systems. Knowledge Gap: While the role of Islamic boarding schools in character education is acknowledged, the specific contributions of teachers within this context remain underexplored. Aims: This research aims to elucidate the role of teachers in fostering a generation of religious professionals at the Wali Barokah Islamic Boarding School in Kediri, East Java. Results: Employing a qualitative descriptive approach, data were collected through observations, interviews, and documentation, revealing that teachers serve as facilitators, motivators, and role models. Findings indicated that teachers received a high observation score of 91%, highlighting their effectiveness in character formation. Novelty: This study provides a comprehensive examination of how teacher involvement directly influences the development of religious character among students, emphasizing the multifaceted role teachers play in Islamic education. Implications: The results underscore the necessity for enhanced teacher training and support to strengthen character education in Islamic boarding schools, thereby equipping the next generation with the moral framework needed to successfully navigate contemporary challenges and contribute positively to society. Highlights: Importance of character education in Islamic boarding schools for youth. Teachers significantly shape students' religious character as role models. Qualitative research reveals effective teaching methods impacting student development. Keywords: Islamic education, character formation, teachers' role, qualitative research, religious professionals

The intergenerational effects of requiring unemployment benefit recipients to engage in non-search activities

We use a quasi-experimental design and national administrative data to analyze the intergenerational effects of introducing non-search activity requirements for long-term unemployment benefit recipients aged 18–34. The young-adult children of these recipients were in early adolescence when the requirements were introduced. Using a regression discontinuity approach, we find that young adults, particularly men, whose fathers were subject to the requirements have a lower incidence of unemployment benefit receipt compared to those whose fathers were not. More detailed investigation suggests completion of the mandated activities, role modeling, changes in attitudes, improved health, and greater support and stability as potential channels.

Analisis Pembentukan Karakter Melalui Lingkungan Sekolah SDN Tanjung Pura Kabupaten Tasikmalaya

The purpose of this study is to find out the implementation of character formation, the role of the school environment in the formation, and the efforts made by teachers and principals in the formation of the character of SDN Tanjung Pura, Tasikmalaya Regency. This study uses a qualitative method using 13 research subjects. Data analysis is carried out by the stages of data reduction, data presentation, and conclusion drawing. Research results were obtained through observation, interviews and documentation. Observations were carried out by making direct observations at the research location regarding character formation through the school environment of lower class students at SD Negeri Tanjung Pura. The implementation of character education at SDN Tanjung Pura includes routine activities such as Dhuha prayers, reciting the Yasin Koran, and mutual cooperation. Spontaneous activities such as reprimands and non-physical punishment are also carried out to increase students' vigilance. School principals play a role in creating policies and facilities that support character education and become role models in discipline. Apart from teaching, teachers guide students in carrying out worship and instill discipline through example and direct guidance. A good school environment also supports the process of forming student character

Exploring the Characteristic of Good Catholic Teacher of the Sister of Saint Paul de Chartres in Thailand

This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model).

IMPROVING THE PEDAGOGICAL SYSTEM OF TRAINING FUTURE PEDAGOGUES TO FORM THEIR LIFE SKILLS

This article explores strategies for improving the pedagogical system to effectively equip future educators with essential life skills. In today's dynamic and fast-evolving world, the importance of these skills is increasing as educators not only impart knowledge but also act as role models. The study emphasizes the role of practical, social, and emotional skills in pedagogy, outlining innovative training methods that enhance educators' personal and professional competence. The article concludes with recommendations for integrating life skills education within teacher training programs, fostering well-rounded development.

Exploration Of Perceptions And Emotional Challenges Experienced By Pastors’ Children: A Case Of The Church Of The Nazarene In Nairobi, Kenya

Many studies have been done with a keen interest in pastors’ children as they were always in the public display. This study aimed to explore emotional experiences of the pastors’ children on the expectations of the congregation and the emotional challenges experienced, a case of the Church of the Nazarene in Nairobi, Kenya. The objectives of the study were to: establish perceptions of the pastors’ children on the expectation of the congregation and identify emotional challenges experienced by pastors’ children. The study employed a qualitative research method and a purposive sampling method. In-depth Interviews were employed for data collection. Participants were drawn from Ongata Rongai First Church of the Nazarene and Africa Nazarene Church. The population of the study consisted of 18 participants. Data collection was done using audio recording. Transcribing was done using an App: Live Transcribe and Notification. The research findings confirmed that the congregation had high expectations from pastors’ children than their peers in the church. Pastors’ children were expected to be perfect and be role models. While the expectation posed anxiety and resentments from most of the participants, some felt that this expectation helped them to learn some leadership roles at an early stage. This study recommended that the church leadership develop comprehensive educational programmes for the congregation to help them understood that pastors’ children need to be allowed to go through the developmental stages like other children

In Honour of Brian MacWhinney: A Personal Account

While this volume and the writings have made it amply clear what significant contributions Professor Brian MacWhinney has made to the field at large, in this afterword, we begin with a senior member of our author team (Ping Li, PL) followed by a mid-career member (Helen Zhao, HZ) and an early career member (Zhe Gao, ZG), to provide our personal accounts of Brian not only as a leading scholar but also as a role model who touches and changes people’s lives.

Career Adaptability Across Southeast Asia: A Systematic Review

Southeast Asia has recently seen a number of developments and transformations that requires one to adjust to as the region’s skill requirements are evolving. For some these new changes brings new opportunities, however, for some greater levels of career adaptability is need to manage these new developments and transformations. The necessity of systematically reviewing articles on career adaptability in Southeast Asian nations is made apparent by this particular instance. A systematic review of career adaptability in Southeast Asia was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. About 22 eligible studies were identified. The findings indicated that the most prevalent groups in career adaptability studies were students, followed by working adults. Antecedents such as role modeling and cultural intelligence were identified. Four categories of predictors were identified such as personal, educational, career behavior, and environmental factor. Two categories were identified for the outcomes of career adaptability, namely, personal and career outcomes. Findings revealed that career adaptability offers several beneficial outcomes such as improved employability skills and life satisfaction. Discussion includes conditions faced in Southeast Asian countries and cultural differences. The dearth of studies within multicultural settings calls for further research in exploring career adaptability, as this broaden cultural understanding and awareness of educational and career behaviors pertaining to one’s career adaptability. This study offers important practical implications and recommendations for career counseling practices and policymakers in Southeast Asia that would potentially benefit students and working adults.

If You're So Successful, Why Are You Still Working 70 Hours a Week? Exploring the Costs and Benefits of an Always-On Work Culture

This article explores the costs and benefits of working excessively long hours through an analysis of academic research and real-world industry examples. It argues that while dedication and hard work have driven success initially for many professionals, an "always on" culture risks normalizing unsustainable practices that undermine well-being in the long run. extensive research documents the negative impacts of chronic overwork on physical health, mental health, job satisfaction, and productivity. However, evidence also suggests that balanced boundaries between work and personal life can yield individual rewards like reduced stress and organizational rewards like stronger engagement and innovation. The article provides strategies for professionals and leaders to strike a balance appropriate for their context, through mechanisms like clearly communicating expectations, measuring outcomes over hours, guarding time for learning and relationships, and role modeling boundaries. With care and intention, even competitive industries can promote sustainable success over the long term.

A qualitative study of what motivates, facilitates, and hinders climate-engaged healthcare trainees to advance healthcare sustainability

IntroductionThere is a critical need for low-carbon, environmentally-sustainable health systems in the climate crisis. Healthcare trainees can play a vital role in this process, and we have aimed to explore how they can be motivated and supported by faculties of medicine and health systems to pursue this ambition by conducting an exploratory, qualitative descriptive study of Canadian healthcare trainees engaged in healthcare sustainability initiatives. Materials and MethodsTranscripts from individual in-depth interviews were analyzed to identify themes related to the actions that healthcare trainees can take to promote sustainable healthcare, as well as the motivators, barriers and facilitators of healthcare trainee engagement in sustainable healthcare. ResultsParticipants (N=17) engaged in a spectrum of healthcare sustainability initiatives, including education, quality improvement and advocacy. They were motivated to advance healthcare sustainability through positive role models, the health impacts of climate change, observation of unsustainable healthcare practices, and a sense of social responsibility. Participants articulated that supportive networks, access to resources and funding, and having a growth mindset were facilitators to their engagement, while the lack of institutional prioritization of healthcare sustainability, limitations of the trainee role, challenges finding allies, and the perceived futility of their individual actions were characterized as barriers. DiscussionHealthcare trainees could support healthcare decarbonization efforts if they are adequately supported by their learning environments. The study's findings can guide educational innovations and health systems transformations to motivate and empower healthcare trainees to reduce the climate impact of healthcare throughout their careers.

Deskripsi Strategi Guru Menanamkan Profil Pelajar Pancasila SDN 17 Pontianak Kota

This study aims to describe the teacher's strategy to instill a student's Pancasila learner profile carried out in class. The research method uses descriptive qualitative research type of case study and data collection techniques through interviews, observation and documentation. The results showed that the implementation of the class teacher's strategy in instilling the profile of Pancasila students in class IV A has been carried out by teachers through several strategies that have been implemented such as (1) The teacher's strategy to instill the profile of Pancasila students in the dimensions of faith, piety to God Almighty and noble character by teaching students to apply religious values at school, behaving positively as a role model for students. (2) The teacher's strategy to instill the global diversity dimension of the Pancasila learner profile by providing an understanding of the cultures that exist in Indonesia, applying tolerance. (3) The teacher's strategy to instill the profile of Pancasila students in the dimension of mutual cooperation by increasing students' cooperation skills. (4) The teacher's strategy to instill an independent dimension of the Pancasila learner profile by providing tasks that must be done by students themselves. (5) The teacher's strategy to instill the profile of Pancasila learners in the dimension of critical reasoning by involving students in open discussions. (6) The teacher's strategy instills the creative dimension by giving art or craft project assignments. Obstacles contained in the application of class IV A strategies to instill the profile of Pancasila learners.

Achieving Work-Life Balance as an Organizational Leader: Strategies for Leaving Work at Work

This article explores research-backed strategies that organizational leaders can implement to effectively achieve work-life balance and integration. It discusses the importance of leaders setting clear expectations and boundaries around work hours and responsibilities through formal policies, communication of response times, and role modeling healthy behaviors. It also addresses the need for leaders to create intentional boundaries when using technology and shift to a "work to live" mindset. The article outlines techniques leaders can use to make time for rest and recharging, such as scheduling vacations and practicing daily decompression routines. It emphasizes the value of leaders showing empathy, understanding, flexibility, and distributing work equitably. Finally, the article encourages leaders to promote employees' well-being through benefits, on-site activities, and opportunities for volunteer/learning days and growth. The purpose is to provide guidance for optimizing sustainable work-life integration to benefit both individuals and organizations.

You're More Resilient Than You Give Yourself Credit For: Building Resilience in Times of Change and Challenge

This article examines the concept of resilience and strategies for building resilience at the individual and organizational levels. It defines resilience as the ability to withstand challenges and adapt to change. The article explores how cultivating certain cognitive habits and support systems can enhance individual resilience. These include maintaining an adaptive mindset, developing strong social networks, finding purpose in one's work, and prioritizing self-care, especially during stressful periods. It also analyzes how structural elements and cultural dynamics within an organization can build its resilience. Attributes like flexible structures that enable adaptation, learning-oriented cultures, a clear sense of shared purpose, and resilient leadership styles are linked to an institution's capacity to manage challenges. The article provides practical recommendations for developing resilience through practices such as strengthening social connections, rewarding risk-taking and growth, openly acknowledging uncertainties, and role modeling resilient behaviors. It argues that proactively building resilience reserves empowers individuals and organizations to survive difficulties and emerge stronger.

Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study

BackgroundThe professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies. AimThe aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI. DesignThis study used a quasi-experimental design. SettingsThe study was conducted at the Department of Health Studies in Croatia. ParticipantsThe 119 first, second, and third year ungraduate nursing students. MethodsStudents were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises. ResultsBoth groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions. ConclusionsDuring the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.

"Now We Can Speak": Wheelchair Sport Participation in Areas of Armed Conflict.

This study sought to understand the lived experiences of wheelchair basketball athletes from low- and middle-income countries of recent or current armed conflict and the meaning that they ascribed to their participation. Wheelchair basketball athletes (N = 108) from eight national teams participated in semistructured focus-group interviews. Study data were analyzed thematically using an interpretive descriptive approach. Three themes were developed: "I can do anything I want; not only basketball," self-concept changes through sport participation; "Now they see me as a respectable person,"societal belonging through sport; and "I have motivated other disabled people," influence on nonparticipating disabled persons. The findings indicated that participation in wheelchair sports may help disabled persons see themselves as capable individuals on the court and in aspects of daily living, perhaps even peer role models for other disabled persons in their communities and countries.

The Role of Teachers as Philosophers in Madrasah Education: Qualitative Analysis of Teaching Practices at MAS Babul Khairat

This research analyzes the role of teachers as philosophers at MAS Babul Khairat, the teaching practices implemented, and the challenges faced. The findings show that teachers at this madrasah not only function as academic teachers but also as moral and intellectual mentors who integrate Islamic values ​​in teaching. They use a variety of innovative methods, such as discussions, group projects, and problem-based approaches, to encourage students' critical and reflective thinking. In addition, teachers act as role models in everyday behavior, which helps students understand and apply ethical values ​​in their lives. However, the research also identified a number of challenges faced by teachers, including limited resources, high workloads, lack of ongoing professional training, and pressure to meet high academic standards. These challenges highlight the need for greater support from schools and government, including restructuring teacher duties, increasing educational resources, and ongoing professional training. With adequate support, teachers at MAS Babul Khairat can continue to develop effective and innovative teaching practices, and better play their role as philosophers. This research confirms that with strong commitment and the right support, teachers can create a learning environment that is conducive to students' intellectual, moral and spiritual development.

Implementation Strategies of the Independent Learning Curriculum in Achieving Character Education Competencies in Islamic Religious Education at School

The Independent Learning Curriculum is a new education system designed to provide freedom for students to develop their unique potential, both academically and personally. Unlike traditional curricula, which often limit the scope of learning to a predetermined structure, the Independent Learning Curriculum allows flexibility in teaching methods and learning outcomes. This study aims to describe the Implementation Strategy of the Independent Learning Curriculum in Achieving Character Education Competencies in Islamic Religious Education at School. This research uses a qualitative approach, specifically the literature study method. Various sources, including academic journals, books, and other scholarly works related to character education and the Independent Learning Curriculum, were reviewed to develop insights into strategies for achieving Islamic character education. The results of this study highlight the importance of integrating character education into all aspects of the curriculum. Effective strategies include incorporating moral and ethical lessons into all subjects, embedding character-building activities in intracurricular and extracurricular programs, and ensuring that teachers are role models through their behavior. In addition, the findings suggest that character education should be part of a long-term and continuous process that involves training and habituation, thus encouraging students to internalize noble values over time. The implications of this study are very important for schools that want to implement character education in the Independent Learning Curriculum. Schools should prioritize the development of a comprehensive character education strategy, which includes careful planning in the syllabus, lesson plans and in-school activities. In addition, educators should balance students' academic and moral development.

Understanding Barriers to STEM: Teachers' Insights on African American Underrepresentation

This study focuses on the development of a measurement instrument to identify Middle and High School mathematics and science teachers’ beliefs about the main factors of underrepresentation of African American students in STEM (Science, Technology, Engineering, and Mathematics) fields. The research method using the stages of instrument development were (1) test design which involved construction of initial item pool by conducting extensive review of literature and coding of participating teachers personal statements (2) determination of validity which involved expert review process to confirm construct and face validity of items, (3) pilot testing which involved collecting data from a second set of participants, (4) determination of reliability which involves conducting a reliability analysis based on data collected from pilot testing and (5) determination of factorial structure which involved Exploratory Factor Analysis (EFA) to identify underlying factors in participating teachers’ belief structures. First, to obtain trustworthy information, voluntary middle and high school mathematics and science teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Secondly, qualitative data obtained from participating teachers’ personal statements were coded. Coding was applied to identify and to group the phrases or sentences that convey the same or similar reasons. Then results from an extensive literature review on this topic were blended in teachers’ common expressions which were determined because of coding procedure. Then 8 content experts assessed content validity and face validity. Finally, the survey was piloted to African American middle and high school mathematics and science teachers. Fifty-three (53) surveys were completed and received back from teachers. Then, exploratory factor analysis was conducted to identify any underlying factors in the scale. Reliability analyses were also conducted for both the entire survey and for each of the factors. Results of the study suggested four underlying components: (1) Access and Resources, (2) Role Models and Representation, (3) Bias and Discrimination, (4) Curriculum and Pedagogy.