ABRAHAM MASLOV MOTIVACIJA I LICNOST PDF

Motivacija i ličnost. Front Cover. Abraham H. Maslow. Nolit, – pages Bibliographic information. QR code for Motivacija i ličnost. Abraham Maslow, Motivacija i ličnost. Harper and Bros, F. Herzberg, B. Mausner, B. Snyderman, Motivisanost za rad. John Willey & sons, ABRAHAM MASLOV – MOTIVACIJA I LIČNOST. ABRAHAM MASLOV – MOTIVACIJA I LIČNOST IZDAVAČ: NOLIT BEOGRAD STRANA: TVRDOG POVEZA.

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Skip to main content. Log In Sign Up. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made mitivacija the information contained therein. Listening to What the Graduates Have to Say. Three Examples Concerning a Problematic Relationship. Two Sides of the Same Process?. Other papers were received in response to an invitation to a broader circle of associates working on relevant topics.

In total, the collection contains 23 papers, by 38 authors- short biographies of whom are included at the end of the publication. The overall aim of the papers in this volume is to discuss the role of research in adult education, with a view to expanding the evidence base for the improve- ment of quality in the field of adult education and learning.

Some of the major themes to emerge include: Some of the theoretical issues and empirical research projects are located with a national environment, while others adopt a comparative perspective. Overall, it is evident that scientific research has much to contribute to the improvement in policy and practice of adult education and adult learning.

We hope that this collection, with its papers covering a wide range of practi- cal and conceptual issues, represents an opportunity for exchange between au- thors, and between authors and readers, with the aim of coming to new under- moivacija, deepening existing collaborations and, in the end, further improving licnots quality of adult education and learning opportunities. To provide a deeper understanding of transition, the path behind and within it is analysed with a focus licjost employability tools.

Findings are presented from qualitative empirical research on the transition expe- riences of University of Florence graduates case study. These are then conceptualised through the lenses of theoretical approaches which highlight the importance of active listening as a tool for supported developmental pathways.

The article concludes mohivacija an outline of lcnost impact that research in the field of Adult Education can have on the advice and guidance measures offered by European Universities. Employability, Transition, Active listening, Interview 1 The paper linost the results of a joint work in the common parts of Introduction and References. However, paragraphs Analysis of the Case Study: Vanna Boffo and the paragraphs Abstract, Introduction, Defining transitions, Listening as a quality assurance tool, Results and interpretation to Dr.

A Confession Introduction The main question of the research performed at the University of Florence, within the Adult Education, Continuing Training and Pedagogical Sciences higher order degree course, concerns the topic of the transitions to work under- taken by young graduates after completing their degrees.

The research sets out to identify, read and understand the many meanings qbraham the first transition to the world of education and training professions. At the same time masllov aims to pinpoint the types of path, transfer models and patterns of conduct for entry to work, also in relation to the transformations in Italian universities over the last five years following the implementation of law no. In order to reach European standards and build competitive and international higher education courses, among many other indications, masloc is needed between study courses and entry to work; indeed, it is one of the specific mark- ers used by Mzslov, the National Assessments Agency, in the assessment of university programmes.

The research put together by the University of Florence Department of Education and Psychology goes in this direction, specifically in- vestigating and providing crucial reflection on both transition processes arbaham em- ployability.

At the same time, it also provides an interesting survey into which teaching and pedagogical pathways can liconst to build good transitions. The model that could emerge from this investigation into a central study course for the edu- cational field could also be used as a comparison in other university contexts and similar areas.

The research is prompted by some basic questions which on one hand per- tain to building employability in higher education courses, and on the other hand question the enterprises which should hire graduates as highly specialised professionals. We are dealing with two clear-cut and complementary lines of arbaham Transitions to Work and Higher Education: Listening to What the Graduates Have to Say 11 This complex yet specific research deals with some topical subjects in order to cast light on the role and functions of higher education.

At present in Italy little or nothing is being done to build curricula maxlov give sufficient support to the dimension of employability; which give students on less vocational ,otivacija gree courses full awareness of the soft skills that they possess; which incorporate transition as a phase of Bildung for work alongside the formal university learning programmes; which foster the to-date underrated and underdeveloped aspects of work experience, placements and internships.

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The goal that we wish to pursue is to understand how listening actively to what the graduates have to say can create a relationship that is open to absorbing information that otherwise could not emerge. We will take into consideration the implicit aspects of the interviews, which will be treated from an educational-formative point of view. In turn, the interview becomes a moment of pedagogical conversation and, in addition to collecting data, the most interesting goal is given by the transforma- tion that emerges from the formative exchange produced during the questions and answers.

In the same way, the information was taken from the European Commission docu- ments Abrayam, which report the levels of transition of young graduates to the labour market and indicate flows, quantities, directions and employment rates. What is more difficult for us to find out and investigate is the meanings of the paths followed by the young people. Above all, why is it necessary to know what drives young adults to follow some routes rather than others?

Indeed, the research offers great cues for reflection and future perspec- tives for the development of policy learning. In addition to this first major goal, the research also strives abrahm This crucially influences not just entry poli- cies, but also training policies, which directly affect the quality markers set for schools, professional courses, university courses and higher education pro- grammes. We are dealing with at least three theoretical subjects: Each of these subjects has a complex theoretical history and can easily be observed from a range of perspectives.

What is of interest to us in the research is to find a defi- nition abrahan that the concept can be useable and easily included in a pedagogical and educational outlook. Indeed, this is how the data emerging from the inter- naslov with the graduates is read. The departure may exist inside employment, e.

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Listening to What the Graduates Have to Say 13 periods of part-time work, or include various periods of activity or inactivity, such as unemployment or parental or training leave. However, there is a second definition. In the research carried out with the Florentine graduates, the transition takes on a more personal value and is still linked more to the life transition from university as a place of Bildung in order to look for a job than to work.

Indeed, in the interviews graduation is taken as the first moment in the transition towards the world of work. Attitudes, words, thoughts, memories and desires underline how the first transition towards the world of work is already fully defined when the degree commission pronounces the grade that the student has been awarded. In this way, if transition is every sequence that leads towards a change, there is no doubt that we are already in the presence of a first form of transformation even before leaving university.

From the pedagogical point of view, the aware- ness that graduation effectively represents a watershed is an important detail that could lead to that event being allocated a much more important educational value than it has at present.

The second point of reference is the theoretical subject of employability.

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As Yorke asserts, employability is: Kaslov set of achievements — skills, understandings and personal attributes — that makes graduates more likely to gain employment and be successful in their cho- sen occupations, which benefits themselves, the workforce, the community and the economy.

Employability is not just about getting a job. Conversely, just because a stu- dent is on a vocational course does not mean that somehow employability is automatic. In essence, the emphasis is on developing critical, reflective abilities, with a view to empowering and enhancing the learner. Harvey Therefore it seems necessary to activate employability in order to tackle the labour market, but it cannot be thought of in terms of building transversal skills just before entry to work.

The employability of every student, first, and gradu- ate, after, must be built throughout their lives, through their everyday learning, through real empirical and didactic activities that are embedded in the world of work and the professions.

Lastly, the social economy is a varied and complex production sector which deserves special attention owing to its sustained levels of profit and gradual rise in the extent of professionalisation. The world of the social economy features a great deal of care for citizens, from tiny babies to non self-sufficient elderly people.

The epistemological context is an ecological-naturalistic one, as already indicated Bateson,in which the type of investigation to be carried out is supported by the ontological-relational dimension.

The results are necessarily interpreted and analysed in terms of education and training, with a strict critical-phenomenological attitude on the part of the researcher Stein, ; Arendt, The enquiry followed a qualitative method. In particular, no set map was followed in grasping the phenomenon under investigation, instead mogivacija was con- stantly adjusted as is the norm when the work perspective fits into a context of pedagogical and educational research with social and anthropological charac- teristics.

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The most appropriate context for a suitable research style is provided by Grounded Theory, which is adapted inductively and not deductively Glaser, The research strategy is that of the case study, which gives precise indica- tions on the procedures to motivxcija to conduct the investigation process Mortari, Listening to What the Graduates Have to Say 15 gives an in-depth analysis of three motivackja of young adults: The inves- tigation technique, that is, the data collection tool used, is the focus group first of all, followed by an in-depth interview.

Both the focus group and the interview are longitudinal. The samples chosen for each of the three directions of the re- search are followed for its whole duration. The focus group table has some motiacija fields to provide information on the research subjects. The semi-structured in- terview is conducted according to a second table. The protocol is rigorously de- veloped at each step. It was strictly observed that the researchers spent the same amount of time on the job and repeated the actions the same number of times so that the results could be compared.

The research methodology therefore comprised several phases which were strictly followed. Hence, this gave a clear and complex research design within an evidence-based ecological-naturalistic setting which coherently integrated and developed methods, strategies and investigation techniques. The quantitative and qualitative indicators used, and the sociological and pedagogical, psycholog- ical and economic slant adopted, produced a wide-ranging methodology useful for a trans— and interdisciplinary, or multi-inter-transdisciplinary approach.

The resulting multifaceted investigation can be used for political ends, in the sense that the perspectives of enquiry give a global approach to man. The universities in question are thought to have comparable higher order degree courses in Adult Education and Pedagogy. At least one study course will be mapped out per university. Some graduates will be fol- lowed for two years abrahaam some for just one. The focus groups and interviews will aim to enable the researchers to build the meanings of the transitions, namely the pivots around which to draw up terms, key words and basic concepts for the research purposes.

The phase after the survey with the indicated tools consists of the following steps: We know that over the years the social economy has become a production sector of unquestionable interest for the expanding market abrahzm it represents So- cial Economy and Social Entrepreneurship, European Commission, This market has become increasingly professionalised all over Europe and it provides fertile ground for investing in services to citizens, as well as for transforming care processes for children, adolescence, the disabled, the mentally ill and fam- ily support.

Other fields of involvement and work are those devoted to migrants and taking care of the many different needs of asylum seekers or ethnic and cul- tural minorities. Precisely because of the specific nature of a sector open to the economic dimensions of cooperation, in consortia or as self-entrepreneurs, the social economy is an innovative field of study Job Creation through the Social Economy and Social Entrepreneurship, OECD, First of all, placing ourselves symmetrically in a position to converse, in a situ- ation in which, by the law of educational antinomy, equality and symmetry can- not exist.

In general, to do interviews is to collect data, process answers, compare them, label them, draw meanings from the comparisons made, and then make the most suitable interpretation for the study context. Instead, in our case, the inter- views served above all to listen and to perform educational care Tronto, To listen actively is to motivacjja oneself open and welcoming, it is to understand the verbal and non-verbal communication that the body expresses.

Rarely do any contradictions come to the fore, because the words are filled by the ethical sense of addressing the other Tronto, In a certain sense, we can state that the interview itself, repeated licnozt after a period of six months, is a sort of care of self through narration of the professional self. And one always implies the other. The human condition of the subject-per- son is consolidated Nussbaum, Listening to What the Graduates Have licnoat Say 17 The pedagogical dimension lies at the micro-level, but the case study can become a model of transition and be compared with the other cases in the re- search.

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