Relationship Building as a Metacognitive News Literacy Behavior

The article deals with the question of linking two spheres: research practice (psychology as empirical science) and professional practice1 (psychology as a scientifically and ethically meaningful practical action: diagnostic and therapeutic). The author assumes that the most important task of psychologists is to create testable (in Popper’s sense) empirical theories. Only based on these can professional practice be built (here: clinical – diagnostic and therapeutic). The effectiveness of clinicians’ professional actions in the sphere of social practice is a derivative of the method of practical action: diagnostic and therapeutic, built on this knowledge. The author formulates a strong thesis that beyond the context of proven empirical theory, there is no sensible, and yet ethical, professional practice. The article consists of two parts. The first part deals with the methodological aspects of the relationship: empirical theory – testing of the theory – professional practice. It also applies to evidence-based assessment (EBA) and evidence-based practice in psychology (EBPP). The clinician uses a variety of data in his/her (scientific and practical) work, which raises the problem of how to integrate these data. This is the second part of the article. The author distinguishes four levels of data integration: (1) construction of variables and the building of hypothetical relationships between them; (2) operationalisation of variables, i.e. the transmission of variables from level I of the empirical sense; (3) quantitative interpretation of empirical research – here the interpretative framework is the psychological test theory (or another tool used in the operationalisation procedure); (4) qualitative (clinical) interpretation developed on level III data – the psychological empirical theory here provides the interpretative framework. At each level, we are dealing with theories. The empirical data that emerge are indirectly brought forward and justified by these theories. These levels are somewhat dependent on each other. In other words, we are dealing with integration within each level and between levels.

The onboarding period is crucial, as it often serves as a probationary phase where employers evaluate new hires’ fit, performance, and potential. Transitioning into a new role isn’t just about landing the job—it’s about successfully integrating and establishing oneself within the organization. This final chapter guides readers through the critical early stages of their new position, typically the first 90 days of employment, focusing on building relationships, understanding organizational culture, and positioning themselves effectively within their team. It explores the unique challenges faced by academic career changers, including adapting professional identities and learning unspoken workplace norms. With tools like the Transition Timeline and Onboarding Relationships Builder, the chapter helps readers chart their progress and adjust to new environments. This comprehensive approach ensures that readers not only survive their transition but also set the foundation for thriving and advancing in their new careers.

Background In the recent past, the number of forcibly displaced people increased worldwide. About 1/3 of the persons seeking asylum in Germany are female. The majority of all refugee women who are coming to Germany are currently of childbearing age. Refugee women are considered a highly vulnerable refugee subgroup, as they frequently experience physical strains and psychological burdens while fleeing their home countries and being pregnant at the same time. Moreover, pregnancy and the following period require specialized care and support in order to allow a transition to maternity without complications. The aim of this project is to analyze maternal health care services for refugee women on the level of interaction with maternal health care professionals in Germany. Methods Maternal health care professionals in outpatient and clinical settings with experiences of caring for refugee women were recruited. Semi-structured interviews were conducted. The interviews were analyzed following the standards of qualitative thematic analysis. Results Maternal health care professionals face challenges in implementing and providing maternal health care concerning their professional practices and interventions. Due to a lack of resources (e.g. translators, time) and other conditions, gynaecologists and midwives are forced to find new solutions that maintain (medical care), adapt (vaginal examination) or miss out on (informed consent) ordinary professional practices. Key messages Maternal health care professionals face different barriers when providing maternal health care to migrant/refugee such as communication barriers and problems in relationship building. The identification of challenges and opportunities for professionals in maternal health care provision may contribute to improve maternal health (care) for refugee women.

The contribution explores the contested relationship with media among young Russian-speaking Estonians from migrant family backgrounds since Russia’s invasion of Ukraine. Our analysis sheds light on how the war context, characterized by the securitization of Russian state-controlled media usage and ideological tensions within the Estonian Russian-speaking community, impacts the media-related perceptions and practices of young Russian-speaking Estonians. We also investigate media professionals’ views on building relationships with their audience. Our investigation reveals an existing gap in connectivity between Estonian local Russian-language media outlets and their young audience. This gap is rooted in the production logic of these media platforms, which has previously hindered effective engagement. The context of Russia’s war against Ukraine exacerbates this disconnect. Improving the currently poor professional practices of audience engagement, particularly production-oriented approaches, would enhance connectivity and the epistemic power of Estonian Russian-language media and motivate young Russian-speaking Estonians to use it as a vehicle for their social agency.

Te Ara Mua –Future Streets: Knowledge exchange and the highs and lows of researcher-practitioner collaboration to design active travel infrastructure

This article explores the potential of media projects as instruments for implementing a competency-based approach in journalism education. In the context of ongoing transformations in the media landscape, including digitalisation and platformisation, the authors argue for integrating theoretical instruction with hands-on experience through the creation of student-led media products. The study draws on an analysis of 739 coursework and final qualification papers produced by students of the Bachelor’s degree programme in Journalism at the first cycle of higher education at Oles Honchar Dnipro National University between 2020 and 2025. The article focuses on the alignment of these student works with programme competencies and learning outcomes defined by the Outcome-Based Education (OBE) framework, with particular emphasis on the development of practical, ethical, and digital skills. Special attention is given to the integration of the educational process into the professional media environment, as well as to the methodological and pedagogical foundations of diploma project design as a form of simulated professional practice. The article concludes with practical recommendations for enhancing project-oriented journalism education amid ongoing transformations in the media landscape.

We present a case study that examined the role of teacher belief change and agency development through enactment of an innovative student-centered STEM program in three public urban secondary schools. In the program, 9th grade STEM classrooms were restructured to incorporate daily small group instruction facilitated by 10th grade near-peers. We found that teachers who had successfully persisted in the program for several years attributed changes in their professional practices, principles, and norms to their experiences with students. Teacher agency developed as teachers reflected on reform-based experiences for planning, and as they further conceptualized their own authority to distribute it among their students. All teachers exhibited qualities of deep change, exerted agency in their own classrooms, and perceived they had school-level cultural resources to spread agentic actions beyond their classrooms, but not all teachers felt agentic in relationship to social structures in their schools. Through our findings, we identify perceptions about the student experience as a salient source of information that motivates teacher belief change. We further show how cultural and social-structural resources afford or hinder teachers from sustaining and scaling a relatively mature program.

This paper studies the process of normalizing in journalism by examining journalists’ use of Twitter. Who are the active j-tweeters, and how do they use Twitter? And how do j-tweeters deviate from other journalists concerning professional practices and norms? The study draws from a representative large-N mail survey of Swedish journalists. The findings indicate that there are substantive differences in norms and values between the most active j-tweeters and their colleagues concerning the “Twitter-specific” features of interaction and networking and their views on personal branding. On the other hand, as the most active j-tweeters do not deviate on core professional values, it appears that Twitter is being normalized in journalism. However, due to the ongoing generational shift in the newsrooms, the views held by the active j-tweeters could lead to a new professional view on journalism in which audience orientation and professional positioning gain importance.

This article examines aspects of linguistic behaviour, attitudes and professional practices amongst a group of 47 “expert users” who are translators or interpreters for one, two or three of the following languages: Bosnian, Croatian and Serbian. The official terms for these languages in the respective successor states of Socialist Federal Republic of Yugoslavia and elsewhere reflect not only historic but also popular designations. Incumbent on translators and interpreters are the professional regulatory norms that require practitioners to follow these designations. An overview of the re-codification of the three languages is provided, followed by a discussion of models that account for how speakers and text-producers negotiate verbal and written interactions with speakers or text of different language varieties. Data are elicited on the following: informants’ reported behaviour in professional and non-professional situations; unanticipated differences in the language for which an assignment was accepted and its actual form; attitudes on assignments with unofficial or unclear language designations; others’ assumptions of informants’ native speaker competency and ethnicity; and attitudes towards the distinctness of the three languages. Accommodation to clients’ language varieties is reported by half of all informants, and those with multiple accreditations report converging to others’ language varieties more so than those with accreditation in one language only. Metalinguistic talk, with or without accommodation, is also a common practice in the initial stages of interpreted interactions or the negotiation of translation assignments. The reported behaviour and practices of translators and interpreters are likely to be indicative of “lay speakers’” and marketplace requirements, and therefore reflective of actual language use amongst users of these three languages when interacting with one another.

This chapter focuses on the use of university rankings as a means of ostensibly achieving increased transparency and covertly introducing a competitive market which has impacted on the sector as a whole, on institutions, and on individuals. The systemic characteristics of this new and now increasingly dominant market-driven order are outlined, followed by an exposition of how that order has impacted on the mind-set of academic practitioners by defining the norms of academic professionalism and academic practice. A new kind of orderliness now circumscribes and defines what it means to be an academic. Some of the emergent but pressing alternatives to this identity-kit of orderliness are suggested: disorderly identities that transgress the spatial boundaries of the dominant order, challenge its control of the chronology of that order, and begin to constitute participative and non-hierarchical foci of pedagogical action and participative research.

Since its introduction in 2006, journalists found ways to incorporate the microblogging platform Twitter into their daily work routines. Communication scholars quickly viewed the journalistic adoption of Twitter as a normalization process where journalists adapt a new media affordance in line with their professional role conceptions, norms, and work practices. Rather recently, concerns regarding the applicability of the normalization concept were expressed. In hindsight, the literature on normalization must be updated to draw on results from international contexts. The normalization hypothesis also benefits from theoretical and operational additions to highlight its continued usefulness in times when journalists have come to be acquainted with Twitter. The present study does so by providing a comprehensive analysis of how political journalists from Germany tweet while also reframing the operationalization of the concept by comparing journalists’ tweets with temporally corresponding articles published in their respective media outlets. Quantitative data from a week-long sampling period in late June and early July 2018, as well as semi-structured interviews, reveal that the tweets of German political journalists and the articles published across the media outlets they work for correspond in the choice of content and are largely consistent with regard to the interpretive standpoints chosen.

Consider the grim situation of physicians employed in corporate medical departments. As portrayed by Elaine Draper, based on interviews with sixty physicians employed by companies large and small, government and union officials, and others, corporate physicians are disdained by their colleagues in clinical practice for having poor skills and for kowtowing to management, yet their corporate bosses view them as suspect for an outlook that derives from medical training rather than from the bottom-line values of an MBA culture. Some try to take solace in seeing themselves as the worker’s doctor, but that, too, is impossible, since workers well understand the doctors’ real conflicts of interest. Perpetually at risk of being replaced by independent contractors, corporate physicians respond by demonstrating what good team players they are. They write medical evaluations favoring management positions, discount evidence of hazardous substances in the workplace, breach confidentiality, become adjuncts of corporate legal departments, and administer drug tests and other medical screens they don’t believe in. Support for resisting pressures and incentives that lead to these practices is nowhere to be found, since, according to Draper, their professional association is dominated by a corporate outlook; she even quotes editors to suggest that its journal is edited to favor corporate positions. Although it is written in academic prose (Draper is a professor of sociology at California State University, Los Angeles), the relentlessness of Draper’s account makes one wonder whether the picture is exaggerated. But the details are sobering and reinforced by the many quotations laced with either cynicism or resignation at the chasm between professional values that stress the overriding ethical obligation to the patient’s health and the day-to-day demands of corporate practice. The account is convincing, too, in illuminating the legal and business context in which this conduct takes place. Draper shows how corporations in a globalized economy, constantly seeking to lower labor costs, approach health-related questions such as drug testing and other screens for employees, federal health and safety regulation, and workers’ compensation with strategies to displace responsibility for workers’ or public health onto others. Counterincentives to foster a healthy workforce, much less a healthy community, are generally absent, and in most industries the most effective antidote—labor unions—has declined. In this world, corporate physicians who “are under constant pressure to cast their medical judgments in profit terms and show the business value of medicine” are no different from other workers. It follows that for Draper, the only appropriate responses are legal requirements, economic incentives, and regulatory regimes that place a greater responsibility on the corporation to protect the health of its

Background and Purpose: Educators play a central role in enhancing students' moral competence by internalizing professional norms, values, attitudes, and skills. Moral sensitivity is a key competency for nursing educators and significantly influences their professional practice. Assessing this construct requires a valid and reliable measurement scale. This study aimed to design and psychometrically evaluate a questionnaire to measure moral sensitivity among nursing educators. Methods: This mixed-methods study used a sequential exploratory design for instrument development. In the qualitative phase, a hybrid concept analysis was conducted through a systematic literature review and in-depth, semistructured interviews with 10 purposively selected experts (8 nursing educators and 2 specialists in ethics and Islamic studies). Data were analyzed using conventional content analysis with MAXQDA 21. Based on the findings, an initial pool of questionnaire items was developed. In the quantitative phase, psychometric evaluation included face, content, and construct validity (exploratory factor analysis), as well as reliability testing through internal consistency and test-retest methods. Results: Qualitative findings identified attributes, antecedents, and consequences of moral sensitivity. Exploratory factor analysis revealed five factors: recognition of the situation, accuracy in decision-making, civic-benevolent behavior, student-centeredness, and attention to human dignity. The initial 80-item questionnaire was reduced to 31 items. The questionnaire showed excellent reliability (coefficient alpha = .92; intraclass correlation coefficient = .91). Conclusion: The Moral Sensitivity Questionnaire for educators demonstrates strong psychometric properties and provides a culturally grounded scale for assessing and promoting ethical sensitivity among nursing educators.

This research investigates the significant effect of internal auditor’s role stress upon the performance of internal audit. There are two factor used to measure the value of internal auditor’s role stress : role conflict and role ambiguity. While indicators to measure Time Limited internal auditors, the auditors used the time attitude and attitude auditors audit the audit quality loss .Meanwhile, internal auditor performance variable measured by pursuant to internal professional practice norm of auditor consisted of five indicators that is independency, professional ability, work scope, execution of activity of inspection and internal audit management.The research method used in causal method with survey approach. The data were collected through questionnaires sent to 30 internal auditor from internal control unit PT Kereta Api Indonesia ( Persero ) yang bertempat di Jl.Perintis Kemerdekaan No.1 Bandung.The resultsofthis research indicatethat theroleof stress and time limited auditors in the Internal Audit Unit of PT Kereta Api Indonesia (Persero) is neither category. And the performance of the Internal Audit Unit Audit of PT Kereta Api Indonesia (Persero) in the categoryenough. Partially and simultaneously, Role Stressand Time Limited Auditor havean influence on the performance of Internal Auditorat PT KeretaApi Indonesia (Persero). The magnitude ofthe effect of Role Stress and Time Limited Auditors on the performance of the internal auditor sis 58,8%. While the remaining 41.2% is contributed by other variables besides Role Stress and Limitation of Time / TimeLimited. Keywords : Role Stress; Time Limited; Internal Audit; Performance.

The purpose of this study was to seek insights from teacher educators including university supervisors, curriculum coaches, mentor teachers, special education coordinators, and school-based administrators regarding key pedagogical and dispositional aspects of success and failure for teachers educating students with disabilities. Further, the aim of this article is to better understand how insights from education leaders providing support to both pre- and in-service teachers can inform teacher preparation and professional development practices. Twelve education leaders from multiple school divisions, who all had experience supporting students with disabilities, agreed to participate in structured interviews. Multiple methods including keyword analysis, cross-case analysis, and thematic content analysis were used to identify five critical pedagogical topics to be prioritized, including lesson planning, collaboration, classroom management, instructional adaptation, and Individualized Education Program (IEP) development and implementation. Further, dispositional strengths or indicators of successful teachers included exhibiting strong relationship building; openness to feedback and seeking help; demonstrating flexibility; employing a hard work ethic; seeking ongoing improvement; and taking a data-driven, diagnostic approach. Finally, there were three clear standouts regarding practical implications for teacher preparation to include practice-based learning opportunities, co-teaching practice, and IEP development and implementation training. Teacher education practice, research, and policy implications are discussed.