Requirements of readiness of the teacher for innovative activity in the context of formation of his professional competence

The methodological basis of the article is the main ideas systemic, systemic-thought-activity, competence-based and synergetic approaches, which allow considering the teacher's innovative competence as an integral professional and personal, a characteristic that determines the quality of activity, reflecting personal, theoretical and practical readiness to introduce innovations (i.e., to develop and implement fundamentally new images of content and learning technologies) and is expressed in the ability to successfully act in constantly updated professional environment.

Simulation of Quality Death Spirals based on Human Resources Dynamics

Although the hospital managers always try to improve the quality of the medical services, sometimes their efforts might affect reversely and push the system in what is so commonly called as “the death spirals of quality.” The most important reason of falling into these spirals is the lack of a systemic thought that considers the feedback relationships between the numerous effective variables in the system performance, such as human resources service capacity. In this regard, the purpose of the present research is to design and simulate a dynamic human resources service capacity–based model to demonstrate the death spirals of quality phenomenon based on the service time per service and the possibility of error generation along with identifying the policies to cope with them. The system dynamics simulation approach is used to show the dynamics of the capacity of service from the standpoint of human resources. A model is simulated for the services of a hospital clinic as a case study. The simulation results of the designed dynamic model express that applying the desired policies for the case study can provide a good basis for fighting these spirals in a dynamic situation.

Gatunki filozoficzne

The article is devoted to various philosophical genres, such as the treatise, essay, fragment, tale, letter, and dialogue. These are not treated as comfrotable and transparent means by which to express philosophical thought: on the contrary, they are closely related to the form through which such thoughts are expressed. The author does not limit himself to describing these written forms of philosophy, but confronts two fundamental types of thought, which are expressed in two distinct types of writing. One of these is “priestly”: authoritative, systemic, based on monologue, on a single, self-confident subject, while the other is “ecumenical” thought: based no dialogue, rooted in the here and now, closer to the fragment. The former type is artificial thought, aware of the temptations of totalitarianism or “thought imperialism”; the latter, on the other hand, is based on a living and natural train of thought. Systemic thought finds expression in a writing style whose aim is clear from the outset, where the act of writing is merely a conduit for absolute meanings; by contrast, dialogue thought treats writing as an adventure, as a road without a previously defined goal.

La regionalización de la educación como tecnología cognitiva virtual

RESUMEN: La influencia de las nuevas tecnologías en la educación nos obliga a una redefinición conceptual de la misma. Tras analizar los efectos de la virtualidad en el campo de la educación, de la escuela y de los sujetos, se concibe la Teoría de la Educación como una tecnología cognitiva de carácter no trivial. Sólo así se plantea una educación para la innovación del conocimiento capaz de contemplar la creatividad y con ella las atribuciones propias del pensamiento sistémico. Además se confirman estas tesis con las últimas investigaciones de la neurociencia referidas al hemisferio cerebral derecho.ABSTRACT: The influence of new technology on education brings with it the necessity of a conceptual redefinition of the term. After analyzing the effects of virtuality in the field of education, in the school, and on the individuáis, we can conceive the Theory of Education as a cognitive technology of no trivial character. Only in this way can we design an education for the innovation of knowledge acquisition capable of contemplating creativity and along with in the attributions characteristic of systemic thought. Furthermore, these theses are being confirmed by the latest findings in neuroscience referring to the right hemisphere of the brain.