Тренинговые услуги в украинском туризме: состояние, тенденции, проблемы

Целью данной статьи является анализ места и роли тренингов в системе туризма Украины на фоне общемировых тенденций

Body satisfaction and physical appearance in gender dysphoria

Gender dysphoria (GD) is often accompanied by dissatisfaction with physical appearance and body image problems. The aim of this study was to compare body satisfaction with perceived appearance by others in various GD subgroups. Data collection was part of the European Network for the Investigation of Gender Incongruence. Between 2007 and 2012, 660 adults who fulfilled the criteria of the DSM-IV gender identity disorder diagnosis (1.31:1 male-to-female [MtF]:female-to-male [FtM] ratio) were included into the study. Data were collected before the start of clinical gender-confirming interventions. Sexual orientation was measured via a semi-structured interview whereas onset age was based on clinician report. Body satisfaction was assessed using the Body Image Scale. Congruence of appearance with the experienced gender was measured by means of a clinician rating. Overall, FtMs had a more positive body image than MtFs. Besides genital dissatisfaction, problem areas for MtFs included posture, face, and hair, whereas FtMs were mainly dissatisfied with hip and chest regions. Clinicians evaluated the physical appearance to be more congruent with the experienced gender in FtMs than in MtFs. Within the MtF group, those with early onset GD and an androphilic sexual orientation had appearances more in line with their gender identity. In conclusion, body image problems in GD go beyond sex characteristics only. An incongruent physical appearance may result in more difficult psychological adaptation and in more exposure to discrimination and stigmatization

Attrition of certified teachers in secondary education during the induction phase

Teacher attrition is generally considered problematically high, with attrition rates of beginning teachers up to 50%. This study shows the problem is not as big as has been claimed before. Previous studies have often focused on the attrition within 5 years, showing a quarter or more of beginning teachers leaving the profession. However, this disregards the fact that teachers leave at later stages as well, and the fact that some beginning teachers are not qualified to work as a teacher. Using administrative data from payroll administrations of schools in the Netherlands for secondary education a reliable measure of teacher attrition was made. Administrative data on diplomas in higher education were used to establish if teachers are certified at the start of their career. The results of this study show that the attrition rate of beginning teachers is only high within the first year of their career. The attrition rate within 1 year of experience is around 12% until the early 2000s, rising to close to 20% in more recent years. In comparison with other countries this seems relatively modest. However, after the first year, a base rate of attrition (retirement excluded) remains fairly constant at approximately 3% to 5% every year, explaining the gap with high attrition rates found in earlier studies. Attrition of certified teachers within one year is about 9%, with very little variation over time, versus the 12% to 20% of all beginning teachers. This 9% attrition rate of certified teachers is much lower than many earlier studies suggest

Design of an ecological network for Piano di Navelli (Abruzzo); networks for LIFEE

This report provides a design for an ecological network at Piano di Navelli, Abruzzo, Italy. The design is based on habitat and corridor requirements of five indicator species: green lizard (Lacerta bilineata), Italian crested newt (Triturus carnifex)water shrew (Neomys fodiens), hedgehog (Erinaceus europaeus) and red squirrel (Sciurus vulgaris). Corridor dimensions, guidelines for habitat development within the corridors, and suggestions for wildlife passages at locations where the ecological network crosses roads are given. The ecological network is mapped for each species. An artist's impression visualizes the future situation of Piano di Navelli

Does teachers' pedagogical content knowledge affect their fluency instruction?

The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant gamma-value of .29, indicating that only 8% of the variance in teachers' classroom behaviour in teaching fluent reading is accounted for by teachers' pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction

Measuring teaching skills in elementary education using the Rasch model

Observation scales for measuring teaching skills were developed for both elementary education and kindergarten. Based on 500 observations, we found that both scales meet the requirements of the dichotomous Rasch model. These observation scales can help in finding the zone of proximal development of teachers in elementary education and kindergarten. This can help in improving teachers' skills

Motivations and expectations for feminizing genital gender-affirming surgery:a qualitative exploration of perspectives from trans feminine individuals and health care professionals

Background: Decision-making around feminizing genital gender-affirming surgery (gGAS) is a highly individualized process in which personal preferences interact with professional standards around eligibility and beneficence. In-depth knowledge of motivations and expectations of all stakeholders is key in supporting the conduct of affirmative surgical care. The present study aimed to explore these factors in both trans feminine individuals with a gGAS request, along with their healthcare professionals (HCPs). Methods: A qualitative study was performed in which 12 trans feminine individuals were interviewed and 12 HCPs participated in a focus group. Trans participants were eligible if they sought gGAS and were recruited at a center of expertise in the Netherlands. Qualitative data was analyzed using reflexive thematic analysis. Results: The data yielded three main themes, including (i) the overarching aims of reducing genital dysphoria and support of gender-affirmation and social wellbeing, regardless of type of gGAS, (ii) the personal motives attributed to each surgical option, and (iii) dealing with changing motives, and possible uncertainties and/or regret. Trans and HCP participants generally identified similar topics, while describing different roles or priorities. Discussion: Our findings indicate the importance of explicit conversations between trans women and HCPs on the overall aims of gGAS, the different attributes of the available (non-)surgical options, and the expected roles of both parties during decision-making. By doing so, normative assumptions are expected to be less guiding, and the surgical outcomes are expected to better-match the intended objectives.</p