A Study of Occupation Socialization Process of Security and Secretary Service
The occupational socialization process of security and secretary service goes through four stages of preparation, adaptation, conflicts, and maturity and dynamic and incessant changes. The preparation stage includes the preparation to become a security and secretary service, the importance of what to prepare, usefulness of college education, required courses, and certificates. The adaptation stage includes the percentage of bodyguard and secretary, systematic nature of work, stagnation of the job, abilities required for a security and secretary service, elements to work on, job satisfaction, information sources, professionalism of the job, and future of the job. In the conflicts stage includes conflicts at work, difficulty of security and secretary service, problem-solving efforts, advice and consultation, satisfaction with workload, job stress, perceptions of others for security and secretary service, experience of trying to get another job, and supplements. And the maturity stage includes the changes to the roles and capabilities of a security and secretary service, autonomy of business management, degree of others` recognition of one`s abilities, methods to evaluate job performance, salary, social status and pride, and efforts for self-development.
The “Idola” of Sport Pedagogy Researchers
This paper's thesis is that idola conceptiones (conceptional fallacies) form an important block for the progress of sport pedagogy research that is relevant and useful to physical education practice. This viewpoint is elaborated in four consecutive steps: (a)Contribution to the improvement of practices should be the central commitment of researchers in sport pedagogy. Consequently, the knowledge-constitutive interest of a researcher should be in line with the action interest of the practitioners involved in the investigated practice. (b)The question of the compatibility of the knowledge-constitutive interest of the researcher and the action interest of the practitioner is decided at the level of conceptual assumptions. (c) Sport pedagogy researchers should make their conceptual assumptions explicit so that practitioners are enabled to check whether the researcher's staning points fit their own starting points. (d)Present sport pedagogy research too often fails to be based on clearly explicited and consistent conceptual assumptions and consequently runs the risk to produce mere information instead of useful knowledge.
The ‘Affairs’ of Political Memory: Hermeneutical Dissidence from National Myth-Making
Self-serving hegemonic visions of history are institutionalised by dominant memory entrepreneurs, simultaneously imposing an authoritative version of ‘what happened’ and their right to articulate it. These visions and the hierarchies of honour they consecrate are cultivated trans-generationally, aiming to ensure the community’s political cohesion, as well as the emotional attachments that can ensure its reproduction over time. This paper has three objectives. First, it brings insights from social epistemology to bear on a conceptualisation of political memory-making and proposes the concepts of ‘hermeneutical dissidence’ and ‘hermeneutical seduction’ to capture the critical interrogation of such mythologies. It highlight the obstacles facing any attempt at subverting them, particularly given the resilience of cognitive and emotional investments in particular schemas of perception and understanding in relation to the boundaries of the community and its history. Second, I transplant the descriptive concept of ‘affair’ formulated by pragmatic sociologists into debates about political memory, infusing it with a dose of normativity in order to shed critical light on various types of hermeneutical dissidence from dominant, emotionally-anchored, exclusionary imaginaries. Third, to render the theoretical proposal concrete, I introduce two ‘memory affairs’, both triggered by debates over the meaning and gender of political resistance.