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ABSTRACT This paper discusses the potentiality of using narratives and field diaries for and in health education in the module 'Encounters and Production of Narratives' of the Work in Health Axis, which is part of the curriculum of Health Courses of the Health and Society Institute of the Baixada Santista Campus of the Federal University of São Paulo. Discourse analysis was used as a tool for analyzing field diaries and narratives from 2017 and 2019. Gradual changes promoted by narrative encounters linked to the social-environmental health content introduced in the module can be seen in the statements. The discourse in the diaries and narrative is permeated with polysemic gaps that give new meanings to the learning. Thus, a shift from the familiar and reproduction of the hegemonic become evident, adopting a perspective that advocates for the guarantee of rights, including the right to health, and expresses an expanded understanding of the health and disease process and its relationship to the socio-environmental issue.

ABSTRACT Human exposure to harmful chemical substances and compounds is a global reality that makes health promotion increasingly necessary for the people and communities exposed in their area. Considering that socio-environmental health observes the movement of pollutants at the environment-health-society interface, an attempt was made to analyze the knowledge, training, and practice of primary care teams in relation to socio-environmental health, focusing on the reduction of diseases due to exposure and poisoning by these substances. A Likert-type scale without a central point was used, validated by a group of 11 specialists and 3 primary care professionals. Minimal dispersion was ensured by the application of the survey and the calculation of Pearson's linear correction coefficient and reliability was assessed by the Spearman-Brown's reliability coefficient, using the split-half method. The survey showed that the knowledge dimension was generally classified as in a safe situation, the training dimension as in a danger situation, and the practical dimension as in an alert situation. Training was the only dimension that required immediate change in the overall results. Although the knowledge and professional practice dimensions were in a situation of maintenance and improvement, respectively, they are not acquired in formal educational institutions.

This article describes the socio-cultural potential of the historical training of future history teachers and the possibility of using it in history lessons in secondary school. It was also noted that a history teacher should have socio-cultural competence to form students ' historical worldview, a sense of tolerance for social and cultural differences, respect and attentive attitude to historical heritage and cultural traditions. The main directions of the formation of the socio-cultural competence of the history teacher are developed.

The article suggests that there are two different levels of skills and opportunities for professional interaction between a helping specialist and subjects of the educational process. The first level of skills involves ensuring safe interaction through the manifestation of tolerant attitudes and behaviour through the ethical regulation of activities within a professional role. The second level involves the emotional, personal inclusion of a specialist in professional interaction through the manifestation of special personal qualities (mercy, empathy, empathy), which provides a healing effect through deep personal interaction. Weanalyse Russian socio-cultural and ideological characteristics of help, based on mercy and empathy. European and Russian ideas about the content of the training of specialists in helping professions, going back to the peculiarities of the religious beliefs of three Christian denominations, which define the meaning of assistance both in the east and in the west, are compared. It is shown that the Russian experience of assistance focuses on the internal motives of help and sacrificial love, which provides a deep personal level of professional interaction. The conclusion is made about the need for a scientific study of traditional Russian experience in order to create programmes for developing future helpers with personal readiness education for effective professional interaction at the second level.

This study was conducted to evaluate the role of vocational training imparted by the Federally Administered Tribal Area's Development Authority (FATA-DA) in the socio-economic and political development of the tribal community in Pakistan. The survey was initiated in the year 2018 in FATA where 400 males in the age group (16-35 years) were selected for data collection through a disproportionate simple random sampling procedure. Cross Tabulation Analysis was conducted using SPSS. The result indicates that vocational training imparted by FATA-DA contributed very less to the socio-economic and political development of FATA's youth. Among 13 indicators, the impact on only 02 indicators was found significant for the treatment group. This study concluded that vocational training does have a contribution to the socio-economic development of youth but in the case of FATA-DA sponsored training, the result was not desirable. This might be due to certain quality issues that must be taken into consideration during initiating a vocational training program for the socio-economic and political development of youth.

In this paper we discuss a work in progress to create a socio-technical system design framework for cyber security training exercises (STSD-CSTE) to support the development of cyber security training in the Norwegian Cyber Range. The process to create the framework started by first performing a socio-technical systems root cause analysis of an Advanced Persistent Threat (APT) incident called "Operation Socialist". Operation Socialist was the code name given by the British signals and communications agency Government Communications Headquarters (GCHQ) to an operation in which they successfully breached the infrastructure of the Belgian telecommunications company Belgacom (now Proximus Group) between 2010 and 2013. To extract relevant information from the case four socio-technical systems models were tested. The four models integrated into one framework were a Cassano-Piche Structural Hierarchy model, the "Security By Consensus" model, the Kowalski Socio-Technical systems dynamic model and Withword's 8 criterial model. After this framework has been reviewed by the socio-technical research community we plan to test the framework with exercises in the Norwegian Cyber Range (NCR) environment. NCR will be an arena where testing, training, and exercise will be used to expose individuals, public and private organizations and government agencies to simulate socio-technical cyber security events and situations in a realistic but safe environment. ; publishedVersion ; Copyright © 2019 by the authors. Creative Commons License Attribution 4.0 International (CC BY 4.0)

The present article explores the perceived role of work and proficiency in a second or additional language(s) among a group of Chinese migrant women learning Spanish in Andalusia. The enrolment of Chinese adult learners in language upgrading programmes in immersion contexts is relatively low, as Chinese expatriates tend to establish close‐knit, socio‐culturally elusive communities whose interactions with local residents are often limited to work‐related purposes. The distinctiveness of this ethnographic work lies in its focus on women who, having resided in southern Spain for extended periods and aiming to emancipate themselves from male family referents, have only recently sought greater inclusion in Spanish society. Through in‐depth interviews, these women's prospects for professional advancement and self‐employment are also identified, albeit subsidiarily, among the reasons for pursuing higher levels of linguistic competence. The results point to a desire to develop higher levels of competence in linguistic, civic, and socio‐cultural literacies to expand their social networks and engage more actively in the communities where they currently live. Avoiding vulnerability to potential deception in the workplace and administrative settings, coupled with the need to participate in better‐informed decision‐making at the personal level, is also highlighted as contributory factors to their willingness to pursue multiliteracies in linguistic, civic, and occupational areas. The conclusions point to a mismatch between the training aspirations of these women and the curricula of the courses available to them within a Chinese educational organisation, whose focus lies almost entirely on the development and reinforcement of linguistic skills.

From the STSE movement (Science-Technology-Society-Environment) and its implications for science education, this paper proposes to put in a discussion of treatment possibilities and limitations of socio-scientific issues (SCI) in the education of biology teachers. For this, we part of an experiment conducted with students of last year degree in biology at a state college located in Bauru, São Paulo, Brazil. From the socio-scientific issues chosen by undergraduates to develop their teaching practice in a STSE perspective, we analyzed the content of their speech, pointing out evidence of the potential of this activity in their education, in order to allow greater questioning and critical aspects such as the social significance of SCI and its basis in science, elaborating opinions, his report by the media, dimensions local, national or global consultations with pictures of political and social values and ethical reasoning, and sustainable development. ; Con base en el movimiento CTSA (Ciência-Tecnologia-Sociedad-Ambiente) y sus implicaciones en la enseñanza de las ciencias, nos proponemos en este trabajo poner en discusión las potencialidades y limitaciones del tratamiento de problemas socio-científicos (PSC) en la formación de profesores de Biología. Para esto, partimos de una experiencia realizada con alumnos de último año de un programa de Licenciatura en Biología, de una universidad pública localizada en la ciudad de Bauru, São Paulo, Brasil. A partir de los problemas socio-científicos escogidos por los estudiantes de licenciatura al desarrollar su práctica docente desde la perspectiva CTSA, realizamos el análisis de contenido de sus discursos, encontrando indicios de la potencialidad de esta actividad en su formación, en el sentido de posibilitar una actitud de cuestionamiento y criticidad de aspectos como la importancia social de los PSC y su fundamento en la ciencia; la formación de opinión; su registro en los medios; dimensiones locales, nacionales o globales con escenarios de valores políticos y sociales, razonamientos de ética; y desarrollo sustentable.

The article is devoted to the development of the structure of the cadets' training process for military professional activity within the framework of the sociology of management, where the author identifies the conditions, subject, object, mechanisms and result. A number of normative legal acts regulating the educational process of cadets are given, and the specifics of training in military educational institutions are also reflected. Particular attention is paid to the importance of using the subject-subject approach in the study of this problem. It is proposed to consider the readiness for professional military activity as a result of cadets' training, reveling the cadets' objective readiness and subjective inclination.