Этика профессиональной деятельности. Материалы Международной научно-практической конференции, 4 июня 2011
The paper describes manipulation techniques we face in our everyday life, why manipulation works and how we can overcome it so that not to meet any negative consequences.
In this study we compare ethical values of Russian law students and professional lawyers. We focus on the problem of choosing between personal benefits and professional responsibility, as well as on the transformations of ethical values between university and the bar. In two studies using a single methodology we have surveyed 282 law student in three Russian universities and 372 lawyer from 9 regions of Russia. At the moment this is the only study in Russia, which allows us to compare the views of law students and professional lawyers, and find out at what point the idea about dominance of personal benefit over professional responsibility established. We conclude that the reasons for the differences in professional ethics are rooted in the system of legal education.
The article introduces the approach to studying the meta-individuality of a teacher from the viewpoint of the theory of integral individuality. The empiric results are presented based on the study of meta-individual manifestations of a primary school teacher taking into account the development level of the professional activity.
The results of a pilot study on the role of professional activity in the structure of integral individuality of primary school teachers
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.