In consensus building process in medicine, it is said that it is crucial for its participants to understand why each stakeholder, patient, his/her family, physician, nurse, etc., in decision-making has his/her own opi...In consensus building process in medicine, it is said that it is crucial for its participants to understand why each stakeholder, patient, his/her family, physician, nurse, etc., in decision-making has his/her own opinion. In order to understand this condition more deeply, I develop the notion of ＂reason of opinion＂ to characterize the process as ＂prospective consensus building.＂ This prospective consensus building should satisfy the requirements of having ＂history of reason＂ and ＂list of risks.＂ The former requirement, history of reason, can be characterized by making clear when one started to form the reason of an opinion, how one formed the reason, what kind of relationship is supposed to be between the present opinion and its reason, and what kind of result is expected to come out after a decision making. The latter requirement, the list of risks, should display what kind of outcomes are supposed to come out in each alternative of the decision making. Prospective consensus building makes it possible, firstly, for the stakeholders to understand the patient＇s needs more deeply. For the patient, secondly, the each stakeholder would be able to become aware of his/her own sense of value and to confirm what he/she expects from the result of his/her decision-making. For all the stakeholders, thirdly, it would make it possible to decrease the amount of risks of misunderstanding and to share their expectations for their well-being. Finally, the stakeholders can reach a satisfactory consensus and find a way to the better solution.展开更多
Multilingual Education Programs Regulation was adopted and the implementation of bilingual educational reform started in Georgia in 2010. The paper presents research results on readiness of non-Georgian schools to imp...Multilingual Education Programs Regulation was adopted and the implementation of bilingual educational reform started in Georgia in 2010. The paper presents research results on readiness of non-Georgian schools to implement multilingual educational programs effectively. The research studied the important factors influencing the effectiveness of bilingual educational programs, specifically （1） type of program, （2） human resources of schools and teachers professional development, （3） bilingual education as shared vision for all school stakeholders, and （4） community and parental involvement in designing and implementation of bilingual educational programs. The following research methods were used during the research： （1） quantitative and qualitative content analysis of bilingual educational programs of 26 non-Georgian schools of Kvemo Kartli and Samtskhe-Javakheti regions of Georgia, （2） quantitative survey of non-Georgian school principals through questionnaires, and （3） quantitative survey of non-Georgian schools＇ teachers of different subjective groups through questionnaire. The study revealed that schools are implementing mostly ＂weak＂ bilingual educational programs. The schools implementing bilingual educational programs do not have sufficient human resources, bilingual education is not a shared vision for all school stakeholders and parents and community are not actively involved in designing and implementation of the programs.展开更多
文摘In consensus building process in medicine, it is said that it is crucial for its participants to understand why each stakeholder, patient, his/her family, physician, nurse, etc., in decision-making has his/her own opinion. In order to understand this condition more deeply, I develop the notion of ＂reason of opinion＂ to characterize the process as ＂prospective consensus building.＂ This prospective consensus building should satisfy the requirements of having ＂history of reason＂ and ＂list of risks.＂ The former requirement, history of reason, can be characterized by making clear when one started to form the reason of an opinion, how one formed the reason, what kind of relationship is supposed to be between the present opinion and its reason, and what kind of result is expected to come out after a decision making. The latter requirement, the list of risks, should display what kind of outcomes are supposed to come out in each alternative of the decision making. Prospective consensus building makes it possible, firstly, for the stakeholders to understand the patient＇s needs more deeply. For the patient, secondly, the each stakeholder would be able to become aware of his/her own sense of value and to confirm what he/she expects from the result of his/her decision-making. For all the stakeholders, thirdly, it would make it possible to decrease the amount of risks of misunderstanding and to share their expectations for their well-being. Finally, the stakeholders can reach a satisfactory consensus and find a way to the better solution.
文摘Multilingual Education Programs Regulation was adopted and the implementation of bilingual educational reform started in Georgia in 2010. The paper presents research results on readiness of non-Georgian schools to implement multilingual educational programs effectively. The research studied the important factors influencing the effectiveness of bilingual educational programs, specifically （1） type of program, （2） human resources of schools and teachers professional development, （3） bilingual education as shared vision for all school stakeholders, and （4） community and parental involvement in designing and implementation of bilingual educational programs. The following research methods were used during the research： （1） quantitative and qualitative content analysis of bilingual educational programs of 26 non-Georgian schools of Kvemo Kartli and Samtskhe-Javakheti regions of Georgia, （2） quantitative survey of non-Georgian school principals through questionnaires, and （3） quantitative survey of non-Georgian schools＇ teachers of different subjective groups through questionnaire. The study revealed that schools are implementing mostly ＂weak＂ bilingual educational programs. The schools implementing bilingual educational programs do not have sufficient human resources, bilingual education is not a shared vision for all school stakeholders and parents and community are not actively involved in designing and implementation of the programs.
