The interest in ethical and bioethical topics in society is always present. However, the question arises as to how are ethical and bioethical problems of broad spectrum presented to the public, starting from issues related to health, medicine, technology, genetics, to issues about economy and politics. If ethical-bioethical issues will be addressed in different fields of social life without systematic methodological preparation, we could easily be trapped in ethics and bioethics speeches, which would be presented in a way that suits somebody at a certain point. When talking about educational institutions like College or Polytechnic with medical and health-related study programs, it would certainly be useful to make an analysis about the ethical-bioethical topics and subjects they are offering to students. Recently, there is a high interest of high school graduates in enrolling to professional study programs like Physiotherapy and Nursing. Bioethics is an obligatory subject within the framework of those study programs. However, lecturers of different profiles are chair professors of Bioethics at the aforementioned institutions, starting from physicians, through philosophers, theologians, sociologists, and lawyers. Of course, that is possible because a scientist can deal with various scientific challenges through his career, but it would certainly be important to at least equate syllabi, as well as plans and programs of Bioethics in Physiotherapy and Nursing study program. It is important to note that in Physiotherapy programs, besides subjects from the field of biomedicine, a significant part of the program is based on the science of movement and especially therapeutic exercises, which point out the need to include the field of kinesiology into the Bioethics plan and program.
In today’s society, public opinion plays a large role in the adoption of various legal measures and regulations, including those related to the field of bioethics. This is why experts have a duty to inform the public in a timely and accurate manner, and it is up to educators to educate new generations to become responsible citizens who can make informed decisions. A few years ago, attempts were made to implement a project of health education and then one of civic education in schools. Those curricula predict the student will develop human, political, social, cultural, economic and environmental competences as a citizen of the class, school and local community. A spiral development model of introduction by educational cycles is envisaged, starting from the 1st grade of primary school. However, civic education is also addressed by the national curriculum for early and preschool education, which anticipates development of social and civic competences in children of this age. Bioethics and environmental issues are still not sufficiently transparent to the public. This is why proper environmental education from preschool age is very important. In preschool education, the proper approach is essential, and contemporary pedagogy emphasizes the importance of learning through play. The artistic fields are imposed as an ideal framework in which various contents can be accommodated. A drama music workshop that will help children develop awareness of various issues through play is, therefore, an ideal training ground for educating a responsible and informed citizen. One such drama music workshop was organized for the purpose of demonstration on the occasion of the First Osijek Days of Bioethics. The story used in the workshop is from a picture book by Aleix Cabrera and Rosa M. Curto: Niko and nutrition. Through the play and the story, the importance of proper nutrition was emphasized to children and made them aware that it is necessary to know what they actually eat and where and how food comes from. This paper uses the workshop as a starting point when discussing the role of artistic fields and educators in creating a responsible and informed citizen in fields of bioethics and environmental issues and the importance of early and preschool education in the process.
Today, the importance of ecological education is often highlighted, although the current National Curriculum for Early and Preschool Education doesn’t even mention it. Although ecological education is not mentioned in this baseline document, various activities in this direction are often carried out in our kindergartens. An example of this is the play The Ecological Story by the author Sanja Seferović-Bosak from her collection of plays Maštarije: Igrokazi za djecu od 3 do 13 godina (eng. Pipe Dreams: Plays for Children of 3-13 years). This paper describes the preparation and performance of this play in 2017 in the kindergarten Radost (eng. Joy) in Novska. The theoretical part of the paper considers the basic settings of ecological education in early and preschool age, with special reference to current practice in Croatian kindergartens. The empirical part of the paper describes the stages of preparation and performance of the play The Ecological Story, with special reference to the compliance of this project with the requirements of the National Curriculum in terms of developing key competences for lifelong learning. The paper also contains an analysis of methodological procedures with particular reference to the preparation of musical numbers in the play.
In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.
This research aims to prove the effectiveness of Spanish as a Second Language lessons for Haitians designed by volunteers in Santiago de Chile. The methodology used through the study was based on the application of two questionnaires to Haitian students in order to compare results, and finally obtain an average that reflects the achievement of the communicative functions expected. Results indicate that neither the lessons planned, material giver nor the Common European Framework of Reference for Languages fulfilled such expectations. Findings are discussed in relation to previous studies on methodologies for Spanish as a Second Language for Haitian immigrants in Chile ()
By overview of scientific, political, and economic arguments, the structure and profile of glyphosate, the most important agrochemical compound in the world, has been portrayed. Toxicological, ecological and market objections of the opponents of glyphosate are in opposition with the financial and political support to that herbicide which, according to its advocates, enables the protection of crops, higher yields, and postpones the problem of world hunger. The conflict surrounding glyphosate surpasses the narrow scientific and social frames and is a good example of the need to think through and of decision making which involves connection and the totality of reality.
The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.
The paper investigates the evocation of the figurative meanings of English phrasal verbs of the form: component verb come + component particle up when they are employed in resultative constructions. Four instances of come up are discussed. It is suggested that the figurative meanings of come up are rooted to conceptual metaphors.