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The Development of Future Technology Teachers’ Artistic-Projective Abilities: Foreign Experience

Cognitive Ensuring of the Educational Institutions Leaders Personal Development]. Наука і освіта. Спец. вип.: проект « Когнітивні процеси та творчість » [Science and Education. Special issue : the project “Cognitive Processes and Creativity”], pp. 4–7 (in Ukrainian). 17. Козленко, В. Н. (1990). Проблема креативности личности [Problem of Personality’s Creativity]. Психология творчества [Psychology of Creativity], pp. 131–148 (in Russian). 18. Маслоу, А. (2003). Мотивация и личность [Motivation and Personality]. СПб. : Питер, 325 p. (in Russian). 19

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How MOOCs Can Develop Teacher Cognition: The Case of in-Service English Language Teachers

skill? Journal of Teacher Education, 24 , 114-151. doi: 10.1177/002248717302400213 40. Weaver. G. R. (1986). Understanding and coping with cross-cultural adjustment Stress. In R.M. Paige (Ed.), Cross-cultural orientation. New conceptualizations and applications. Lanham MD: University Press of America. 41. Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press. 42. Wyatt, M., & Borg, S. (2011). Development in the practical knowledge of language teachers: A comparative study of three teachers designing and

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E-inclusion Process and Societal Digital Skill Development

Rapaport, R. (2009). The new literacy: Scenes from the digital divide 2.0. Retrieved October 31, 2015, from http://www.edutopia.org/digital-generation-divide-literacy Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6 (3), 341–362. Vedins, I. (2011). Mācīšanas māksla . Rīga: Avots. Vītoliņa, I. (2009). A knowledge management model to promote e-inclusion. Proceedings of 7th International JTEFS/BBCC Conference Sustainable Development. Development. Culture. Education, 354

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Effectiveness of resistance development through football at high school students

Abstract

The purpose of the research is to optimize the development of high school students' resistance through integrated work using means and methods specific to football. Experimental verification of the effectiveness of the specific means of football playing in the development of high school students' resistance. The experiment was carried out on 681 subjects. For the development of resistance, the independent variable was implemented in the subjects of the experimental sample. All subjects were predictive and summative in the 10 samples: three motor samples, three functional samples and four somatic samples. The specific methods used in the experiment for the development of resistance were based on uniform efforts, varying intervals and efforts, with appropriate dosages leading to progress.

In the final evaluation, the subjects of the experimental sample and of the reference sample progressed towards the predictive assessment, but those of the experimental sample progressed more than the subjects of the reference sample to all the samples and tests given. The effectiveness of implementing the independent experimental variable in the experimental sample subjects was 61% compared to the subjects of the reference sample. In the experiment, we used the statistical-mathematical method using arithmetic mean, median, modulus, standard deviation, amplitude, mean error, variability coefficient, Student test, Pearson correlation coefficient, Epsilon test and Z test. Higher progress in the subjects of the experimental sample. The difference between the mean of the experimental sample and the reference sample was significant at the significance threshold p <0, 05, with a probability of 95%. The value of the Pearson correlation coefficient is very high (between 0.9 and 1) to 83.33% of high cases (between 0.7 and 0.9) to 13.88% and mean (between 0.5 and 0, 7) in 2.79% of cases, meaning that the results obtained at each sample are significant. The progress of the subjects in the experimental sample was superior to the progress of the reference sample, so we can state that the dependent variable is significant, the assumptions of the research are verified and validated.

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The Influence of External and Internal Factors on Forming the System of Managers’ Professional Development at Transnational Corporations in Poland

Abstract

The author performs analysis of external and internal factors that influence organization of the system of Polish managers’ professional development. These factors can be united into two groups. We will attribute the factors formed under the influence of external factors to the first group, to the second - the internal ones. So, due to the dynamic changes in economy and business, which take place in the world in general, and in Europe in particular, the first group covers the following three directions: 1) the national and political position of Poland and its geographical location (EU membership and close proximity to the highly developed European countries); 2) the socioeconomic condition of Poland at the present stage (intensive economic development and its rapid international exit, the growth of the number of transnational corporations and their subdivisions, thus, investment growth, including in transport industry: as the host country, Poland is considered to be one of the largest transport basins in Europe; the growing popularity of TNC among the Poles as the most desirable employer); 3) the manpower (cheap labour, employment opportunities and the prospect of professional development, the increasing demand for highly skilled managers for positions of heads’ divisions of transnational corporations). The internal factors of the second group should be considered at two levels: at the organizational level (in particular TNC) and the level of personnel (in our case, managers). At the organizational level, we can notice changes in approaches to manpower management (the employer’s market is transformed into a worker’s market) and the growth of investment in training and personnel development, and also the involvement of top managers in the process of training and personnel development. There are the following trends at the personnel level: the possibility of rapid career in TNC, the growth of authority of Polish managers at the international level.

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Significance of Siblings for the Child’s Development

Abstract

This article analyzed the importance of having siblings in psychological and social growth of a child. It is not a frequently undertaken issue by Polish scholars, hence the point of references is made within foreign studies. The reflections concentrate on the significance of bonds between the siblings, their position in a family and relations depending on the order of arrival to the family, or the child’s gender. The question of sibling rivalry is signaled, as well as overtaking parental roles by the eldest child. Moreover, positive aspects of having sibling are stressed, accompanied by problems that can occur upon giving birth to the youngest child. Last but not least, the article provides some guidelines for parents with bigger number of children, so problems within such families can be avoided or minimized.

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Sustainability Reporting at Schools: Challenges and Benefits

-action gap in sustainable consumption: Insights from a participatory school programme. Journal of Education for Sustainable Development, 6(2), 135-146. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality criteria for ESD-schools. Guidelines to enhance the quality of education for sustainable development. Vienna. Ceulemans, K., Molderez, I., & van Liedekerke, L. (2015). Sustainability Reporting in Higher

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Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for Sustainability

References ACPA - College Student Educators International. (2008). Toward a sustainable future. American College Personnel Association. Retrieved from http://louisville.edu/student/about/ACPASustainabilityMonograph.pdf Armstrong, C. M. (2011). Implementing education for sustainable development: The potential use of time-honored pedagogical practice from the progressive era of education. The Journal of Sustainability Education, 2 , n. pag. Armstrong, C. M., & LeHew, M. L. A

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Assessing Entrepreneurial Mindset: Results for a New Measure

entrepreneurial mindset . Paper presented at the Research in Entrepreneurship (RENT), Sweden: Lund. Strachan, G. (2018). Can education for sustainable development change entrepreneurship education to deliver a sustainable future? Discourse and Communication for Sustainable Education , 9 (1), 36–49. doi:10.2478/dcse-2018-0003 Youngblut, J. M. (1993). Comparison of factor analysis options using the Home/Employment Orientation Scale. Nursing Research , 42 (2), 122–124. Wilson, F. (2008). Venture fund economics: Allocating follow-on capital . Retrieved from

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Contribution of harmonious physical development exercises to increase bio-motor process at preschool children

Abstract

Introduction A child turns into a well-defined personality after a long educational process based on a curriculum, a process that is the first step on a learning path. The kindergarten, as Florinda Golu states, is “the first institution that ensures an intense learning process through a methodic activity framed in a play, effort, and interrelation regimen. This leads to acquisitions and progress in the cognitive, affective and psychomotor fields of a pre-school child”.

The aim of this paper is to amend the instructive and educational process at pre-school level by developing the psychomotor activities/physical education (PE) lessons through using the physical exercises as a main resort for a harmonious physical development.

Materials and methods The experiment took place at the P.P. no.9 Kindergarten during the 2015-2016 school year, and included 30 children from the upper preschool group, 17 girls and 13 boys, aged 5-6. The test used included the following: somatic evaluation and motricity evaluation.

Conclusion After applying the motricity evaluation content proposed in the paper, and after the initial and final testing (five motricity tests), we were able to see an amendment in the indices we tested for, and through direct observation we detected a “self-overcoming” will power in the children. These aspects validate the proposed hypothesis. The progress was materialized in: number of repetitions, centimeters, and number of points scored – they further strengthened our determination that balanced physical development exercises at this age (5-6) have a positive influence on the correct posture of children, that they make up the basis of general movement, and that they enhance the values of motricity indexes.

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