Georgios C. Baltos, Filippa S. Chomata, Ioannis G. Vidakis and Janis Balodis
This paper highlights the effectiveness of several modern training tools that could be applied within the context of training organizations, aiming towards the introduction of theoretical and practical fields, like the assessment of critical risks, the impact of time pressure and the importance of situational awareness, into the contents of a training course. The first part deals with present training tendencies and tools like distance and technology-based learning, while it is highlighted that knowledge management has gone through a deep and wide re-orientation. Quality assurance issues regarding education are also of great significance. The second part then studies the psychology of serving in combat or irregular crisis situations. It is about the particularities that compose the military, business or civil protection reality, resulting in new approaches of training courses that pursue excellent performance, particularly in dynamic and changing with high-velocity environments. Concepts like shared-ness of information, maturity in leadership decision making and cognitive task analysis can all determine a new domain of acceptable measures for crisis management training at professional level. The scope ranges from a routine organizational context to rapid response in a larger-scale emergency under pressure, requiring respective training adjustments.
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Starting with Andrew Jackson, presidential candidates in the United States used campaign biographies as useful political tools, and since 1824 no presidential election year has passed without a campaign biography. Martin Van Buren, President Jackson’s successor in the White House, became a target of a vicious campaign intended to prevent his election. His Whig opponents used a number of literary genres to slander him, including a mock campaign biography and a novel. The article focuses on the portrayal of Martin Van Buren in The Life of Martin Van Buren, allegedly written by Davy Crockett in 1835, and a novel named The Partisan Leader; A Tale of the Future, written by Nathaniel Beverley Tucker in 1836. Though being of different genres, these curious and obscure works have certain things in common - they were written under pseudonyms, their main goal was to prevent the election of Martin Van Buren and both of them failed in their goal.
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Supervised practice teaching is an inseparable part of the higher education of future teachers and is perceived as the bridge between theoretical and practical preparation. It is also a tool for the development of professional competences of future teachers, therefore it is inevitable to pay attention to it in terms of theory, research and practice. This article introduces the position of self-reflection in the process of evaluating the implementation of supervised practice teaching done by students themselves. Through the analysis of self-reflecting evaluation of the implemented practice done by students, it presents various possibilities how to improve the supervised practice teaching in higher education of future teachers itself.
This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.