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Migration issues and the development of social relations to people of different cultures make multicultural education a frequently discussed topic in Slovakia these days. When it comes to culture, diversity, variety and plurality dominate because of the existence, as well as interactions, of different ethnicities, races or nations. School education focuses on drawing attention to the existence of such differences or specificities, therefore multicultural education is becoming more and more important. At higher education institutions, multicultural education is especially important in case of the students who are to become teachers themselves. Development of positive qualities and approaches, including the acceptance of cultural differences, should necessarily be a part of the pre-gradual preparation of teachers. The article presents a content analysis of student essays on the perception and understanding of the Universal Declaration of Human Rights as was one of the elements of multicultural education at HEIs.


Subject and purpose of work: The reason for choosing the subject and undertaking the studies were information gaps regarding the behaviour of young consumers in the area of activities related to enviroment.

Materials and methods: The study employed purposeful sampling with regards to the participants’ field of study (programmes with environmental education content) and the year of education, as well as stratified sampling according to the structure of the population and its division into groups based on specified features. The technique of auditorium questionnaire was used.

Results: The analysis showed that the students are characterised by a high level of ecological awareness and a sense of responsibility for it, and that is they are informed and pragmatic consumers. As involved and ecological consumers, they behave in a pro-ecological way and create desirable patterns of consumer behaviour.

Conclusions: It was found that the students have a sense of responsibility for the surrounding environment. Convinced about their individual influence, they create desirable patterns of proecological behaviour.


The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.

://>. [20 June 2012] Dower, P 2010, ‘Extractive Institutions’, Presentation materials, HESP Program, Institutional and Political Economics, ISU, Irkutsk Economic Education: Content and Strategies for High School Instruction, the Russian-American Center for Economic Education, and the National Council on Economic Education, New York, USA (Economics America), Educational materials of an international seminar June 6-13, 1993. Novosibirsk Grebenschikov, V 1998 ‘Associacii na proideniy temy’, Economicheskaya nauka sovremenoy Rossii, no.1, pp 44-50. Gustafson, EJ

: Latviskās izglītības saturu veidojot. Rīga (in Latvian). Freidenfelds, I., Zimule, Ē. (1996). Vērtībizglītības un izglītības satura nacionālais components [Values Education and the National Component of the Education Content]. In: Domas (4.-27. lpp.). 3. nr. Rīga (in Latvian). Gavriļina, M., Vulāne, A. (2001). Dzimtās valodas standarta koncepcija [Standard Conception of the Native Language]. In: Valodu apguve: problēmas un perspektīva (6.-18. lpp.). Liepāja: LiePA (in Latvian). Gavriļina, M., Vulāne, A. (2008). Valodā veldzējas tautas dvēsele … [Folk's Soul

, matem‚tikas un tehnoloģiju priekšmetos. M‚cību saturs un prasības t‚ apguvei. Fizikaî [ESF National Programme Project "Production of education content and promoting teachers’ qualification in science, mathematics and technology. Learning content and requirements for it acquisition. Physicsî]. ISEC. James, M. C., & Scharmann, L. C. (2007). Using analogies to improve the teaching performance of preservice teachers. Journal of Research in Science Teaching, 44(4), 565-585. Jonāne, L. (2008). The didactical aspects of integrated natural science content model for secondary

-school education implementation to the acquisition of basic education content]. (2008). Auditing report by State Control of the Republic of Latvia. Retrieved September 17, 2009, from Pirmsskolas izglītības programma pirmsskolas izglītības iestādēm [Pre-school education programme for pre-school education institutions]. (1998). Rīga: SIA “Mācību Apgāds NT”. Prets, D. (2000). Pedagoga rokasgrāmata [Teacher’s handbook] . Rīga: Zvaigzne ABC. Ptičkina, Ā. (1997). Kā mācīsim bērnus lasīt un

References 1. Intenational Associaton for the Study of the Pain (IASP), Number=1698#Pain 2. Kaur J., Malik M., Rani M. (2016). A systematic review on efficacy of kinesiotaping in pain management , Int. J. Physiother., 3(3), 355-361. 3. Trobec K., Peršolja M. (2017). Efficacy of Kinesio Taping in redeucing low back pain: a comprehensive review , Journal of Health Sciences, 7(1), 1-8. 4. Walker B.F., Muller R., Grant W.D. (2004). Low back pain in Australian adults: prevalence and associated disability


interventions and early intervention, play, parental perspectives and higher education content regarding these issues.  Maria Saridaki, PhD - National and Kapodistrian University of Athens, Greece Maria studies play, games and storytelling in their different applications within and beyond the digital world. She is a Research & Teaching Associate at the Laboratory of New Technologies of the National and Kapodistrian University of Athens, where she works on new, playful environments and studies the experience of users with and without disability

teaching model based on the theoretical framework of caring in the Chinese context: a mixed-method study Nurs Educ Today 2013 33 912 918 26 Hsu TC, Turton MA, Cheng SF, et al. Developing online continuing education content for enhancing caring among Taiwan nurses. J Contin Educ Nurs. 2013;44:186-192. Hsu TC Turton MA Cheng SF Developing online continuing education content for enhancing caring among Taiwan nurses J Contin Educ Nurs 2013 44 186 192 27 Salehian M, Heydari A, Aghebati N, et al. Principle-based concept analysis: caring in nursing education. Electron Physician