<abstract xmlns="http://www.w3.org/1999/xhtml">The paper sets forth the discussion of the occurrence of mobbing in Slovene elementary school. The study is based on empirical facts collected at three different schools. There are some differences between organizations in occurrence, victims’ characteristics, the reasons and consequences of mobbing. The results of the empirical research of the psychosocial conditions in the analysed working places show that more and more teachers as employees are becoming mobbing victims. Mobbing is defined as a very strong social stress factor. Each individual or social group experiences mobbing at work as a conflict situation and communication. An attacked individual as a victim of the conflict is exposed to permanent and long-term attacks by one or more people at work. The intention of these attacks is to oust the individual from the organization or to harm him/her in other ways. A lot of pressure is being imposed on the person and also intimidation, humiliation, molestation or other negative influences appear. Because of the psychic burden the victim usually becomes ill and often leaves the working position. Mobbing can affect the individual in a way that s/he is no longer capable of fitting into any new working environment. The most frequent consequences named by the victims are: stress, insomnia, concentration problems and family problems.</abstract>

University of Maribor, Faculty of Arts, Slovenia

International School for Social and Business Studies, Slovenia;

University of Maribor, Faculty of Arts, Slovenia;

Some Sociological, Legislative and Pedagogical Aspects of the Prevalence of Mobbing among Teachers in Primary School (Case Study)

<abstract xmlns="http://www.w3.org/1999/xhtml">This paper presents concept, methodology and preliminary results of a European research project on inclusive education of persons with disabilities. The project pathways to inclusion (p2i) is funded by the EU Commission and coordinated by the European umbrella organization European Association of Service Providers for Persons with Disabilities (EASPD). To get an overview on legal situations, practice and progression related to inclusive education a ‘barometer assessment’ instrument was developed and applied in 10 EU countries. The barometer criteria are deducted from Art. 24 of UN CRPD, the methodology follow the idea of the Open Method of Coordination and is explained as an information based rating. Selected results of the assessment are presented. The barometer instrument has proven as an effective tool for data analysis and assessment.</abstract>

Centre for Planning and Evaluation of Social Services (ZPE), University of Siegen, Siegen, Germany

Katholische Universität Eichstätt-Ingolstadt, Eichstätt, Germany

Barometer of Inclusive Education – Concept, Methodology and Preliminary Results in Selected European Countries

<abstract xmlns="http://www.w3.org/1999/xhtml">The paper discusses the analysis of respondents’ opinions on the issue of mobbing. The authors were interested in the respondents’ personal attitudes and experience thereof. Readers can find enclosed the results of the survey conducted on the discussed issue.</abstract>

Mobbing and its Occurrence in the Slovak Republic

<abstract xmlns="http://www.w3.org/1999/xhtml">The age of electronic communication is the age of opening categorical and classification boundaries. In the new media space the traditional distinctions between children and adult experiences collapse and disappear. The aim of this essay is to show that the use of electronic technologies has abolished the traditional pedagogical thinking, and brings in new conventions. As a result of evolving new practices which rely on electronic communication devices, communication has become an essential activity among children, helping them acquire and share everyday information and knowledge with intensity and efficiency that can even change the traditional pedagogical thinking. The use of new communication technologies and forms of learning support gain particular importance especially in a system of lifelong learning, which provides identical frameworks for children and adults.</abstract>

Institute for Philosophical Research of the Hungarian Academy of Sciences, Hungary

Department of Cultural Mediation, Faculty of Adult Education and Human Resources Development, University of Pécs, Hungary

Communication and Learning in the New Media Space

<abstract xmlns="http://www.w3.org/1999/xhtml">Foreign language competences belong to the employers’ essential requirements set for workforce. The enhancement of acquired competences and the acquisition of new ones form a part of higher education. In the paper employability of the graduates of the Faculty of Biotechnology and Food Sciences in the Slovak University of Agriculture in Nitra on the European labour market has been analysed. The graduates completed their study in the years 2007-2011. A questionnaire was used to survey 300 graduates by the 30th June 2011, out of which 103 responded. The Faculty of Biotechnology and Food Sciences prepares professionals in the fields of biotechnology, food technology, applied biology, hygiene and food safety. Input data have been evaluated by the methods of analysis, synthesis and comparison. In relation to the mathematical-statistical methods used, the input data have been classified according to the qualitative and statistical characteristics and evaluated by the association tables and graphs. We have come to the conclusion that foreign language competences are actively used by 43% of the respondents in different sectors of national economy, and the dominant foreign language is English. Within half a year after graduation 74% of respondents who had taken part in student mobilities, and 48% of respondents who did not participate in them, found jobs on the labour market. The time of getting the first job is influenced not only by knowledge, working skills and other competencies but also by current job vacancies.</abstract>

The Effect of Foreign Language Competences and Student Mobilities on Graduates’ Employability in the European Labour Market

<abstract xmlns="http://www.w3.org/1999/xhtml">The paper deals with the possibility of interactive whiteboard (IWB) implementation to the technical education support in the frames of pre-primary education. It also presents some types of IWB, deals with problems associated with this issue and introduces teachers’ competencies needed for the work with them. The final part points out the results of the research realized in this field in the USA and in Slovakia.</abstract>

Department of Technology and Information Technologies, Faculty of Education of the Constantine the Philosopher University in Nitra, Slovakia;

Department of Technology and Information Technologies, Faculty of Education of the Constantine the Philosopher University in Nitra, Slovakia

Technical Education Support in Pre-Primary Education by Interactive Teaching Systems

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