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By using the Paskalev-Tchobanov distance formula, we give a new proof of the famous Feuerbach theorem.
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The purpose of this study is to analyse the current problems and challenges of Hungarian language education policy in Romania. A part of the challenges connected to Transylvanian Hungarian higher education are identical to those characteristics that the Romanian, or more generally the entire European system of university education reflects. Therefore, we briefly present some of the consequences and challenges of the so-called “Bologna Process” regarding higher education. Simultaneously, the special features of Transylvanian Hungarian higher education receives the attention of the larger part of our study. It focuses on the Hungarian language university education system, connected to kin-state policy, demographics and minority rights. What does the Transylvanian Hungarian minority and the higher education institutional system offer? The analyses can obviously not ignore the “topos” of the independent, Hungarian language state university and its dilemmas and challenges are also briefly presented in the study.
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Matija Antun Relković (1732–1798) was a Croatian writer in the period of Enlightenment. This issue of Dusty Covers presents all the woodcuts and vignettes from Relković’s book which are reprinted in their respective textual contexts. The book Esopove fabule za slavonsku u skullu hodechju dicu sastavljene [Aesop’s Fables, Composed for Slavonic School-going Children] was published in Osijek, six years after Relković’s death. It covers 144 octavo pages which contain one hundred fables, the cover illustration, 22 woodcuts, and ten vignettes.
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The main purpose of this study is to underline the existent connections between the percentage of the population of Romani ethnic group and the level of education of the graduated educational institution with direct references to the illiterate population. The reference area on which was performed the analysis and the interpretation of the data is that of Bihor County, whose average values of the level of education of the graduated educational institution of the population, including the illiterates, were considered benchmark values. It is essential the locating of the areas where the degree of illiteracy is high, areas that are overlaid to the sites that include significant communities of Romani, to enterprise a series of measures of amelioration and fight against this phenomenon that determines negative repercussions on the social, economic, cultural and demographic components of the society.
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The Behavior and Instructional Management Scale (BIMS) was developed to assessthe bidimensional construct of classroom management. The purpose of this study wasto evaluate the factor structure and psychometric properties of the BIMS using Serbianteachers. Confirmatory factor analysis was conducted on the data collected from a sampleof 660 teachers, with results supporting a two-factor model of the BIMS. Both subscales ofthe BIMS demonstrated adequate internal consistency. Furthermore, results indicated thatthe two-factor model of the scale has good convergent validity. In conclusion, the BIMScan be recommended to researchers interested in measuring teacher classroom managementin Serbia.
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Review of: BARBERA, M. L., RASMUSSEN, T.: Rozvoj verbálního chování. Jak učit děti s autismem a jinými neurovývojovými poruchami. Brno: Masarykova univerzita, 2018. 207 s. ISBN 978-80-210-9212-9.
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Review of: BARBERA, M. L., RASMUSSEN, T.: The Verbal Behavior Approach. How to Teach Children with Autism and Related Disorders. London: Jessica Kingsley Publishers, 2007. 199 s. ISBN 978-1-84310-852-8.
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A study through quantitative research approaches attitude of the current high school students the districts of Bratislava and Skalica to homelessness. It focuses on the theoretical aspects of homelessness as a social problem, highlights the myths and prejudices against the homeless and stresses the importance of knowledge, attitudes and public opinion on homelessness. It approximates the current state of homelessness in Slovakia and abroad, describes the current possibilities of aid to uprooted people and implemented in the context of research points to the importance of changing public attitudes toward the homeless. The research carried out can serve as a primary prevention of homelessness for young people.
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The time is ripe for a substantive national debate on the future of Kosovo schools – how to prepare the next generation of Kosovars to meet professional challenges in an uncertain future. || Any education reform must be debated widely in order to convince not just civil servants in the capital, but thousands of teachers and school officials as well. What do teachers in different schools across the country think constitutes good education? What do they think they are preparing students for? What do students or their parents expect? The reform must make sense to school directors, teachers, students and families of students across Kosovo. It must start from where Kosovo is today.
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Values as tangible and non-tangible valuables for a man or for a group of people constitute the basic element of social reality, in which a person grows up and is formed as a social being. Currently the subject literature frequently refers to a crisis of values, co-existence of many equivalent, mutually exclusive values, as well as to the permissiveness of values.The article is an attempt at presenting the system of values in eighth-form primary school students. It is about answering the question whether the values are arranged in certain more general models and what sort of models are these? The study was performed with the use of an original online questionnaire (CAWI) completed in an auditorium between 1st October 2018 and 12th January 2019. The examined trial group (array) consisted of 70 185 school students from the area of Poland. Then the respondents were voted-off to the number, which is representative in the scale of the country—8530 students, from among whom the eighth-formers were represented by 1986 respondents.The study results allow to find that the main aims in the lives of the respondents are arranged in a hierarchy of values, determined by such features as gender, the family’s financial situation, degree of religious commitment, size of the place of residence. Besiders, the living goals of the examinees can be reduced to a smaller number of groups that can be called the groups of values. Thus, in the system of values important for the young generation there are ethical, consumerist-material and hedonist values, but also family, socio-metrical, socially desirable, religious and perfectionist-vital values.
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The study of participation, in particular in the context of a disability, requires at the moment the management of some significant challenges related to the conceptual difficulties, specific to the new areas of study. The concept of participation is ambiguously defined in the specialty literature, not differentiated clearly or at all by social participation, partly confused with activity or even with participation restrictions (expressed more clearly by the concept of handicap, according to the social model of disability). Besides, as expected in this context, the proposed instruments to measure participation reflect the corresponding difficulties of the operationalization of the construct. We propose in the paper a more operational definition, useful in the purpose of measuring objective participation, and also suggest some criteria for the classification of activities related to participation, aiming to inventory the most relevant and popular aspects of it.
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Dynamic changes in all spheres of the modern world are the cause of many challenges in the educational process. Higher education carries out the third mission through extensive cooperation with the surrounding socio-economic environment. Many educational initiatives relate to support for various social and age groups. Support for children's education is the implementation of the university's social responsibility. This activity is of great value in the sphere of promotion for universities. The idea of children's universities is implemented in many countries and will develop in the coming years. The exchange of ideas and good practices presented in the article between the universities of Bulgaria and Poland cooperating under the Erasmus + project, helped to develop the idea of a children's university. Based on the experience of two universities, the implementation of the third mission of the university in the field of activities supporting children's education was shown.
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Despite the diversification of research topics in education, curiosity remained an occasional concern. The origin of the philosophy is in wonder and curiosity, as the Greek thinkers said, but nothing prevents us from considering the same beginning for education. It is sufficient to list the basic concepts of pedagogy such as teaching, learning, cognitive development, knowledge, curriculum, to see that all aesthetics postulate as a justification a native curiosity prior to the students. Often Greeks understood education as a need inherent in the human being, and the completion of it as a personal moral duty of each of us. And yet curiosity is not a career topic in the education sciences or psychology either. With a few exceptions, which we will highlight in the following. The purpose of this paper is to bring to the attention of educators the immense potential of curiosity, both for a better understanding of education and for increasing the efficiency of the teaching act itself, in the classroom, in the teacher-student relationship. For this we propose first a philosophical legitimation of curiosity as it appears in Aristotle, after which we will continue with a second section dedicated to the biological bases of curiosity, at least as they result from the ethological perspective, so that finally we can analyze curiosity as a theme. of rigorous empirical research conducted by the father of curiosity, D. Berlyne.
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Review of: DARDIGOVÁ, J., C., HEWARD, W., L.: Domluvme se: Kniha o smlouvách detí a rodičů. Brno: Masarykova univerzita, 2018. 128 s. ISBN 978-80-210-8900-6
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Bullying is a complex social phenomenon whose resolution requires an adequate understanding of its multi-factorial etiology as well as a macro-practice approach. The family, as the primary agent of socialization, and in particular the sib ship structure could explain a great deal of this phenomenon. This research intends to identify and characterize potential influential factors from the family that play a role in the bullying phenomenon. We conceived an online questionnaire consisting of 43 questions investigating the perceived socio-demographic and socio-economic statuses during primary school and high-school and also the involvement of the respondents in the bullying phenomenon (as either victim, bully, or both) in the same period of time. There were 69 respondents out of which 3 were eliminated in the further analysis due to the extreme values of their age. The mean age+/-SD was 32.60+/-5.04. 77.27% were females, 22.72% were males. 83.33% of the respondents spent their childhood/adolescence in an urban environment, 16.67% in a rural one. The median number of children per family was 2. There was an age difference of approximately 4 years between a family’s children. Most of the respondents had a traditional family during their childhood/adolescence. 56.06% were involved in bullying during their primary school, while 46.97% were involved in bullying during high school. The most frequent form of bullying was verbal aggression. No predictor variable for bullying was found among the independent variables.
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In February 2016, I met at the Columbus Museum of Art (Columbus, Ohio, USA) with Jennifer Lehe, the Manager of Strategic Partnerships, Learning Department of the Columbus Museum of Art who gave me an interview on the implementation of projects related to creative thinking and activities of children and young people attending museum extra-curricular programs. The main goals of the Center for Creativity at CMA are the design of the “ecosystem”; (the term used by Jennifer Lehe), such as tasks, which correspond to the complex creative process of the artist. The Creativity Center builds its projects on the basis of scientific concepts. Diversity and creativity form the basis for better understanding of multicultural world, its similarities and differences. The Center provides also the basis for building the predisposition of the discoverer – scientist, who strives to describe new components of creativity, while investigating this process. It creates the ecosystem with community consisting of children, young people, immigrants, scientists representing various disciplines, artists, animators as well as creative but unrelated to art people. Connected elements of this ecosystem form a complementary whole, which is launched towards development of creativity.
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This study is an analysis of specific linguistic competences and proposes the pedagogical intervention for vocabulary developing and for lecture competences. The optimisation of lecture competences and learning abilities can be achieved by using the assessment of linguistic competences and functional and multiple literacy, using of interactive strategy and mediated learning experience. The didactics approaches of literacy and the personalised linguistic training programmes, if systematically applied, lead to a significant improvement in pupils’ school performance.
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The aim of this paper is to present the way the speech and language specialists developed their competences during the ERASMUS + project „LINKS−Logopedists Interact for New Knowledge and Skills”. In the first part of the article, there is a short presentation of the Erasmus + program, the participants and the aim of the project. In the second part of the article there is a short description of the main activities of the project and the conclusions. The short description of the course training activities is provided
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The purpose of this research was to improve the morphological abilities of the language of students withhearing disability in the secondary school cycle, by using a substantive-adjective intervention program, whichis based on a teaching aid.This article presents a longitudinal case study and the results obtained by applying the following tests:informal language tasks of morphological evaluation, the MLU test and the PEAMR test
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The development of language: cognitive processes involved, assessment and educative interventions. This studyis an interdisciplinary approach for development of language and learning strategies, based on theconstructivist theory, linguistic theory and differential pedagogy. For language development is necessary: a) agood assessment of language with psychological procedures, methods and instruments; b) early stimulationsof the linguistic abilities (phonological and phonemic awareness, phonological segmentation, verbal memory)and of oral, reading and writing communication with speech-therapy methods and educative personalizedprograms
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