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HELSINŠKE SVESKE №37: The Youth in a Post-Truth Era – European Identity and Education
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HELSINŠKE SVESKE №37: The Youth in a Post-Truth Era – European Identity and Education

Author(s): Vladimir Gligorov,Izabela Kisić,Sonja Biserko,Srđan Barišić,Aleksandra Đurić-Bosnić,Jelena Vasiljević,Miloš Ćirić,Aleksandar V. Miletić,Dragan T. Stanojević,Ivan Đurić,Srđan Milošević,Biljana Đorđević,Srđan Atanasovski,Časlav Ninković,Duško Radosavljević,Pavel Domonji,Miroslav Keveždi,Branislava Opranović,Ana Pataki,Andrea Ratković,Iskra Vuksanović / Language(s): English

(English edition) Ongoing public debates frequently focus on European identity. What sparked off such debates were tremendous global changes after the Cold War, disappearance of two opposing blocs, ethnic conflicts, migrations, sociopolitical crises of liberal societies as well as the mass renouncement of value-based orientations Europe and the whole world had been built on after World War II and defeat of Nazism. People all over the world are now growingly concerned with the issues of statehood, ethnicity and the notion of “being a citizen.” Political manipulation of collective identities badly affects people’s lives and policies on which societies are being built. Many theoreticians are questioning – and with good reason – the very notion of collective identity, ethnic in the first place, as extremely exclusive. The Helsinki Committee for Human Rights in Serbia has launched a series of round tables under the title “Youth in a Post-Truth Era: European Identity and Education.” Participants were intellectuals of younger generations mostly, NGO activists and civil sector representatives, but secondary school and university students too. What we wanted achieve with these open debates – never devoid of controversial arguments – was to give shape to authentic views with impact on practical politics and (in)formal education of the youth. Our researches and experience in communication with young people show that they do care about collective identities, and that their ethnicities and religions are crucial in identity-building. Although they recognize the potential of Euro-integration for, say, better schooling or economic progress, a snail’s pace of the accession process and domestic propaganda make them turn to other international players. Young Serbs are turning to Russia and Putin, Bosniaks to Turkey and Erdogan, while young Hungarians to Serbia’s neighbor in the north and Orban. Revisionism also strongly influences the youth regardless of their ethnicities. They practically always oppose strongly any questioning of patriarchal values and react fiercely to it. Value-based orientations as such are mostly the effects of the spread of fake news and narratives predominant in the media, schools environments and families; the narratives that forced their way into the public sphere in the 1980s, bloomed in the 1990s and are thriving now against the global backdrop. Is the narrative about European identity and education a key to changes and inclusive enough? When I say European identity I am not advocating for Euro-centrism, especially not now when it implies social and economic exclusion of people heading for Europe from various continents and countries, or those outside the European Union. In Balkan countries aspiring to EU membership European identity is used as a political instrument supportive to integration processes. At the same time, it supports the transfer from a one-dimensional, nationalistic and wartime identity to a multi-dimensional, civic one. As it has turned out so far, the issues of class consciousness, socioeconomic justice and the right to education for all will be predominant in the debates to come. We do not intend to impose alternative narratives on the youth but to capacitate them for critical thought; to help them recognize and stand up against social repression and collective identities that have been imposed on them and exclude any “otherness.” Ever since the early 1990s the European Commission has also been focused on the researches of European identity (or identities). The European bureaucracy was interested in it for very practical reasons: the European Commission’s concern with the manner in which different processes of identification with the European Union shape integrative processes and strengthen the sense of solidarity among Europeans. On the eve of the Gothenburg Summit in November 2017 the European Commission issued guidelines for strengthening of the common European identity through education and culture, under the motto “unity in diversity.” The document was meant for the European Parliament, the Council of Europe, the European Socioeconomic Committee and the Committee of Regions. It was motivated by the rise of populism “at home” and beyond the EU, the spread of fake news and manipulation of information networks. Given that the EU administration interferes not into educational systems and culture of its member-states but leaves them to national, regional and local authorities, its role is limited to strengthening of cooperation and support to national projects in these spheres. It realized that education and culture make Europe attractive for learning and working, attractive as a space of freedom and shared values reflected in fundamental rights and an open society. And education as such builds foundations for active citizenship and helps to prevent populism, xenophobia and violent radicalism. Education, along with culture, plays a key role in cross-border meetings and learning about the true meaning of “being a European.” According to an analysis commissioned by the European Commission, joint, cross-border actions such as engagement in social movements or in organizations with shared goals (such as ecologic organizations) can promote the sense for European identity since collective actions are always taking into consideration the “other’s” points of view. How to involve candidates for the membership of the EU in the debate on Europe’s future and identity (identities) is among major issues. Isolated periphery and people’s frustration with accession that is being constantly postponed incite Euroskepticism and passivity of the youth who actually stand for European integration. The publication “European Identity and Education” resulted from a series of discussions and debates organized by the Helsinki Committee. Its introductory section presents one of the essays and political analyses of the international and local context in which Serbia’s youth are being raised: “Democracy, Pluralism and Extremism” by Vladimir Gligorov. The following section presents readers with draft practical politics for those dealing with institutional and informal education of the young. These draft policies, actually suggestions, are about teaching methods that may efficiently develop critical thinking among the youth and their awareness about alternatives. Inter alia, the suggested approaches are meant to motivate young people to get actively involved in building of a democratic society based on pluralism, inter-culturalism, solidarity and socioeconomic rights. Recommendations can be summed up as follows: 1. Strengthening of the idea of active citizenship; 2. Media literacy and development of critical thinking of the youth; and 3. Development and modernization of educational programs and present approaches to education of school children. Drafts of public policies were on the agenda of debates held in Belgrade and Novi Sad with participation of scholars and activists from younger generations mostly, concerned with the issues of identity and education. This publication also presents excerpts from those debates. How possibly could cosmopolitanism, inter-culturalism, anti-fascism and open society be promoted in today’s Serbia but also in Europe where extremism, fear of “otherness,” concerns for the safeguard of one’s own national identity that is allegedly threatened, be on the up and up? This is one of major dilemmas facing us today. Few students have access to informal education that rests on the principles guiding a democratic society. Speaking from experience many participants in debates pointed to the lack in professional staffs involved in educational process. Civic education is being marginalized in elementary and secondary schools. The participants also presented well-thought-out arguments against religious teaching in school curricula. The majority of participants take that strengthening of informal education that would lead towards incorporation of similar contents and methods into the educational system could be a solution to the above-mentioned dilemma. That would be a chance for attracting young people whose interests and ambitions are well beyond the rigid educational system, they argue. Positive experiences of Yugoslavia’s interculturalism and socialism, and the common history and culture can be used as resources for strengthening interculturalism throughout the region. Small steps forward within institutions that depend, above all, on individual activism and courage are another possible approach to resolution. This publication is meant as a contribution to local but also more extensive debate on European identity and new European policies that would cope with today’s challenges by far more efficiently.

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HELSINŠKE SVESKE №37: Mladi u eri postistine – Evropski identitet i obrazovanje
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HELSINŠKE SVESKE №37: Mladi u eri postistine – Evropski identitet i obrazovanje

Author(s): Vladimir Gligorov,Aleksandra Đurić-Bosnić,Boris Varga,Tamara Tomašević,Srđan Barišić,Izabela Kisić,Sonja Biserko,Miloš Ćirić,Jelena Vasiljević,Dragan T. Stanojević,Aleksandar V. Miletić,Srđan Milošević,Ivan Đurić,Srđan Atanasovski,Biljana Đorđević,Časlav Ninković,Duško Radosavljević,Pavel Domonji,Miroslav Keveždi,Branislava Opranović,Ana Pataki,Andrea Ratković,Iskra Vuksanović / Language(s): Serbian

(Serbian edition) Ongoing public debates frequently focus on European identity. What sparked off such debates were tremendous global changes after the Cold War, disappearance of two opposing blocs, ethnic conflicts, migrations, sociopolitical crises of liberal societies as well as the mass renouncement of value-based orientations Europe and the whole world had been built on after World War II and defeat of Nazism. People all over the world are now growingly concerned with the issues of statehood, ethnicity and the notion of “being a citizen.” Political manipulation of collective identities badly affects people’s lives and policies on which societies are being built. Many theoreticians are questioning – and with good reason – the very notion of collective identity, ethnic in the first place, as extremely exclusive. The Helsinki Committee for Human Rights in Serbia has launched a series of round tables under the title “Youth in a Post-Truth Era: European Identity and Education.” Participants were intellectuals of younger generations mostly, NGO activists and civil sector representatives, but secondary school and university students too. What we wanted achieve with these open debates – never devoid of controversial arguments – was to give shape to authentic views with impact on practical politics and (in)formal education of the youth. Our researches and experience in communication with young people show that they do care about collective identities, and that their ethnicities and religions are crucial in identity-building. Although they recognize the potential of Euro-integration for, say, better schooling or economic progress, a snail’s pace of the accession process and domestic propaganda make them turn to other international players. Young Serbs are turning to Russia and Putin, Bosniaks to Turkey and Erdogan, while young Hungarians to Serbia’s neighbor in the north and Orban. Revisionism also strongly influences the youth regardless of their ethnicities. They practically always oppose strongly any questioning of patriarchal values and react fiercely to it. Value-based orientations as such are mostly the effects of the spread of fake news and narratives predominant in the media, schools environments and families; the narratives that forced their way into the public sphere in the 1980s, bloomed in the 1990s and are thriving now against the global backdrop. Is the narrative about European identity and education a key to changes and inclusive enough? When I say European identity I am not advocating for Euro-centrism, especially not now when it implies social and economic exclusion of people heading for Europe from various continents and countries, or those outside the European Union. In Balkan countries aspiring to EU membership European identity is used as a political instrument supportive to integration processes. At the same time, it supports the transfer from a one-dimensional, nationalistic and wartime identity to a multi-dimensional, civic one. As it has turned out so far, the issues of class consciousness, socioeconomic justice and the right to education for all will be predominant in the debates to come. We do not intend to impose alternative narratives on the youth but to capacitate them for critical thought; to help them recognize and stand up against social repression and collective identities that have been imposed on them and exclude any “otherness.” Ever since the early 1990s the European Commission has also been focused on the researches of European identity (or identities). The European bureaucracy was interested in it for very practical reasons: the European Commission’s concern with the manner in which different processes of identification with the European Union shape integrative processes and strengthen the sense of solidarity among Europeans. On the eve of the Gothenburg Summit in November 2017 the European Commission issued guidelines for strengthening of the common European identity through education and culture, under the motto “unity in diversity.” The document was meant for the European Parliament, the Council of Europe, the European Socioeconomic Committee and the Committee of Regions. It was motivated by the rise of populism “at home” and beyond the EU, the spread of fake news and manipulation of information networks. Given that the EU administration interferes not into educational systems and culture of its member-states but leaves them to national, regional and local authorities, its role is limited to strengthening of cooperation and support to national projects in these spheres. It realized that education and culture make Europe attractive for learning and working, attractive as a space of freedom and shared values reflected in fundamental rights and an open society. And education as such builds foundations for active citizenship and helps to prevent populism, xenophobia and violent radicalism. Education, along with culture, plays a key role in cross-border meetings and learning about the true meaning of “being a European.” According to an analysis commissioned by the European Commission, joint, cross-border actions such as engagement in social movements or in organizations with shared goals (such as ecologic organizations) can promote the sense for European identity since collective actions are always taking into consideration the “other’s” points of view. How to involve candidates for the membership of the EU in the debate on Europe’s future and identity (identities) is among major issues. Isolated periphery and people’s frustration with accession that is being constantly postponed incite Euroskepticism and passivity of the youth who actually stand for European integration. The publication “European Identity and Education” resulted from a series of discussions and debates organized by the Helsinki Committee. Its introductory section presents one of the essays and political analyses of the international and local context in which Serbia’s youth are being raised: “Democracy, Pluralism and Extremism” by Vladimir Gligorov. The following section presents readers with draft practical politics for those dealing with institutional and informal education of the young. These draft policies, actually suggestions, are about teaching methods that may efficiently develop critical thinking among the youth and their awareness about alternatives. Inter alia, the suggested approaches are meant to motivate young people to get actively involved in building of a democratic society based on pluralism, inter-culturalism, solidarity and socioeconomic rights. Recommendations can be summed up as follows: 1. Strengthening of the idea of active citizenship; 2. Media literacy and development of critical thinking of the youth; and 3. Development and modernization of educational programs and present approaches to education of school children. Drafts of public policies were on the agenda of debates held in Belgrade and Novi Sad with participation of scholars and activists from younger generations mostly, concerned with the issues of identity and education. This publication also presents excerpts from those debates. How possibly could cosmopolitanism, inter-culturalism, anti-fascism and open society be promoted in today’s Serbia but also in Europe where extremism, fear of “otherness,” concerns for the safeguard of one’s own national identity that is allegedly threatened, be on the up and up? This is one of major dilemmas facing us today. Few students have access to informal education that rests on the principles guiding a democratic society. Speaking from experience many participants in debates pointed to the lack in professional staffs involved in educational process. Civic education is being marginalized in elementary and secondary schools. The participants also presented well-thought-out arguments against religious teaching in school curricula. The majority of participants take that strengthening of informal education that would lead towards incorporation of similar contents and methods into the educational system could be a solution to the above-mentioned dilemma. That would be a chance for attracting young people whose interests and ambitions are well beyond the rigid educational system, they argue. Positive experiences of Yugoslavia’s interculturalism and socialism, and the common history and culture can be used as resources for strengthening interculturalism throughout the region. Small steps forward within institutions that depend, above all, on individual activism and courage are another possible approach to resolution. This publication is meant as a contribution to local but also more extensive debate on European identity and new European policies that would cope with today’s challenges by far more efficiently.

More...
Bíkulturní zkušenost a její vliv na identitu mladých Vietnamců v České republice
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Bíkulturní zkušenost a její vliv na identitu mladých Vietnamců v České republice

Author(s): Mai Hoa Nguyenová,Jan Širůček / Language(s): Czech Publication Year: 0

Ačkoli jsou Vietnamci jednou z největších národnostních menšin u nás a druhá generace původních přistěhovalců již dospěla a začíná zakládat rodiny, skutečnost, že se jimi psychologická odborná literatura v Česku téměř nezabývá, může být stále opakována jako mantra. Přitom právě v případě druhé generace (těch, kteří se již v Česku narodili), respektive jedenapůlté generace Vietnamců (těch, kteří se sem s rodinou přistěhovali během dětství či dospívání) badatelům nemůže překážet jazyková bariéra. Tito mladí lidé totiž díky svému vyrůstání v českém prostředí zdatně ovládají nejen jazyk, ale také si osvojili mnoho znalostí, které s místním kulturním povědomím souvisí. Zároveň se však odmalička setkávají s kulturou, která s tou českou může stát v příkrém kontrastu — s kulturou vietnamskou, pocházející ze země mnoho tisíc kilometrů vzdálené. Jak lze tuto bikulturní zkušenost charakterizovat? A jak může ovlivnit formování identity těchto mladých lidí, kteří na prahu dospělosti přemítají nad podobnými otázkami jako jejich čeští vrstevníci — tedy kým jsou a kam patří? Těmito otázkami se kromě samotných Vietnamců zabývali rovněž autoři této kvalitativní studie, jež má vzhledem ke stavu psychologické odborné literatury v tuzemsku explorativní charakter a představuje příspěvek k možné diskusi nejen na téma mladých Vietnamců, ale také o životě a integraci cizinců v naší zemi obecně.

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Göç ve Erken Çocukluk Gelişimi: Global Bir Bakış
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Göç ve Erken Çocukluk Gelişimi: Global Bir Bakış

Author(s): Nurper Ülküer / Language(s): Turkish Publication Year: 0

Göç olgusu, yüzyıllar boyu insanların kendilerine daha uygun yaşam kurabilme isteği ve çabasıyla var olagelmiştir. Hemen hemen her ailenin uzun veya kısa bir göç hikayesi vardır. Ancak son yıllarda, bilhassa iç ve dış toplumsal çatışmaların sonucu olarak, insanların göçe zorlanması yığınlar halinde göç dalgalarının oluşmasına neden olmaktadır. Sayısı bir milyarı bulan, göçmenlerin ve yeni bir “vatan” arayan mültecilerin insan hakları ve insanca yaşama ihtiyaçlarının birçok uluslararası platformda tartışılmakta, Sivil Toplum Örgütleri ve Birleşmiş Milletler nezdine, bilhassa 2030 Dünya Kalkınma Gündemi çerçevesinde çözümler aranmaktadır. Konu acil ve komplekstir.

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DEPENDENȚA DIGITALĂ: PATOLOGIE, REMEDII  PSIHOLOGICE ȘI DUHOVNICEȘTI

DEPENDENȚA DIGITALĂ: PATOLOGIE, REMEDII PSIHOLOGICE ȘI DUHOVNICEȘTI

Author(s): Vasile Crețu / Language(s): Romanian Publication Year: 0

The digital addiction is already acknowledged by the medical specialists as a mental disorder, because it involves a pathological use of the computer or of any other type of technology, characterized by the urgent need to engage in online activities to the obvious detriment of daily and real life (school, family, friendships, etc.). This type of attitude is also dealing to other behavioural disorders. Some psychologists are comparing the states (involving changes in brain maps) caused by digital addiction to those of "classic" (somatic) addictions. Thus, a similarity was identified between the abuse of psychotropic and hallucinogenic substances, which chemically alter the human brain, and the abuse of the virtual space, which psychologically affects the human being as a whole. This is clearly a phenomenon, specific to post-modernity, unprecedented in its scale in history.

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THE DEVELOPMENT OF SOCIO-EMOTIONAL COMPETENCES AS A FACTOR OF SCHOOL RESILIENCE IN CRISIS CONDITIONS, WITH A ROLE IN PREVENTING STUDENT ANXIETY AND DEPRESSION

THE DEVELOPMENT OF SOCIO-EMOTIONAL COMPETENCES AS A FACTOR OF SCHOOL RESILIENCE IN CRISIS CONDITIONS, WITH A ROLE IN PREVENTING STUDENT ANXIETY AND DEPRESSION

Author(s): Adina Mihai (Călugăru) / Language(s): English Publication Year: 0

The following article highlights the importance of the social and emotional development on children and the realization of their role in the prevention of some mental health problems and the decreasing of anxiety and depression in children. The Covid-19 pandemic has been pointing out the necessity of applying some strategies on children, that represent a significant cause of some motivational mechanisms and that can help to improve the crisis, disabilities and failures in a creative way, in order to decrease the negative effects of them. The school can contribute to the formation of a resilient attitude, by optimizing spiritual activities, becoming a basic value in the school environment, being incorporated in teaching practices. Spirituality represents a coping mechanism with a role in maintaining children's emotional resilience. The purpose of this article is to provide a comprehensive understanding of the concept of educational resilience and to highlight its importance in the school environment.

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Fiecare copil are o poveste de spus. Exerciții de dramaturgie

Fiecare copil are o poveste de spus. Exerciții de dramaturgie

Author(s): Mihaela Michailov / Language(s): Romanian Publication Year: 0

This book is a brief manual of games and theatrical exercises that the team of the show Familia Offline used during a year in the workshops that were the basis of the development of the show. The book includes dramatic writing exercises adapted to the performance script, theatrical improvisation exercises, vocal training exercises and a text about the working method of one of the theorists and practitioners who revolutionized theater pedagogy of the 20th century – Dorothy Heathcote.

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Jocuri teatrale. Încălzirea.

Jocuri teatrale. Încălzirea.

Author(s): Radu Apostol / Language(s): Romanian Publication Year: 0

This book is a brief manual of games and theatrical exercises that the team of the show Familia Offline used during a year in the workshops that were the basis of the development of the show. The book includes dramatic writing exercises adapted to the performance script, theatrical improvisation exercises, vocal training exercises and a text about the working method of one of the theorists and practitioners who revolutionized theater pedagogy of the 20th century – Dorothy Heathcote.

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Antrenament vocal. Exerciții

Antrenament vocal. Exerciții

Author(s): Mihaela Radescu / Language(s): Romanian Publication Year: 0

This book is a brief manual of games and theatrical exercises that the team of the show Familia Offline used during a year in the workshops that were the basis of the development of the show. The book includes dramatic writing exercises adapted to the performance script, theatrical improvisation exercises, vocal training exercises and a text about the working method of one of the theorists and practitioners who revolutionized theater pedagogy of the 20th century – Dorothy Heathcote.

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Să evoci, nu să regizezi

Să evoci, nu să regizezi

Author(s): Radu Apostol / Language(s): Romanian Publication Year: 0

This book is a brief manual of games and theatrical exercises that the team of the show Familia Offline used during a year in the workshops that were the basis of the development of the show. The book includes dramatic writing exercises adapted to the performance script, theatrical improvisation exercises, vocal training exercises and a text about the working method of one of the theorists and practitioners who revolutionized theater pedagogy of the 20th century – Dorothy Heathcote.

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TOT FELUL DE MIRĂRI

TOT FELUL DE MIRĂRI

Author(s): Alexandra Băcanu / Language(s): Romanian Publication Year: 0

Și de aici a început documentarea. Știm că în școală nu se întâmplă de obicei, dar într-un fel sau altul, tinerii află totuși despre sex. Care sunt sursele? Sunt ele de încredere? Le oferă toate informațiile necesare? La nivel de țară, răspunsul la ultimele două întrebări e nu. Suntem pe primul loc în Uniunea Europeană la numărul de mame minore. Ăsta e unul dintre primele lucruri pe care le-am aflat în timpul documentării.

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DOUĂ TABERE. O PERDEA

DOUĂ TABERE. O PERDEA

Author(s): Gabi Albu / Language(s): Romanian Publication Year: 0

“Totul e foarte normal” nu beneficiază de un decor în sensul comun al cuvântului, ci de o configuraţie a spaţiului de joc și un raport între acesta şi auditoriu, care determină şi servesc conceptului spectacolului. Tema de la care am plecat a fost declanşarea comunicării pe teme tabu între generaţii într-o formulă ludică, prietenoasă şi jovială cu care să rezoneze ambele categorii de vârstă.

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EDUCAȚIA SEXUALĂ DINCOLO DE EVITARE ȘI ÎNTÂMPLARE

EDUCAȚIA SEXUALĂ DINCOLO DE EVITARE ȘI ÎNTÂMPLARE

Author(s): Irina Ilisei / Language(s): Romanian Publication Year: 0

„Nu, nu am vorbit încă, să nu îi dau idei” sau „Acum au internet, știu ei mai multe ca noi” – acestea sunt două argumente între care oscilează scuzele adulților pentru a evita tematica educației sexuale – fie ei părinți, cadre didactice, directori de școli sau autori de programe școlare. Dacă în toate țările dezvoltate, educația sexuală se predă în școli de zeci de ani, în România, educația sexuală nu se predă decât opțional în cadrul materiei Educație pentru sănătate. În 2016, numai 2.000 dintre cei 19.000 de directori le-au propus părinților să-și trimită copiii la aceste ore. Pentru mulți adulți este dificil de acceptat trecerea de la copilărie la adolescență, faptul că tinerii devin ființe de sine stătătoare care își fac propriile alegeri, inclusiv în ceea ce privește sexualitatea.

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STUDIU LONGITUDINAL LA NIVELUL COPIILOR CU CERINȚE EDUCATIVE SPECIALE. PROVOCĂRI PRIVIND INTEGRAREA ÎN ȘCOALA DE MASĂ

STUDIU LONGITUDINAL LA NIVELUL COPIILOR CU CERINȚE EDUCATIVE SPECIALE. PROVOCĂRI PRIVIND INTEGRAREA ÎN ȘCOALA DE MASĂ

Author(s): Alina Mihaela Corici / Language(s): Romanian Publication Year: 0

This study aims to identify the importance of religious-moral influences in supporting the integration of children with Special Educational Needs, promoting the provision of equal opportunities in education, in mass schools regardless of the children's learning, participation or development possibilities, but also defining a limit of integration into a mainstream school imposed by the degree of disability. The study presents the educational approach of children with special educational requirements at the level of classes in mainstream education. The therapeutic program aims at the general speech therapy approach, but also the introduction of religious-moral approaches at the level of educational activities in relation to this category of children. The research is oriented towards the identification of religious-moral influences on the integration process of children with Special Educational Requirements.

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MĂSURĂTORI ANTROPOMETRICE LA ELEVII DE ȘCOALĂ GIMNAZIALĂ: CORELAŢII ÎNTRE STAREA DE SĂNĂTATE ȘI CREȘTEREA FIZICĂ

MĂSURĂTORI ANTROPOMETRICE LA ELEVII DE ȘCOALĂ GIMNAZIALĂ: CORELAŢII ÎNTRE STAREA DE SĂNĂTATE ȘI CREȘTEREA FIZICĂ

Author(s): Dan-Cristian Stoicescu,Virgil TUDOR,DANIEL CONSTANTINESCU / Language(s): Romanian Publication Year: 0

The aim of this research was to optimize physical education lessons at the middle school level by applying internationally used strategic sports games and to evaluate their effectiveness in developing physical fitness and promoting a healthy lifestyle. This topic was chosen to contribute to the optimization of physical education lessons at the middle school level, thereby improving the physical condition and fostering a healthy lifestyle among adolescents. A healthy lifestyle encompasses healthy behaviors exhibited by adolescents and adults, influenced by factors such as nutrition, physical exercise, sleep patterns, and psychological well-being. This experimental research was conducted in the middle schools of Baia and Jurilovca Anthropometric measurements were used as the primary tool to assess the level of physical development, providing data through direct measurement of body dimensions. These measurements allowed for the formulation and quantification of valuable conclusions. The following indicators were recorded: body weight, height, waist circumference, thoracic circumference (at rest, during deep inspiration/ expiration), upper limb circumference (forearm), and adiposity measurements (abdomen, neck, back, arms, thighs).

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Международна научна конференция „Мултидисциплинарни иновации за социални промени: Образователни трансформации и предприемачество”
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Международна научна конференция „Мултидисциплинарни иновации за социални промени: Образователни трансформации и предприемачество”

Author(s): / Language(s): English,Bulgarian

The topic of the new series of conferences is set by the COST Action "Multidisciplinary Innovation for Social Change" held in the period October 2019 - April 2024 and is a continuation of the achievements of over 100 researchers from 35 countries in this direction. At its core is the quadrangle of collaboration between different fields of knowledge, including higher education, secondary education and training, research and business, leading to the creation of new products, services and practices with a positive impact on society.

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CEEOL is a leading provider of academic eJournals, eBooks and Grey Literature documents in Humanities and Social Sciences from and about Central, East and Southeast Europe. In the rapidly changing digital sphere CEEOL is a reliable source of adjusting expertise trusted by scholars, researchers, publishers, and librarians. CEEOL offers various services to subscribing institutions and their patrons to make access to its content as easy as possible. CEEOL supports publishers to reach new audiences and disseminate the scientific achievements to a broad readership worldwide. Un-affiliated scholars have the possibility to access the repository by creating their personal user account.

Contact Us

Central and Eastern European Online Library GmbH
Basaltstrasse 9
60487 Frankfurt am Main
Germany
Amtsgericht Frankfurt am Main HRB 102056
VAT number: DE300273105
Phone: +49 (0)69-20026820
Email: info@ceeol.com

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