TOTUL E FOARTE NORMAL - scenariu de spectacol
The project "EVERYTHING IS VERY NORMAL - DIALOGUE WITHOUT TABOOS." is organized by the Replika Cultural Association and co-financed by the National Cultural Fund Administration - AFCN.
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The project "EVERYTHING IS VERY NORMAL - DIALOGUE WITHOUT TABOOS." is organized by the Replika Cultural Association and co-financed by the National Cultural Fund Administration - AFCN.
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In connection with the high autonomy of Czech schools, higher demands are placed on their headmasters than in other OECD countries. It is necessary to look for ways to link their theoretical training with practice in an authentic school environment. The aim of the paper is to identify and analyze the key working activities of the headmaster of the secondary school. A pilot survey was conducted in the form of an in-depth interview with a selected headmaster. Research question: What are the key activities of the headmaster? The results of the pilot investigation are findings of specific key work activities of the headmaster of the secondary school.
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In the following we present a part of an environmental awareness programme developed for the lower primary school. An important element of the programme is the playful introduction of knowledge, exploration and action-based involvement, which not only changed the children's attitudes but also their patterns of action. They have been able to find information on the topic independently and to see the connections between the local and the global. They recognised bad routines and were able to transform the actions of themselves and their surroundings for a more sustainable future.
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Flipped classroom method is a pedagogical approach in which the traditional concept of classroom-based learning process changes, students are already familiar with the teaching material before the lesson, so they can spend classroom time by activities and tasks facilitated and managed by the lecturer. The study presents the principles of the flipped classroom method and also its practical steps and methodological possibilities. In addition - by the presenting good practices and inspiring examples - it describes possibilities and experiences of the university implementation of the method.
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Flipped classroom method is a pedagogical approach in which the traditional concept of classroom-based learning process changes, students are already familiar with the teaching material before the lesson, so they can spend classroom time by activities and tasks facilitated and managed by the lecturer. The aim of the study is to present the results of a questionnaire survey mapping the application of the flipped classroom method in university education in Slovakia. The questions of the questionnaire used in the research on the one hand research to what extent the flipped classroom method is known and applied in the practice of university education, and on the other hand to find out what the experiences and feedback of the lecturers during the implementation of the method.
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The current challenges facing traditional colleges and universities — including higher tuition, budget cuts, and course shortages — cause many students to search for alternatives. Online education offers many benefits and advantages while still providing programs and courses of high quality. All levels of certificates and degrees are available online. Here, you can learn about some of the positives to pursuing an online education. Some of the advantages to online learning include course material accessibility, flexible scheduling, more academic options, and the opportunity to build valuable skills.This paper is presents the challenges of online learning on the accounting and finance disciplines.
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Learning disability; It is the difficulty in one or more of the reading, writing, speaking and arithmetic skills in a normal or gifted individual who has a brain injury or not, who has problems in academic skills. Learning disabilities were included in the special education category in the United States in 1975. Although it is believed that the cause of learning disability is due to the function of the brain and four factors, a definite cause is not known yet. These four factors are; organic, genetic, environmental causes and biochemical disorders. Students with learning disabilities constitute the largest area in special education. 50.5% of children in need of special education are classified as learning disabilities. School-age students with learning disabilities constitute 4.5%. Students with learning disabilities are most likely to have failures in reading, reading comprehension, writing and mathematics. In addition, problems can be seen in areas such as motivation, poor social skills, language, attention and perception. As a result of the researches, it was concluded that two teaching methods can be effective. These methods are; direct instruction method and cognitive strategy instruction. Direct teaching method; It is a gradual method in which the responsibility of teaching begins with the teacher and is transferred to the student, which involves presenting the topics in small steps, followed by frequent checks in order to determine how much students benefit from their presentations. Cognitive strategy teaching is effective in teaching complex academic skills such as reading comprehension and written expression, and solving mathematical problems. There are some instructional elements in this strategy. These; providing supporters, providing reminders to remember the strategy steps, giving place to interactive dialogues and developing metacognitive knowledge. In primary education, there should be instructional arrangements for students with learning disabilities. There are effective instructional arrangements and approaches to be applied in the fields of primary literacy, reading comprehension, writing, mathematics teaching and Life Sciences, Science and Social Studies.
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The war and internal unrest in the neighboring countries of Turkey lead to mass migration towards Turkey. Schools are important institutions in providing social harmony. These migrations require the restructuring in the education system and schools with a new understanding. In order to create equal education opportunities for students from different races, beliefs, ethnic structures and social groups, it is necessary to restructure the school environment. In this context, the inclusive education approach, which is accepted as an educational approach that aims to respect others, to be sensitive to different thoughts and lifestyles, should be adopted. In this way, a new structure should be initiated to respond to the different requirements of the learners, to increase their participation in education, culture and society and to decrease discrimination within the education system. In this respect, national and international collaborations are established, trainings are organized, various educational resources and guide books are produced (Öztürk, Cengiz, Köksal, İrez, 2017).
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The assurance of the future of the society, the development of children with energy are of great importance for the future of the children themselves and all of us. In this study, some concepts in the moral and personality development of the child were examined within the framework of the literature. The bond that the child establishes with his/her relatives, the individual's basic sense of trust and self-perception greatly affects the quality of any social relationship to be established with others. Many theorists state that personality encompasses almost everything related to the individual, including mental, emotional, social and physical. According to studies, temperament characteristics of both parents and children affect their relations with each other. Responsive and warm parents who accept their children's emotional reactions have children who can regulate their emotions. Children grow up with computer games, movies and advertisements and no longer interact face-to-face. This situation affects children negatively. Aggression that starts in childhood and adolescence and can cause greater discomfort in later ages if not taken care of; may be caused by genetic, environmental or social cultural factors. Values education aims to reveal the best aspects of the child, to ensure the development of her personality, to protect the individual and society from bad morals, to equip them with good morals and to ensure their continuity. Factors such as family, peers, technology, school and teachers have a great impact on the moral and personality development of the child in primary school.
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Sharenting, which means sharing sensitive content about children on online platforms, primarily on social media, is the focus of this research. Although it is mostly carried out by parents, it is seen that the child's relatives, peers, and education staff working at the school where he/she is studying also exhibit this behavior. Sharenting; it is an issue that needs to be discussed in school life as well as in private life, as it carries some risks regarding the child's safety, mental health, privacy and private life as a human being before anything else. In this study, sharenting was examined in the context of ethics, media ethics and education. Also sharenting; it has been examined through the lens of the UN Convention on the Rights of the Child (CRC) and it has been tried to determine which of the child's rights (living, developmental, protection and participation) which are clearly expressed in the convention, are divided into four basic dimensions. Accordingly, sharenting; it violates a total of 17 articles of the CRC in all right dimensions, mostly in the dimension of protection rights. The issue of whether sharenting is ethical or unethical is ambiguous as it varies according to the underlying ethical theory.
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Writing is a language skill that is rarely used in daily life. People mostly prefer verbal communication. However, writing has an extremely important place in terms of the permanence of feelings and thoughts. By making use of the studies in the literature, mutual interviews were conducted with the source persons and questioned in order to determine the writing training studies in the Republic of Turkey and the Turkish Republic of Northern Cyprus and to verify the determined data. The last period of the Ottoman Empire's education policy and the parts related to Turkish education in the 1869 Maarif-i Umumiye Nizamnamesi were examined and archive documents were used, and the subject was discussed and interpreted on the legislation given separately for schools. The educational yearbooks published by the state under the name of Salname-i Nezaret-i Maarif-i Umumiye, which is a work that deals with the education system of the Ottoman State holistically, were examined. In this study, a literature review was made, the data were collected with the document analysis technique and stated in the study. One of the qualitative research methods, descriptive analysis method was used and content analysis was also used. The aim of the study is to determine the writing education studies in the Ottoman Empire, the Republic of Turkey and the Turkish Republic of Northern Cyprus, by examining the parts related to writing education in Turkish teaching, by using the archive documents and by going through the legislations given separately for schools, the subject is discussed and how the practice of writing education skills has been applied from past to present and with the theory of constructivism. It is aimed to determine the changes in the writing education skills in the understanding of co-writing education and to determine the pros/cons by consulting the practitioners of this work, that is, the teachers, the last point of the writing skill in question with this understanding. It can be said that the Ottoman state, the Republic of Turkey and the Turkish Republic of Northern Cyprus, which were determined as the research area of the study, were the source of writing education studies. As a result of the research, the Ottoman Empire saw and applied the skill of writing education as a unifying element in order to ensure the unity and peace of the people. In the Republic of Turkey and the Turkish Republic of Northern Cyprus, the writing education skill studies continued to be explained by the educator in a face-to-face classroom environment, in accordance with the general structure of the Turkish education system, by writing school slips and on the blackboard, and it has been seen that the analysis-synthesis method of writing education is preferred today.
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The expansion of the Internet technologies in the 21st century brings intellectual property, and in particular copyright, as a key element in the digital age. The modern media is no longer just a means of mass communication, it is something much more comprehensive that merges media, computers, telecommunications, and dominates in social and cultural life. Information is just one of the many types of cultural media content. This paper presents a ULSIT’ project to raise awareness of copyright and related rights in the university environment and the opportunities that the protection and use of intellectual property rights in the media provides for the economic development.
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Employment and unemployment, which are in the interest of economics, are among the important macroeconomic indicators. Increasing employment or reducing unemployment is of great importance at the point of increasing economic and social welfare. In terms of countries, employment and unemployment are at the center of social policies. Global crises in recent years have caused policy makers to review their current policies in terms of human resources management. Especially in Turkey, despite the high growth figures achieved in recent years, there is a decrease in employment levels in the opposite direction. In this study conducted for Turkey, an evaluation was made for men and women by classifying the current workforce according to their educational status. Labor force statistics for the years 2014-2022 published by the Turkish Statistical Institute were used. Starting from illiterate individuals as education level, a classification was made towards higher education graduates. As a result of the evaluation, it was seen that the employment level increased as the number of educated individuals increased in Turkey. Higher education graduates take the highest share in employment, followed by high school graduates from vocational schools. At this point, the employment creation of vocational education schools is considered as a situation that should be taken into consideration and emphasized.
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The COVID-19 pandemic has enormous social and economic consequences and lasting effects on teachers, students, their parents and society. To prevent the educational crisis from degenerating into a disaster for an entire generation, all the actors involved must act together as effectively as possible.Education can thrive based on standard content created in the academic system, and especially on human, direct relationships between teachers and students.Educational policies have caused all the factors involved to modify their pedagogical activity and the teaching-learning process in the context of the COVID-19 pandemic, from face-to-face teaching to distance education, thanks to digital technologies.A coherent vision of education during crisis can only be developed and implemented by calling on the 2030 Agenda for Sustainable Development, a program that includes a series of concrete objectives that OUN member states must meet in order to fully integrate the concept of sustainability in their actions.
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Ovaj rad je nastao u sklopu istraživanja rodno zasnovanog nasilja UNIGEM (Universities and Gender Mainstreaming) u visokom obrazovanju među studentima i studenticama, nastavnicima i nastavnicama i administrativnim osobljem. Kroz analizu intervjua (133) propituje vezu kulture s rodno zasnovanim nasiljem s fokusom na porodicu, medije i obrazovanje jer su to ispitanici i ispitanice u svojim odgovorima naglasili kao determinante rodno zasnovanog nasilja. Rad se bazira na savremenim teorijama o kulturi i globalizaciji kao i na feminističkoj kritičkoj teoriji o kulturi i rodu.
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Poslednjih godina nekoliko visokoobrazovnih ustanova u Republici Srbiji izradilo je i usvojilo pravilnike za zaštitu od seksualnog uznemiravanja i ucenjivanja. Svrha ovog rada je da ukaže na sporna rešenja i predstavi ona koja bi mogla doprineti efikasnijoj zaštiti od ove vrste nasilja. U radu je dat kratak prikaz zakonske i interne regulative i izvršena je uporedna analiza nekih od ključnih odredbi pravilnika sa fakulteta Univerziteta u Beogradu i Univerziteta umetnosti u Beogradu, te analiza tercijernih podataka o njihovoj primeni i efektima. Rezultati ukazuju na izazove poput obaveznog sprovođenja posredovanja, neodgovarajućih rokova za prijavu dela, uslove za izbor lica koja učestvuju u postupcima zaštite, rešavanje pitanja poverljivosti i zaštite ličnih podataka, definicije “lažnog prijavljivanja” te skromnih rešenja za preventivne, informativne i edukativne aktivnosti, što sve potencijalno odvraća od prijavljivanja dela. To je uslovilo rad na revizijama dokumenata i prilagođavanja praktičnim potrebama i okolnostima u kojima deluju fakulteti. Unapređenje mehanizma za prevenciju i zaštitu od seksualnog uznemiravanja na fakultetima podrazumevalo bi jačanje znanja i kapaciteta zaposlenih i studenata/studentkinja za prepoznavanje pojave, jasnije obaveze fakulteta u vezi s edukacijom i prevencijom, veću dostupnost informacija o procedurama konsultativnog i postupka po prijavi dela te bolje garancije za zaštitu privatnosti i ličnih podataka.
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Preporuke za ostvarivanje što bolje partnerske suradnje između škole, roditelja i učenika sadržane su, prije svega, u ostvarivanju otvorene komunikacije od povjerenja u kojoj sve strane – uvijek u prvome planu – nastoje ostvariti dobrobit za dijete tj. učenika/cu. Kako bi se roditelji ostvarili kao aktivni sukonstruktori kurikuluma usmjerenog na dijete, nužno je njihovo pedagoško obrazovanje.
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Potreba za razvojem programa emocionalnog opismenjavanja u školskoj dobi javila se iz više razloga od kojih su najznačajniji nedostatak sličnog modela u osnovnim školama u Bosni i Hercegovini te povećana stopa maloljetničke delikvencije čiji su uzroci u neadekvatnom odgoju, lošim interpersonalnim odnosima i nedovoljnoj educiranosti o mogućnostima i načinima regulacije i kontrole emocija. Samo u Kantonu Sarajevo učešće kriminaliteta kojeg su počinile maloljetne osobe u ukupno registriranom kriminalitetu iznosi 5,8% za period od 2008. do 2010. godine, a prosječna stopa kriminalnih djela maloljetnika za taj period iznosi 1671 na 100 000 stanovnika26. Zbog toga je važno razviti adekvatne programe emocionalnog opismenjavanja, ali i obučiti učitelje/nastavnike na koje načine ih mogu implementirati u okviru redovnog nastavnog kurikuluma i kako najefikasnije uključiti roditelje u implementaciju istog. S ciljem suzbijanja vršnjačkog i rodno-zasnovanog nasilja potrebno je upoznati se sa značenjem koje ono ima za grupu jer su istraživanja pokazala da se nasilje u školama ponavlja i održava bez obzira na vidljivu štetu koju izaziva.
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Rukopis „Priručnik svjetskog etosa za osnovne škole“ zaslužuje visoko mjesto u produkciji literature koju vrijednosno i spoznajno smještamo u registar interkulturnog razumijevanja i educiranja za mir. U odnosu na druge škole mišljenja i djelovanja, a u svrhu izgradnje boljeg i pravednijeg društva, ovo interdisciplinarno štivo utemeljeno na aksiologiji etosa kao imanenciji našeg ljudskog bivstvovanja kroz geografiju historije, iskazuje jednu naročitu dimenziju, jer se priručnik zasniva, ne na bilo kojoj redukcionističkoj ideologiji obećanja sreće, već na univerzalizirajućem etičkom imperativu izniklom iz učenja Hansa Künga o našem zajedničkom ljudskom etosu koji je u nama, sa nama i prije nas. A kada to već jeste tako, kada je univerzalni etos tako ljudski, s onu stranu kulture nasilja, laži i opresije kao entiteta neljudskosti, njegovo proučavanje i poučavanje kroz izborno pozicioniranje unutar obrazovnog procesa u četiri federalna kantona, te diseminacija dobrog ljudskog etosa na našu djecu poduhvat je vrijedan recenzijske podrške i aktivne afirmacije.
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Rodne predrasude su nešto što nas okružuje i čemu smo neprestano izloženi. One ulaze u naš život od momenta našeg rođenja i činjenice da kada smo rođeni odmah bivamo obučeni u boje koje pripadaju našem spolu te nas prate kroz naše odrastanje, vrtiće, odgoj, prijateljstva, školu i sve druge aspekte života.
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