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The article presents an analysis of the maintenance of moral development in preschool and younger school age. The mechanisms of moral development are also considered. Principles of construction of programmes for moral development of children are presented and proved.
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This paper discusses the need for positive support in dealing with children in conflict with the law, as well as the successful forms of positive impact on the practice of the local Committee dealing with antisocial activities of minors and underage in the Municipality of Kubrat.
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The following paper presents the problems of the project oriented training. The analysis is centered on the technology of the modern education strategy. Discussed are the following issues: strong and weak points of traditional education methods, the need to modernize them, the philosophy of the project oriented training and its application in universities by teaching students. Presented is the experimental design of research, carried out by the author team with students in psychology.
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Art arises and there is a basis of spiritual culture, which imposes rules for the creation and development of values. It reflects the relationship between artist and reality, and involves a spiritual communication, allows for self-expression. Important for art is always public. In the context of today’s modern and active functioning of the country, it becomes a consumer. Cultural industries underpins the consumer society in which we live. The only possible way to tackle these problems is the intellectual rebellion. Whoever finds its essence in the process of creativity. Who can deal with the mediocrity and the devaluation of values through the freedom of personal choice in the search for truth.
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In looking for an answer to the correctness of the use of the concept of “knowledge economy”, the transformations of the place of knowledge from the stage of industrial capitalism to the present stage are considered. This justifies the launching of the hypothesis of transforming capitalism into cognitive. The role of the neoliberal policy is explained, which through the intellectual property institution creates prerequisites for its transformation into a scarce resource and exclusion of the users from its use.
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The text examines two core emotions - fear and shame - and how they shape the affective and social dynamic in relation to the Macedonian “name issue.” Both fear and shame are analyzed through phenomenological approach and in relation to other affects and as core affects that also enable social polarization. Polarization is explained through two Gestalt concepts: polarities and fixed gestalts that serve to analyze the phenomenon that results in exclusionary and divisionary types of thinking and behavior into two blocs - “us” vs “them.” The intersubjectivity is taken to be one of the core conditions of the social field that shape its dynamic as a crucial argument towards the need for overcoming polarized and dichotomized logic of understanding social and political polarization. The analysis shows that fear and shame create a rhizomatic pattern that connects different affects binding together and creating complex structures of behavioral responses and intersubjective space. Enacted through discourse, those affects shape the Macedonian social body as wounded by fear, anxiety, shame, hate, anger and trauma, all of which constitute experience of parlous precarity. Those experiences could not be reduced to binary positions, but they create multiplicity.
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The modern education system is faced with the challenge, together with its elements, in new realities to carry out its functions and to fulfil all its obligations and responsibilities in accordance with the Law on Pre-school and School Education, and at the same time in an integrated approach to fulfil the requirements of the European and international legislation in the field of education. Not only the concept of relations in the educational system is changing, not only the desires, skills, motivation, goals and needs of the participants in the process are changing – the educational environment itself is changing in order to provide the most suitable conditions for educational integration, tailored to the individual features of each child and student. Educational integration is an institutional process whereby educational entities carrying ethnocultural specificities interact in a unified educational environment, forming intercultural competences and shared civic values in the process of education and upbringing, preserving their ethnocultural identity and receiving equal opportunities for social realization. An indisputable factor in the effectiveness of this process is the provision of a supportive educational environment through the management and implementation of „educational institution – family“ interaction models, as well as the introduction of family-oriented models to overcome reflective factors leading to difficult communication between the actors involved in the educational process.
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The paper offers a tested model which would enhance the effective educational policy in the mainstream schools. Additionally, it would assist mainstream and support teachers in the classroom during the teaching process of students with special educational needs. Using this Model the specialist is able to define the concrete intellectual level of the student based on the Piaget’s phenomena. The suggested Model is experimentally tested with 56 children and students – the results and findings are described in the text of the paper.
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Information is knowledge, It is essential in any field of activity and underpins the development and evolution of society. In health services, the information is indispensable, among health professionals and patients being a cornerstone both in research and in accessing these services. In the contemporary period, it is not the access to information that is a challenge, but their quality and the ability of each of them, to select the veracity of those presented by various sources. This article aims to inform the reader about the importance of holding qualitative information, as the basis of a balanced development of the society as well as the need for information in the most important services which are indispensable for life: health services
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In this paper, we aim to highlight the fundamental characteristics of the didactic competencies, on the one hand, and of the didactic objectives, on the other hand, so that their role mainly regards the optimization of the learning-assessment process. We also aim to outline the fact that these components are a key element within the learning process since they enable the streamlining of the learning, assessment and teaching process. Therefore, in terms of the instructional design, the didactic competencies and the didactic objectives are important components, which aim to affirm the success of a teaching-learning-assessment activity.
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Lumbar spinal stenosis is a common disorder in middle-aged and elderly patients that results from narrowing of the neural canal and foramina, from congenital or degenerative causes. This narrowing leads to co-compression of the lumbosacral nerve root.Most patients with symptomatic lumbar stenosis have intermittent neurogenic claudication with decreased risk. However, although the physical findings and clinical symptoms of lumbar stenosis are not acute, radiographic findings are relatively severe. Magnetic resonance imaging is a non-invasive and good method for the evaluation of lumbar stenosis. Although there are very few studies that refer to the natural progression of lumbar stenosis, its symptoms respond favorably to nonoperative management. In patients who do not respond to non-operative treatment, surgical treatments, such as decompression or decompression with spinal fusion, are required.
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School is not an isolated environment but rather an integral part of the broad community, and the problems it faces as an institution and youth training environment concern the entire society. Although there should be a positive climate in school, and any form of violence should be kept under control, there may be forms of violence both between students and between teachers or, unfortunately, between teachers and students. School violence is just one of the manifestations of daily violence. The media are increasingly focusing on youth violence, school violence, trying to raise awareness about society.
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Job demands, like time pressure, consume employees’ limited resources, which need to be restored through recovery in order to maintain psychological well-being and work performance. Employees in high-strain jobs need to replenish their emotional resources throughout the work day. This can take place during breaks if employees are able to psychologically detach from the work demands. Given the stress-relieving functions of humour, we hypothesised that affiliative humour during breaks would attenuate affective impairments related to time pressure and would decrease negative emotional spillover from breaks to subsequent work. We conducted moderated mediation analyses with bootstrapping based on a cross-sectional sample of 170 employees working at four retail stores. Time pressure was positively related to affective irritation, which in turn was related to more spillover of negative (and less spillover of positive) mood from breaks to work. Laughing with colleagues during breaks moderated the link between time pressure and affective irritation, such that this relation became nonsignificant when the frequency of joint laughter during breaks increased. Hence, pleasurable social break activities appear to be important for within-workday recovery. Employers should encourage their employees to take their breaks consistently and to socialise with likable colleagues, especially during periods of high work load.
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Self-image plays an important role in human life, due to its influences on the emotional state level, to its guidance toward self-knowledge by relating to others and due to its leading of gaining self-esteem. In fact, it leads life success and the way of relating to everyone else. Psychological development of children and teenagers depends mostly on the reactions and the attitude of family and teachers. The educational leaders, through the teaching methods and aids, can influence student`s self-image. Refering to the students that have a poor self-image, the cooperative learning method is extremely efficient by sustaining self-awareness, self-knowledge, knowledge of others and positive interactions in class.
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Z generation is so influenced not only by virtual world / communication, by advanced sophisticated and networks, by COVID-19 pandemic, but also by self-valorisation culture. Although they prefer online education because of its freedom for action, Z generation is in risk for an independent self-construction that lead to a devastating individualism for their own life. Our study aims to describe the influence of self-valorisation culture on our candidates’ self-esteem (from Z generation) for Pedagogy and Primary and Preschool Pedagogy. For this purpose, we have analysed the content of their motivational essays – part of their admission file. The results indicate that Z generation candidates’ self-esteem is higher than Y generation candidates’ self-esteem.
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The article presents results of a research of student – teacher relationship styles in the school environment, measured by the stroke economy. The sample includes 339 students between the ages of 13 to 15, of whom 198 are from vulnerable and 141 are from invulnerable groups, and 229 teachers between the ages of 24 to 65. The results present significant differences in the styles used by the three groups. Students from vulnerable groups declare preferences for the styles “Don't accept” and “Don't give yourself”, which is expressed in a tendency to devalue their own achievements and successes. Students from invulnerable groups and teachers express preferences for the styles “Don't accept” and “Don't ask”, which suggests manifestations of characteristics such as confidence and a tendency to reject compliments. The obtained results can be used as an approach to increase the efficiency of the student-teacher relationship and improve the social climate in the classroom.
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Creative motivation is considered in the context of personality structure and flourishing as an indicator of positive development. The aim of the present study is to explore the relationships in the field of creativity and creative motivation as factors for achieving psychological well-being and flourishing, as well as their presence within various psychological profiles. Hypotheses have been raised in order to measure the presence of creativity indicators within certain psychological types in relation to the level of creative motivation and flourishing. The survey instruments used are: Myers Briggs Type Indicator, Torrance Creative motivation scale and Diener Flourishing Scale. The results presented are based on a pilot study conducted in Plovdiv. The sample includes people in early adulthood, authentic folklore dance performers.
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Our study examines the impacts on workers when organisational humour is repeated,sustained, dominating, and potentially harmful, and thus can be considered to be bullying. Inan ethnographic study of an idiosyncratic New Zealand IT company, we observed humour thatwas sexualised, dominating, and perpetrated by the most powerful organizational members.We argue that the compelling need for belonging in this extreme organizational cultureinfluenced workers to accept bullying humour as just a joke and therefore acceptable andharmless even when it contravened societal workplace norms. Our contribution is inidentifying and extending the significant theoretical relationship between workplace humourand bullying that, to date, is not well-explored in organizational research.
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Successfully joining a new workplace community is demanding, especially when this involvescrossing national boundaries in addition to team boundaries. For outsiders, humour is anarea that arguably presents a challenge to full participation, particularly when localunderstandings are not shared, nor even recognized as distinctive. Newcomers face thechallenge of navigating the trajectory from legitimate peripheral member towards core status(adopting the terms of the Community of Practice model). This involves cooperating withothers in interaction, including engaging with humour and laughter as a way of indicatingbelonging. Here belonging is operationalized using the two dimensions proposed by Antonsich(2010), namely (1) a sense of belonging and (2) the politics of belonging as evidenced throughnegotiation with others. Applying an Interactional Sociolinguistic approach, I offer analysis ofnaturally occurring workplace interactions and reflections from skilled migrant interns in NewZealand workplaces. I discuss the place of laughter in attempts to demonstrate teammembership, arguing that these attempts at belonging require the cooperation andendorsement of insiders. The findings indicate that, however benevolently intentioned, thelocal colleagues’ use of humour, and their reactions to the humour and laughter produced bythe skilled migrant interns, often results in a sense of othering and exclusion. This is keenlyfelt by the interns who note the difficulties that taken for granted practices create in theiracceptance and progress. In many cases the result is laughing along, as an outward signal offit, rather than laughing with which suggests a deeper sense of belonging.
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NATO has an interesting history in dealing with the Human Security concept and its derivates. In a non-formalized past, we have considered various efforts in planning and conducting operations as proving the spirit of Human Security: the effects-based approach to operations and the comprehensive approach, the counterinsurgency philosophy, civil-military cooperation (CIMIC), and NATO support to civil emergencies.However, this is not close even to the arguments on the "right to intervene", or the "responsibility to protect", allowing the use – as a last resort – of the hard power in extreme cases of people endangered by their governments, failing to protect citizens from genocide, war crimes, ethnic cleansing, and crimes against humanity. For this, we have the illustrative case of Libya, where NATO had a major stake in the crisis resolution.Currently, the Human Security paradigm is present in NATO’s theory and practice, focused on several main lines of effort, in areas NATO conducts operations, missions, or activities. The paper further inquires about the interpretation of Human Security in NATO and its operationalization perspective.
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