scholarly journals Projektowanie i realizowanie się w dialogu podmiotów edukacyjnych

2021 ◽  
pp. 273-287
Author(s):  
Agnieszka Sołbut ◽  
Keyword(s):  
Fairy Tale ◽  
Educational Process ◽  
Intercultural Dialogue ◽  
Educational Goals ◽  
Continuous Development ◽  
Educational Activities ◽  
Common Cause ◽  
The Common ◽  
Development Of Identity

The process of designing and implementing didactic and educational activities should be planned, and thus deliberate, and take into account the needs, possibilities, and expectations of individuals along with a determination of the effects of these activities. Fulfilling educational goals of the teacher and the student, the educator and the pupil, the parent and the child, assumes coexistence and mutual development. The concept of self-diagnosis, understood as a reflection on the answer to the question of who I am and what direction I want to go in, is inscribed in development. The process of self-diagnosis and holistic diagnosis make it possible for subjects of the didactic and educational process to strive for harmonious development. Dialogical contact and dialogue motivating both the teacher and his/her student to action are necessary in this mutual coexistence and development. Self-diagnosis and dialogical contact are necessary conditions for the process of continuous development of identity. The author refers to the typology of teachers presented by Stanisław Dobrowolski and mentions the teacher’s identity and self-diagnosis. She also gives examples of intercultural dialogue in an intercultural fairy tale, as well as recognizes the advantages of the common cause method in solving peer conflicts.

scholarly journals Artikel Administrasi Hubungan Sekolah dan Masyarakat

2019 ◽  
Author(s):  
Dharmala Febriyanti
Keyword(s):  
Educational Goals ◽  
Continuous Development ◽  
Educational Activities ◽  
The Public ◽  
Whole Process

Administration of school relations with the community is the whole process of planned, endeavored and serious efforts in continuous development to get sympathy from the community in general and from the public in particular, so that school operational or educational activities are more effective and efficient in order to help the achievement of educational goals that are has been established

scholarly journals PEDAGOGICAL CONDITIONS FOR THE FORMATION OF A STUDENT AS A SUBJECT OF THE DETERMINATION OF INDIVIDUAL EDUCATIONAL RESULTS

2018 ◽  
pp. 214-227
Author(s):  
Владлен Игнатович ◽  
Vladlen Ignatovich ◽  
Светлана Игнатович ◽  
Svetlana Ignatovich ◽  
Валентина Курочкина ◽  
...  
Keyword(s):  
Educational Process ◽  
Educational Activities ◽  
The Subject

The article is devoted to the problem of substantiating the pedagogical conditions that ensure the subjective involvement of students to the determination and assessment of individual educational results. Approaches to understanding the student as a subject of the educational process are analyzed. The lack of consideration of this phenomenon is shown only in the context of educational activities. The sociocultural practice is grounded as a project unit of a student's advancement along an individual educational trajectory. The components of the model of an individualized educational process are characterized, in which the subject assumes individual educational results. Pedagogical conditions that ensure the effectiveness of this model are formulated

scholarly journals Administrasi Hubungan Sekolah dan Masyarakat (Husemas)

2019 ◽  
Author(s):  
Fadhil Naufan
Keyword(s):  
Community Relations ◽  
Educational Goals ◽  
Continuous Development ◽  
Educational Activities ◽  
The Public ◽  
Whole Process ◽  
School And Community

This article describe about School and Community Relations Administration. Administration of school relations with the community is the whole process of planned, endeavored and serious efforts in continuous development to get sympathy from the community in general and from the public in particular, so that school operational or educational activities are more effective and efficient in order to help the achievement of educational goals that are has been established.

Didactic Functions, Capacities and Features of Electronic Educational Resources

10.12737/3793 ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 27-35
Author(s):  
�������� ◽  
T. Suvorova
Keyword(s):  
Educational Process ◽  
Educational Resources ◽  
Educational Goals ◽  
Educational Content ◽  
Educational Activities ◽  
Structural Composition ◽  
Atomic Actions

The paper addresses several starting suppositions and principles to be taken in consideration when designing electronic educational resources (EER) and integrating thereof in the educational process. Some of the most common approaches to interpreting the notions of EER didactic functions, capacities and features are analyzed. In the light of up-to-date goals of education the author highlights three didactic functions of EER: to extend (enrich) the educational content; to introduce new kinds of educational activities and to improve traditional educational activities performance; to personalize the educational process itself. Given the mentioned didactic functions, structural composition of EER didactic capacities and features have been augmented. The case study is presented to exemplify interrelation of EER didactic functions, capacities and features with the goals of educational activities, kinds of educational activities, and atomic actions, aimed at meeting educational goals.

scholarly journals Overcoming Faust: Maksim Gorky in the Perception of Philosopher, Poet, and Aesthetician Aleksandr Gorsky

2021 ◽  
Vol 6 (4) ◽  
pp. 314-343
Author(s):  
Anastasia G. Gacheva
Keyword(s):  
Fairy Tale ◽  
Creative Thinking ◽  
Common Cause ◽  
Human Mortality ◽  
Unpublished Work ◽  
Methods Of Analysis ◽  
Philosophical Criticism ◽  
The Common

The article examines the attitude of philosopher, poet, and aesthetician Aleksandr Gorsky to the personality and legacy of A.M. Gorky. It outlines the main directions of Gorky’s perception and interpretation by Gorsky. The article argues that Gorsky highlights vitality and projectivity of Gorky’s creative thinking, and considers him a consistent immortalist. The focus is on Gorsky’s unpublished work “Overcoming Faust” (1939–1940), a typical example of philosophical criticism that uses philological methods of analysis. Gorsky examines Faustianism through the prism of the rejection of individualism, which is specific for Gorky’s work. Considering the desire for knowledge and action as the defining feature of the Faustian consciousness, Gorsky notes that this desire is constrained and limited by the fact of human mortality and the recognition of the omnipotence of nature. The fact that Faustianism does not aim at overcoming death and eventually comes to terms with with it, allows Gorsky to see Faustianism as a bourgeois type of consciousness. Instead, Gorky, by standing against petty-bourgeois passivity in his work, raises the question about the means to overcome death. Gorky’s early fairy tale “The Girl and Death” is interpreted by Gorsky in the context of the development of life-affirming consciousness that overcomes death by the power of love and devotion to the common cause.

scholarly journals The determinational manifestations of individual personality characteristics as factors that influence the motivation of educational activities of adolescents

KANT ◽  
2020 ◽  
Vol 36 (3) ◽  
pp. 263-268
Author(s):  
Anastasia Egorova ◽  
Sergey Bobryshov
Keyword(s):  
Educational Process ◽  
Personality Characteristics ◽  
Educational Activity ◽  
Educational Activities ◽  
Factors Affecting ◽  
Individual Personality ◽  
Gender Characteristics ◽  
And Gender ◽  
Significant Factors

The article is devoted to the problem of determination of the manifestation of a number of individual personality characteristics - the age of students, their temperament, gender, extroversion or introversion-in the aspect of their impact on the formation and expression of parameters of educational motives. The areas of motivational sphere of students in adolescence that are most affected by them are identified. The specific manifestations of these characteristics in schoolchildren as significant factors affecting the motivation of learning are revealed, it is shown how they determine the modality of procedural and content parameters of educational activity. It is proved that the teacher's choice of motives for educational activities to achieve the highest results in it should be based on the whole complex of General and specific age and gender characteristics of the student, key manifestations of his temperament, and attribution to the type of extroverts or introverts. It is argued that the construction of the educational process requires a unified approach to establishing and evaluating the nature of the expression of the presented factors in their inter-determination. Recommendations are given on the choice of ways to account for them, control them, and adapt them to the objective requirements of motivating educational activities.

scholarly journals INTEGRATION OF STEAM EDUCATIONAL ACTIVITIES IN THE FAIRY TALES CREATION PROCESS

2020 ◽  
Vol 26 (1) ◽  
pp. 86-93
Author(s):  
Zinaida Žvinklienė
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Creative Thinking ◽  
Emotional Reactions ◽  
Educational Process ◽  
Preschool Age ◽  
Educational Activities ◽  
Problem Solving Skills ◽  
Creation Process ◽  
Critical And Creative Thinking

At the preschool age, it is crucial for the development of children's linguistic abilities to select and purposefully apply various methods and techniques is crucial. One of the effective ways of speaking and developing a language is fairy tales. STEAM activities are increasingly used in the educational process. The idea was to combine these activities with the creation of fairy tales. We believe that integration of STEAM activities in the fairy tales creation process helps to develop children's linguistic skills, emotion perception and expression, strengthens critical and creative thinking and enables to gain problem-solving skills. Through research and experiments children learn more about their immediate environment. Children unfold their experiences and impressions in their own works. The idea of integrating STEAM educational activities in the fairy tale creation process has been implemented. The children experienced many positive emotional reactions, such as: interest, surprise, curiosity, achievement joy, sense of togetherness and closeness. This encouraged the children to become more interested, to ask questions, to tell about their impressions, to reveal them in their works. Children's critical and creative thinking and ability to solve problems increased. While taking tests, the children learned how to apply the results guessing methods. Keywords: STEAM educational activities, integration, pre-school age, creation of fairy tales.

The Principle of the Common Cause

2009 ◽  
Author(s):  
Gabor Hofer-Szabo ◽  
Miklos Redei ◽  
Laszlo E. Szabo
Keyword(s):  
Common Cause ◽  
The Common

Current perspectives in antithrombotic therapy

2001 ◽  
Vol 21 (03) ◽  
pp. 82-96 ◽  
Author(s):  
D. Hoppensteadt ◽  
O. Iqbal ◽  
R. L. Bick ◽  
J. Fareed
Keyword(s):  
Blood Coagulation ◽  
Antithrombotic Therapy ◽  
Thrombotic Event ◽  
The United States ◽  
Vascular Thrombosis ◽  
Common Cause ◽  
Coagulation Protein ◽  
Coronary Events ◽  
Platelet Defects

SummaryThrombotic disorders are the most common cause of death in the United States. About two million individuals die each year from an arterial or venous thrombosis or related disorders. About 80% to 90% of all cases of thrombosis can now be defined with respect to cause. Of these, over 50% occur in patients who harbor a congenital or acquired blood coagulation protein or platelet defect which caused the thrombotic event. It is obviously of major importance to define those individuals harboring such a defect as this allows: 1) appropriate antithrombotic therapy to decrease risks of recurrence; 2) determination of the length of time the patient must remain on therapy for secondary prevention; and 3) allow for testing of family members of those harboring a blood coagulation protein or platelet defect which is hereditary (about 50% of all coagulation and platelet defects mentioned above). Aside from mortality, significant additional morbidity occurs from both arterial or venous thrombotic events, including, but not limited to paralysis (non-fatal thrombotic stroke), cardiac disability (repeated coronary events), loss of vision (retinal vascular thrombosis), fetal waste syndrome (placental vascular thrombosis), stasis ulcers and other manifestations of post-phlebitic syndrome, etc.

Evaluation of the functional tension of foreign medical student’s organisms in adapting to educational activities

2020 ◽  
pp. 755-755
Author(s):  
N. K. Smagulov ◽  
A. A. Adilbekova ◽  
N. V. Gitenis
Keyword(s):  
Mathematical Modeling ◽  
Foreign Students ◽  
Educational Process ◽  
Educational Activities ◽  
Modeling Methods ◽  
Functional Stress

The use of mathematical modeling methods allowed us to develop criteria for functional stress for assessing and predicting the level of functional stress of foreign students in the process of adaptation to the educational process.

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