HARDENING OF CHILDREN UNDER 3 YEARS OF AGE – AN IMPORTANT COMPONENT OF DISPOSITION PROPHYLAXIS

2021 ◽  
Vol 2 (12(81)) ◽  
pp. 30-34
Author(s):  
K. Zaharieva ◽  
T. Nedeva ◽  
O. Sherbanov

The hardening is a variety of activities which help increase the sustainability of the organisam to influnece the factors of the outer environment. Through natural factors and other physical means, the hardening aims to achieve perfection over the thermoregulation of the organisam. In its core the hardening is a conditional reflective process that is done through different outer irritants - air, sun baths, swimming.

2019 ◽  
Vol 947 (5) ◽  
pp. 54-62
Author(s):  
M.D. Bogdanova ◽  
M.I. Gerasimova ◽  
V.A. Snytko

Professor Maria Glazovskaya (1912–2016) – an outstanding geographer, geochemist and soil scientist, made a prominent contribution to the formation and development of several aspects of thematic mapping both in conceptual and methodological issues. These aspects, namely, soil, landscape- and soil-geochemical, as well as ecological mapping, were derived from the knowledge on soils combined with the concepts of geochemical migrations facilities for certain chemical elements in soils and landscapes. Methodology of compilation of such maps presumes purposeful interpretation of diverse soil and landscape features, their expert evaluation and forecast of response reactions of soils and landscapes to certain technogenic loads. Maria Glazovskaya proposed innovative approaches to thematic mapping enabling her to compile original maps. She introduced the principle of “prognostic information capacity of natural factors”, which means that properties of landscape components contain information appropriate for evaluating the resilience of natural systems. The ideas and methods proposed by Maria Glazovskaya are now implemented in basic and applied thematic mapping.


2021 ◽  
Vol 13 (3) ◽  
pp. 1326
Author(s):  
Hongfang Li ◽  
Huixiao Wang ◽  
Yaxue Yang ◽  
Ruxin Zhao

The interactions of water, energy, and food, which are essential resources for human survival, livelihoods, production, and development, constitute a water–energy–food (WEF) nexus. Applying symbiosis theory, the economic, social, and natural factors were considered at the same time in the WEF system, and we conducted a micro-level investigation focusing on the stability, coordination, and sustainability of the symbiotic units (water, energy, and food), and external environment of the WEF system in 36 prefecture-level cities across three northeastern provinces of China. Finally, we analyzed the synergistic safety and coupling coordination degree of the WEF system by the combination of stability, coordination, and sustainability, attending to the coordination relationship and influences of the external environment. The results indicated that the synergistic safety of the WEF system in three northeastern provinces need to equally pay attention to the stability, coordination, and sustainability of the WEF system, since their weights were 0.32, 0.36 and 0.32, respectively. During 2010–2016, the synergistic safety indexes of the WEF system ranged between 0.40 and 0.60, which was a state of boundary safety. In the current study, the coupling coordination degree of the WEF system fluctuated around a value of 0.6, maintaining a primary coordination level; while in the future of 2021–2026, it will decline to 0.57–0.60, dropping to a weak coordinated level. The conclusion could provide effective information for decision-makers to take suitable measures for the security development of a WEF system.


2014 ◽  
Vol 3 (4) ◽  
pp. 227-234 ◽  
Author(s):  
Andrew P. Driska ◽  
Daniel R. Gould

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.


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