scholarly journals Emotional adjustment of the teacher during crisis time

2021 ◽  
pp. 94-99
Author(s):  
Violeta Vrabii ◽  
Keyword(s):  
Emotional Intelligence ◽  
Adult Education ◽  
Continuing Education ◽  
Emotional Adjustment ◽  
Education Programs ◽  
Individual Perception ◽  
The Individual ◽  
Emotional Balance

In the article are highlighted ideas about the emotional adjustment of the teachers. The crisis, expressed through the individual perception regarding to the emotional balance of the person, creates risks but also opportunities. In this context, emotional intelligence is approached as practical theory of managing the emotions of teachers who are involved in continuing education programs for adult education.

scholarly journals Economic crisis and participation in Adult Education: A qualitative investigation with primary teachers in Greece

2014 ◽  
Vol 3 (1) ◽  
pp. 191-196
Author(s):  
Maria Papalexopoulou ◽  
Vassiliki Rorou ◽  
Thanassis Karalis
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Economic Crisis ◽  
Primary Education ◽  
Quantitative Research ◽  
Primary Teachers ◽  
Qualitative Investigation ◽  
Structured Interviews ◽  
Education Programs

In this research, a quantitative approach (semi-structured interviews) is used to investigate the views of primary education teachers, concerning their participation in continuing education programs. The investigation of the motives and barriers to their participation is based on the Morstain & Smart and Cross typologies, while the present researchs findings are compared to those of a quantitative research in Greece. As it turns out from the findings of the research, the recent severe economic crisis largely restrains the primary education teachers options for participation in continuing education and lifelong learning.

scholarly journals The Impacts in Real Estate of Landscape Values: Evidence from Tuscany (Italy)

2021 ◽  
Vol 13 (4) ◽  
pp. 2236
Author(s):  
Francesco Riccioli ◽  
Roberto Fratini ◽  
Fabio Boncinelli
Keyword(s):  
Real Estate ◽  
House Prices ◽  
Spatial Econometric ◽  
The Real ◽  
The Real Estate ◽  
Landscape Values ◽  
Individual Perception ◽  
Real Estate Prices ◽  
The Aesthetic ◽  
The Individual

Using spatial econometric techniques and local spatial statistics, this study explores the relationships between the real estate values in Tuscany with the individual perception of satisfaction by landscape types. The analysis includes the usual territorial variables such as proximity to urban centres and roads. The landscape values are measured through a sample of respondents who expressed their aesthetic-visual perceptions of different types of land use. Results from a multivariate local Geary highlight that house prices are not spatial independent and that between the variables included in the analysis there is mainly a positive correlation. Specifically, the findings demonstrate a significant spatial dependence in real estate prices. The aesthetic values influence the real estate price throughout more a spatial indirect effect rather than the direct effect. Practically, house prices in specific areas are more influenced by aspects such as proximity to essential services. The results seem to show to live close to highly aesthetic environments not in these environments. The results relating to the distance from the main roads, however, seem counterintuitive. This result probably depends on the evidence that these areas suffer from greater traffic jam or pollution or they are preferred for alternative uses such as for locating industrial plants or big shopping centres rather than residential use. Therefore, these effects decrease house prices.

Migrants and the Labor Market: The Role and Tasks of Adult Education

2021 ◽  
Vol 32 (1) ◽  
pp. 29-39
Author(s):  
Tetyana Kloubert ◽  
Chad Hoggan
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Adult Educators ◽  
Learning Needs ◽  
Integration Process ◽  
Multiple Forms ◽  
Education Programs ◽  
Successful Integration

The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

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