Instruments of Positive Transcultural Psychotherapy as a Model for Systemic Constellations

2021 ◽  
Vol 1 (1) ◽  
pp. 45-48
Author(s):  
Svitlana Kyrychenko
Keyword(s):  
Practical Experience ◽  
Individual Psychotherapy ◽  
Positive Psychotherapy ◽  
Transcultural Psychotherapy ◽  
Different Levels

The article is dedicated to methodological features of constellations in the positive psychotherapy method. Models of Positive Transcultural Psychotherapy determine the structure of personal differentiation, which could be used in constellations. According to the three levels of work in positive psychotherapy (situational, notional and basic), we could discuss constellations on the three different levels. This article represents a generalization of practical experience of using the constellations on the three levels of work in positive psychotherapy in group and individual psychotherapy as well.

Preliminary Study of the “Separation Anxiety” Phenomenon Through the Eyes of the Method of Positive and Transcultural Psychotherapy

2021 ◽  
Vol 1 (1) ◽  
pp. 22-26
Author(s):  
Elena Drazheva
Keyword(s):  
Separation Anxiety ◽  
Parental Behavior ◽  
Positive Psychotherapy ◽  
Transcultural Psychotherapy ◽  
Preliminary Study ◽  
The Relationship ◽  
Parent Child Relationships ◽  
Supportive Intervention ◽  
Parent Child

The article presents the results of a preliminary study which forms part of the preparation of a dissertation titled: “Influence of parental behavior on separation anxiety in children aged 1.5 to 5 years.” This article discusses the relationship between the symptoms and problems of children manifesting separation anxiety when starting to attend kindergarten and the experiences of their parents. The preliminary study included 38 parents and their children manifesting anxiety upon separation. The study used the tools of Positive psychotherapy, which offers the opportunity to diagnose parent-child relationships and supportive intervention.

scholarly journals Multi-aspect potential of project activities in the university (based on the innovative platform project material)

2021 ◽  
Vol 121 ◽  
pp. 02012
Author(s):  
Olga Nikolaevna Chelyukanova ◽  
Natalia Evgenievna Titkova
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Practical Experience ◽  
Educational Institutions ◽  
Children's Book ◽  
Parents And Children ◽  
Wide Range ◽  
Teachers And Parents ◽  
The University ◽  
Different Levels

The article discusses the methodology of work on the project of the “Revival of traditions of family reading in the modern spiritual education of children and youth” innovative platform, organized in the Arzamas branch of the SUNN. The project is a cumulative phenomenon that synthesizes the scientific and methodological experience of leading teachers, psychologists, and organizers of children’s reading, research scientists of children’s literature. The project involves scientists, teachers of educational institutions of different levels, students, children of different ages, and their parents in a wide joint creative activity. Particular attention in the development of this practice-oriented innovative project is paid to the activities of the student initiative group and its pedagogical effect. The educational strategy of the project contributes to the development of constructive critical thinking and is aimed at developing a wide range of professional competencies among students participating in the project: professional and pedagogical, communicative, general cultural, and informational. The article pays particular attention to the description of the complex of educational products and forms of methodological assistance to teachers and parents. In the process of implementing this project, the urgent needs of teachers and families participating in the project are met. Those include the acquisition of methodological experience in working with parents and children to popularize children’s literature and family reading; practical experience of working with a children’s book in a family circle; the acquisition of artistic reading and recitation skills by the project participants; the generalization and systematization of scientific and methodological experience in the field of children’s literature and family reading; family and creative literary communication; the introduction to the literary study of local lore. Literary and ethical-artistic questions are brought to spectators through theatrical communication.

scholarly journals Biographical Narratives in Teaching: a Study of Professors on Postgraduate Courses

2015 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Ana Maria Costa Silva ◽  
Miriam Aparício
Keyword(s):  
Professional Identity ◽  
Cognitive Processes ◽  
Personal Experience ◽  
Adult Learning Theory ◽  
Practical Experience ◽  
Relevant Role ◽  
Core Issue ◽  
Complex Construction ◽  
Different Levels ◽  
Identification Strategy

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

scholarly journals Educational research networks principles of organization.

2018 ◽  
Vol 7 (2.13) ◽  
pp. 24 ◽  
Author(s):  
Nataliia N. Davydova ◽  
Evgeniy M. Dorozhkin ◽  
Vladimir A. Fedorov
Keyword(s):  
System Development ◽  
Interaction Network ◽  
Modern Society ◽  
Practical Experience ◽  
Educational Institutions ◽  
Educational Systems ◽  
Effective Management ◽  
Network Interaction ◽  
Educational Networks ◽  
Different Levels

Relevance. Modern society has global transformations; as a result, the level characteristics of its system development are changing, new opportunities and new situations to implement a self-organizing system to solve problems of self-government appear. Thus, there is the need to organize the multiplicity of interactions in the new environment, including education. The success of the development mechanisms, organizing innovative activities in the educational systems of different levels is largely determined by the active development of interaction network forms and interaction effective management. The article is devoted to development of theoretical ideas about the processes of network interaction in education to justify and describe the principles of modern scientific-educational network on the basis of system-synergetic approach. A leading approach to study this problem can be considered as system-synergetic which allows studying network interaction within the scientific and educational network as a holistic entity consisting of interrelated elements, structured and complex. The results of the study showed that described principles of effective networking and the conditions of scientific and educational networks development allow you to combine and re-combine the accumulated actors of this knowledge and practical experience interaction, turning them into the means of its innovative activities. The article can be useful to heads of educational institutions of different levels, as well as researchers of innovative processes development problems in education. 

Teaching Software Engineering with Free/Libre Open Source Projects

2011 ◽  
pp. 67-85 ◽  
Author(s):  
Ioannis G. Stamelos
Keyword(s):  
Software Engineering ◽  
Open Source ◽  
Practical Experience ◽  
Practical Reasons ◽  
Software Projects ◽  
Software Engineering Education ◽  
Body Of Knowledge ◽  
Project Size ◽  
Teaching Cases ◽  
Different Levels

One of the major problems in software engineering education is the involvement of students in real world software projects. Industry projects are a solution, but in many cases they are hard to find and student participation can be problematic due to cultural, familiarization and other practical reasons. The abundance of Free / Libre Open Source Software (FLOSS) projects is a neat solution, offering multi-lingual, multi-cultural environments in virtually every application domain, at different levels of project size, maturity, organization etc. The paper analyzes how acquisition of practical experience on several basic and advanced software engineering topics can be achieved by working in a FLOSS project. The kind of skills that can be acquired are those requested by the Overview Report for Computing Curricula by ACM and topics examined are those of the Software Engineering Body of Knowledge, by IEEE. Also software engineering areas that require special care or that may not prove suitable for such treatment are identified. Various isolated teaching cases pertaining to this approach are presented and discussed.1

scholarly journals Deconstructing orchestration load: comparing teacher support through mirroring and guiding

2021 ◽  
Author(s):  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo ◽  
H. Ulrich Hoppe
Keyword(s):  
Phase Transitions ◽  
Input Data ◽  
Practical Experience ◽  
Quantitative Comparison ◽  
Coding Scheme ◽  
Cscl Scripts ◽  
Teaching Support ◽  
Pedagogical Models ◽  
Learning Flow ◽  
Different Levels

AbstractUnder the notion of “CSCL scripts”, different pedagogical models for structuring and supporting collaboration in the classroom have been proposed. We report on a practical experience with scripts based on the Pyramid collaborative learning flow pattern supported by a specific classroom tool and a teacher-facing dashboard that implements mirroring and guiding support. The input data of our analysis stems from recordings of classroom interactions guided by several teachers using the PyramidApp with different levels of teaching support. For the analysis, we introduce a specific coding scheme enabling a quantitative comparison and deeper analysis using epistemic network analysis. The results show that the guiding support enabled teachers to perform more orchestration actions, more targeted interactions and to make more announcements to the class (regarding time, phase transitions, and students’ activity participation) when compared to the mirroring support. Teachers’ actionable differences observed under the mirroring and guiding support directed us to deconstruct the notion of orchestration load into different facets and to discuss how different support provisions correspond to the different facets of orchestration load.

World Finance for Everyone (Peculiarities of Developing and Teaching the Inter-faculty Course)

2017 ◽  
Vol 2017 (2) ◽  
pp. 147-162
Author(s):  
Tatyana Leonova ◽  
Petr Patron
Keyword(s):  
Financial System ◽  
Practical Experience ◽  
Course Development ◽  
State University ◽  
Methodological Issues ◽  
Methodological Approaches ◽  
Moscow State University ◽  
Global Financial System ◽  
Different Levels

This article focuses on the methodological issues and problems of development and teaching interfaculty courses at MV Lomonosov Moscow State University (IFC MSU) based on the practical experience of teaching interfaculty course «Development of the global financial system» in 2013 and 2014. The paper presents the methodological approaches that have been used in the development of the course, and analyzes the main problems encountered during the process of drawing up a teaching course for the audience with different levels of basic economic knowldege. The authors also develop methodological solutions that enable make a basic 24-hour lecture course more interactive and complete content.

scholarly journals A Questionnaire Survey on Contaminated Site Regulators’ View of Implementing Green and Sustainable Remediation in China

2021 ◽  
Vol 13 (21) ◽  
pp. 11755
Author(s):  
Xueting Shao ◽  
Feiyu Wang ◽  
R. Paul Bardos ◽  
Yimin Sang ◽  
Yong Ren ◽  
...  
Keyword(s):  
Practical Experience ◽  
Contaminated Sites ◽  
Contaminated Site ◽  
Regulatory Requirements ◽  
Municipal Policy ◽  
Policy System ◽  
Sustainable Remediation ◽  
Significant Barrier ◽  
Green And Sustainable Remediation ◽  
Different Levels

Government contaminated site regulators, as policy executors and makers, have a profound impact on the development of green and sustainable remediation (GSR), but their cognitive level of GSR has not been well-studied. China has some experience in the management of contaminated sites and has the foundation to promote GSR. This study was conducted in the form of a questionnaire to investigate the understanding of GSR among Chinese site regulators at different levels. The study found that there was still a lot of resistance to promoting GSR in China. Firstly, even though the regulators thought GSR was necessary in China, most of them did not know GSR very well or lacked practical experience. Secondly, existing national and provincial policy standards did not have a good balance between the environmental, social and economic aspects, but gave priority to the environmental factors. Thirdly, the lack of standard and regulatory requirements was the most significant barrier to the implementation of GSR. The results of the survey can provide a reference for China or other developing countries to implement GSR. Practitioners should provide more knowledge and cases for regulators, supplement national policies or improve the provincial and municipal policy system.

scholarly journals Connected education and the co-construction of knowledge in a joint course for law and interpreting students

2021 ◽  
Vol 20 ◽  
Author(s):  
Mira Kadric ◽  
Sylvi Rennert ◽  
Dalibor Mikic
Keyword(s):  
Role Playing ◽  
Practical Experience ◽  
Academic Learning ◽  
Connected Learning ◽  
Building Relationships ◽  
Construction Of Knowledge ◽  
Questioning Techniques ◽  
Interprofessional Cooperation ◽  
Core Concepts ◽  
Different Levels

This article raises questions of education sociology with a focus on one of its core concepts: connectedness. It relates the dimensions of the connected curriculum to research on didactic approaches, showing how methods of connected learning and the co-construction of knowledge can be applied at different levels to enable students to gain subject-related, methodological and transdisciplinary communicative competence in addition to building relationships and cooperation among them across fields of study. These dimensions are presented using the example of the course “Questioning techniques from the perspective of criminology and interpreting”. During this course, students of law and interpreting had the opportunity to acquire both core theoretical knowledge of and practical experience in questioning techniques. This they did through role playing the questioning of defendants and witnesses that typically occurs in a courtroom from the perspective of both criminology and interpreting. The evaluation and feedback showed that the law and the interpreting students appreciated the way the course made them aware of issues in both their own and the other field, helped them to connect academic learning to professional competences and gave them insights into interprofessional cooperation in interpreted legal settings.

Dependence of Intergranular Fracture on Boundary Topography and Cohesion

1973 ◽  
Vol 31 ◽  
pp. 150-151
Author(s):  
J. E. Doherty ◽  
A. F. Giamei ◽  
B. H. Kear ◽  
C. W. Steinke
Keyword(s):  
Grain Boundary ◽  
Room Temperature ◽  
Nickel Base Superalloy ◽  
Boundary Shear ◽  
Room Temperature Ductility ◽  
Solid Solution Matrix ◽  
Nickel Base ◽  
Solution Matrix ◽  
Different Levels ◽  
Base Superalloy

Recently we have been investigating a class of nickel-base superalloys which possess substantial room temperature ductility. This improvement in ductility is directly related to improvements in grain boundary strength due to increased boundary cohesion through control of detrimental impurities and improved boundary shear strength by controlled grain boundary micros true tures.For these investigations an experimental nickel-base superalloy was doped with different levels of sulphur impurity. The micros tructure after a heat treatment of 1360°C for 2 hr, 1200°C for 16 hr consists of coherent precipitates of γ’ Ni3(Al,X) in a nickel solid solution matrix.

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