Demokracja jako praktyka codziennego życia w przedszkolu. Z doświadczeń nauczycielek

2016 ◽  
Vol 35 (4) ◽  
pp. 28-38
Author(s):  
Katarzyna Gawlicz
Keyword(s):  
Classroom Management ◽  
Democratic Practice ◽  
Starting Point ◽  
Management Technology ◽  
Key Concepts

The aim of this article is to explore the practical meaning of John Dewey’s claim that democracy has to be continuously recreated, by applying it to the preschool context. It takes its starting point in the notion of everyday democracy and, drawing on interviews with teachers who attempt to work democratically, points to the main challenges that arise in the course of this process. They include the need to constantly redefine the key concepts of freedom and equality, to confront and reconstruct the notions of the child and the teacher, and to avoid the risk of an instrumental use of seemingly democratic practice as classroom management technology.

scholarly journals Group Dynamics and Student Participation in a Chinese Setting: Teacher and Observer Perspectives

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
John Harper ◽  
Hui-ju Chen
Keyword(s):  
Classroom Management ◽  
Group Dynamics ◽  
Student Participation ◽  
Chinese Students ◽  
Effective Teacher ◽  
Teacher Student ◽  
Starting Point ◽  
Language Classroom ◽  
Institutional Contexts ◽  
Management Techniques

This article addresses the frequently discussed notion of Chinese students’ supposed reticence and passivity in the English as a Foreign Language classroom. Using the concept of group dynamics as a starting point, it examines teachers’ classroom-management techniques in terms of promoting (or not promoting) active student participation. The study, using a grounded theory of research, analyzed classroom data obtained from class observations and from class filmings and supplemented these data with post-lesson interviews with the four involved teachers. Findings suggested that Chinese students were not necessarily reticent or passive but rather engaged actively when given a learning environment conducive to active engagement. The study pointed to three practical implications for classroom teachers: (1) promoting participation by working toward group cohesion, (2) promoting participation by providing effective teacher-student scaffolding and by providing opportunities for student-student scaffolding, (3) promoting participation by actively replacing textbook materials in order more effectively to offer students adequate support in terms of both language and affect. Acknowledging the fact that different institutional contexts may require different classroom-management techniques, the study calls for further testing of the present findings in other Chinese settings.

scholarly journals The Role of Prevention in Deterring Teachers Bullied by Students

2016 ◽  
Vol 5 (4) ◽  
pp. 300
Author(s):  
Linda Hunt Mitchell
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Leadership Role ◽  
Preventative Measures ◽  
Community Approach ◽  
Starting Point ◽  
Being Bullied ◽  
The Subject ◽  
Behavioral Issue

<p>Few past studies discuss the subject of bullying by students with their teachers as targets. Examining preventative measures to gain a more thorough understanding of the complex, behavioral issue needs to be addressed. As a starting point the purpose of this study is to examine the scope of the problem as well as the various preventative initiatives with an added focus on clear rules, classroom management and consequences along with application while proposing that higher education be the educational sector that takes the leadership role in a community approach to diminish the problematic behavioral issue of teacher’s being bullied by students.</p>

scholarly journals Chaos, Complexity, and Contingency Theories: A Comparative Analysis and Application to the 21st Century Organization

2020 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Franklin M. Lartey
Keyword(s):  
Complexity Theory ◽  
21St Century ◽  
Chaos Theory ◽  
Self Organization ◽  
Organizational Leaders ◽  
Unexpected Events ◽  
Regulatory Changes ◽  
Starting Point ◽  
Key Concepts ◽  
Organizational Purpose

Organizations in the 21st century deal with constant changes such as globalization, technological evolutions, regulatory changes, competition, and other unexpected events, among others. These challenges can be viewed and addressed through the lenses of contemporary theories. This paper selected three contemporary theories namely chaos, complexity, and contingency theories, and presented their foundations and characteristics by comparing and contrasting their key concepts. These concepts include nonlinearity, feedback, bifurcation, strange attractors, fractals, and self-organization for chaos theory; nonlinearity, dynamism, feedback, self-organization, emergence, and adaptability for complexity theory; and adaptation, equifinality, effectiveness, and congruency for contingency theory. Examples of studies and organizational applications of these theories were provided, and implications for scholars and organizational leaders were discussed. By explaining notions such as how the capacity of a system could be greater than the sum of the capacities of its subunits, this paper can act as a starting point for anyone seeking to understand the three theories or use them for research or organizational purpose.

Vormgeving Van Nieuwe Doelen Voor Gespreksvaardigheid in de Tweede Fase

1996 ◽  
Vol 54 ◽  
pp. 137-144
Author(s):  
Francis Staatsen ◽  
José Noijons
Keyword(s):  
Secondary Education ◽  
Curriculum Development ◽  
Classroom Management ◽  
Educational Measurement ◽  
Foreign Languages ◽  
Linguistic Complexity ◽  
Upper Secondary Education ◽  
Starting Point ◽  
Fair Representation ◽  
Upper Secondary

Recently new objectives have been defined for foreign languages in Dutch upper secondary education. These objectives have served as a starting point for curriculum development at SLO (Dutch National Institute for Curriculum Develop-ment). Within the framework of a task-based syllabus as defined by Breen (1987) a communicative activities programme, mainly focussing on speaking, has been designed by SLO and tried out at several schools. Four criteria for grading and sequencing activities were used: level of control in activities, familiarity with theme, linguistic complexity, and complexity of classroom management. The development of tests on the basis of these new objectives will be a challenging task. Care must be taken that such tests are valid, i.e. that they contain a fair representation of the objectives. CITO (Dutch National Institute for Educational Measurement) has called for a refinement of the criteria on which the assessment must be based.

scholarly journals What can bodies do? Reading Spinoza for an affective ethics of organizational life

Organization ◽  
2014 ◽  
Vol 22 (2) ◽  
pp. 235-250 ◽  
Author(s):  
Torkild Thanem ◽  
Louise Wallenberg
Keyword(s):  
Theory And Practice ◽  
The Other ◽  
Moral Rule ◽  
Organizational Life ◽  
Organization Studies ◽  
Starting Point ◽  
Key Concepts ◽  
Rule System ◽  
Ethics Of Recognition

Recent attempts to develop an embodied understanding of ethics in organizations have tended to mobilize a Levinasian and ‘im/possible’ ethics of recognition, which separates ethics and embodiment from politics and organization. We argue that this separation is unrealistic, unsustainable, and an unhelpful starting point for an embodied ethics of organizations. Instead of rescuing and modifying the ethics of recognition, we propose an embodied ethics of organizational life through Spinoza’s affective ethics. Neither a moral rule system nor an infinite duty to recognize the other, Spinoza offers a theory of the good, powerful and joyful life by asking what bodies can do. Rather than an unrestrained, irresponsible and individualistic quest for power and freedom, this suggests that we enhance our capacities to affect and be affected by relating to a variety of different bodies. We first scrutinize recent attempts to develop an ethics of recognition and embodiment in organization studies. We then explore key concepts and central arguments of Spinozian ethics. Finally, we discuss what a Spinozian ethics means for the theory and practice of embodied ethics in organizational life.

scholarly journals Pigments—Lead-based whites, reds, yellows and oranges and their alteration phases

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Elisabetta Gliozzo ◽  
Corina Ionescu
Keyword(s):  
State Of The Art ◽  
Degradation Products ◽  
Raw Materials ◽  
Lead Chromate ◽  
Lead White ◽  
Mineral Phases ◽  
Starting Point ◽  
Key Concepts ◽  
Red Lead ◽  
Insight Into

AbstractThis review summarises the state-of-the-art of lead-based pigment studies, addressing their production, trade, use and possible alteration. Other issues, such as those related to the investigation and protection of artworks bearing lead-based pigments are also presented. The focus is mineralogical, as both raw materials and degradation products are mineral phases occurring in nature (except for very few cases). The minerals described are abellaite, anglesite, blixite, caledonite, challacolloite, cerussite, cotunnite, crocoite, galena, grootfonteinite, hydrocerussite, laurionite, leadhillite, litharge, macphersonite, massicot, mimetite, minium, palmierite, phosgenite, plattnerite, plumbonacrite, schulténite, scrutinyite, somersetite, susannite, vanadinite and an unnamed phase (PbMg(CO3)2). The pigments discussed are lead white, red lead, litharge, massicot, lead-tin yellow, lead-tin-antimony yellow, lead-chromate yellow and Naples yellow. An attempt is made to describe the history, technology and alteration of these pigments in the most complete manner possible, despite the topic's evident breadth. Finally, an insight into the analytical methods that can (and should) be used for accurate archaeometric investigations and a summary of key concepts conclude this review, along with a further list of references for use as a starting point for further research.

scholarly journals Key Concepts for assessing claims about treatment effects and making well-informed treatment choices

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 1784 ◽  
Author(s):  
Andrew David Oxman ◽  
Iain Chalmers ◽  
Astrid Austvoll-Dahlgren ◽  
Keyword(s):  
Health Professionals ◽  
Treatment Choices ◽  
The Public ◽  
Interactive Applications ◽  
Starting Point ◽  
Key Concepts ◽  
Health Choices ◽  
Informed Treatment ◽  
Treatment Comparisons ◽  
Treatment Claims

Background:The Informed Health Choices (IHC) Key Concepts are standards for judgement, or principles for evaluating the trustworthiness of treatment claims and treatment comparisons (evidence) used to support claims, and for making treatment choices. The list of concepts provides a framework, or starting point, for teachers, journalists and other intermediaries for identifying and developing resources (such as longer explanations, examples, games and interactive applications) to help people to understand and apply the concepts. The first version of the list was published in 2015 and has been updated yearly since then. We report here the changes that have been made from when the list was first published up to the current (2018) version.Methods:We developed the IHC Key Concepts by searching the literature and checklists written for the public, journalists, and health professionals; and by considering concepts related to assessing the certainty of evidence about the effects of treatments. We have revised the Key Concepts yearly, based on feedback and suggestions; and learning from using the IHC Key Concepts, other relevant frameworks, and adaptation of the IHC Key Concepts to other types of interventions besides treatments.Results:We have made many changes since the Key Concepts were first published in 2015. There are now 44 Key Concepts compared to the original 32; the concepts have been reorganised from six to three groups; we have added higher-level concepts in each of those groups; we have added short titles; and we have made changes to many of the concepts.Conclusions:We will continue to revise the IHC Key Concepts in response to feedback. Although we and others have found them helpful since they were first published, we anticipate that there are still ways in which they can be further improved. We welcome suggestions for how to do this.

scholarly journals Assessing Nigerian political leadership with a democratic paradigm

2020 ◽  
Vol 15 (1) ◽  
pp. 52-72
Author(s):  
Ignatius C. Uzondu
Keyword(s):  
Political Leadership ◽  
Analytic Method ◽  
Democratic Deficit ◽  
African Continent ◽  
Democratic Practice ◽  
Starting Point ◽  
Form Of Government ◽  
The Difference ◽  
The Right ◽  
Bad Leadership

A sober reflection or speculation on African leadership portrays the practice of authentic democracy as a perennial problem in Nigeria and in African continent. Democratic/electoral process is where citizens choose representatives in government by means of free, fair, contested and regularly scheduled elections and where adults have the right to vote and their votes count. But Nigerian democracy lacks basic trust. It is really a universal problem but Africans and Nigerians in particular got larger portion as our democratic practice is very poor. The citizens should be the starting point and focus of democracy, but this is not the case in Nigeria as many political and elected elites represent their business interest. This democratic deficit or deficiency is seen in local, state and federal levels of Nigerian government and this leads gradually to a serious decline in citizen’s active participation or active citizenship. Using expository and analytic method of inquiry, we found out that Nigerians and Africans may have been drifting from this form of government due to some of its demerit. Again, Africa has been long known for its communitarian living/communalism which we found to have enormous similarities with democracy though the difference is clear. Corruption, bad leadership, lack of originality and the likes are the causes of lack of authentic democratic practice and leadership in Africa and in Nigeria. Finally, this study concludes that the dividends of authentic democracy will be fully evident and rooted in Nigeria and Africa only when we embrace democracy in full. Keywords: Political leadership, Democracy, Communalism

Gendering Institutional Change

2017 ◽  
Author(s):  
Georgina Waylen
Keyword(s):  
Institutional Change ◽  
Gender Equity ◽  
Institutional Analysis ◽  
Analytical Framework ◽  
Informal Institutions ◽  
Historical Institutionalism ◽  
Gender And Politics ◽  
Starting Point ◽  
Key Concepts

Many institutionalist scholars—historical institutionalists in particular—have recognized for some time that our understanding of institutional change needs to be improved. Taking this premise as a starting point, this article develops it by arguing that we not only need to understand institutional change better but that we also need to improve our understanding of how it is gendered. The chapter combines key elements from institutional analysis with recent gender and politics scholarship. This combination will form an analytical framework that can be used to examine how different instances of institutional change are gendered, highlighting, for example, the importance of some key concepts such as informal institutions and their role in either promoting or stymieing attempts to promote institutional change. After exploring the gaps in many current gender and politics analyses such as their capacity to explain many instances of institutional change, the paper charts the development of key insights on institutional change from both historical institutionalism and feminist institutionalism. It delineates different forms of institutional change and develops some key themes for each one that might enable us to better understand, not only how each is gendered, but also how far each form might be used by change actors as a gender equity strategy.

scholarly journals Key Concepts for assessing claims about treatment effects and making well-informed treatment choices

F1000Research ◽  
2019 ◽  
Vol 7 ◽  
pp. 1784 ◽  
Author(s):  
Andrew David Oxman ◽  
Iain Chalmers ◽  
Astrid Austvoll-Dahlgren ◽  
Keyword(s):  
Health Professionals ◽  
Treatment Choices ◽  
The Public ◽  
Interactive Applications ◽  
Starting Point ◽  
Key Concepts ◽  
Health Choices ◽  
Informed Treatment ◽  
Treatment Comparisons ◽  
Treatment Claims

Background: The Informed Health Choices (IHC) Key Concepts are standards for judgement, or principles for evaluating the trustworthiness of treatment claims and treatment comparisons (evidence) used to support claims, and for making treatment choices. The list of concepts provides a framework, or starting point, for teachers, journalists and other intermediaries for identifying and developing resources (such as longer explanations, examples, games and interactive applications) to help people to understand and apply the concepts. The first version of the list was published in 2015 and has been updated yearly since then. We report here the changes that have been made from when the list was first published up to the current (2018) version.Methods: We developed the IHC Key Concepts by searching the literature and checklists written for the public, journalists, and health professionals; and by considering concepts related to assessing the certainty of evidence about the effects of treatments. We have revised the Key Concepts yearly, based on feedback and suggestions; and learning from using the IHC Key Concepts, other relevant frameworks, and adaptation of the IHC Key Concepts to other types of interventions besides treatments.Results: We have made many changes since the Key Concepts were first published in 2015. There are now 44 Key Concepts compared to the original 32; the concepts have been reorganised from six to three groups; we have added higher-level concepts in each of those groups; we have added short titles; and we have made changes to many of the concepts.Conclusions: The IHC Key Concepts have proven useful in designing learning resources, evaluating them, and organising them. We will continue to revise the IHC Key Concepts in response to feedback. We welcome suggestions for how to do this.

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