Self-assessment and coping with stress in the area of competence on the example of future social workers

The issue of self-assessment is primarily discussed in the context of human behaviour, learning, and self-esteem. It seems important to include self-assessment in building individual competences and coping with stress. Nowadays we have more and more resources, but we also experience a greater number of stressful stimuli, which is a consequence of, among others occupational burnout. Is the self-assessment associated with the perceived stress? Is the self-assessment related to the style of coping with stress? The purpose of this article is to determine the intensity of the relationship between self-assessment and stress, and styles of coping with stress. The study was conducted in a group of 210 students specialising in social work, employed in social assistance institutions or intending to take up a job as a social worker.

Insightful behaviour in arthropods?

Arthropod behaviour is usually explained through ‘hard-wired’ motor routines and learning abilities that have been favoured by natural selection. We describe observations in which two arthropods solved rare and perhaps completely novel problems, and consider four possible explanations for their behaviours: (i) the behaviour was a pre-programmed motor routine evolved to solve this particular problem, or evolved for other functions but pre-programmed to be recruited for this function under certain conditions; (ii) it was learned previously; (iii) it resulted by chance; or (iv) it was the result of insightful behaviour. Pre-programmed solutions can be favoured by natural selection if they provide solutions to common or crucial problems. Given the apparent rarity of the problems that these animals solved, the solutions they employed are unlikely to represent innate behaviour. Learning and random chance seem unlikely, although we cannot rule them out completely. Possibly these animals employed some degree of insight.

Behaviour Learning System for Robot Soccer Using Neural Network

Technological developments have raised the promise of a human{robot symbiotic society. A soccer game has characteristics similar to those expected in such a society. Soccer is a multiagent game in which the strategy employed depends on each agent's position and actions. This study discusses the results of the development of a learning system that uses a self-organising map to select behaviours depending on the situation. This system can reproduce the action selection algorithm of all players in a certain team, and the robot can instantly select the next cooperative action from the information obtained during the game. In this manner, common sense rules can be shared to learn an action selection algorithm for a set of both human and robot agents as opposed to robots alone.

Broom and Fraser’s domestic animal behaviour and welfare

The 6th edition of this book contains 42 chapters on one biology, ethics, sentience and sustainability; behaviour and welfare concepts; describing, recording and measuring behaviour; learning, cognition and behaviour development; motivation; evolution and optimality; welfare assessment; defence and attack behaviour; finding and acquiring food; body care; locomotion and space occupancy; exploration; spacing behaviour; rest and sleep; general and social behaviour; human-domestic animal interactions; seasonal and reproductive behaviour; sexual behaviour; fetal and parturient behaviour; maternal and neonatal behaviour; juvenile and play behaviour; handling, transport and humane control of domestic animals; stunning and slaughter; welfare and behaviour in relation to disease; different types of abnormal behaviours and the breeding, feeding, housing and welfare of cattle, sheep, goats, pigs, poultry, fishes, deer, camelids, ostriches, furbearing animals, horses, other equids, draught animals, rabbits, dogs, cats and other pets and welfare in a moral world. The book is illustrated with many photographs and includes a much-expanded reference list, an author index and a subject index.

Podrška škole djeci s teškoćama u ponašanju i učenju iz perspektive roditelja i djece

The aim of this paper was to describe perceptions and experiences of school support for pupils with learning and behavioural difficulties from the perspective of parents and their children. Interviews were conducted with 33 participants in 10 families at risk. Inductive thematic analysis showed that the key topic was to explain how behaviour and learning difficulties unnoticed by the school progress to behaviour and learning problems and problems in the family environment. The results suggest that family members perceive school as extremely important in their value system, and that schooling is a key topic present throughout childhood, burdening children as well as parents. Behaviour/learning problems are evident from the start of elementary school. To solve such problems, parents seek help first from school experts, and later from experts working in other services. From the parents’ perspective, they find neither understanding nor help, and they feel that they are usually left to cope with problems on their own. Therefore, progression of problems and their spread into non-academic types of problems are evident. In cases where schools ensure some kind of interventions, the perspective of research participants is that they are not matched with the type or intensity of the child’s needs. As experience from the research participants show, calls for help and assistance often come from parents, or even the children themselves. That means that it is unnecessary to motivate parents to participate in interventions, so the lack of school interest in providing support to parents and pupils is surprising. Possible school interventions that are focused on the needs of children with behaviour and learning difficulties are proposed in the discussion.