Educational Requirements for Positive Social Robotics

Social robotics does not create tools but social ‘others’ that act in the physical and symbolic space of human social interactions. In order to guide the profound disruptive potential of this technology, social robotics must be repositioned—we must reconceive it as an emerging interdisciplinary area where expertise on social reality, as physical, practical, and symbolic space, is constitutively included. I present here the guiding principles for such a repositioning, “Integrative Social Robotics,” and argue that the path to culturally sustainable (value-preserving) or positive (value-enhancing) applications of social robotics goes via a redirection of the humanities and social sciences. Rather than creating new educations by disemboweling, the humanities and social sciences, students need to acquire full disciplinary competence in these disciplines, as well as the new skill to direct these qualifications toward membership in multidisciplinary developer teams.

A New Educational Requirement: Forming Specialists in the Field of Green Procurement

The social responsibility of companies has an increasingly important role in their relationship with the environment, regardless of the object of activity. Green procurement plays an important role in achieving these objectives. Department of Engineering and Management of Technological Systems Drobeta Turnu - Severin organizes or participates periodically in meetings with employers or collaborators, in order to identify new educational requirements regarding the competencies and abilities of graduates. It was thus found that qualified personnel are needed in making green procurement. In order to meet this requirement, our department aims to form specialists in the field of green procurement. The introduction of the new syllabus in the master's degree programs requires the completion of research steps to strengthen the curriculum by diversifying professional and transversal skills, in accordance with the generic skills of the study program.

WAYS TO ACCOMMODATE STUDENTS WITH SPECIAL EDUCATIONAL REQUIREMENTS AND BEHAVIORAL DEVIATIONS IN THE PHYSICAL EDUCATION LESSON

It is especially important for the physical education teacher to have a good professional training because, in the current legislative context, he must be able to manage the behavioural problems of students during classes and at the same time be able to carry out effectively, efficiently and qualitatively lessons. The ability to observe and monitor the behaviour of students with special educational needs will allow the physical education teacher to record their progress by applying means of action, especially in the form of movement games, adapted to achieve integration and socialization during classes and to temper and shape their behaviour for a good hour. Aim of the research: The aim of this study was to analyze the aspects of integration and inclusion in the literature, highlighting the importance of categories of means for various conditions encountered in the physical education lesson, to accommodate students with special educational needs in primary school.

Effectiveness of Regulation of Educational Requirements for Non-Bank Credit Providers in Czech Republic

Educational challenges for companies are created by market regulation less frequently versus market dynamics. Yet when law-enforced educational challenges appear, they have a significant impact on companies and their employees. This empirical study focuses on a new professional qualification regulation on the market of consumer credit in the Czech Republic. We analyze how companies cope with the new law-enforced educational requirements and whether the regulation has been successful. We analyzed more than 1900 certification tests. The sample accounted for approximately 10% of all employees tested in the Czech Republic in the first year of the regulation. All test variants were found unique, the expected point score of each variant had skewed distributions with only a small number of difficult variants. A significant majority of the tests showed expected values in an interval of 60–75% with only several outliers; test difficulty was balanced. The professional qualification tests separated employees with the required knowledge from those without and excluded accidental success. We identified a successful education management system that resulted in success rates above the country average: decentralized regional managers supervision, employee financial participation, and effective e-learning. We found structural changes in the market supply structure. Companies with professionally skilled employees met the regulatory conditions. The regulation combining centrally-provided requirements and questions with the market-based method of preparing for the professional qualification test was successful.

Multipurpose Learning Environments for Flexible Didactics

This paper investigates some of the issues and good practices in which 21st-century educational requirements are met by innovative design solutions for learning spaces, and their implications for education.

A model of formative assessment for foreign language teaching in a secondary school

We develop and present a model of formative assessment. The analysis of official educational requirements and existing models is carried out. Further, we compare some of the existing models of formative assessment presented by domestic and foreign authors. Then we develop our own model of formative assessment for foreign language teaching in a secondary school on the base of Spotlight course. The model is developed as a supplementary tool for the assessment model designed by the authors of the course. The main purpose of the model is to involve students in the process of assessment and make them active agents of their own learning. The model consists of the following stages: learning aims delivery and sharing, students’ self and peer assessment, formative feedback, given by a teacher and reflection. Each stage assumes use of certain assess-ment tools. They are: checklists, headings, Forms of comparative assessment, Map of differen-tiated assessment, Achievement Tree and a learning diary.