211,297 research outputs found

    Rebus Approach of Entrepreneurship Learning

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    In the Western Balkan countries young generations prefer “safe” employment at public enterprises. Student\u27s awareness and appreciation of own entrepreneurship potentials are low and because of that they mostly don\u27t start their own business. It is obvious that there is a need to promote learning about entrepreneurship at the HEIs and need to strengthen capacities of university lecturers to deal with entrepreneurship topics. The Erasmus REBUS project is established with aims to promote entrepreneurship competences of graduates of engineering studies from the Western Balkan countries and Russia, through development, test, validation and mainstreaming of holistic and needs driven open learning modules. The project enabled strong support to address a challenge of bringing entrepreneurship into HEIs and establishing the interface between higher education and practical business context based on cooperation network of EU and Western Balkan countries. The paper is focused on Rebus approach of entrepreneurship learning in Western Balkan countries. REBUS project promote development of various entrepreneurship training modules and their integration into existing or new curricula at the HEIs, creation and adoption of entrepreneurship competence validation system, implementation and evaluation of the training modules and competence validation system. There will be also shown how Rebus project is implemented at the University of Montenegro, with focus at the process of learning about entrepreneurship, process of definition and realization of students’ project and validation of their knowledge. This work is licensed under a&nbsp;Creative Commons Attribution-NonCommercial 4.0 International License.</p

    New frontiers in democratic self-management

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    This book chapter develops an argument on the way legal forms for co-operative enterprise are designed to meet the needs of members. In developing a critique of the investor-owned firm, the role of legal membership and its link to legal identity in establishing a co-operative enterprise are evaluated. The purpose is to distinguish conceptually between common ownership, joint ownership and co-ownership, and their potential influence on future co-operative development. It is argued that the mediation of business purpose and social identity through the choice of legal form influences the power and wealth sharing arrangements of a co-operative enterprise. Furthermore, the emergence of social enterprise has challenged co-operative models based on common ownership by a single stakeholder to produce hybrid models that express co-operative values and principles in new ways

    The perfectionist call of intelligibility : secondary English, creative writing, and moral education

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    This article puts forward moral-philosophical arguments for re-building and re-thinking secondary-level (high-school equivalent) English studies around creative writing practices. I take it that when educators and policy makers talk about such entities as the “well-rounded learner,” what we have, or should have, in mind is moral agents whose capacities for moral dialogue, judgement, and discourse are increased as a result of their formal educational experiences. In its current form, secondary English is built mainly, though not exclusively, around reading assessment; around, that is, demonstration of students’ “comprehension” of texts. There is little or no sense that the tradition and practice of literary criticism upon which this type of assessment is based is a writerly tradition. By making writing practices central to what it is to do English in the secondary classroom, I argue that we stand a better chance at helping students develop their capacities for self-expression, for articulating their developing webs of belief and for scrutinizing those webs of belief. I thus wish to think about English and Creative Writing Studies in light of Cavell’s moral perfectionism, and to conceive of it as an arts-practical subject and a mode by which one might, in Baldacchino’s sense, undergo a process of “unlearning.” My arguments are tailored to the English educational context.

    Performance and Changes Evaluation & Management: Ways of Development in Banking Institutions

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    As best as one can say from historical records, banking is the oldest of all financialservices professions. After a comprehensive history, that included both several decades of totalitarian regime and natural business and banks failures caused by the transitional process, Romania already developed a solid banking system, based upon new modern rules, following hard and thorough routes to catch-up the gap that communism created between the country and the other democratic economies. Usually, identifying a target represents only the beginning of development and consequently, changes. Development presupposes both establishing a purpose and a clear image of reality. Once we understand where we want to go and it is clear where we stand, we can become creative and move forward. The challenge we are facing is to constantly be aware of and to simultaneously understand the reality and our target. The distance between the current reality and the target creates a tension called creative tension, which is the beginning of another creative process during which changes are implemented and new performances are expected. But organizations are not static, they always experience various transformations. Any change, including office rearrangements, transformations of the production process by introducing a different technology and changes in the management are multiple causes, internal and/or external, and generate disorder or even radical turnovers. The issue bellow is an analysis of the performance evaluation and the corresponding steps that a banking institution manager should make in order to prepare changes and thus, to develop the organisation subsequently.banking, banking institution, performance management, changes management, motivation, criteria of performance evaluation, management of people

    Broader Perspectives for Dance

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    Dis-lodging literature from English: Challenging linguistic hegemonies

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    This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement

    Criteria for the Diploma qualifications in information technology at levels 1, 2 and 3

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    Pain and pleasure in partnership between normal school teachers, student teachers and university teachers.

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    The triad of teacher, student teacher and lecturer has not always been a mutually beneficial liaison. Lecturers have expressed frustration with the constraints of schools and classroom programmes to incorporate approaches they wish to develop with students; teachers have expressed annoyance at the "child banking" nature of some interactions with lecturers and students. Some teachers have felt that their own valuable craft knowledge and skilful teaching practice has been ignored or is seldom acknowledged; students have often been left in the awkward position of having to learn from, and collaborate with, two powerful but sometimes opposing mentors. This report focuses specifically on teachers' perceptions of the state of their partnership with lecturers and students at the School of Education, University of Waikato. The research questions also illuminate the teachers' concepts of "genuine partnership" and how such partnership can be fostered. Some significant mismatches are revealed between teachers' concepts and lecturers' concepts of what it means to be professional. This report argues that an open dialogue (in various contexts) on what it means to be professional and the fostering of collaborative research may go some way towards achieving a collaborative triad which is mutually beneficial

    A New Leadership Development Model for Nursing Education

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    Background Leadership competency is required throughout nursing. Students have difficulty understanding leadership as integral to education and practice. A consistent framework for nursing leadership education, strong scholarship and an evidence base are limited. Purpose To establish an integrated leadership development model for prelicensure nursing students that recognizes leadership as a fundamental skill for nursing practice and promotes development of nursing leadership education scholarship. Method Summarizing definitions of nursing leadership, conceptualizing leadership development capacity through reviewing trends, and synthesizing existing leadership theories through directed content analysis. Discussion Nine leadership skills form the organizing structure for the Nursing Leadership Development Model. Leadership identity development is supported via dimensions of knowing, doing, being and context. Conclusion The Nursing Leadership Development Model is a conceptual map offering a structure to facilitate leadership development within prelicensure nursing students, promoting student ability to internalize leadership capacity and apply leadership skills upon entry to practic
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