457 research outputs found
Pregled javnih obrazovnih sustava i njihovih struktura u pojedinim europskim zemljama sa stajališta tjelesnog odgoja
The public educational systems and the structures of European countries show several differences so thus they have dissimilar educational-political attitudes. The Hungarian, the Danish, the English, the Finnish, the Dutch, the Italian, the Lithuanian, the Norwegian and the Polish system will be introduced in brief and analyzed with a structural representation of their education. Activities with the purpose of education such as physical education, sport and health education are part of the educational system in every examined case. It can be stated from the aspect of structures that the Hungarian and the Lithuanian system as well as the Norwegian and the Polish institutional systems show several similarities. Examining the characteristics of the educational systems makes it possible to conclude that there are well-marked parallelism of Danish and Finnish education. The English and Dutch institutional education start at age of five, but after this point these two systems are substantially contrary to each other. In the implementation of the new Italian educational system there is no meeting point with any other examined systems. The European attitude and approach towards PE and sport can be a model for Hungarian society. PE and sport are value-bearer and value-transmitter fields of education with more or less expressed influence on all of the examined European educational systems.Javni obrazovni sustavi i njihove strukture u pojedinim europskim zemljama još uvijek se razlikuju i pokazuju kako postoje različite obrazovne politike.
Cilj je ovoga rada otkriti sličnosti i razlike u europskim obrazovnim sustavima tako što će se opisati post-komunistički obrazovni sustavi, sustavi zemalja članica Europske unije i sustavi zemalja koje nisu u EU. Drugi nam je cilj promotriti ulogu i mjesto tjelesnog odgoja i sporta u tim sustavima. Pritom se u članku osobita pozornost posvećuje madžarskom obrazovnom sustavu tjelesnog odgoja i sporta.
Predstavljeni su i analizirani sljedeći obrazovni sustavi: madžarski, danski, britanski, finski, nizozemski, talijanski, litvanski, norveški i poljski. Sa stajališta struktura obrazovnih sustava može se reći da madžarski i litvanski te norveški i poljski sustavi pokazuju nekoliko sličnosti. Također postoji i snažno izražen paralelizam danskog finskog obrazovanja. Engleski i nizozemski sustav uključuju djecu u institucijsko obrazovanje već u dobi od pet godina, ali se nakon te točke znatno razlikuju, čak su i suprotstavljeni. Talijanski sustav gotovo da nema dodirnih točaka s ostalim obrazovnim sustavima.
Odgojne aktivnosti, poput tjelesnog odgoja, sporta i zdravstvenog odgoja sastavnice su svakoga od analiziranih obrazovnih sustava. Higijenske navike – stvorene u obiteljima, te dječja igra pretvaraju se u usustavljene individualne ili društvene aktivnosti u školi. Sportske igre i fizičko kretanje kameni su temeljci toga procesa. Svi analizirani obrazovni sustavi nude široko, svestrano obrazovanje koje uključuje i tjelesni odgoj, sport i zdravstveni odgoj.
U Madžarskoj, uz opći tjelesni odgoj, postoje i zdravstveni odgoj, programi vježbanja niskog intenziteta, prilagođeni program tjelesnog odgoja i prilagođene plivačke aktivnosti. U sustavima ostalih europskih zemalja ta se područja obično pojavljuju u sklopu tjelesne i zdravstvene kulture. U članku se podrobno objašnjava svaka programska sastavnica madžarskog pristupa planu i programu tjelesnog odgoja prema kojemu svako dijete može pronaći aktivnost primjerenu njegovu zdravstvenom statusu. Stoga se može reći da je madžarski javni obrazovni sustav strukturiran tako da maksimalno zadovolji učeničke i studentske potrebe, čime najdjelotvornije prenosi poruke o blagotvornim učincima tjelesne aktivnosti, vježbanja i sporta.
Nažalost, u primjeni plana i programa javljaju se poteškoće zato što nije svaka škola ni kadrovski ni materijalno opremljena za provedbu takvog tjelesnog odgoja. No, financijski, materijalni i kadrovski problemi nisu specifičnost samo madžarskih škola – slična je situacija i u drugim analiziranim europskim zemljama.
Pred strukom su veliki budući izazovi kako podići razinu motoričke, tjelesne aktivnosti u populacijama promatranih zemalja, a osobito među najmlađima. U Europi su se počele događati promjene u obrazovnim sustavima koji tjelesni odgoj i sport počinju promatrati kao sredstvo prenošenja poželjnih životnih vrijednosti (Hardman 2003, str. 32)
StratĂ©giai döntĂ©seknĂ©l alkalmazhatĂł összesĂtett kockázati mutatĂłszámok meghatározása: Egy döntĂ©stámogatĂł mĂłdszer alkalmazási feltĂ©telei
In decision-making situation we select the appropriate product and/or service for us or our organization, based on various criteria, such as qualitative and quantitative evaluation and/or comparison. The selection procedure may be supplemented by a risk assessment and an overall risk level assessment. This article examines the possibilities of using risk management tools in a specific decision-making situation.DöntĂ©si helyzetekben kĂĽlönbözĹ‘ szempontok, összetett szempontrendszerek alapján, kvalitatĂv Ă©s kvantitatĂv Ă©rtĂ©kelĂ©ssel, összehasonlĂtással választjuk ki a számunkra vagy szervezetĂĽnk számára alkalmas, megfelelĹ‘ termĂ©ket Ă©s/vagy szolgáltatást. A kiválasztási eljárás kockázatĂ©rtĂ©kelĂ©ssel Ă©s összesĂtett kockázati szint meghatározásával is kiegĂ©szĂthetĹ‘. A cikk a kockázatmenedzsment eszközeinek egy speciális döntĂ©si helyzetben törtĂ©nĹ‘ alkalmazási lehetĹ‘sĂ©geit vizsgálja
Diabetes és Alzheimer-kór = Diabetes mellitus and Alzheimer’s disease
Az Alzheimer-kĂłr Ă©s a diabetes mellitus az Ă©letkorral növekvĹ‘ gyakoriságĂş betegsĂ©g. A demográfiai változások, az idĹ‘södĹ‘ társadalmak tĂĽkrĂ©ben kĂĽlön-kĂĽlön is nĂ©pegĂ©szsĂ©gĂĽgyi jelentĹ‘sĂ©gű kĂ©t kĂłrkĂ©p között kapcsolat van. A kockázati tĂ©nyezĹ‘ket felmĂ©rĹ‘ vizsgálatok alapján a 2-es tĂpusĂş diabetes mellitus az Alzheimer-kĂłr egyik kockázati faktorának tekinthetĹ‘. Az Alzheimer-kĂłr ma mĂ©g korlátozottan befolyásolhatĂł betegsĂ©g, ugyanakkor a diabetes mellitus optimális kezelĂ©se egyben az Alzheimer-kĂłrt is kedvezĹ‘en befolyásolhatja. A kĂ©t betegsĂ©g közötti kapcsolat ma mĂ©g nem teljesen tisztázott, azonban a diabetes mellitus ismert vascularis hatásain tĂşl, a neurodegeneratĂv folyamatot közvetlenĂĽl is befolyásolĂł központi idegrendszeri hatásokra is fĂ©ny derĂĽlt. Az utĂłbbi Ă©vekben feltárt centrális inzulinrezisztencia potenciális terápiája nemcsak az anyagcsere-betegsĂ©gek, hanem az Alzheimer-kĂłr kezelĂ©sĂ©ben is ĂgĂ©retes lehet. Orv. Hetil., 2011, 152, 512–515.
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The incidence of Alzheimer’s disease and diabetes is increasing with age. Thus, in light of demographic change and aging societies, they are becoming a growing issue for public health. Further, there are linkages between the two diseases. In particular, risk assessment studies suggest that type 2 diabetes mellitus is a risk factor of Alzheimer’s disease. Hence, even though Alzheimer’s disease can only be influenced to a limited extent, optimal treatment of diabetes mellitus may have also a positive effect on Alzheimer’s disease. While the relationship between the two diseases is not yet completely clear, in addition to the known vascular effects of diabetes mellitus recent results shed light on central nervous system effects directly influencing the neurodegenerative process. Treatment of central insulin resistance, a phenomenon explored in recent years, may be a promising avenue, not only in addressing metabolic disorder, but also Alzheimer’s disease. Orv. Hetil., 2011, 152, 512–515
A félelemtől az iróniáig : Machiavelli Belfagorja
Az Ărás elĹ‘ször arra a kĂ©rdĂ©sre keres választ, hogyan lehet összeegyeztetni a vĂ©gtelen Ă©s vĂ©gtelenĂĽl jĂł Isten fogalmát a világon mindenĂĽtt jelentkezĹ‘ Gonosz sokszor sikeres tevĂ©kenysĂ©gĂ©vel? A problĂ©ma törtĂ©neti áttekintĂ©se során a keresztĂ©ny teolĂłgia platonikus vonulatának (DionĂĽsziosz Areopagitosz, Eriugena, majd szent Anzelm) eszmĂ©it követjĂĽk nyomon. Ennek lĂ©nyege: Istennek nincs valĂłdi riválisa, nincs preegzisztens rossz, a Gonosz az ember helytelen döntĂ©sĂ©ben rejtĹ‘zködik. Ugyanakkor az ember mĂ©ltĂłságának (Istenhez valĂł hasonlĂłságának) nĂ©lkĂĽlözhetetlen rĂ©sze akaratának szabadsága. A második rĂ©sz arrĂłl szĂłl, mikĂ©nt tűnik el a 15. századi neoplatonikus gondolkodĂłk docta religiĂłjábĂłl, illetve hogyan válik, elvesztve fĂ©lelmetessĂ©gĂ©t, ironikusan ábrázolt alakká Machiavelli tanulságos mesĂ©jĂ©ben. The paper first seeks to answer the question, how can the concept of an infinite and infinitely good God be reconciled with the often successful activities of the Evil, who is everywhere in the world? The historical overview of the problem traces the ideas of the Platonic line of Christian theology (Dionysius Areopagite, Eriugena, and later Saint Anselm). The essence of this is that God has no real rival, there is no preexistent evil, that evil is hidden in man's wrong choices. However, that is an indispensable part of man's dignity (his likeness to God), the freedom of his will. The second part is about how it disappears from the docta religio of the 15th century Neoplatonic thinkers and, having lost its fearlessness, becomes the figure ironically depicted in Machiavelli's instructive tale
Pálinkák rĂ©ztartalom meghatározási mĂłdszereinek összehasonlĂtása
Der Kupfergehalt verschiedener Fruchtbranntweinen wurde mit der Cuproinmethode bestimmt. Es wurde dabei bestätigt, dass die Genauigkeit der Cuproinimethode den Erforderungen der Ungarischen Norm MSZ 9598 entspricht. The copper content of various fruit brandies was determined by the cuproine method. It was found that the accuracy of measurement by the cuproine method I satisfies the requirements of Hungarian standard MSZ 9598
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