A Komplex Instrukciós Program, mint státuszkezelő eljárás

A Hejőkeresztúri Modell részeként ismert Komplex Instrukciós Program (K. Nagy, 2012) olyan speciális kooperatív tanulási eljárás, amely tudásban és szocializáltságban heterogén tanulói csoportokat képes kezelni. Az alábbi írás a program magyarországi bevezetését megelőző kutatásokat foglalja össze, a hangsúlyt a tanulók közötti státuszrangsorra és annak kezelésére helyezve. Kitér az osztályon belüli rangsor kialakításának okaira, az osztály szociális szerkezete megváltoztatásának lehetőségére és a tanulók innovatív gondolkodásának fejlesztésére. Figyelmet fordít a többféle képesség felhasználásának szükségességére, valamint a csoport és az egyén értékelésének lehetőségére is

Question d’ateliers étude des retables polyptiques transylvains, envisagés comme expression des relations artistiques entre les peuples saxon et sicul | Workshop matters. Artistic relations between Saxons and Székelys in the mirror of Transylvanian altarpieces

Emese Sarkadi Nagy observe la frontière entre les pays sicules et saxons, cherchant les filiations artistiques entre les principaux ateliers et les artistes locaux. Dépassant la seule question artistique, elle place son étude dans le contexte intellectuel, économique et politique de la Transylvanie aux XVe et XVIe siècles. | Emese Sarkadi Nagy studies the interaction between the Székely and the Saxon territories at the beginning of the 16th century. She analyses artistic relations and influences and the circumstances of the workshops in the region in which altars were made. In addition to examining art, she reflects on the intellectual, economical and political context of Transylvania in the 15th and the 16th centuries

Differenciált Fejlesztés Heterogén Tanulócsoportban

The Complex Basic Program (CBP) is an Educational Program, based on professional teacher development. The aim of the paper is to show the Differentiated Development in Heterogeneous Learning Groups (DDHLG) program, which is the essential element of Complex Basic Program. In this paper we learn about the Differentiated Development in Heterogeneous Learning Groups, which is a teaching program that aims to create more equitable classroom atmosphere in which status differences among pupils do not play a significant role and don’t hinder their learning efforts. It also radically changes the teaching perspective - it allow s for appreciation and evaluation of a variety of intelligence forms and capacities and it makes children active actors o f their own learning. This pedagogical practice is thus successful in introducing high quality education to diverse classrooms, in which social backgrounds and intellectual capacities of pupils differ substantially. It encourages the personal involvement of students in the learning-teaching process, focusing on student collaboration. We also show the importance of the Differentiated Development in Heterogeneous Learning Groups program, namely: - why there is a need for knowledge development and apprenticeships for teacher training, - why equitable and strong scientific results are crucial to the experience of both teachers and students

Development of Low-status Roma Students in a Heterogeneous Group of Students in Terms of Knowledge and Socialization

The present study shows on the Complex Instruction Program (in Hungarian: Komplex Instrukciós Program – KIP) and its impact on low-status roma student's classroom performance, the frequency of their talk and their task-related classroom activity. ALACSONY STÁTUSÚ ROMA TANULÓK FEJLESZTÉSE HETEROGÉN TANULÓCSOPORTBAN A TUDÁS ÉS A SZOCIALIZÁCIÓ SZEMPONTJÁBÓL Jelen tanulmány a komplex oktatási programot (angolul: Coplex Instuction Program) és annak hatását mutatja be az alacsony státusú roma tanulók osztálytermi teljesítményére, beszélgetésük gyakoriságára és feladathoz kapcsolódó tantermi aktivitásukra

Upaya Optimalisasi Penghematan Subsidi Bahan Bakar Minyak (BBM) Agar Tepat Sasaran

Subsidized fuel consumption continues to increase from year to year also put pressure on the state budget so that it becomes increasingly severe. This is caused by the government\u27s energy policy tends to be adaptive and short-term oriented (myopic), so the government pays little attention to aspects of long-term autonomy of the Indonesian economy. Subsidy in the 2011 budget amounted to 33.42% of the total expenditure budget, 86% subsidy is used for energy subsidies and 64.6% the largest share of subsidies. The biggest users of fuel subsidy, is land transportation, with the classification of private vehicles, so it can be said that the subsidy is not received by the appropriate require. Related to this, the challenges that must be faced is the obligation to make a breakthrough in order to encourage domestic savings in fuel consumption and diversification in the use of non-fuel energy sources. There are three policy options as an effort to optimize the fuel subsidy savings. First, restrictions on the use of the fuel subsidy program, unfortunately the prospects of success of this policy is not good considering unprepared infrastructure and the emerging moral hazard. Second, the increase in fuel prices, the authors recommend the price increase to Rp 2000, - taking into account the effects of inflation, and financial savings, for the welfare of the people. Third, the use of CNG and new products from the fuel, this policy option can be run in the long run because it requires a longer preparation in building infrastructure

Atypical facial emotion recognition in children with autism spectrum disorders:exploratory analysis on the role of task demands

People with autism spectrum disorders (ASDs) have difficulty with socio-emotional functioning; however, research on facial emotion recognition (FER) remains inconclusive. Individuals with ASD might be using atypical compensatory mechanisms that are exhausted in more complex tasks. This study compared response accuracy and speed on a forced-choice FER task using neutral, happy, sad, disgust, anger, fear and surprise expressions under both timed and non-timed conditions in children with and without ASD (n = 18). The results showed that emotion recognition accuracy was comparable in the two groups in the non-timed condition. However, in the timed condition, children with ASD were less accurate in identifying anger and surprise compared to children without ASD. This suggests that people with ASD have atypical processing of anger and surprise that might become challenged under time pressure. Understanding these atypical processes, and the environmental factors that challenge them, could be beneficial in supporting socio-emotional functioning in people ASD