33 research outputs found
LIFELONG LEARNING AND THE CHANGES IN SCHOOLING
U radu se opisuje koncept cjeloživotnog učenja i njegov razvoj
tijekom druge polovine dvadesetog stoljeća. Navode se značenja drugih srodnih koncepata kao što su kontinuirano obrazovanje, permanentno obrazovanje i povratno obrazovanje. Posebno se prikazuju pojedini oblici cjeloživotnog učenja – formalno obrazovanje, neformalno obrazovanje, informalno obrazovanje i iskustveno učenje – s pomoću kojih se ostvaruje koncept cjeloživotnog učenja. Prikazuju se glavne konceptualne implikacije cjeloživotnog učenja na promjenu razumijevanja obrazovanja kao školovanja i tradicionalnog shvaćanja da je obrazovanje namijenjeno samo djeci i mladima. Navode se i obrazlažu kvantitativne i kvalitativne promjene u osnovnom i srednjem školstvu
koje su u funkciji realizacije koncepcije cjeloživotnog učenja.This paper describes the concept of lifelong learning and its
development through the second half of the twentieth century. The meanings are given of other related concepts, such as continuing education, permanent education and recurrent education. Specifi c forms of lifelong learning, through which the concept of lifelong learning is realised, are presented separately. These are: formal education, non-formal education, informal education and
experiential learning. The paper shows the main conceptual implications of lifelong learning on the change in understanding of education as schooling and the traditional understanding of education as something intended only for children and young people. Finally, the paper indicates the quantitative and qualitative changes in primary and secondary schooling that have the function of realising the concept of lifelong learning
Familiäre Wandel im Leben minderjähriger Delinquenten und ihre Auswirkung auf die objektiven Lebensverhältnisse
Cilj rada bio je provjeriti razlikuju li se maloljetni delinkventi koji
su migrirali po objektivnim uvjetima života od onih koji nisu
migrirali. Neka istraživanja pokazuju da su objektivni uvjeti života
u obiteljima maloljetnih delinkvenata lošiji od uvjeta u obiteljima
nedelinkvenata te mogu biti rizični za pojavu delinkventnoga
ponašanja. Podaci dobiveni ovim istraživanjem pokazuju da
postoje statistički značajne razlike između maloljetnih počinitelja
kaznenih djela koji su migrirali i onih koji to nisu u većini varijabli
koje govore o objektivnim uvjetima života u obitelji. Taj rezultat
upućuje na to da se migracije mogu promatrati kao rizični
utjecaji na objektivne uvjete života u obitelji te na taj način
posredno utječu na poremećaje u ponašanju, na asocijalno,
devijantno i delinkventno ponašanje. Maloljetnicima koji dolaze
iz migrantskih obitelji i njihovim obiteljima potrebna je ciljana
pomoć u društvu primitka, kako bi im se što više olakšala
prilagodba na novu sredinu te zdravo funkcioniranje i razvoj.The aim of the paper was to examine whether there is a
difference in juvenile delinquents who migrated under
objective living conditions as opposed to those who did not
participate in migration. Some researches show that
objective living conditions in families of juvenile delinquents
such as education of parents, employment, economic status
of family etc. are worse than the conditions in families of
non-delinquents, and can thus present a risk to the
occurrence of delinquent behaviour. Data obtained in this
research on a sample of 458 juvenile perpetrators of
criminal acts indicate that there are statistically significant
differences between juvenile delinquents who migrated and
those who did not in most variables dealing with the
objective living conditions in the family. This result indicates
that migrations can be observed as risk-causing influences
on objective living conditions in the family and thus have an
indirect impact on the occurrence of behaviour disorders,
antisocial, deviant and delinquent behaviour. Minors coming
from migrant families as well as their families need specific
assistance in the receiving society in order to help them
adapt to the new environment and healthy living and
development.Mit dieser Arbeit sollte geprüft werden, ob es Unterschiede
gibt zwischen minderjährigen Delinquenten, deren objektive
Lebensverhältnisse Migrationen unterworfen waren, und
solchen, deren Leben in gewohnten Bahnen verlief. Einige
Untersuchungen zeigen, dass objetkive Lebensverhältnisse
wie Bildungsgrad der Eltern, finanzieller Status der Familie
u.ä. bei Nichtdelinquenten schlechter sein können als bei
Delinquenten und dass sie ein Risiko darstellen, das zum Auftreten delinquenten Verhaltens beitragen kann. Die
Ergebnisse der vorliegenden Untersuchung, die unter 458
minderjährigen Delinquenten durchgeführt wurde, zeigen,
dass es statistisch bedeutende Unterschiede gibt zwischen
minderjährigen Straftätern, die in ihrem Leben Wandel
durchlaufen haben, und solchen mit stabilen
Lebensverhältnissen, und zwar bei den meisten Variablen,
die die objektiven familiären Lebensverhältnisse betreffen.
Dieses Resultat verweist darauf, dass familiäre Wandel als
Risikofaktor betrachtet werden können, die die objektiven
Lebensverhältnisse innerhalb der Familie beeinflussen und
insofern indirekt Verhaltensstörungen sowie asoziales,
abwegiges und delinquentes Verhalten hervorrufen können.
Jugendliche, deren Familienleben ständigen Wandeln
unterworfen ist, sowie ihre Familien benötigen innerhalb der
sie aufnehmenden Gesellschaft gezielte Hilfe, damit ihnen
die Anpassung an die Umwelt weitesgehend erleichtert wird
und sie in diesem Rahmen gesund funktionieren und sich
weiterentwickeln können
Density functional theory calculation of the properties of carbon vacancy defects in silicon carbide
As a promisingmaterial for quantumtechnology, silicon carbide (SiC) has attracted great interest inmaterials science. Carbon vacancy is a dominant defect in 4H-SiC. Thus, understanding the properties of this defect is critical to its application, and the atomic and electronic structures of the defects needs to be identified. In this study, density functional theorywas used to characterize the carbon vacancy defects in hexagonal (h) and cubic (k) lattice sites. The zero-phonon line energies, hyperfine tensors, and formation energies of carbon vacancies with different charge states (2-, -, 0,+ and 2+) in different supercells (72, 128, 400 and 576 atoms)were calculated using standard Perdew-Burke-Ernzerhof and Heyd-Scuseria-Ernzerhof methods. Results show that the zero-phonon line energies of carbon vacancy defects are much lower than those of divacancy defects, indicating that the former is more likely to reach the excited state than the latter. The hyperfine tensors of VC+(h) and VC+(k) were calculated. Comparison of the calculated hyperfine tensor with the experimental results indicates the existence of carbon vacancies in SiC lattice. The calculation of formation energy shows that the most stable carbon vacancy defects in the material are VC2+(k), VC+(k), VC(k), VC-(k) and VC2-(k) as the electronic chemical potential increases.Peer reviewe
Ohne einen motivierten Religionslehrer gibt es keinen Qualitätsreligionsunterricht
U svojim razmišljanjima o temeljnoj ulozi vjeroučitelja u vjeronaučnoj nastavi autorica polazi od ciljeva katoličkog vjeronauka u odgojno-obrazovnom procesu. U ovom članku pokušava odgovoriti na pitanje: zašto neki vjeroučitelji postižu izvanredne rezultate, a drugi veoma slabe ili nikakve? Problem je, prije svega, u motivaciji vjeroučitelja. Autorica o motivaciji kao temeljnom opredjeljenju (optio fundamentalis) vjeroučitelja razmišlja na temelju podataka dobivenih iz nekih socioloških istraživanja. Pomoću statističkih pokazatelja ona pokušava utvrditi u kojoj mjeri motivacija kod vjeroučitelja postoji ili pak nedostaje. Na kraju navodi nekoliko pokazatelja o (ne)motiviranosti i nekoliko važnih čimbenika koji mogu doprinijeti jačanju motivacije kod vjeroučitelja.In ihren Erwägungen über die Grundrolle des Religionlehrers im Religionunterricht geht die Autorin von den Zielen des katholischen Religionsunterrichts im Erziehungs- und Bildungssystem aus. In diesem Artikel versucht sie die Frage: Warum erzielen manche Religionslehrer hervorragende Ergebnisse, während andere sehr niedrige oder sogar keine?, zu beantworten. Das Problem liegt vor allem in der Motivation bei den Religionslehrern. Aufgrund erhaltener Angaben aus einigen soziologischen Untersuchungen denkt die Autorin über die Motivation als fundamentale Einstellung (optio fundamentalis) bei den Religionslehrern nach. Anhand statistischer Indikatoren versucht sie festzulegen, in was für einem Masse die Motivation bei den Religionslehrern anwesend oder nicht anwesend ist. Zum Schluss nennt sie ein paar Indikatoren der (Un-)Motivation und erwähnt ein paar wichtige Faktoren, die zur Motivationsstärkung bei den Religionslehrern beitragen können