Reducing failures rate within the project documentation using Building Information Modelling, especially Level of Development

Paper´s focus is on differences between traditional modelling in 2D software and modelling within the BIM technology. Research uncovers failures connected to the traditional way of designing and construction of project documentation. There are revealed and shown mismatches within the project documentation. Solution within the Building information modelling Technology is outlined. As a reference, there is used experience with design of specific building in both ways of construction of project documentation: in the way of traditional modelling and in the way when using BIM technology, especially using Level of Development. Output of this paper is pointing to benefits of using advanced technology in building design, thus Building Information Modelling, especially Level of Development, which leads to reducing failures rate within the project documentation

Pedagogical love and prosociality in school education in Slovakia

Ethical education has more than a twenty-year-long tradition in Slovak education and still evokes discourse both in the professional community and among lay public. Therefore, alongside with practical measuring of efficiency of prosociality, research activity is focused on examination of ethical, philosophical, anthropological, psychological and pedagogical foundations of social relationality with regard to contemporary valid conception of ethical education in school education in Slovakia. Since the notion of prosociality is relatively unknown in the philosophical-educational discourse, the submitted paper offers several ideas on connection between prosocial behaviour and moral-philosophical thinking. At the same time, it briefly discusses the importance of presence of pedagogical love in education while implementing prosociality in contemporary school education in Slovakia

Referentiality and self-reflexivity in the works of Edgar Wright

Bachelor thesis discusses elements of referentiality and self-reflexivity in the works of English comedy director Edgar Wright. By comparing his amateur, television and feature films it explores the transformation of Wright’s regard to referenced pretexts and their influence on his own work. The thesis also focuses on self-reflexive techniques of Wright’s films and their effect on the spectator

Odvaha byť prosociálny v súčasnej pluralitnej spoločnosti

Príspevok je úvodnou filozofickou reflexiou výskumného grantu VEGA č. 1/0962/13 zameranou na preskúmanie etických, filozofických, antropologických, psychologických a pedagogických východísk sociálnej relacionality s ohľadom na súčasnú platnú koncepciu etickej výchovy v školskej edukácii SR

Facility Management as Part of an Integrated Design of Civil Engineering Structures

The present article deals about facility management, as still relatively young component of an integrated planning and design of buildings. Attention is focused on the area of the proposal, which can greatly affect to amount of future operating costs. Operational efficiency has been divided into individual components and satisfaction with the solution of buildings already constructed was assessed by workers, who are actually dedicated facility management in these organizations. The results were then assessed and evaluated through regression analysis. The aim of this paper is to determine to what extent is desired update project documentation of new buildings from the perspective of facility management

Features of evaluation and self-evaluation of prosocial behaviour among fifth- and sixth-grade pupils

Rozvoj prosociálnosti a výchova charakteru sú jednými z najvýznamnejších výziev súčasnej školy. Cieľom štúdie, ktorá je súčasťou predprieskumnej fázy širšieho experimentálneho skúmania efektov etickej výchovy, je zistiť, ako žiaci v kontexte tohto školského predmetu vnímajú vlastnú úroveň prosociálnosti, ako hodnotia svojich spolužiakov, ako ich hodnotia učitelia a či sú medzi týmito hodnoteniami zovšeobecniteľné súvislosti. Autori použili revidovanú verziu Rocheho dotazníka prosociálneho správania na vzorke 254 žiakov (132 chlapcov) vo veku 10–12 rokov (piaty a šiesty ročník ZŠ). Výsledky ukazujú signifikantné rozdiely v sebahodnotení aj hodnotení druhých, predovšetkým na základe pohlavia. Avšak nielen lineárne. Učitelia hodnotia dievčatá ako prosociálnejšie, než sa hodnotia ony samy, a naopak chlapcov hodnotia negatívnejšie, než sa chlapci vidia sami. Chlapci sami sa hodnotia prosociálnejšie, než ich vidia ostatní, u dievčat sa tento nepomer stráca. Vek, v porovnaní 5-tych a 6-tych ročníkov, zohráva zreteľnú rolu najmä u učiteľov, ktorí signifikantne pozitívnejšie vnímajú mladších žiakov. Úplnosť rodiny (dieťa žije v domácnosti s matkou aj otcom) ako premenná neukazuje evidentné rozdiely vo vnímaní žiakov v porovnaní so situáciou, keď dieťa býva len s matkou. Avšak v prípade, keď dieťa žije len s otcom, jeho sebavnímanie prosociálnosti je značne negatívnejšie, než je ono vnímané ostatnými.Prosocial development and character education are those of highest important challenges for contemporary school. The aim of present study is to examine how pupils perceive their own prosociality, how they evaluate the classmates, what are the assessements made by teachers, and whether there is a coherency between them which could be enounced in general. The study is part of a wider experimental research plan focused on the effects of ethics education in pre-research phase. Authors used the revised version of Roche's Prosocial Behaviour Scale (1998) for school population of 254 fifth and sixth grade's pupils (132 boys) in the age from 10 to 12. Results show significant differences in self-perception and other-percetion mainly based upon sex, not linear only. Teachers perceive the girls as more prosocial than the girls perceive themselves, and by contrast teachers evaluate the boys more negatively than the boys see themselves. In general, boys consider themselves more prosocial than they are seen by others; by girls this inadequacy disappears. If compare the age, 5th and 6th grade respectively, the strongest differences were investigated in group of teachers who perceive the younger pupils significantly more prosocial. Family situation plays role when a child lives only with father. In this case a child self-perception of prosociality is strongly worse than it is percepted by others