471 research outputs found
A szociális kompetencia fejlesztésének elmélete és gyakorlata
A tanulmány első részében a szociális kompetencia meghatározásával foglalkozó legfontosabb elméleti munkákat foglaljuk össze, majd bemutatjuk e pszichikus rendszer általánosan elfogadott fejlődési modelljét és a fejlesztéssel kapcsolatos jelentősebb vizsgálati eredményeket, végül ismertetjük azokat a hazai kutatási és fejlesztési problémákat, amelyek megoldása a hatékonyabb szociális nevelés lehetőségét eredményezheti
„A nemeknek megfelelõ oktatás”. A lányok informatikaoktatásának néhány jellemzõje Németországban
Napjainkban az EurĂłpai UniĂł tagállamainak egyik legfĹ‘bb cĂ©lja a nemek közötti egyenlĹ‘sĂ©g oktatáson belĂĽli Ă©s az oktatás rĂ©vĂ©n törtĂ©nĹ‘ megvalĂłsĂtása olyan tanĂtási-tanulási környezetben, amely csökkenti a diszkrimináciĂł elĹ‘fordulását a társadalmi nemi szerepek tanulásában, illetve a lányok iskolai elĹ‘menetelĂ©ben. (Bádonfai, 2002, 2005; Halász Ă©s Lannert, 2003) Bár e törekvĂ©sek alappillĂ©rĂ©nek Ă©vtizedek Ăłta a tagállamok koedukált oktatási rendszere tekinthetĹ‘, az elmĂşlt másfĂ©l Ă©vtizedben számos országban – köztĂĽk NĂ©metországban is – mindezt rĂ©szben a nemek szerinti (teljes vagy rĂ©szleges) elkĂĽlönĂtĂ©sen alapulĂł oktatással, nevelĂ©ssel kĂvánják megvalĂłsĂtani. E koncepciĂł kibontakozása egyes nĂ©metországi iskolákban már nemcsak a termĂ©szettudományos tárgyak, hanem az informatika tantárgy oktatásában Ă©s az IKT-eszközök tanĂłrai alkalmazásában is tetten Ă©rhetĹ‘
A szociálisprobléma-megoldás fejlődése serdülőkorban – két longitudinális vizsgálat tapasztalatai
The aim of the studieswas to shed light on changes in social problem-solving (SPS) among 12–14-year-olds(N=180) and 14–16-year-olds (N=149). Apart from self-assessment, adolescents were evaluated by mothers and teachers, thus allowing for ananalysis of their opinions and of the ways in which family variablesinfluence SPS at different ages. The SPSI–R (D’Zurilla et al., 2002) was used, and the following factors were considered: positive problem orientation, negative problem orientation, rational problem-solving, impulsivity and avoidance. According to the results, there were no significant differences for any of the factors among 14-year-olds in either investigation;it was thus possible to interpret the results together. Mother-child ratings werethe strongest; teacher-parent ones were the weakest. Negative problem orientationbecamemore characteristic of students, and positive problem orientationdecreased. Impulsivitywas already high in the first year of the study and remainedso throughout. Rationality and avoidancedisplayedan increasing tendency. Negative problem orientation and impulsivityare mostly accounted for by mothers’ education, while rationality and positive problem orientation are explained by that of fathers. Family structure has a high explanatory value
Could a Resource be Simultaneously a Schedule according to the REA Ontology
This paper describes using of the Resource-Event-Agent (REA) framework to model enterprise planning at operational level. The aim is to further utilize the possibilities and potential of the framework in the areas with prevailing conversion rather than exchange processes. During the modeling we came across the situation when an entity may be viewed as two different REA concepts, which breaks the REA ontology. In the next of the paper we suggest some rational possibility how to solve the problem. The paper also partly mentions the mechanism of inner or nested classes that can be used for implementation of the two different views on the entity in the given context.REA; Business patterns; REA ontology; production schedule modelling
Enterprise planning model using REA ontology
The aim of the paper is to describe using REA framework to model enterprise planning not only at the operational level but also at the policy level. Using policy level enlarges the possibility of the models on the base of the REA framework because the policy level in this way represents metalevel of the model. The policy level of the REA framework itself is comprised of both the typification and grouping semantic abstractions and the Commitment entity. This entity may be viewed as either a sublayer or a middle layer of the REA framework. The Commitment entity belongs to the fundamental entities of the policy level but has some specifications that are expressed by the fulfillment relationship. This many-to-many relationship forms the link to the operational level. The paper thinks over the problem and suggests some solution that gets the Commitment entity closer to the typification semantic abstraction.REA framework; policy level; production planning model; typification; grouping; cardinality
- …