38 research outputs found
On the water transport of animals with special reference to Denmark
Transport of animals by water is a very old way of transport because it is relatively cheap and safe, with a minimum loss of animals. Waterways have been used for the transport of living animals and various goods from ancient times, for example in Ancient Egypt and the Roman Empire. Later, Vikings were so successful in their conquests because they always had trained horses aboard. It is believed that the colonization of America was possible because Spaniards were also bringing many horses with them. Danish possessions in the Caribbean owe much of their economic success in the period between 1820 and 1920 to permanent supply of cheap mules and other equides from South America. Mules were used for agricultural purposes and for work in sugar-cane mills. In the 20th century, a significant number of animals was transported to German and British colonies in South Africa. During the First and the Second World War, animals were also transported by water; measures were taken to meet the fundamental physiological requireĀ¬ments, and a veterinarian accompanied animals on long voyages. These precautions resulted in minimum transport losses
RazliÄitost pristupa u radu na projektima
Zbog vrlo Äeste zastupljenosti u praksi djeÄjih vrtiÄa, rad djece i odgajatelja na projektima predstavlja temu velikog interesa struÄne javnosti. U radu se govori o razliÄitim glediÅ”tima raznih koncepcija na
provedbu i oblike rada na projektu u odnosu na ulogu odgajatelja i djece
Europski pogled na struÄnjake u ranom i predÅ”kolskom odgoju i obrazovanju
Suvremene znanstvene spoznaje o djeÄjem razvoju i moguÄnostima njihova odgoja i obrazovanja potaknule su na cijelom europskom prostoru brojne rasprave i o struÄnjacima u ranom i predÅ”kolskom odgoju i obrazovanju. Rezultati provedenih istraživanja pokazali su da u europskom prostoru ne postoji jasan i jedinstven profil struÄnjaka kao ni ustanova za rad s djecom od roÄenja do polaska u Å”kolu
From the Pitchfork to the Cafe (where young people gather and social changes in the villages of Vojvodina)
U ovom radu biÄe reÄi o mestu i ulozi mladih u kulturnim
promenama koje se deŔavaju u seoskim sredinama. Kultura
se ovde shvata kao sintetiÄki izraz druÅ”tvenog razvoja
i promena koje su zahvatile život u selima. Transformisano
selo koje možemo nazvati "povaroŔeno" (antipod
mu je "poseljaÄeni" grad) jeste novi kulturni milje za svakodnevni
život mladih, njihove zabave i naÄin koriÅ”Äenja
slobodnog vremena. Upravo kroz taj segment njihovog
druÅ”tvenog života i razliÄite vidove okupljanja posmatraÄe
se znaÄaj i uloga mladih u tradicionalnim i modernim
selima.
S jedne strane, autentiÄna, relativno izolovana i celovita
tradicionalna kultura ima izrazitu integrativnu funkciju koja
povezuje pripadnike seoskog druŔtva u homogene, lokalne
skupine. S druge strane, obnavljanje i utvrÄivanje
nasleÄenih normi ponaÅ”anja i vrednosti predstavlja,
takoÄe, važnu funkciju tradicionalne kulture. Mladi su u
tome imali svoju aktivnu ulogu uÄestvujuÄi u reprodukovanju
i nastavljanju tradicionalnog nasleÄa.
Mladi na selu Äine danas grupu koja je najotvorenija prema
promenama u naÄinu života i najlakÅ”e preuzima nove
obrasce ponaŔanja i modne trendove. Deagrarizacija, viŔi
nivo obrazovanja i izražena socioprofesionalna pokretljivost
karakteriŔu omladinu u naŔim selima. Umesto tradicionalnih
vidova okupljanja danas se mladi, poput svojih
vrÅ”njaka u gradu, skupljaju u kafiÄima, disko-klubovima,
picerijama i salonima zabave (sa raznim automatima, fliperima
i video igrama). Slobodno vreme mladih, po svom
naÄinu koriÅ”Äenja, izražava opÅ”ti smer kulturnih promena
u naŔim selima koji se zbiva uporedo sa urbanizacijom,
imitiranjem gradskih standarda života i prihvatanjem vrednosti
masovnog potroÅ”aÄkog druÅ”tva.The article describes the place and role of
young people in the cultural changes that
are taking place in rural communities. We
consider culture to be a synthetic
expression of social development and the
changes that have taken place in rural life
The transformed village, which we can call
"urbanizedā (its antipode is the "ruralized"
city), is a new cultural environment for the
everyday life of young people, their
amusement and the way in which they
spend their leisure. It is through that part
of their social life and the various ways and
places in which they gather and meet that
the role and importance of youth in the
traditional and modern villages will be
observed.
An authentic, relatively isolated and
complete traditional culture has a very
strong integration function and it links the
member of a rural society into
a homogeneous, local group. Another very
important function of the traditional culture
is to renew and establish inherited values
and modes of behaviour. In this process
young people had an active role
participating in the reproduction and
continuation of the traditional heritage.
Today the rural youth are the group that is the
most open to changes in the way of life and
adopt new patterns of behaviour and modem
trends the most easily.
Deagrarization, a higher level of education
and marked socio-professional mobility characterize
the youth in the villages of Vojvodina.
Instead of traditional manners of gathering, today,
like their peers in the city, they frequent
cafŔs, discos, pizzerias and amusement arcades.
The way in which young people use
their leisure shows the general direction in
which cultural change in Yugoslav villages
are taking place,
parallel with urbanization, imitating city standards
of living and accepting the
values of the mass consumer society
Development of Biomotor Characteristics and Sprint and Throw Athletic Abilities in Six- to Eight-Year-Old Girls
The aim of the study was to assess the effect of programmed physical education on biomotor changes in girls, and the
impact of these changes on relations between the set of morphological and motor variables, and athletic variables evaluating
the sprint and throw abilities. Study sample included 310 six- to eight-year-old girls, elementary school first-graders
from the Split area, divided into control group (n=138) attending regular physical education classes and experimental
group (n=172) attending programmed physical education classes based on the elements of athletics, apparatus gymnastics,
games and general preparatory exercises. Relations between the predictor set of variables consisting of 4 morphological
measures and 6 motor tests, and the sprint and ball throw criteria were determined by regression correlation analysis
at the beginning and at the end of the academic year. Both groups achieved favorable quantitative result improvement
between the two measurement points, however, the improvement was considerably more pronounced in experimental
group, especially in the motor abilities of coordination, flexibility, movement frequency, and explosive, repetitive and
static strength. On final measurement, the number of significant predictors for the criterion variables of sprint and ball
throw increased from the initial measurement in both experimental and control group of subjects. In control group, trunk
strength, explosive strength and movement frequency as motor abilities and body height as a morphological characteristic
were found to be the best result predictors in sprint. In experimental group, coordination, flexibility, static arm strength
and trunk strength as motor abilities were the best result predictors in sprint. In the study sample as a whole, explosive
strength and trunk strength were identified as the best predictors of ball throw as a criterion variable. In experimental
group, it was accompanied by muscle mass development and adipose tissue reduction. Based on comparison of these results
and those obtained in previous studies, a new model of work in the athletics events of sprint and throw in elementary
school physical education is proposed
Risk behaviors in kindergarten: From the perspective of preschool teachers and expert associates
OpÄi cilj ovog rada je istražiti, opisati i usporediti razumijevanje pojma riziÄnih ponaÅ”anja djece predÅ”kolske dobi iz dvije perspektive (odgajatelja i struÄnih suradnika). U radu su predstavljeni rezultati kvalitativne analize fokus grupa s odgajateljima i struÄnim suradnicima iz DjeÄjeg vrtiÄa Rijeka koji donose opis i interpretaciju njihovog razumijevanja pojma riziÄnih ponaÅ”anja djece s kojom su radili ili trenutno rade. Tematskom analizom izolirane su dvije teme: Ā»fenomenologija i kriteriji procjene riziÄnih ponaÅ”anjaĀ« i Ā»etioloÅ”ki ÄimbeniciĀ«. MeÄu opisanim fenomenima i kriterijima procjene su i odgajatelji i struÄni suradnici navodili vrlo sliÄno: oblike/vrste riziÄnih ponaÅ”anja te opÄe kao i specifiÄne kriterije za procjenu riziÄnih ponaÅ”anja. MeÄu etioloÅ”kim Äimbenicima uoÄavaju Äimbenike na individualnoj razini djeteta i u svim ekoloÅ”kim podruÄjima. Rezultati su pokazali relativnu usklaÄenost dviju perspektiva dok se odreÄene specifiÄnosti u obje teme mogu prepoznati izmeÄu odgajatelja i struÄnjaka Å”to vjerojatno proizlazi iz razlika u temeljnoj edukaciji. Doprinos rada je u promiÅ”ljanju riziÄnih ponaÅ”anja djece vrtiÄke dobi i viÄenju istih od strane profesionalaca koji s njima rade te, u praktiÄnom pogledu, u implikaciji zajedniÄkog timskog i usklaÄenog djelovanja i individualnog pristupa svakom pojedinom djetetu i djetetovoj obitelji u prevenciji i intervenciji problema u ponaÅ”anju.The overall aim of this paper is to investigate, describe, and compare the understanding of the concept of risk behaviors in preschool-aged children from two perspectives (preschool teachers\u27 and expert associates\u27 perspectives). The paper presents the results of a qualitative analysis of focus groups with preschool teachers and expert associates from 31 kindergartens in Rijeka who provided a description and interpretation of their understanding of the concept of risk behaviors in children with whom they worked or are currently working. For the analysis of the focus group transcript, we applied a thematic analysis according to Clarke and Braun (2013), which isolated two topics: āphenomenology and criteria for assessing risk behaviorsā and āetiological factors.ā Among the described phenomena and assessment criteria, preschool teachers and expert associates provided similar responses: forms/types of risk behaviors as well as general and specific criteria for assessing risk behaviors. Among the etiologic factors, they notice factors in all ecological areas and the child himself. The results showed a relative alignment of the two perspectives, while certain specifics in both topics can be recognized between preschool teachers and professionals, which is likely due to the differences in their initial education. The contribution of the work is in considering risky behaviors of kindergarten children and their perception by the professionals who work with them and, in practical terms, in the implication of joint team and coordinated action and individual approach to each child and family in the prevention and intervention of behavioral problems
HOW PRESCHOOL TEACHERS ADDRESS RISK BEHAVIOURS IN CHILDREN
RiziÄna ponaÅ”anja koja se pojavljuju u predÅ”kolskoj dobi jedan su od najsnažnijih prediktora ozbiljnih problema u ponaÅ”anju u kasnijoj dobi. Stoga je upravo taj period kljuÄan za prevenciju i rane intervencije. Pri tome su vrtiÄi od posebnog znaÄaja, a kompetentni odgajatelji važan element zaÅ”tite kao nositelji brojnih aktivnosti s djecom u predÅ”kolskoj ustanovi pa tako i s djecom riziÄnih ponaÅ”anja. U radu su predstavljeni rezultati kvalitativne analize fokusnih grupa s odgajateljima iz DjeÄjeg vrtiÄa Rijeka koji donose interpretaciju njihovog doživljaja kompetentnosti i strategija noÅ”enja u radu s takvom djecom, kao i teÅ”koÄa s kojima se u svakodnevnom radu s riziÄnim ponaÅ”anjima djece susreÄu.
U tu svrhu primijenjena je tematska analiza prema Clarke i Braun (2013.) kojom su izolirane tri teme: Ā»Äimbenici koji doprinose adekvatnom noÅ”enju s riziÄnim ponaÅ”anjima djeceĀ«, Ā»Äimbenici koji doprinose neuÄinkovitom noÅ”enju odgajatelja s riziÄnim ponaÅ”anjima djeceĀ« i Ā»Preporuke za unaprjeÄenje rada s djecom s riziÄnim ponaÅ”anjimaĀ«. Istaknuta je potreba za implementacijom prevencijskih i ranointerventnih programa u vrtiÄe te nužnom sustavnom i struÄnom podrÅ”kom odgajateljima u radu s djecom riziÄnih ponaÅ”anja.Risk behaviours at preschool age are among the strongest predictors for later behavioural problems. Preschool age is therefore crucial for prevention and early intervention. In this context, kindergartens are particularly important, and competent preschool teachers implementing numerous activities with children, including those exhibiting risky behaviours, are an important element of protection.
The paper reports on the results of a qualitative analysis of focus groups consisting of preschool teachers from the kindergarten Rijeka, who shared their views of competences and strategies for working with such children, as well as of the difficulties arising on a daily basis in the work with children engaging in risk behaviours.
Thematic analysis according to Clarke and Braun (2013) has been applied for this purpose, highlighting three topics: Ā»Factors contributing to appropriately addressing risk behaviours in childrenĀ«, Ā»Factors contributing to ineffectively addressing risk behaviours in childrenĀ«, and Ā»Recommendations for improving work with children engaging in risky behaviourĀ«.
There is a need for the implementation of prevention and early intervention programmes in kindergartens as well as for providing systematic and expert support to preschool teachers in their work with children engaging in risky behaviour
Ruralni razvoj u Srbiji i lokalne zajednice
Ruralna podruÄja zahvataju najveÄi deo Srbije i veoma su
heterogena po prirodnim uslovima, proizvodnim kapacitetima, stepenu
zaposlenosti, infrastrukturi, nivou dohotka i životnom standardu.
MetodoloŔki pristup odozdo na gore (bottom-up), koji u prvi plan postavlja
lokalne aktere, odnosno lokalne subjekte Äiji su interesi vezani za razvoj
odreÄene teritorije, posebno je pogodan za definisanje strateÅ”kih
prioriteta u razvojno specifiÄnim ruralnim oblastima. Iz tog razloga
politika ruralnog razvoja podržava izgradnju kapaciteta lokalnih
zajednica za utvrÄivanje i implementaciju lokalnih razvojnih planova.
Mreža za podrÅ”ku ruralnom razvoju putem regionalnih i podruÄnih
centara treba da formira osnovu za uspostavljanje i efikasno
funkcionisanje lokalnih akcionih grupa, koje Äe se starati o utvrÄivanju i
sprovoÄenju razvojnih strategija lokalne zajednice