Zeitschriftenartikel: „Psychosynthesis as educational model“

1

O'Regan, Miceal. „PSYCHOSYNTHESIS a Model of Faith and Hope“. Self & Society 15, Nr. 1 (Januar 1987): 36–47. http://dx.doi.org/10.1080/03060497.1987.11084823.

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2

Appel, Philip R. „Psychosynthesis: A Transpersonal Model for Hypnotically Mediated Psychotherapy“. American Journal of Clinical Hypnosis 56, Nr. 3 (02.01.2014): 249–68. http://dx.doi.org/10.1080/00029157.2013.831744.

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3

Lombard, Catherine Ann, und Barbara C. N. Müller. „Opening the Door to Creativity: A Psychosynthesis Approach“. Journal of Humanistic Psychology 58, Nr. 6 (30.06.2016): 659–88. http://dx.doi.org/10.1177/0022167816653224.

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Given the great importance of creativity in society, and in health psychology in particular, investigating how creativity can be enhanced is a valuable area of research. Interventions that enable individuals to become more creative vary in their focus from increasing divergent thinking to task reactivation during sleep. This article introduces psychosynthesis psychology as an additional theoretical and therapeutic approach for enhancing creativity through its concept that creativity originates from different levels of the unconscious. We show that the subpersonality model, one of the fundamental psychosynthesis techniques, is an effective intervention for aiding creative expression as it helps people connect to different levels of their unconscious creativity. It is assumed that through the use of this technique, clients are able to release and unblock energies that not only allow them to rebuild their personal identities but also become actively creative in their daily lives. We support this assumption with qualitative findings that include testimonies from eleven clients in The Netherlands who received psychosynthesis counseling. In addition, qualitative data of a case study demonstrates subpersonality integration and its role in helping clients to become more creative in their personal and professional lives. The present article is, to the best of our knowledge, the first to demonstrate the beneficial effects of using psychosynthesis to facilitate creativity. The framework of psychosynthesis psychology, its techniques (which include the subpersonality model), and its therapeutic approach are viable methodologies for anyone searching to unblock and activate new creative energy and achieve personal and professional growth.

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Aleksandrova, Ludmila A., und Edvard R. Galimov. „University digital educational model“. Journal Of Applied Informatics 15, Nr. 89 (30.10.2020): 37–51. http://dx.doi.org/10.37791/2687-0649-2020-15-5-37-51.

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This work was carried out in accordance with the Digital Economy program of the Russian Federation and is therefore relevant. The program posed the following tasks for universities: the digital transformation of universities and the training of specialists of the digital economy. The Ministry of Education has articulated these issues as the creation of the Digital University. The paper proposes a model that can be laid the foundation of the Digital University. The model was developed on the basis of an analysis of the development of education in the fi of digitalization over the past 20 years, an assessment of the readiness of the leading universities of the Russian Federation to transform at present, and their own experience in using digital technologies. The proposed model satisfies the following requirements: openness of the system for students and teachers; the student’s participation in the formation of the trajectory of his own learning; the ability to access additional resources, courses and choose the places for practical training; formation and analysis of the digital trace; the use of intelligent methods for assessing acquired knowledge and competencies. The main blocks of the model are identified and the tasks for each block are formulated, which must be solved at the stage of creating the Digital University. The paper proposes approaches to their solution, technologies that the authors tested, evaluated and published the results in their previous works. In conclusion, we note that to create a Digital University, first of all, it is necessary: expand the base of control and training materials, modify, improve their forms; implement software smart systems for training and control; form a digital student trace, digital passports of information resources and, on their basis, form an individual learning path, an image of a specialist; develop learning scenarios for different images of students, goals, objectives; integrate intellectual resources of science and education; automate the management of the learning and control process as much as possible.

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Dierkhising, Judy Tombrink. „Formulating an Educational Model“. Journal of Psychosocial Oncology 5, Nr. 1 (13.05.1987): 89–102. http://dx.doi.org/10.1300/j077v05n01_09.

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Chianchana, Chaiwichit. „Research Synthesis on Educational Model“. 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, Nr. 1 (09.12.2020): 14. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(14).

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The concept of study management according to the National Study Plan, based on the key principles of study management, consists of: Principles of Education Management for The Nation Principles of Education Management for Equality and General. The philosophy of sufficiency economy and the principle of participation in all sectors of society. It also adheres to sustainable development goals. Domestic issues such as the quality of people of all ages. Changes to the country's population structure Inequality of income distribution and environmental crisis. The national strategy is a key framework for the creation of a national education plan from 2017 to 2036, and the findings in the study's quality plan have also found that the development results are not satisfactory, as the basic academic achievements are significantly lower than average and lower than many Asian countries (Office of the Education Council, 2017). From that plan, Education is extremely important and must continue to develop across all dimensions. Keywords: Research systhesis, Educational Model

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Buchanan, Neil, und Graham Scambler. „Epilepsy as an educational model“. Seizure 2, Nr. 1 (März 1993): 45–48. http://dx.doi.org/10.1016/s1059-1311(05)80100-1.

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8

Adams, Denis, Albakri Ahmad, Doug Haynes und Jim Sheehan. „Embodiments of Beer's Educational Model“. Kybernetes 22, Nr. 6 (Juni 1993): 44–59. http://dx.doi.org/10.1108/eb005990.

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9

Pevec, Alexander Michael. „Refining an Educational Pricing Model“. International Journal of Knowledge, Culture, and Change Management: Annual Review 5, Nr. 1 (2006): 39–46. http://dx.doi.org/10.18848/1447-9524/cgp/v05i01/49457.

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10

Kerchner, Jody L. „A Model for Educational Partnerships“. Journal of Music Teacher Education 8, Nr. 1 (September 1998): 7–14. http://dx.doi.org/10.1177/105708379800800103.

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11

Johansson, K. E., Ch Nilsson und P. E. Tegner. „An educational PET camera model“. Physics Education 41, Nr. 5 (23.08.2006): 437–39. http://dx.doi.org/10.1088/0031-9120/41/5/009.

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12

Горленко, Олег, Oleg Gorlenko, Татьяна Можаева, Tatyana Mozhaeva, Александр Проскурин und Aleksandr Proskurin. „FUNCTIONAL MODEL OF EDUCATIONAL INSTITUTION MANAGEMENT“. Bulletin of Bryansk state technical university 2018, Nr. 12 (18.12.2018): 87–92. http://dx.doi.org/10.30987/article_5c0f8097ecd513.19409794.

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13

Spremic-Sokolovic, Ana. „Heuristic educational model in contemporary teaching“. Inovacije u nastavi 27, Nr. 2 (2014): 105–15. http://dx.doi.org/10.5937/inovacije1402105s.

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14

Kotzé, Herculene. „Educational interpreting: A dynamic role model“. Stellenbosch Papers in Linguistics Plus 43 (13.01.2014): 127. http://dx.doi.org/10.5842/43-0-147.

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15

Paladine, Heather L., Kelly M. Everard, Dean Seehusen, Sandra K. Burge, Lars Peterson, Wendy Brooks Barr, Mary Theobald und F. David Schneider. „A Model for Educational Survey Research“. Journal of Graduate Medical Education 10, Nr. 2 (01.04.2018): 233–34. http://dx.doi.org/10.4300/jgme-d-18-00031.1.

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16

Lui, Richard W. C., und Cheuk Hang Au. „Establishing an Educational Game Development Model“. International Journal of Game-Based Learning 8, Nr. 1 (Januar 2018): 52–73. http://dx.doi.org/10.4018/ijgbl.2018010104.

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This article describes how different literatures have suggested the positive role of educational games in students' learning, but it can be hard to find an existing game for student learning. Some lecturers may try to develop a game for their courses, but there were not many effective models for educational board game development. The authors have formed a team for developing a game with the purpose of teaching Search Engine Optimization (SEO) in an undergraduate course, and observed the design meetings and the game trial sessions. They have developed a spiral educational game development model based on the observation and the game deliverable, and have provided other suggestions for developing educational games based on the students' and designers' feedback.

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17

Roy, Loriene. „Four Directions: An Indigenous Educational Model“. Wicazo Sa Review 13, Nr. 2 (1998): 59. http://dx.doi.org/10.2307/1409146.

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18

Gundy, Morag S., und Marie Josée Berger. „Towards a Model Supporting Educational Change“. International Journal of Information and Education Technology 6, Nr. 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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19

Sternberg, Robert J. „WICS: A Model of Educational Leadership“. Educational Forum 68, Nr. 2 (30.06.2004): 108–14. http://dx.doi.org/10.1080/00131720408984617.

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20

van Meurs, W. L., E. Nikkelen und M. L. Good. „Pharmacokinetic-pharmacodynamic model for educational simulations“. IEEE Transactions on Biomedical Engineering 45, Nr. 5 (Mai 1998): 582–90. http://dx.doi.org/10.1109/10.668748.

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21

STORER, D. „An educational model for medical appointments“. Medical Education 27, Nr. 1 (Januar 1993): 83–85. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00233.x.

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22

Beauchesne, Michelle A., und Patricia Maguire Meservey. „An interdisciplinary community-based educational model“. Journal of Professional Nursing 15, Nr. 1 (Januar 1999): 38–43. http://dx.doi.org/10.1016/s8755-7223(99)80024-6.

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23

Coles, Caroline, und Liz Zsargo. „Conductive Education: towards an ‘educational model’“. British Journal of Special Education 25, Nr. 2 (06.01.2003): 70–74. http://dx.doi.org/10.1111/1467-8527.t01-1-00060.

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24

Catsiapis, George. „A Model of Educational Investment Decisions“. Review of Economics and Statistics 69, Nr. 1 (Februar 1987): 33. http://dx.doi.org/10.2307/1937898.

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25

Gmiterko, Alexander, Michal Kelemen, Ivan Virgala und Ľubica Miková. „Educational Model of Four Legged Robot“. Acta Mechanica Slovaca 18, Nr. 3-4 (31.10.2014): 68–73. http://dx.doi.org/10.21496/ams.2014.032.

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26

Gelrud, Y. D., und D. A. Stain. „Mathematical model of educational process management“. Investment and innovation management journal, Nr. 4 (2017): 14–21. http://dx.doi.org/10.14529/iimj170402.

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27

Corbridge, Susan J., Jennifer Tiffen, Melissa Carlucci und Fred A. Zar. „Implementation of an Interprofessional Educational Model“. Nurse Educator 38, Nr. 6 (2013): 261–64. http://dx.doi.org/10.1097/01.nne.0000435271.40151.23.

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28

Keiny, Shoshana, und Moshe Shachak. „Educational model for environmental‐cognition development“. International Journal of Science Education 9, Nr. 4 (Juli 1987): 449–58. http://dx.doi.org/10.1080/0950069870090403.

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Cook, A. G., S. Morris und J. Saffle. „Burn Trauma Model: Psycho-Educational Support“. Journal of Burn Care & Rehabilitation 22 (März 2001): S152. http://dx.doi.org/10.1097/00004630-200103002-00210.

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30

Johnson, Martha Claire, Sasha Portnova und Matthew Lester. „Three-Dimensional Thoracic Epidural Educational Model“. Regional Anesthesia and Pain Medicine 43, Nr. 1 (Januar 2018): 100–101. http://dx.doi.org/10.1097/aap.0000000000000686.

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31

Finogenova, Olga Nikolaevna, und Vladimir Sultanovich Nurgaleev. „DELTA MODEL OF THE EDUCATIONAL ENVIRONMENT“. Sovremennye issledovaniya sotsialnykh problem, Nr. 11 (29.11.2016): 113. http://dx.doi.org/10.12731/2218-7405-2016-11-113-122.

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32

Garg, Rashmi, Carol Kauppi, John Lewko und Diana Urajnik. „A Structural Model of Educational Aspirations“. Journal of Career Development 29, Nr. 2 (Dezember 2002): 87–108. http://dx.doi.org/10.1177/089484530202900202.

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33

Preece, Peter F. W. „Testing the model of educational productivity“. Journal of Research in Science Teaching 23, Nr. 9 (Dezember 1986): 857–58. http://dx.doi.org/10.1002/tea.3660230912.

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34

Preece, Peter F. W. „Testing the model of educational productivity“. Journal of Research in Science Teaching 24, Nr. 2 (Februar 1987): 187–88. http://dx.doi.org/10.1002/tea.3660240213.

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35

Poling, James Newton. „Preventing Family Violence: An Educational Model“. Pastoral Psychology 54, Nr. 4 (März 2006): 377–91. http://dx.doi.org/10.1007/s11089-005-0006-x.

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36

Iavich, M. „Mathematical Model of Social Educational Networks“. Journal of Mathematical Sciences 216, Nr. 4 (13.06.2016): 553–57. http://dx.doi.org/10.1007/s10958-016-2913-z.

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37

Chuchalin, A. G. „An educational model of respiratory physicians“. PULMONOLOGIYA, Nr. 3 (28.06.2008): 110–25. http://dx.doi.org/10.18093/0869-0189-2008-0-3-110-125.

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38

Morrison, Keith, und Greetje van der Werf. „The scalpel model of educational research“. Educational Research and Evaluation 26, Nr. 1-2 (17.02.2020): 1–3. http://dx.doi.org/10.1080/13803611.2021.1912894.

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39

Ramanauskaitė, Simona, Neringa Urbonaitė, Šarūnas Grigaliūnas, Saulius Preidys, Vaidotas Trinkūnas und Algimantas Venčkauskas. „Educational Organization’s Security Level Estimation Model“. Applied Sciences 11, Nr. 17 (31.08.2021): 8061. http://dx.doi.org/10.3390/app11178061.

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During the pandemic, distance learning gained its necessity. Most schools and universities were forced to use e-learning tools. The fast transition to distance learning increased the digitalization of the educational system and influenced the increase of security incident numbers as there was no time to estimate the security level change by incorporating new e-learning systems. Notably, preparation for distance learning was accompanied by several limitations: lack of time, lack of resources to manage the information technologies and systems, lack of knowledge on information security management, and security level modeling. In this paper, we propose a security level estimation model for educational organizations. This model takes into account distance learning specifics and allows quantitative estimation of an organization’s security level. It is based on 49 criteria values, structured into an AHP (Analytic Hierarchy Process) tree, and arranged to final security level metric by incorporating experts’ opinion-based criteria importance coefficients. The research proposed a criteria tree and obtained experts’ opinions lead to educational organization security level evaluation model, resulting in one quantitative metric. It can be used to model different situations and find the better alternative in case of security level, without external security experts usage. Use case analysis results and their similarity to security experts’ evaluation are presented in this paper as validation of the proposed model. It confirms the model meets experts-based information security level ranking, therefore, can be used for simpler security modeling in educational organizations.

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Głębocki, Rafał, Alina Gil, Urszula Nowacka, Joanna Górna und Monika Kowalczyk-Gnyp. „EDUCATIONAL MODEL FOR CROSS-GENERATIONAL COLLABORATION“. ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (17.06.2021): 51–57. http://dx.doi.org/10.17770/etr2021vol2.6606.

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The paper's considerations relate to an Erasmus+ project called Generation: Smart. Social Competences Transmedia Bridge To Cultivate A New Culture For Cross-Generational Collaboration. The consortium agreed that due to profound changes in the contemporary Network Societies, people of various generations have to collaborate. However, it is a complex issue due to the divergent life purposes of different aged people. Thus, the project's targeted group, i.e., educators who support adult learners, should be equipped with an educational model that constitutes a solution to this situation. The assumption was that such a model is to include social competences enabling the processes of cross-generational collaboration. Information technology transmedia blend is supposed to bridge the gap between generations. In the paper, we present an overlook of the research that focuses on developing such a framework model. The research features triangulation, which means the analysis of both quantitative and qualitative data. It is structured in three parts. The first one deals with the statistical embracement of the social environment in which the cross-generational collaboration occurs in project partner countries. It is quantitative desk research that utilizes Eurostat information. It is worth pointing out that the research is in statu nascendi. In two consecutive parts, the researchers want to acknowledge the cross-generational collaboration in working life and everyday life. Here, the survey method and the questionnaire interview technique serve as the qualitative research method. Two research groups are to be reached: entrepreneurs and the Third Age Universities' participants. The results of the above two stages will be known after the publication of this paper. Nonetheless, a proto-model recommendation is presented along with educational conclusions on how to use the model. The concept is based on the prior partners' analysis and design work.

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41

ERGİN, Atilla. „AN EVALUATION OF EDUCATIONAL INFORMATION NETWORK (EBA) VIA EDUCATIONAL CRITICISM MODEL“. Kesit Akademi 27, Nr. 27 (2021): 37–51. http://dx.doi.org/10.29228/kesit.50667.

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42

GROSS, RICHARD H. „THE COACHING MODEL FOR EDUCATIONAL LEADERSHIP PRINCIPLES“. Journal of Bone and Joint Surgery-American Volume 86, Nr. 9 (September 2004): 2082–84. http://dx.doi.org/10.2106/00004623-200409000-00033.

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43

Dhamdhere, Sangeeta N. „Knowledge Management Model for Higher Educational Institutes“. Journal of Commerce and Management Thought 6, Nr. 1 (2015): 130. http://dx.doi.org/10.5958/0976-478x.2015.00010.5.

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44

Mu'in, Abdul. „Educational Leadership Model Towards a Better Education“. FIKROTUNA 7, Nr. 1 (29.07.2018): 777–88. http://dx.doi.org/10.32806/jf.v7i1.3177.

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Schools need a leader who can create better education for learners. The effective leader, who can understand the needs of learners and able to provide a solution, and also produce a better quality of education. In fact, the behavior of leaders relies heavily on his leadership model. Thus, the leadership model will have much effect to the quality of education. Good facilities and qualified teachers will not give anoptimal results without effective leader. Theoretically, many leadership model need to re-discussed so it can be seen the right leadership model for educational leadership. Effective leadership will be required to set up a school system where the applications can be seen from better learning activities and the result is quality learners. This discussion will emphasis on how each model of leadership influence on the quality of education. The results of this research may provide the potential impact on the advancement of education.

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Priestley, Amy, Malcolm Lynch, Carly Wallace und Valerie Harwood. „Pathways to success: AIME’s educational mentoring model“. Learning Communities: International Journal of Learning in Social Contexts 17, Indigenous Pathways (Oktober 2015): 44–53. http://dx.doi.org/10.18793/lcj2015.17.04.

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46

Dobrescu, Emilian M., und Tiberiu-Viorel Popescu. „A New Educational Model For Criminality Prevention“. Annales Universitatis Apulensis Series Oeconomica 2, Nr. 12 (31.12.2010): 533–38. http://dx.doi.org/10.29302/oeconomica.2010.12.2.2.

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Santo-Novak, Debra A. „P.R.I.C.E. – A Funding Model for Educational Viability“. Journal of Nursing Education 29, Nr. 3 (01.03.1990): 142–44. http://dx.doi.org/10.3928/01484834-19900301-11.

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48

Couper, Donna P., und Nancy W. Sheehan. „Family Dynamics for Caregivers: An Educational Model“. Family Relations 36, Nr. 2 (April 1987): 181. http://dx.doi.org/10.2307/583951.

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49

Choi, Young-Mee, Moon-Won Choo und Seong-Ah Chin. „Prototyping a Student Model for Educational Games“. Journal of Information Processing Systems 1, Nr. 1 (01.12.2005): 107–11. http://dx.doi.org/10.3745/jips.2005.1.1.107.

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50

Jung Hee Mo, 김성숙, Miran Kim und 박정하. „Development of Communication Educational Performance Diagnosis Model“. KOREAN EDUCATION ll, Nr. 98 (März 2014): 235–56. http://dx.doi.org/10.15734/koed..98.201403.235.

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Zeitschriftenartikel zum Thema „Psychosynthesis as educational model“

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