Academic literature on the topic 'Life Orientation content'
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Journal articles on the topic "Life Orientation content"
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Murakami, R., A. Fajri, and W. Solafide. "The effects of fiber ply orientation, laminate layer and PLA content on mechanical properties of carbon fiber reinforced bioplastic composites." Modern Physics Letters B 34, no. 07n09 (March 19, 2020): 2040013. http://dx.doi.org/10.1142/s0217984920400138.
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In this study, two kinds of bioplastic materials, where the first consists of 10% PLA, corn starch of 80% and CaCO3 10%, and the second consists of 45% PLA content, corn starch of 45% and CaCO3 10%, were used. The composites were also reinforced by the carbon fibers, which were prepared with one and two layers of carbon fiber and then ply orientations of [0[Formula: see text]] and [45[Formula: see text]]. The maximum tensile strength was observed for PLA 45% with a [0[Formula: see text]] ply orientation of two layers of carbon fiber. For composite with two layers of carbon fiber, the tensile strength showed higher for the [0[Formula: see text]] ply orientation than for the [45[Formula: see text]] ply orientation. The fatigue strength strongly depends on the orientation of carbon fiber, but in the long fatigue life range, the difference of fatigue strength between the fiber ply orientations reduces.
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Bidjiev, Djasharbek U., Svetlana A. Borlakova, Nadezhda P. Klushinа, Nina P. Petrova, Petr P. Pivnenko, Alina A. Uzdenova, and Leonid N. Kharchenko. "Students’ Worldview Attitude and Education Content Orientation." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 277. http://dx.doi.org/10.7596/taksad.v6i5.1269.
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<p>The idea of students’ worldview attitude application when forming educational content is proved in the article on the basis of scientific literature. In particular, it is claimed that any natural phenomenon can be comprehended, apparently, two-fold: either through its comparison to other beings or the phenomena, or through disclosure of its own unique nature. For example, studying the person "from the outside", assumes interpretation of the relations good fortune, the nature (space), society (culture), the law and other people. Approach to the secret of the person is accompanied by comprehension of his corporal, emotional, moral, spiritual and social life "from within". In many respects it depends on what methodology will be chosen by the researcher, and, the choice of methodology is connected with worldview attitude of the personality. In the publication definition of worldview attitude is given; briefly the essence of such worldviews as teocentrism, logocentrism, cosmocentrism, sociocentrism, anthropocentrism are revealed, as well as results of pilot study from students’ worldview attitude of higher education institution are presented. The obtained data demonstrate that in student's audience there are young people, with various worldview attitudes that can be used by the teacher in selecting subject content. The variety of approaches and views of natural and social processes and the phenomena allow forming an overall picture of the world in students of higher education institutions.</p>
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Kap, Hrvoje. "Programme content orientation in vocational education and training and life chances – a comparative study." Journal of Vocational Education & Training 66, no. 3 (June 9, 2014): 348–64. http://dx.doi.org/10.1080/13636820.2014.922116.
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Bekh, I. "The concept of the content of educational courses of spiritual and ethical orientation. Project." Ukrainian Religious Studies, no. 36 (October 25, 2005): 332–47. http://dx.doi.org/10.32420/2005.36.1694.
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The process of reviving an independent democratic Ukraine with its desire to become a full member in the world civilization implies a comprehensive incorporation into the social and individual life of the civilizational foundations of life based on humanistic principles, values and norms. The importance of the philosophy and methodology of education in shaping the consciousness of the young generation, not only on the basis of scientific understanding of reality and material realization of the relevant worldview, but also at a higher spiritual and moral level with priority of universal values is emphasized in the state program "Towards People". Its task is to overcome not only the socio-economic but also the spiritual and moral crisis, the transformation of Ukrainian society into a developed civilized nation.
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Hrytsiv, Vitaliia. "Ensuring the professional and ethical orientation of the personality of a future specialist in banking." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 74–78. http://dx.doi.org/10.33310/2518-7813-2019-65-2-74-78.
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The article highlights theoretical aspects of the professional and ethical orientation of the personality of a future specialist in banking. The author consistently examines the key concepts of the problem under study and defines the relationship between them. On the basis of this, specification of the professional and ethical orientation of the personality of a future specialist in the industry has been disclosed. It is shown that the professional and ethical orientation of the personality of a specialist in banking is strengthening of his/her positive attitude towards the future profession, interests, inclinations and abilities to it, the desire to improve his/her qualifications, the development of ideals, views, beliefs about the importance of following the ethical norms in professional activity. The author considers the need to increase the interest of students in studying the problems of professional ethics by means of potential of the educational process. The content of educational materials, a review of literature on the topic, the emphasis on the practical significance of the material and its importance for the profession are determined as important aspects for achieving set goals. It is pointed out that the basis of professional and ethical knowledge is the knowledge acquired in the study of such disciplines as «Ethics and Aesthetics», «Ethics of business communication», «Psychology of business success». The necessity to combine the material of the Humanities with the current problems of banking and the life aspirations of students and to help them to determine their value orientations, to enrich their moral personality potential has been noted in the article. According to the author the professional interest acquired by the students should have special personal content, related to their daily life and future life prospects. In order to do this, it is important to emphasize the importance of professional and ethical knowledge in the activities of the banking industry, to reveal its entirety with the ethical content of the chosen profession at the announcement of the topic at each class.
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Wijnberg, Marion H., and Thomas Holmes. "Adaptation to Divorce: The Impact of Role Orientation on Family-Life-Cycle Perspectives." Families in Society: The Journal of Contemporary Social Services 73, no. 3 (March 1992): 159–67. http://dx.doi.org/10.1177/104438949207300304.
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Identifying the role orientation of recently divorced women holds promise for further understanding the divorce process and the family life cycle of nonnuclear families. The authors describe how 30 female heads of family perceived their adaptation to divorce and to the reconstruction and development of their family units. Results of this exploratory study further suggest that the meaning and value a divorced woman attaches to the mothering component of her role as well as the comfort she feels in accepting a work identity affect the ways in which she adapts to being a single parent. The consequences of this adaptation, in turn, alter the content of the family life cycle.
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Sagayaraj, K., and C. N. Ram Gopal. "Development of Sexual Orientation Scale." Journal of Psychosexual Health 2, no. 3-4 (July 2020): 224–32. http://dx.doi.org/10.1177/2631831820939807.
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Background: Sexual orientation is a continuing amorous pattern of attraction toward the opposite sex (heterosexual), same sex (homosexual), or both sexes (bisexual) or it is lack of sexual desire toward anyone (asexual). Psychosocial and biological explanations regarding the development of an individual’s sexual orientation are related to life incidents, parenting patterns, psychological attributes of the individual, or may also be related to an imbalance in sex hormones. There is no strong evidence-based scientific research revealing the exact causes for one’s sexual orientation for it is not static but dynamic in nature. Aim: The purpose of the study is to develop a psychological assessment scale which identifies an individual’s sexual orientation, particularly when he/she denies to reveal his/her sexual preference in the marital life. Methodology: A tool with 32 items was developed by conducting focus group discussion, interviewing the experts in the relevant fields and reviewing the literature. Test-retest and split half reliability were established with Cronbach’s alpha to analyze the internal consistency. Both logical-based validity (face, content, and focus group) and empirical-based validity (criterion, concurrent, convergent, and divergent) were established. These methodologies were standardized by a sample of 506 participants (217 males and 289 females) between the age range of 18 and 50 years. Results: The test-retest reliability was found to be r = 0.96, Spearman-Brown and Guttman split half reliability was 0.73, and Cronbach’s alpha ranged from (α) 0.71 to 0.88. Implications: This scale would be beneficial for premarital counselors and mental health professionals to understand the sexual orientation of their clients explicitly.
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Ralnikova, Irina, and Yana Smirnova. "Life prospects of the unemployed: invariant and variable components in the prism of the last decade (2009-2018)." SHS Web of Conferences 55 (2018): 02028. http://dx.doi.org/10.1051/shsconf/20185502028.
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The article discusses the results of a comparison of the content and structure of life prospects of the unemployed men and women surveyed in 2009 and 2018. The study showed the specificity of the relationship of the socio-cultural context of a person’s life and his/her life prospects. The invariant and variable components of the life prospects of the unemployed are revealed. Over the past ten years, a pessimistic and contradictory view of the future, a temporary orientation to a negative past and a fatalistic present, a weak eventful and targeted saturation of the future, lack of long-term planning, the existence of a conflict of time settings are invariant, which, in many respects, is a reflection of the difficulty of experiencing the absence of work. Along with the stable characteristics, transformations of the content of life planning in a situation of lack of work are revealed. The assessment of the life prospects of the unemployed, who tend to see the future as swift and useful, turned out to be varied.
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Claudian, Aloysius, and Ailwei Solomon. "Incorporating a Cooperative Teaching and Learning Approach in Life Orientation Lesson Planning." International Journal of Educational Methodology 7, no. 3 (August 15, 2021): 373–86. http://dx.doi.org/10.12973/ijem.7.3.373.
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<p style="text-align: justify;">In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.</p>
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Olmos-Gómez, María del Carmen, Mónica Luque-Suárez, and Jesús Manuel Cuevas-Rincón. "A Confirmatory Evaluation of an Educational Orientation Tool for Pre-University Students." Education Sciences 9, no. 4 (December 1, 2019): 285. http://dx.doi.org/10.3390/educsci9040285.
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This study incorporates the design and validation of a questionnaire for the evaluation of Careers Advisory Services and the systematic processes that influence it (family, peer groups, socioeconomic status, etc.). In addition, it examines its psychometric properties within a multicultural population of students attending educational centres in the south of Spain. It seeks to create a valid instrument that is reliable as a measurement tool and useful for evaluating decision making situations relevant to the future working context. A perspective of working life is given through consideration of the degree choices made by those involved in the decision-making process. The metrics used showed high content and construct validity. Structural equation modelling (SEM) and confirmatory factor analysis (CFA) were employed. Indicators described by Wald and Lagrange were used to examine and modify the model in order to obtain a model that best fits relevant theory and goodness of fit criteria.
Dissertations / Theses on the topic "Life Orientation content"
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Wasserman, Jessica. "Life orientation teachers' experience of context in the implementation of the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96109.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.
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Karlsson, Cecilia. "Orienting Moduli Spaces of Flow Trees for Symplectic Field Theory." Doctoral thesis, Uppsala universitet, Algebra och geometri, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269551.
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This thesis consists of three scientific papers dealing with invariants of Legendrian and Lagrangian submanifolds. Besides the scientific papers, the thesis contains an introduction to contact and symplectic geometry, and a brief outline of Symplectic field theory with focus on Legendrian contact homology. In Paper I we give an orientation scheme for moduli spaces of rigid flow trees in Legendrian contact homology. The flow trees can be seen as the adiabatic limit of sequences of punctured pseudo-holomorphic disks with boundary on the Lagrangian projection of the Legendrian. So to equip the trees with orientations corresponds to orienting the determinant line bundle of the dbar-operator over the space of Lagrangian boundary conditions on the punctured disk. We define an orientation of this line bundle and prove that it is well-defined in the limit. We also prove that the chosen orientation scheme gives rise to a combinatorial algorithm for computing the orientation of the trees, and we give an explicit description of this algorithm. In Paper II we study exact Lagrangian cobordisms with cylindrical Legendrian ends, induced by Legendrian isotopies. We prove that the combinatorially defined DGA-morphisms used to prove invariance of Legendrian contact homology for Legendrian knots over the integers can be derived analytically. This is proved using the orientation scheme from Paper I together with a count of abstractly perturbed flow trees of the Lagrangian cobordisms. In Paper III we prove a flexibility result for closed, immersed Lagrangian submanifolds in the standard symplectic plane.
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Gibson, Alexandra Farren. "Beyond coming out: lesbians' stories of sexual identity in the context of a historically white university." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002490.
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Substantial contributions have been made by lesbian and gay developmental theorists in understanding the development of lesbian and gay sexual identities, or what has come to be known as the coming out process. “Coming out of the closet” has become a central metaphor, in western contexts, for the recognisable process gay men and lesbians undergo in order to claim a relatively stable and enduring sexual identity, while overcoming obstacles such as heterosexism. Lesbians’ sexual identities are examined in this thesis through a Foucauldian lens which is fused with a narrative-discursive perspective. The aim of this study is not to trace a progressive development of identity, but rather to consider how lesbians in this study are located within a specific context, namely, a historically white university in post-apartheid South Africa, and how their identities are dynamic products of ever-shifting socio-historical spaces. Eight lesbians’ stories are analysed using the narrative-discursive method, which allows for a consideration for how the construction and negotiation of identities is shaped and constrained by social and discursive conditions. The women in this study do utilise the concept of coming out to some extent in their stories, but this narrative does not entirely account for their experiences. Instead, these women’s accounts reflect the way in which they personally experience heterosexism, and how they constantly negotiate their sexual identities within certain social and geographical spaces. When the nuances of lesbians’ contexts are taken into account, it becomes clear that claiming a lesbian identity is more than just about “coming out”, and rather about an on-going process of identity management.
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Klopper, Audrey. "Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey Klopper." Thesis, North-West University, 2004. http://hdl.handle.net/10394/637.
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The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time.Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
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Pienaar, Pieter Abraham. "Exploring the impact of narrative arts activities on the self-concept of Grade 9 learners in group context." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-145446.
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Hammoud, Rim. "Le travail collectif des professeurs en chimie comme levier pour la mise en œuvre de démarches d'investigation et le développement des connaissances professionnelles : contribution au développement de l'approche documentaire du didactique." Phd thesis, Université Claude Bernard - Lyon I, 2012. http://tel.archives-ouvertes.fr/tel-00762964.
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Le questionnement de la thèse émerge d'un contexte de réforme, en France, de l'enseignement des sciences en lycée qui met au centre du curriculum les démarches d'investigation (DI). Notre étude se situe au moment exact de la décision institutionnelle d'intégrer les DI dans l'enseignement de la chimie en classe de seconde. La mise en place des DI engendre une nouvelle complexité du travail des enseignants qui questionne à la fois leurs pratiques, leurs ressources et leurs connaissances professionnelles. Nous nous sommes proposé de saisir le développement professionnel des professeurs en chimie, particulièrement tourné vers les DI, à partir de leur documentation, c'est-à-dire du travail sur les ressources qu'ils réalisent pour accomplir leur enseignement, particulièrement de la part de ce travail qui prend place au sein de collectifs. L'étude est conduite sur deux études de cas. Dans la première, il s'agit d'un professeur que nous avons suivi, sur deux années consécutives, au sein d'une diversité de communautés professionnelles, parmi lesquelles une communauté associative a pris une place prépondérante. La deuxième étude de cas concerne une enseignante suivie sur une année au sein de communautés ordinaires d'un établissement scolaire. Dans les deux cas, l'étude s'intéresse plus particulièrement à l'enseignement du thème de la quantité de matière en classe de seconde, du fait de l'importance et de la complexité de ce thème d'enseignement au niveau du lycée. La thèse propose des développements théoriques et méthodologiques pour saisir le travail des enseignants, dans ses composantes individuelles et collectives, dans son unité et sa dynamique, en classe comme hors classe. Elle met en évidence le potentiel qu'a le travail collectif pour le développement professionnel des enseignants dans la perspective de DI.
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Tlhabane, Enid Manyaku. "The training needs of life orientation educators in the Mabopane district." Diss., 2004. http://hdl.handle.net/10500/1955.
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Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators.
A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation.Educational Studies
M.Ed. (Specialisations in Guidance and Counselling)
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Gama, Revival Bongekile. "An exploration of Life orientation educators’ knowledge and the teaching of study skills in further education and training phase high schools in Ekudibeng Cluster, Gauteng East." Diss., 2015. http://hdl.handle.net/10500/20192.
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This study aimed at exploring the Life Orientation (LO) teachers’ knowledge and teaching of study skills in high schools, Ekudibeng cluster, Gauteng East. The Curriculum and Assessment Policy Statement (CAPS) is the most recent curriculum policy (Department of Basic Education [DBE], 2012) and serves as an action plan to 2030 for the South African education system in order to address some of the origins of underperformance in South African schools (Nicolson, 2013). Life Orientation (LO) can be described as a learning area within the educational context that promotes the holistic development of a child. The educational context refers to all processes at school level involved in training children’s minds and abilities so that they can acquire knowledge and develop skills to succeed in life. Life Orientation integrates subjects, such as life skills, career guidance, health education, physical education, human rights studies and religious education (Pillay, 2012). According to the Life Orientation 2011 CAPS document, Life Orientation teachers are expected to teach study skills to learners starting from grade 10 – 12 (Further Education and Training (FET) Phase (DBE, 2011).
Learning or study skills carry over into other areas of life and beyond school. Study skills are therefore critical tools that ensure that learner achievement leads to success. Furthermore, effective study skills need effective interaction between teachers and learners (Gettinger, & Seibert, 2002). The teacher is a social agent and should make study skills accessible through the process of teaching in the classroom. This implies that the teacher is a central tool for equipping the learners with the necessary study skills which can aid in the unlocking of their future potential (Sasikala, 2012). As such, it was considered important to explore the knowledge and skills for teaching LO as well as the challenges faced and their needs for further development. Three schools in Ekudibeng cluster, Gauteng East were purposefully selected for this purpose on the basis of their results in the previous year’ matric exit examinations. Qualitative case studies of the Further Education and Training LO teachers’ experiences at each of these schools were undertaken utilising semi-structured interviews as a data collection tool. The data were analysed via qualitative content analysis techniques. The findings of this study emphasise the need for a focus on study skills teaching and teacher proficiency in the high school education system. The South African Education System role-players need to take LO seriously and have teachers qualified to teach LO, and to meet their needs through study skills training workshops. Comprehensive continuous improvement in learner performance requires a constant determination of trained LO teachers, qualified for the subject and properly equipped with relevant knowledge to cascade it to learners and cooperative community members, where parents are involved/hands on in shaping their children’s’ future.Psychology of Education
M. Ed. (Guidance and Counselling)
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Chappell, Paul Ian. "The social construction of the sexual identities of Zulu-speaking youth with disabilities in KwaZulu-Natal, South Africa, in the context of the HIV pandemic." Thesis, 2013. http://hdl.handle.net/10413/9159.
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This thesis is a participatory research study that was conducted amongst twenty-two, 15
to 20-year-old youth with disabilities in the Umgungundlovu district of KwaZulu-Natal,
South Africa. The aim of the thesis was to investigate how Zulu-speaking youth with
physical and sensory impairments bring into discourse issues surrounding love,
relationships, sex and HIV & AIDS in the construction of their sexual identities. As
part of this process, three youth with disabilities were trained as co-researchers. In this
context, a further aim of this thesis was to make evident what youth with disabilities
learn through undertaking sexuality research. Using a post-structural framework, with
particular emphasis on queer theory, a key argument of this thesis is that power emerges
through the networks of relations in the study. This thesis also troubles the linear
discourse of empowerment and the relationships between adults and young people in
sexuality and HIV & AIDS research.
The thesis adopted a qualitative methodology and used a participatory research design.
Data was collected through the use of focus group discussions, individual interviews
and participatory rural appraisal (PRA) techniques such as drawings and timelines. The
co-researchers were responsible for carrying out the focus group discussions and
individual interviews with other disabled youth, as well as being involved in some
aspects of the data analysis of this thesis. Data were analysed using a multi-levelled
process that combined both content analysis and discourse analysis.
The findings make evident that youth with disabilities are sexual beings who
continually re-construct their sexual identities in the context of the discourses available
to them. Furthermore, the findings demonstrate that, in constructing their sexual
identities, youth with disabilities do so within the intersectionality of complementary
and contentious discourses of gender, culture, modernity, ableism and adultism. In
relation to the co-researchers, it was found that being part of the study provided a
dialogical space allowing them to develop new self-positions, which they were able to
apply to their personal lives outside the research arena.
The thesis recommends the training of youth with disabilities as peer educators in
sexuality and HIV & AIDS pedagogy. It also strongly argues for the need to review
current teacher education curriculum in South Africa in order to take cognisance of the
sexuality of youth with disabilities and their vulnerability to HIV & AIDS.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
Books on the topic "Life Orientation content"
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Comartova, Fatima, Andrey Pomazanskiy, Elena Nikitina, Saria Nanba, Timur Mel'nik, and Nataliya Hromova. Law and biomedicine. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1244966.
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The rapid development of modern biomedicine creates both hopes for solving global problems of humanity, and risks associated with the enormous potential of its impact on human nature. In this regard, the processes of development and application of biomedical technologies need timely and adequate legal regulation that defines the boundaries of biotechnological intervention in human life. This publication is devoted to the theoretical development of general legal approaches to the essence, content, social orientation and the main industry features of the regulation of relations in the field of biomedicine, which would allow to form a special legal regulation in this area. For researchers, teachers, postgraduates, students, practicing lawyers, employees of public authorities.
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Nurmi, Jari-Erik. Adolescents' orientation to the future: Development of interests and plans, and related attributions and affects, in the life-span context. Helsinki: Finnish Society of Sciences and Letters, 1989.
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Nunberg, Geoff. The Social Life of Slurs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198738831.003.0010.
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The words we call slurs are just plain vanilla descriptions. They don’t semantically convey any disparagement of their referents, whether as content, conventional implicature, presupposition, “coloring” or mode of presentation. To use a slur is to exploit the Maxim of Manner to assert one’s affiliation with a group that has a disparaging attitude towards the word’s referent. Kraut is simply the conventional description for Germans among Germanophobes when they are speaking in that capacity. This account explains the familiar properties of slurs, such as their speaker orientation and “nondetachability,” as well as a number of unexplored features, such as the variation in tone among the different slurs for a particular group, with no need of additional linguistic mechanisms.
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Greene, Dana. “Making Peace”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037108.003.0010.
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This chapter details the life and career of Denise Levertov from 1985 to 1988. The years 1985–1988 were rich and productive. Levertov continued to live in Somerville and Palo Alto, teach, attend to friends through letters and visits, give readings, travel, garner awards, and create poems. Although the intensity of her romantic life had ebbed, apparently she was content with this turn of events. Her engagement with social justice issues continued to be expressed in her poetry, especially in concern for Central and South America, the arms race, the environment, and the spread of AIDS. Although she participated less frequently in public demonstrations, her button inscribed with “Picket and Pray” suggested her new orientation, one which would have been unthinkable ten years earlier.
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Parreira do Amaral, Marcelo, Siyka Kovacheva, and Xavier Rambla, eds. Lifelong Learning Policies for Young Adults in Europe. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350361.001.0001.
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This comprehensive collection discusses topical issues essential to both scholarship and policy making in the realm of Lifelong Learning policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy. Examining specific regional and local contexts across Europe, all various in context, this book uses original research to evaluate differences in scope, approach, orientation, and objectives. It enquires into the embedding of LLL policies into the regional economy, the labour market, education and training systems and the individual life projects of young people, with focus on those in situations of near social exclusion.
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Cohen, Richard I., ed. Sylvia Barack Fishman (ed.), Love, Marriage, and Jewish Families: Paradoxes of a Social Revolution. Waltham: Brandeis University Press, 2015. 340 pp. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190912628.003.0043.
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This chapter reviews the book Love, Marriage, and Jewish Families: Paradoxes of a Social Revolution (2015), edited by Sylvia Barack Fishman. Love, Marriage, and Jewish Families deals with topics that intersect Jewishness, religion, nationality, gender and sexual identities, and life course perspectives. It shows that Jewishness cannot be understood without intersectional analysis of its national and cultural context (illustrated by the United States and Israel), religious context, its temporal context, and its life course context. Fishman explores the ways in which the U.S. and Israeli contexts are significantly different with regard to Jewish families and family orientations; how childrearing among gay and lesbian couples entails different challenges than among heterosexual couples; the added dimension to combining work and family in the case of religiously observant families; and how the overwhelmingly secular outside society can serve to empower haredi women in a shift toward egalitarianism.
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Knoll and, Benjamin R., and Cammie Jo Bolin. Who Supports Women’s Ordination in America? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190882365.003.0004.
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This chapter examines the “who” of support for women’s ordination: who supports and who opposes female clergy in their congregations? It examines the nationwide Gender and Religious Representation Survey to uncover which factors are associated with support and which with opposition, paying special attention to things like personal demographics, religious behavior and attitudes, congregational context, and political orientations. The results show that support for female ordination is much more a function of congregational context and religious and political orientations than it is of demographics, most notably gender. Political and theological liberals as well as those currently attending congregations that admit female clergy support women’s ordination regardless of whether they are male or female. Also, those who have lower levels of sensitivity to “sanctity/purity” moral reasoning are more supportive of women’s ordination.
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Penney, Joel. News Spreaders and Agenda Setters. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658052.003.0005.
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This chapter examines the use of platforms such as Twitter to link to news articles about favored political issues and argues that the selective sharing of journalism on social media positions citizens in a public relations–like capacity, helping raise awareness for some truths and narratives over others. In the contemporary environment of information surplus, the grassroots curation of news serves as an entry point for citizens to participate in agenda-setting processes that are subtly, yet undeniably, persuasive in intention. The increasingly partisan character of political information itself, from ideologically charged news and satire to activist-oriented citizen journalism, fuels the marketing-like orientation of citizens who publicize and promote this content to peers. The chapter concludes with an analysis of for-profit news sites that depend on social sharing for their financial livelihood and addresses broader risks of political trivialization as journalistic content is shaped to “go viral” across like-minded peer networks.
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Bamyeh, Mohammed A. Lifeworlds of Islam. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190280567.001.0001.
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Islam is what Muslims do. From this premise, the book elaborates a sociology of Islam in three concise chapters. The book shows that Islam has operated typically not in the form of standard dogmas, but usually as a compass for practical orientations (“lifeworlds”). This more pragmatic character of the faith established it as a relevant factor in three arenas in which common social life acquires meaning: participatory ethics, public philosophies, and global networks. The book argues that all three are poorly understood in recent literature, which tends to focus on one specific problem or another, and then in isolation from global and historical contexts. The book argues that the larger preoccupations of ordinary Muslims—how to live in a global society; how to guide life in the manner of a total philosophy; and how to relate to the world of daily struggles—are unique neither to the present period nor to religious life. But the career of a particular religion—Islam in this case—offers a focused empirical lens through which we may learn something more about the nature of global citizenship; the philosophical needs of ordinary people; and the sorts of ethics that facilitate social participation.
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McCarthy, Marie. Creating a Framework for Music Making and Leisure. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.13.
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This chapter revisits the writings of music sociologist and educator Max Kaplan (1911–1998) to inform efforts to bring together the domains of leisure and music making in the twenty-first century. The chapter begins with a brief description of Max Kaplan’s life that explains his orientation to the social functions of music, sociology, and leisure studies, and that situates his contributions in the context of his time—the mid and late twentieth century. Following the introduction, the chapter is organized around themes from Kaplan’s published works and projects: patterns of development in leisure and recreation, 1900–1960; changing conceptions of leisure and recreation in the mid-twentieth century; a theory of recreational music; community as fertile ground for observing leisure in action; music making in the context of leisure; and moving forward with Kaplan’s vision.
Book chapters on the topic "Life Orientation content"
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Rheinberger, Hans-Jörg. "Recent Orientations and Reorientations in the Life Sciences." In Science in the Context of Application, 161–68. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9051-5_11.
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Stork, Sonja, Laura Voss, Andrea Schankin, and Anna Schubö. "Context Information in Guiding Visual Search: The Role of Color and Orientation." In HCI in Work and Learning, Life and Leisure, 291–304. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16607-5_19.
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Schachtner, Christina. "Storytelling as a Cultural Practice and Life Form." In The Narrative Subject, 29–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51189-0_2.
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Abstract Narrative is introduced as a cultural practice and life form which contributes to creating the foundation of our lives as it helps us to interpret the world, through stories, in which we must be able to act. Borrowed from Ricœur (Time and narrative: The configuration of time in fictional narrative (Vol. 2, K. McLaughlin & D. Pellauer, Trans). Chicago, IL: The University of Chicago Press (1985) and The course of recognition (D. Pellauer, Trans). Cambridge, MA: Harvard University Press (2005).), the concepts of time and space are presented as the contexts and products of narrative. The functions of storytelling are discussed under the heading of “technologies of Self-construction” (inspired by Foucault, Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 16–49). Amherst, MA: The University of Massachusetts Press (1988).), which provide orientation, self-understanding, and transgression. These need to be developed within the constraints of social norms—so the theory goes—and yet subjects still have some room to move within the process of adopting norms (Butler, Giving an account of oneself. New York, NY: Fordham University Press (2005).).
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Poth, Alexander, Mario Kottke, and Andreas Riel. "Evaluation of Agile Team Work Quality." In Agile Processes in Software Engineering and Extreme Programming – Workshops, 101–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58858-8_11.
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Abstract The maturity of organizations is measured with process assessment models like the ISO/IEC 33001. The product quality is aligned with internal and external product quality charactersitics based on models like the ISO/IEC 25010. With the shift from the Tailorism-driven process orientation to a more people centric organization, the two dimensions process and product quality have to be extened by the people or team quality dimension. The presented approach offers aspects for agile Team Work Quality (aTWQ), as well as related measurement indicators. The approach is evaluated in the large enterprise context of the Volkswagen AG. The indicators of aTWQ have been integrated and established in the agile tool box for a sustainable agile transition of the company.
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Wittmann, Erich Christian. "Mathematics Education as a ‘Design Science’." In Connecting Mathematics and Mathematics Education, 77–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_6.
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AbstractMathematics education (didactics of mathematics) cannot grow without close relationships to mathematics, psychology, pedagogy and other areas. However, there is the risk that by adopting standards, methods and research contexts from other well-established disciplines, the applied nature of mathematics education may be undermined. In order to preserve the specific status and the relative autonomy of mathematics education, the suggestion to conceive of mathematics education as a “design science” is made. In a paper presented to the twenty second Annual Meeting of German mathematics educators in 1988 Heinrich Bauersfeld presented some views on the perspectives and prospects of mathematics education. It was his intention to stimulate a critical reflection’among the members of the community’ on what they do and what they could and should do in the future (Bauersfeld 1988). The early seventies have witnessed a vivid programmatic discussion on the role and nature of mathematics education in the German speaking part of Europe (cf., the papers by Bigalke, Griesel, Wittmann, Freudenthal, Otte, Dress and Tietz in the special issue 74/3 of the Zentralblatt für Didaktik der Mathematik as well as Krygowska 1972). Since then the status of mathematics education has not been considered on a larger scale despite the contributions by Bigalke (1985) and Winter (1986). So the time is overdue for redefining the basic orientation for research; therefore, Bauersfeld’s talk could hardly have been more appropriate. In recent years the interest in a better understanding of the nature and role of mathematics education has also grown considerably at the international level as indicated, for example, by the ICMI-study on ‘What is research in mathematics education and what are its results?’ launched in 1992 (cf., Balacheff et al. 1992). The following considerations are intended both as a critical analysis of the present situation and an attempt to capture the specificity of mathematics education. Like Bauersfeld, the author presents them ‘in full subjectivity and in a concise way’ as a kind of ‘thinking aloud about our profession’. (The present paper concentrates on the didactics of mathematics although the line of argument pertains equally to the didactics of other subjects and also to education in general (cf., Clifford and Guthrie 1988, a detailed study on the identity crisis of the Schools of Education at the leading American universities).)
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Bauer, Jack. "Growth and the Good Life." In The Transformative Self, 57–99. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780199970742.003.0003.
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This chapter presents a new framework to integrate two dominant models of the good life: hedonia and eudaimonia. Hedonia emphasizes the primacy of pleasure (e.g., satisfaction and happiness), whereas eudaimonia emphasizes the primacy of meaning (e.g., well-being, meaningfulness, moral virtue, wisdom, growth, and self-actualizing). The two function on different levels of context. Three facets of value facilitate their integration. Value orientation refers to one’s values, motives, and needs. Value fulfillment is the successful enactment of value orientation, typically experienced as hedonic satisfaction or eudaimonic meaningfulness. Value perspectivity (a newly theorized feature of value and a key quality of wisdom) is the degree of complexity and coherence by which value orientations and fulfillments are interpreted. The transformative self emphasizes eudaimonic growth, which emphasizes humane and organismic value orientations. The three facets of value reconfigure into four superordinate categories of goods in life: happiness, love, wisdom, and growth.
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González, D. C., A. Mena, J. Mínguez, and M. A. Vicente. "Correlation between the fiber content and orientation and the mechanical behaviour of fiber-reinforced concrete subjected to static and cyclic three point bending test by the use of CT-Scan technology." In Bridge Maintenance, Safety, Management, Life-Cycle Sustainability and Innovations, 2697–704. CRC Press, 2021. http://dx.doi.org/10.1201/9780429279119-368.
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Kluge, Alexander. "Storytelling Means Dissolving Relations." In Difference and Orientation, edited by Richard Langston, 88–99. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501739200.003.0006.
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This chapter explores the dialogue between Piero Salabè and Alexander Kluge wherein they talked about Kluge's book Tür an Tür mit einem anderen Leben (Next Door to Another Life, 2006). Kluge claims that there are always two aspects to sadness: it isolates, but it can also bring people in contact with one another. Sadness and crying are capable of dissolving hardened relations. When asked whether he believes in progress, Kluge answered that he does not believe in linear progress because for him “the past is always coming at us from the future.” Instead, he believes in circular movement like those in whirlpools. The concept of enlightenment must begin with the real phenomenon that time does not actually pass. Kluge says that “we must continue to tell stories about problems in the world, and with storytelling we must also push back against these problems that people fail to respect.” Storytelling means dissolving in the literal sense of “analyzing.” Kluge believes that this is the great, unfinished project of enlightenment. Salabè and Kluge also discusses the individual's capacity for differentiation.
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Pinto, Sarah. "Beyond Recognition." In The Doctor and Mrs. A., 84–124. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823286676.003.0003.
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One of the greatest sadnesses of married life for Mrs. A. was the loss of the lead role in a college production of the play Shakuntala. Mrs. A. identified closely with Shakuntala, a heroine whose story is typically told as an ethical narrative of recognition. Skanutala’s story is the most detailed and thoroughly explored myth in the case, and its moral lessons are part of a long history of establishing identities and ethics of reform in the midst of colonial rule, histories that shaped Mrs. A.’s own world and the social and political ideas available to her. But its dimensions also establish starkly gendered conditions for the ethical ideal of recognition. As Mrs. A. imagined life after marriage, she reimagined alternate versions of Shakuntala’s story, transforming a story of recognition into one containing the personal and political possibilities of non-recognition. She did so not through interpretation, but through a dancerly orientation that cast ethics as feeling, gesture, movement, play, and even artifice, reimagining not only the content of ethics, but the very form ethics might take.
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Koch, Natalia, and Natalia Vasylkova. "THE TEXT CONCEPT OF UKRAINE IN A METAPHORICAL VIEW (BASED ON THE MATERIALS OF THE NOVEL BY L. KOSTENKO “THE NOTES OF UKRAINIAN SAMASHEDSHYI (MADMAN)”." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-7.
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The article is devoted to the study of cognitive mechanisms of actualization of the discursive topic UKRAINE in L. Kostenko 's fiction novel “The Notes of Ukrainian samashedshyi (madman)”. The interaction of conceptual metaphors, which represent the basic textual concept at a deep level, forms the original conceptual space of the work. The purpose of scientific research is to establish connections between structural, orientations and ontological metaphors of the novel, as well as to describe their semantic content, verbalized at the linguistic level. According to the topic, the object of research is a discursive topic (text concept), the subject – the means of verbalization of conceptual metaphors as its expression. The relevance of the publication theme is determined by the general tendency of linguoconceptology, aimed to the study of conceptual space of the author's literary text. The main method of research is a conceptual analysis applying of methodologies of interpretive, contextual and other types of analysis. In-text and out-of-text level connections, which are viewed by involving background contexts (historical-cultural, socio-cultural, situational, etc.), determine the discursive character of the literary text, in which the key text concept functions as a discursive topic. The metaphorical projection of the text concept UKRAINE is carried out in the context of the political picture of Ukrainian world during the “Orange” revolution. The concept UKRAINE is a structurally and contently complex mental unit of individual consciousness that represents interdependent components due to the author's choice of conceptual metaphor. Keeping the established meanings (state; country where Ukrainians live), the concept acquires specificity due to its rethinking in the mind of the writer, who has an original worldview of modern life in the context of globalization. In interpretation of the conceptual content of analyzed topic, it is important the authors’ assume about the theory of conceptual metaphor that a metaphor affects on the decision-making process of problem situation, in particular on the stage of identifying alternatives to solve the problem. The author's vision of such alternatives is manifested in the systematic use of certain types of metaphors. The emotional and pragmatic potentials of conceptual metaphors have a powerful influence on the reader’s mind. In the process of conceptual analysis the basic spheres of experience, related to the representation of the discursive topic UKRAINE were distinguished. Such spheres are represented by structural metaphors of war, morbid metaphor, game metaphor, etc. Productive metaphorical models of the novel are orientation metaphors, which are based on universal empirical experience and individual experience of the the mental language of ontological metaphors supplements the artistic and journalistic discourse. The author’s created a metaphorical model of Ukrainian reality at the beginning of the XXI century is a diffuse system of intersecting metaphorical projections, updated by the discursive topic. The perspectives for further study of metaphorical models of the Ukrainian writers’ works we see in the possibility of describing the specifics of the individual author's worldview in particular and the national picture of the world in general.
Conference papers on the topic "Life Orientation content"
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Merciai, Ilaria, and Ruth Kerr. "MOOCS AS A TOOL FOR VIRTUAL UNIVERSITY ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end139.
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The Covid-19 era, and its enforced transition of all teaching and learning activity to the online space, is potentially leading to reduced university enrolment rates. International student enrolments are predictably down due to travel restrictions and concerns about student safety, but even at home the same trends are being observed. One of the conversations around this issue is the value-for-money question in relation to a perceived reduction in the quality of the overall student experience when the networking opportunities of on-campus life and study are taken away. A further question is the level of digital readiness of staff and school-leaver students, and whether they are able to deal successfully with preparation for final-year school exams, university choice, and for university entrance tests in remote learning. Federica Web Learning, the University Centre for Research Innovation and Dissemination of multimedia and distance learning, has long been making the case for MOOCs as a valid tool for virtual orientation. In the current climate, MOOCs can provide chunks of ready-made quality learning content for use as the asynchronous component in today’s hybrid online courses, meaning that the time teacher and class spend in plenary, in video-conferencing, can be devoted to discussion and more in-depth analysis of the learning objectives. The MOOCs can be specially chosen from the growing range on offer from university providers around the world: some provide remedial content in problem subjects and topics; some offer specific exam preparation content and others offer university orientation, or study skills.
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Knyazeva, Elena. "About the role of the content line of ICT in ensuring psychological safety of students in virtual environment." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-21.
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The article shows the importance of creation of content line of the discipline “Information Communication Technologies” to ensure psychological safety of students in virtual environment. Wide development and application of information technologies is an external side of information civilization, the main trend in formation of information society. Like any other process, the process of informatization of the society has both positive and negative sides. To avoid the latter cause irreparable harm to the development of personality and become dangerous for it, they should be studied already now, and possible consequences of digital addiction, leading to desocialization, mechanical way of thinking, inability to cope with creative tasks, problems with psychological and physical health, should be prevented. To ensure psychological safety in the context of student’s future profession, the tasks of the ICT course should be relevant, topical, and consequently interesting to the student in terms of their practical orientation in combination with mandatory elements of independence. The content analysis, carried out as a result of pedagogical experiment, has revealed competence of students in problems, related to the use of network technologies in daily life and in educational environment. Discussions, seminars, brainstorming have revealed information literacy of high school students, their understanding and ability to resist the influence of the worldwide web. The student audience sees Internet as a tool for the development of the society, on the one hand, and a threat to the development of personality, on the other. Their information literacy lies in the ability to solve identified problems. Education of an active, thinking consumer of information is the main credo, one of the main aims of the discipline, which teaches information technologies, its psychological and pedagogical task.
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Shumakova, Svitlana. "THE THEATER OF MODERNITY: THE FUSIONS BETWEEN ART AND LIFE, EXPERIMENTS ON FORM AND CONTENT." In DÉBATS SCIENTIFIQUES ET ORIENTATIONS PROSPECTIVES DU DÉVELOPPEMENT SCIENTIFIQUE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-05.02.2021.v6.45.
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RAUPELIENĖ, Asta, Rasa RUKUIŽIENĖ, Olga V. TERESCHENKO, and Nadezda V. EFIMOVA. "CONCEPTUAL OUTLOOK TO SOCIAL INNOVATION IN EU." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.127.
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The generic theory of social innovation appeared in early 2000. Therefore, the role of social innovation was been increased in last decades in the light of macroeconomic transformation of World economy and the great development of social networks. Under social networking new business activites appear in the globalized market, even known as social business. Most programmes of the European Commision have orientation on a high speed of knowledge transfering from scientific research system to business or public life. New organization models of business use a tremendous amount of social information and usually social networks serve for the greater impact on improving structure of business environment and implementation of digital managerial solutions. Social networking serves for production of new knowledge and creation of the new ecosystems for social innovation. The authors of this article are presenting the new aspects of social innovation performance by using the content analysis for identification the role and functions of social innovation under digitalization of business environment. The research is focused on the clarification of social networking effects and better understanding why social innovation is becoming so powerful tool for business start-ups and social communication. The content analysis is used in case to highlight the comparative aspects of social innovation in different economical activities.
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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.
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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Maksimova, Larisa Y. "Professional Self-Determination And Meaning-In-Life Orientations Among Adolescent Females In A Transitive Society." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.50.
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Odinochkina, Elena Victorovna. "Students' life-purpose orientations in the context of experiencing psychological alienation." In IX International Research and Practice Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-130136.
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Einziger, R. E., H. C. Tsai, M. C. Billone, and B. A. Hilton. "Examination of Spent PWR Fuel Rods After 15 Years in Dry Storage." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22456.
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Virginia Power Surry Nuclear Station Pressurized Water Reactor (PWR) fuel was stored in a dry inert atmosphere Castor V/21 cask at the Idaho National Environmental and Engineering Laboratory (INEEL) for 15 years at peak cladding temperatures decreasing from about 350 to 150°C. Prior to the storage, the loaded cask was subjected to extensive thermal benchmark tests. The cask was opened to examine the fuel for degradation and to determine if it was suitable for extended storage. No rod breaches had occurred and no visible degradation or crud/oxide spallation were observed. Twelve rods were removed from the center of the T11 assembly and shipped from INEEL to the Argonne-West HFEF for profilometric scans. Four of these rods were punctured to determine the fission gas release from the fuel matrix and internal pressure in the rods. Three of the four rods were cut into five segments each, then shipped to the Argonne-East AGHCF for detailed examination. The test plan calls for metallographic examination of six samples from two of the rods, microhardness and hydrogen content measurements at or near the six metallographic sample locations, tensile testing of six samples from the two rods, and thermal creep testing of eight samples from the two rods to determine the extent of residual creep life. The results from the profilometry (12 rods), gas release measurements (4 rods), metallographic examinations (2 samples from 1 rod), and microhardness and hydrogen content characterization (2 samples from 1 rod) are reported here. The tensile and creep studies are just starting and will be reported at a later date, along with the additional characterization work to be performed. Although only limited prestorage characterization is available, a number of preliminary conclusions can be drawn based on comparison with characterization of Florida Power Turkey Point rods of a similar vintage. Based on this comparison, it appears that little or no cladding thermal creep and fission gas release from the fuel pellets occurred during the thermal benchmark tests or storage. Measurements of the cladding outer-diameter, oxide thickness and wall thickness are in the expected range for cladding of the Surry exposure. The measured hydrogen content is consistent with the oxide thickness. The volume of hydrides varies azimuthally around the cladding, but there is little variation across the thickness, of the cladding. It is most significant that all of the hydrides appear to have retained the circumferential orientation typical of prestorage PWR fuel rods.
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Bataeva, Maria. "Peculiarities Of Life-Sense Orientations Of Personalities In Context Of Self-Determination In Adolescence." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.2.
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Gonza´lez, Jon Plaza, Francisco Javier Echarte Casquero, Javier Va´zquez Mato, and Miguel A´ngel Gonza´lez-Posada. "Blade Bearing Friction and Fatigue Mathematical Mode." In STLE/ASME 2008 International Joint Tribology Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ijtc2008-71147.
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Modern Wind Turbines adjust their blades orientation at different wind speeds for power control and optimum energy production. A big slewing ring about 2 metres diameter placed at each blade root, allows the blade orientation withstanding highly variable heavy loads, vibrations, continuous rotating oscillations and severe ambient conditions. The blade pitch system design and control strategy in a WTG is strongly conditioned by the load dependant friction of the bearing that shall be accurately defined for cost-effective designs. The pitch system is also the main brake of the rotor requiring high reliability for their components under fatigue loads, and in particular for the slewing rings due to its inherent difficulties for maintenance or replacement. The present methodology allows the fatigue and friction estimation of slewing rings, based on rolling bearing models and classical theories like Hertz, Lundberg-Palmgren, and Miner fatigue cumulative damage. This approach simulates the stress supported by each ball in the contact with the raceways, estimates the bearing friction due to these contact stresses, and the fatigue life of the overall bearing.