Literatura científica selecionada sobre o tema "Staats gymnasium"
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Artigos de revistas sobre o assunto "Staats gymnasium"
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Levinger, Matthew, and Karl-Ernst Jeismann. "Das preussische Gymnasium in Staat und Gesellschaft." German Studies Review 21, no. 2 (1998): 358. http://dx.doi.org/10.2307/1432218.
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Skopp, Douglas R., and Karl-Ernst Jeismann. "Das preuSSische Gymnasium in Staat und Gesellschaft." History of Education Quarterly 38, no. 1 (1998): 105. http://dx.doi.org/10.2307/369685.
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Albisetti, James C. "Book ReviewsDas preußische Gymnasium in Staat und Gesellschaft. Volume 1: Die Entstehung des Gymnasiums als Schule des Staates und der Gebildeten, 1787–1817. Volume 2: Hohere Bildung zwischen Reform und Reaktion, 1817–1859. By Karl‐Ernst Jeismann. Industrielle Welt, volumes 15 and 56. Edited by, Reinhart Koselleck and M. Rainer Lepsius. Stuttgart: Klett‐Cotta, 1996. Pp. 475; Pp. 797. DM 258." Journal of Modern History 70, no. 4 (1998): 958–60. http://dx.doi.org/10.1086/235183.
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Partouche, Beatrice. "Democracy in education seen through the lens of dictatorship." Revista Brasileira de História da Educação 24, no. 1 (2024): e332. http://dx.doi.org/10.4025/rbhe.v24.2024.e332.
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In the 1930s, the well-known Norwegian-Italian filmmaker Ivo Caprino attended the Stabekk Gymnasium, at which Olav Storstein was among his teachers. Before his student became internationally famous, Olav Storstein described in his book Fremtiden sitter på skolebenken an episode in which they were both protagonists. The socialist teacher and the young student of Italian origin provide an opportunity to show two opposing educational models: democratic education and fascist authoritarianism. Through a process of inductive analysis that starts from the cited text and crosses archives and reference literature, this essay will highlight the contrast between these two models using for illustrative purposes the biographical episode that allows us to make a historical educational analysis in a comparative perspective, but also to place the episode in a broader context and relate it to relevant aspects of the period. In this story, the interests of fascist propaganda abroad and in Italy, the fascist and socialist educational models, the activities of the Dante Alighieri society, and the private and professional lives of the two protagonists are intertwined.
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Mariuts, I. "EDUCATIONAL SPHERE SPECIALISTS PREPARATION ON THE EXAMPLEOF MULTIDIMENSIONAL E DUCATIONAL AND ENLIGHTENMENT ACTIVITIES OF SIDOR VOROBKEVICH." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 32–38. http://dx.doi.org/10.17721/2415-3699.2019.9.08.
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The article presents the study of Sidor Vorobkevych educational activities in the multicultural environment of Austrian Bukovina. Under such conditions, study of the creativity and activity of such a multidimensional and multicultural personality as Sidor Vorobkevich is especially topical. After all, he lived and worked at such time and territory when the agreement was reached between people of different ethnic groups, different cultures, values, religion. Conducted parallel with the modern tasks of education and society development and proposed their solution on the example of S. Vorobkevich's activities, such as modern historians consider Austrian Bukovina like a kind of prototype of the European Union. In Soviet times, his name and works were either completely ignored or interpreted pre-conceived. It was inadmissible that he had a sacerdotal rite and teaching in theological seminary and theological faculty of Chernivtsy University, what contradicts to communists ideology. His pedagogical work started in theological seminary, real school, gymnasium and dascalia (deacon school) in Chernivtsi, where he had up to 40 training hours per week. Having entered the post of teacher of music and singing of the theological seminary, S. Vorobkevich encountered a number of problems that required an urgent solution like absence of any teaching and methodological base – textbooks on musical literacy and solfeggio, didactic instructions for teaching singing, a collection of songs for the school repertoire. The young teacher starts solving the situation on his own. He had to create everything in the process of work. Slowly he wrote plenty of manuals for studying music and languages (he wrote in Ukrainian, Romanian, German). His manuals were used not only in Bukovina and in Ukraine, but also far beyond its borders. In the article we conduct the parallel with the image of modern teacher – tolerant, creative, developed, multidimensional person, as teacher should be.
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Hofmann, Stefanie. "Zur künftigen Struktur der Lehrerbildung an der Ernst Moritz Arndt-Universität Greifswald." BzL - Beiträge zur Lehrerinnen- und Lehrerbildung 20, no. 1 (2002): 61–75. http://dx.doi.org/10.36950/bzl.20.1.2002.10266.
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Die Struktur der Lehrerbildung wird grundlegend reformiert. Anlass ist das Abkommen zwischen den europäischen Staaten, gemeinsam einen Hochschulraum für Europa zu schaffen. Dies ist ein ehrgeiziges Vorhaben, das nur mittels einer Standardisierung von Strukturen gelingen kann. Ausgangspunkt für alle Beteiligten ist zunächst die Frage nach der Berufsqualifikation durch akademische Bildung, die europaweit akzeptiert sein will. Die Frage ist gesondert für Bachelor- und Masterstudiengänge zu beantworten. Ist diese Frage geklärt, dienen Modularisierung, Leistungspunktesysteme und studienbegleitende Prüfungssysteme als weitere Kriterien einer europaweiten Standardisierung. Nicht nur die Mobilität soll davon profitieren: Die Reform der Ausbildungsstrukturen soll die Motivation der Studierenden steigern, die Chancen der Absolventinnen und Absolventen auf dem europäischen Arbeitsmarkt verbessern und nicht zuletzt den künftigen Lehrerinnen und Lehrern zu den Qualifikationen und Kompetenzen verhelfen, die sie für die schulische Praxis benötigen. Am Beispiel des gestuften Lehrerbildungsmodells, das an der Universität Greifswald neu entwickelt wurde, soll im folgenden gezeigt werden, wie eine Lösung für das skizzierte Vorhaben aussehen kann. Es handelt sich dabei um ein Modell, das für die Lehrämter an Gymnasien sowie Haupt- und Realschulen entworfen wurde.
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Smolak, Curtius. "“Ardebo igneo amore Tui”: De Coelestino Leuthnero O.S.B., Matris Dei amatore." Nordlit, no. 33 (November 16, 2014): 345. http://dx.doi.org/10.7557/13.3164.
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<em>"In my fiery love for you I will burn": Coelestinus Leuthner OSB, the lover of the Mother of God</em>. This article examines the Latin poems of the Benedictine monk Coelestinus (Cölestin) Leuthner (1695–1759), who taught Rhetoric at the gymnasiums of Freising and Salzburg. Those who read Leuthner will find that his poetry, for all its variety with regard to both genres (epigrams, odes and elegies) and subject matters (which are indeed many and diverse), creates a kind of red string leading – like an Ariadne’s thread – to Mary, the mother of Jesus. Poems in her honour are placed at the beginning of every single part of his collection of poems (Salzburg, no year), seemingly in order to render the various parts of the work coherent with each other. Through these opening poems the poet gradually ascends to the summit of his own affections for Mary. He starts by addressing Mary as the Lady of Sorrows, then turns to the Lady of Miracles and after that to the Refuge of Sinners, until he finally praises Mary Assumed into Heaven. According to the different literary genres Leuthner refers either directly or subtly and covertly to various Roman poets who are considered the foremost in their genres. Thus, in his epigrams, Leuthner alludes to Martial, in his odes, to Horace, in his elegies, to Propertius and Ovid. Furthermore, Leuthner considers the very name of Mary to contain something magnificent and gracious. This is something which the poet illustrates not only through one particular poem, in which he deals with three etymologies of her name, but also through examples taken from history, namely, Mary the sister of Lazarus and Mary Stuart, the catholic Queen of Scotland who suffered what Leuthner reckons to be a particularly memorable martyr’s death for her faith. When all these circumstances are taken into consideration, it becomes evident that this manifest love for Mary the Mother of God, whom the poet does not refrain from characterizing as “divine” and a “goddess”, actually constitutes Leuthner’s special way of taking up arms against the Lutherans, who used to abstain from the cult of the Immaculate Virgin and martyrs in general. Finally, in the examination of Leuthner’s poetry considerable importance should be ascribed to the Prince and Archbishop of Salzburg, who after all kept Leuthner on his payroll, and even more to the Royal House of Habsburg itself, with its efforts to keep reformed Christians away from its territories.
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Costa, Pedro Henrique Maia, Susane de Almeida Aranha Costa, Amanda Alves Fecury, Carla Viana Dendasck, Euzébio de Oliveira, and Claudio Alberto Gellis de Mattos Dias. "Die Lehre der Bundesverfassung im Rahmen des Integrierten Gymnasiums der Bundesanstalt für Bildung, Wissenschaft und Technologie von Amapá (IFAP)." Revista Científica Multidisciplinar Núcleo do Conhecimento, April 26, 2021, 123–39. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/bildung-de/integrierten-gymnasiums.
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Unsere Bundesverfassung von 1988 hat Bildung als Grundrecht in die Liste der sozialen Rechte aufgenommen. Eines der Ziele der Bildung ist es, den Schüler auf die Ausübung des Bürgers vorzubereiten und darauf vorzubereiten. Die hervorgehobenen Vorschläge haben nicht den Zweck, einen Bachelor-Abschluss in Rechtswissenschaften zu machen, sondern einen bewussten Bürger, der seine Grundrechte und Pflichten vor der Gesellschaft und dem Staat anerkennt. Ziel dieser Forschung ist es, die reale Möglichkeit der Einführung der Prüfung der Bundesverfassung (CF) im IFAP zu überprüfen, basierend auf dem Wissen dieser Studierenden über grundlegende Kenntnisse der Bundesverfassung. Strukturierte Fragebögen wurden mit geschlossenen und offenen Fragen, von Dissertationscharakter und anderen objektiven Charakter, im Januar 2018 auf die beteiligten Teilnehmer mit Hilfe von Google Forms angewendet verwendet. Das brasilianische Gymnasium, das anhand eines pünktlichen Schnitts des technischen Kurses in Gebäuden in der integralen Form des IFAP, des Campus Macapá, untersucht wurde, kann den Empfehlungen des CF und der LDB nicht nach dem Ergebnis des Fragebogens für die Studenten entsprechen. Diese Lehre nimmt einen privilegierten Platz in der brasilianischen Bildungsbildung ein, zwischen den Elementar- und der höheren. Die Studierenden zeigen sich begeistert von der Möglichkeit, grundlegende Scans im technischen Kurs in Gebäuden des IFAP, Macapá Campus, auch wenn optional durchzuführen.
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Singh, Dr Priyanka. "NEP 2020: The Status of the Role of Infrastructure in Enhancing Physical Education Programs." International Journal of Current Science Research and Review 07, no. 03 (2024). http://dx.doi.org/10.47191/ijcsrr/v7-i3-15.
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Physical Education programs play a crucial role in promoting healthy lifestyles and holistic development among individuals, particularly in educational settings. This review paper aims to comprehensively examine the role of infrastructure in enhancing Physical education programs. Infrastructure encompasses various components such as facilities, equipment, and outdoor spaces. Understanding how these elements contribute to the effectiveness of Physical education programs is essential for optimizing student engagement, learning outcomes, and overall well-being. Physical Education, which includes social skills development, physical fitness, cognitive growth, and the acquisition of critical movement abilities, is a vital component in the promotion of lifetime health and general well-being. Physical education programs’ ability to succeed is largely dependent on the framework that encourages and supports learning. Physical Education program quality and results are significantly influenced by the infrastructure, which includes buildings, tools, and outdoor areas. A comprehensive range of services, materials, and facilities that are necessary to promote an atmosphere that encourages sports participation and active living are included in Physical Education’s infrastructure. Everything from well-equipped gymnasiums to accessible playgrounds support inclusiveness, accessibility, and engagement among a wide range of populations in addition to facilitating a variety of sporting activities. Infrastructure may contribute significantly to the advancement of physical activity, sports participation, and overall well-being by implementing a comprehensive approach that solves financing gaps, prioritizes sustainability, facilitates equal access, and cultivates community relationships. This study intends to investigate these possibilities to optimize infrastructure’s influence on physical education programs.
Teses / dissertações sobre o assunto "Staats gymnasium"
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Al-Diban, Sabine, and Steffi Gosdschick. "„Bibliothek ist heute mehr als Bücher“: Lehrer und Wissenschaftler diskutieren Konzepte zur Informationskompetenz in Schulen." SLUB Dresden, 2016. https://slub.qucosa.de/id/qucosa%3A7401.
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Die Förderung von Informationskompetenz gehört zu den Kernaufgaben von Bibliotheken und anderen Informations- und Bildungseinrichtungen. Gerade Schulen suchen dabei häufig nach Kooperationspartnern und wenden sich deshalb auch an die SLUB Dresden. Um den aktuellen Bedarf zu erfassen und adäquate Angebote für Lehrer und Schüler zu entwickeln, organisiert die SLUB seit März 2015 Rundtischgespräche mit Vertretern von Gymnasien aus Dresden, Freital und Radebeul und weiteren Partnern zum Thema Informationskompetenz in Schulen. Eine der Teilnehmerinnen dieser Rundtischgespräche ist Steffi Gosdschick, Lehrerin am Martin-Andersen-Nexö-Gymnasium Dresden (SG – rechts im Bild); einem Gymnasium mit vertieftem mathematisch-naturwissenschaftlichen Profil. Gemeinsam mit Dr. Sabine Al-Diban von der Fakultät Erziehungswissen - schaften der TU Dresden (SA – links im Bild) sprach sie mit Manuela Queitsch (Bildmitte) vom Bibliotheksmagazin über neue Lehr- und Lernangebote für Lehrer und Schüler.
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Hartmann, Andrea. "Katalog der Musikhandschriften der Fürstenschule Grimma." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-24844.
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Katalog der Musikhandschriften aus der Fürstenschule Grimma, die in der Sächsischen Landesbibliothek- Staats- und Universitätsbibliothek Dresden aufbewahrt werden (Teilveröffentlichung aus: RISM Series A/II Musical manuscripts after 1600, © 2009 by RISM)
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Skott, Pia. "Läroplan i rörelse : det individuella programmet i möte mellan nationell utbildningspolitik och kommunal genomförandepraktik /." Uppsala : Acta Universitatis Uppsaliensis : Uppsala universitetsbibliotek [distributör], 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-99326.
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Paganini, Mario Carlo Donato. "Gymnasia and Greek identity in Ptolemaic and early Roman Egypt." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:ee393367-d1ca-427c-b8c2-dcf0998415bc.
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My work is a socio-historical study of the institution of the gymnasium in Egypt, of its evolution and role in the assertion of certain aspects of ‘Greek identity’ in Ptolemaic and early Roman times. It is divided into four sections. (1) Attention is devoted to the study of the gymnasium itself, as institution, analysing its diffusion, foundation, internal organisation and the role played by associations which were hosted therein. The constitution and the characteristics of the governing body (with special attention to the role of the gymnasiarchs) and the financial matters relevant to the gymnasium allow one to draw conclusions on its legal status and social role: it is shown how the gymnasium of Egypt operated in a completely different way from the traditional one which is normally assumed for the Greek poleis, especially of mainland Greece and above all Athens. A possible model of influence is suggested. (2) Starting from the rules of admission into the gymnasium and from the treatment of the outsiders, the social status and social composition of the members of the gymnasium are object of enquiry, focusing on the links with the army and the public administration. It is argued that the gymnasial community should be considered as a complex reality, formed by different components belonging to various levels of the social strata. (3) Educational, religious and recreational activities carried out in the premises of the gymnasium or strictly connected to it are taken into account to give an idea of the ‘daily life’ of the institution and of the ‘behaviour’ of its people, which was likely to be the result of a feeling of ‘shared identity’. (4) The concluding section draws the attention to the issue of identity of the people of the gymnasium more clearly: relation with the ‘others’ and idea of Greekness the people of the gymnasium had about themselves (influenced by the rulers’ policies), access to gymnasia, onomastics, elite classes, mixed marriages, reception of Egyptian burial methods and cults, advantage of ‘going Greek’. It is argued that, although having in the gymnasium the key-element for the assertion of their identity and status of Hellenes, the ‘Greeks’ of Egypt displayed complex patterns of mixed identities and were thoroughly embedded in the social, cultural, religious, and administrative environment of Egypt.
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Becker, Johan. "Sambandet mellan fysisk aktivitet, socioekonomisk status och studieresultat för elever på gymnasiet." Thesis, Karlstads universitet, Institutionen för hälsovetenskaper (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71014.
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Syftet med denna studie var att analysera sambandet mellan fysisk aktivitet och betyg i idrott och hälsa, samt mellan ett viktat betyg i matematik, svenska, engelska och idrott och hälsa och fysisk aktivitet. Studien undersöker vidare om det finns något samband mellan socioekonomisk status och fysisk aktivitet och med ett viktat betyg. Studien utfördes på gymnasieelever från två gymnasieskolor i Örebro och Värmlands län. 158 elever (92 flickor, 66 pojkar) deltog i studien. Det internationella aktivitetsformuläret, IPAQ, användes för skattning av fysisk aktivitet. Eleverna fick uppge sitt senaste betyg i svenska, engelska, matematik och idrott och hälsa samt svara på frågor kopplade till socioekonomiska bakgrundsfaktorer. Resultaten visade att det fanns ett måttligt linjärt samband mellan betyg i idrott och hälsa och fysisk aktivitet (r=0.48); och ett svagt linjärt samband mellan det viktade betyget och fysisk aktivitet (r=0.30). Resultatet visade att de starkaste sambanden återfanns för det socioekonomiska indexet (SEI), både för fysisk aktivitet och (p<0.001, r=0.35) respektive för det viktade betyget (p<0.001, r=0.332). Dock fanns tendenser att sambandet blev starkare vid modelleringen att vid en ökad fysisk aktivitet ökade betygen för att därefter minska när den fysiska aktiviteten ökade ännu mer. Ytterligare forskning bör därmed fokusera på huruvida ett för stort fokus på fysisk aktivitet kan hindra skolarbetet.<br>The aim of this study was to analyse the correlation between physical activity and the grade in physical education, but also the correlation with a weighted grade (Mathematics, Swedish, English and Physical Education) and physical activity (metabolic index). The study further investigates whether there is any correlation between socioeconomic status and physical activity and socioeconomic status with a weighted grade. The study was carried out on high school students from two upper secondary schools in Sweden. 158 students (92 girls, 66 boys) participated in the study. The international activity form, IPAQ, was used to estimate physical activity. The students were asked to give their latest grades in swedish, english, mathematics and physical education, and answer questions related to socioeconomic background factors. The results showed that there was a moderately linear relationship between grades in physical education and physical activity (r = 0.48); and a weak linear relationship between the weighted grade and physical activity (r = 0.30). The result showed that the strongest correlations were found for the socioeconomic index (SEI), both for physical activity and (p <0.001, r = 0.35) and for the weighted grade (p <0.001, r = 0.33). However, there were tendencies that the correlation became stronger when modelling that with increased physical activity the grades would increase, in order to subsequently decrease when the physical activity increased even more. Further research should focus on whether too much focus on physical activity can impede school work.
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Caparroz, Graziela Pascom. "Repercussões emocionais das atividades físicas em academias para praticantes /." Rio Claro : [s.n.], 2008. http://hdl.handle.net/11449/96070.
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Orientador: Gisele Maria Schwartz<br>Banca: Roberta Cortez Gaio<br>Banca: Afonso Antonio Machado<br>Resumo: Este estudo, de natureza qualitativa, investigou as possíveis repercussões emocionais da prática regular de atividade física para praticantes, em academias, sendo desenvolvido por revisão de literatura combinada com pesquisa exploratória, utilizando-se como instrumento para coleta dos dados um questionário contendo perguntas mistas. Fez parte deste estudo uma amostra intencional, constituída por 25 indivíduos adultos, freqüentadores assíduos, há mais de um ano, dos espaços de academias da cidade de Jales, SP, praticantes de diversos tipos de atividades físicas, acima de 18 anos, de ambos os sexos, de formação e envolvimento profissional variados. Os dados foram analisados descritivamente, utilizandose a Técnica de Análise de Conteúdo Temático. A análise foi feita com base em indicadores que evidenciam as esferas: afetivo-emocional, interpessoal, funcional, atitudinal e da saúde e ambiental. Os resultados indicam que a sensação de bem-estar é percebida positivamente nesse contexto, assim como, a noção sobre qualidade de vida. Referente às emoções, os sujeitos afirmaram que a prática regular de atividade física alterou positivamente este aspecto, proporcionando prazer, maior disposição, melhora do humor, relaxamento e diminuição da tensão. Estas atividades, por gerarem satisfação, representaram uma forma de extravasar raiva, alegria e tristeza. As atividades nesse local são um fator importante para a manutenção do bem-estar das relações interpessoais, cujas trocas com sujeitos que têm as mesmas necessidades fazem crescer, inclusive, as vivências fora da academia. Com relação à esfera funcional, os sujeitos evidenciaram a perspectiva de que a atividade física faz bem para a saúde de modo geral, e perceberam melhorias significativas em seu cotidiano, vinculadas à melhor disposição e produtividade no trabalho. Na esfera atitudinal, as atividades físicas em academias são encaradas como benéficas<br>Abstract: This qualitative study has investigated the possible emotional repercussions of physical activities for practicers in gymnasiums and it has been developed by reviewing literature combined with an exploratory research, using a questionnaire as an instrument to collect data. An intentional sample of 25 adults, over a year frequent attendants of gyms in the city of Jales, SP, of varied physical activities, over the age of 18, of both genders and of different professional backgrounds took part in this study,. The information was descriptively analyzed using the Thematic Content Analysis Technique. The analysis was based on indicators that highlight the emotional, interpersonal, functional, attitudinal, health and environmental fields. The results indicate that the well-being sensation is perceived positively in this context, as well as the notion of quality of life. Referring to emotions, people affirmed that the regular practice of physical activities has altered positively in this aspect, providing pleasure, relaxation, decreased tension and better moods. These activities represented the channeling of anger, happiness and sadness. The activities in the gyms are an important factor for the maintenance of well-being in interpersonal relationships which make people extend their experiences even outside them. In relation to the functional field, people realized the perspective that physical activities improve health in general and noticed significant improvements in their daily life, hence more energy to work. In the attitudinal field, the physical activities in gyms are beneficial, due to the practical aspects of exercising indoors, the professional support and the possibility of socializing, resulting in an awareness of the linkage of these practices with these aspects, implementing positive and proactive attitudes. The time frame destined to such activities represent an opportunity to broaden health levels and existential quality. In the environmental<br>Mestre
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Caparroz, Graziela Pascom [UNESP]. "Repercussões emocionais das atividades físicas em academias para praticantes." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/96070.
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caparroz_gp_me_rcla.pdf: 567587 bytes, checksum: 06a3c05ea63c30c8a0fc5caad071dee1 (MD5)<br>Universidade Estadual Paulista (UNESP)<br>Este estudo, de natureza qualitativa, investigou as possíveis repercussões emocionais da prática regular de atividade física para praticantes, em academias, sendo desenvolvido por revisão de literatura combinada com pesquisa exploratória, utilizando-se como instrumento para coleta dos dados um questionário contendo perguntas mistas. Fez parte deste estudo uma amostra intencional, constituída por 25 indivíduos adultos, freqüentadores assíduos, há mais de um ano, dos espaços de academias da cidade de Jales, SP, praticantes de diversos tipos de atividades físicas, acima de 18 anos, de ambos os sexos, de formação e envolvimento profissional variados. Os dados foram analisados descritivamente, utilizandose a Técnica de Análise de Conteúdo Temático. A análise foi feita com base em indicadores que evidenciam as esferas: afetivo-emocional, interpessoal, funcional, atitudinal e da saúde e ambiental. Os resultados indicam que a sensação de bem-estar é percebida positivamente nesse contexto, assim como, a noção sobre qualidade de vida. Referente às emoções, os sujeitos afirmaram que a prática regular de atividade física alterou positivamente este aspecto, proporcionando prazer, maior disposição, melhora do humor, relaxamento e diminuição da tensão. Estas atividades, por gerarem satisfação, representaram uma forma de extravasar raiva, alegria e tristeza. As atividades nesse local são um fator importante para a manutenção do bem-estar das relações interpessoais, cujas trocas com sujeitos que têm as mesmas necessidades fazem crescer, inclusive, as vivências fora da academia. Com relação à esfera funcional, os sujeitos evidenciaram a perspectiva de que a atividade física faz bem para a saúde de modo geral, e perceberam melhorias significativas em seu cotidiano, vinculadas à melhor disposição e produtividade no trabalho. Na esfera atitudinal, as atividades físicas em academias são encaradas como benéficas<br>This qualitative study has investigated the possible emotional repercussions of physical activities for practicers in gymnasiums and it has been developed by reviewing literature combined with an exploratory research, using a questionnaire as an instrument to collect data. An intentional sample of 25 adults, over a year frequent attendants of gyms in the city of Jales, SP, of varied physical activities, over the age of 18, of both genders and of different professional backgrounds took part in this study,. The information was descriptively analyzed using the Thematic Content Analysis Technique. The analysis was based on indicators that highlight the emotional, interpersonal, functional, attitudinal, health and environmental fields. The results indicate that the well-being sensation is perceived positively in this context, as well as the notion of quality of life. Referring to emotions, people affirmed that the regular practice of physical activities has altered positively in this aspect, providing pleasure, relaxation, decreased tension and better moods. These activities represented the channeling of anger, happiness and sadness. The activities in the gyms are an important factor for the maintenance of well-being in interpersonal relationships which make people extend their experiences even outside them. In relation to the functional field, people realized the perspective that physical activities improve health in general and noticed significant improvements in their daily life, hence more energy to work. In the attitudinal field, the physical activities in gyms are beneficial, due to the practical aspects of exercising indoors, the professional support and the possibility of socializing, resulting in an awareness of the linkage of these practices with these aspects, implementing positive and proactive attitudes. The time frame destined to such activities represent an opportunity to broaden health levels and existential quality. In the environmental
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Slavíková, Barbora. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216046.
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The location of Černá louka is situated between the city-centre of Moravská Ostrava and an area of Slezská Ostrava next to the confluence of two rivers – Ostravice and Lučina. The development at the building site of Černá louka is a result from an international competition 2010, which winner was the project Culture Meadow from studio Maxwan. The main idea of the project is to concentrate cultural and educational buildings around a culture meadow. This design has been used as a default situation for the master´s thesis. The complex of schools is situated at the parcel of existing Miniuni-site between cultural cluster Černá louka and the residential quarter Nová Karolina. The volume of the school with its front-spaces reacts to the surrounding structures. In the middle of the complex arises a half-public open space, where are located the internal entrances. Because of the placing of the school next to the city-centre the multifunctional pitch is situated on the roof of the gym. The design of the school respects principles of the age differentiation just as the horizontal integration. That´s why the substance makes up a symbiosis of 5 parts - common space, gym, first and second level, gymnasium. These parts are connected together and at the same time enable to use individual parts separately. The building of kindergarten with its garden is separated from the school because of differential needs of the smallest children.
Livros sobre o assunto "Staats gymnasium"
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Roswitha, Link, ed. Schul-Zeit 1938 bis 1949: Zur Vorgeschichte des Wilhelm-Hittorf-Gymnasiums Münster im NS-Staat und in der Nachkriegszeit. Aschendorff, 2005.
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Historische Bibliothek der Stadt Rastatt., ed. Inkunabeln der Historischen Bibliothek der Stadt Rastatt im Ludwig-Wilhelm-Gymnasium. Harrassowitz, 1999.
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The battle for Alabama's wilderness: Saving the great gymnasiums of nature. University of Alabama Press, 2005.
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Heid, Hans. Geschichte der Historischen Bibliothek der Stadt Rastatt im Ludwig-Wilhelm-Gymnasium: Ein Begleitbuch zu der vom 14. Juni bis 19. Juli 1991 aus Anlass der 275-Jahr-Feier gezeigten Ausstellung zugleich ein historischer Wegweiser durch die frühere Lehrerbibliothek des Ludwig-Wilhelm-Gymnasiums. Stadtverwaltung Rastatt, 1991.
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1943-, Morehouse James W., and Fredericks H. D. Bud, eds. Physical education for the severely handicapped: A systematic approach to a data based gymnasium. PRO-ED, 1986.
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Undervisningsministeriet, Denmark, ed. Vejledning om behandling af klager over læreres undervisning i gymnasier, på studenterkurser og på kurser til hf. Undervisningsministeriet, Juridisk kontor og Gymnasieafdelingen, 1993.
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Aleksandrov, Vadim, and Aleksandr Solodovnikov. Fuel and energy complex of the Urals: Orenburg region. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1977990.
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The monograph presents a regional and municipal description of the development of the oil and gas industry in the Orenburg region. A brief description of the natural conditions, the resource base of hydrocarbon raw materials is given, the stages of formation and development of the oil and gas industry in the context of the region and the largest oil and gas producing enterprises are revealed. The availability of fuel and energy resources in the Orenburg region is shown, data on production volumes at the territorial level, for the largest subsurface users and small companies, including those that have ceased their economic activities, are presented. The role of the oil and gas industry in the formation and development of the oil refining and gas chemical industry is revealed.
 When working on the book, data from the Central Dispatch Department of the Fuel and Energy Complex of Russia, the Federal State Statistics Service, the Office of the Federal State Statistics Service for the Orenburg Region, departments and departments of the Government of the Orenburg Region, research and design institutes, major enterprises, literary sources, periodicals, Internet resources were used.
 It is addressed to geographers, geologists, oilmen, economists, politicians, managers, specialists dealing with the problems of the development of the oil and gas industry. It will be useful for university students studying in geographical, geological, technical and economic fields of study and specialties, teachers, graduate students, high school students, lyceums, gymnasiums and anyone interested in their "small and large Homeland".
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Holub, Johann. 27. Jahresbericht über das K. K. Staats-Gymnasium in Weidenau Für das Schuljahr 1899/1900. Creative Media Partners, LLC, 2018.
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Holub, Johann. 27. Jahresbericht über das K. K. Staats-Gymnasium in Weidenau Für das Schuljahr 1899/1900. Creative Media Partners, LLC, 2018.
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Statts Ober Gymnasiums 1907. Creative Media Partners, LLC, 2018.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Staats gymnasium"
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Niese, Erwin. "Das k. k. Staats-Gymnasium Salzburg im Weltkrieg – auch eine „Heimatfront“." In Salzburg im Ersten Weltkrieg. Böhlau Verlag, 2014. http://dx.doi.org/10.7767/boehlau.9783205793441.149.
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Lehmke, Johannes. "Technisches Handeln und Marketing — ein Projekt im Technikunterricht am Gymnasium." In Bildung zwischen Staat und Markt. VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-663-14403-8_51.
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Lehmke, Johannes. "Technisches Handeln und Marketing — ein Projekt im Technikunterricht am Gymnasium." In Bildung zwischen Staat und Markt. VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-322-92288-5_51.
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"Gymnasium 1932-1940." In Czernowitz - Stadt der Dichter. Wilhelm Fink Verlag, 2015. http://dx.doi.org/10.30965/9783846748435_008.
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Pais, Abraham. "An Einstein Chronology." In ‘Subtle is the Lord … ’. Oxford University PressNew York, NY, 2005. http://dx.doi.org/10.1093/oso/9780192806727.003.0032.
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Abstract August 8. Hermann Einstein (b. 1847) and Pauline Koch (b. 1852) are married in Cannstatt. March 14, 11:30 a.m. Albert, their first child, is born in the Einstein residence, Bahnhofstrasse 135, Ulm. June 21. The Einsteins register as residents of Munich. November 18. E.’s sister Maria (Maja) is born. The first miracle: E.’s enchantment with a pocket compass. First instruction, by a private teacher. E. starts taking violin lessons (and continues to do so to age thirteen). E. attends public school in Munich. In order to comply with legal requirements for religious instruction, he is taught the elements of Judaism at home. E. enters the Luitpold Gymnasium.** The religious education continues, at school this time, where Oberlehrer Heinrich Friedmann instructs E. until he is prepared for the bar mitzvah.
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"Schools for Everyone." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7005-3.ch007.
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The German education system offers various options for students, allowing for greater pedagogical autonomy and personalised support based on their individual needs and abilities. Students can self-assess and select from Hauptschule, Realschule, and Gymnasium without relying solely on high-stakes exams. As they mature, they can switch tracks if needed. This system provides a fast-paced academic environment for those who thrive in it while accommodating slower students and providing them with the necessary time and resources to succeed. It is important to note that success goes beyond excelling in specific subjects and encompasses social development. However, early streaming has been criticised for potentially hindering children's social development and perpetuating educational inequality based on parental social status.
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Shchankina, Liubov Nikolaevna, and Svetlana Viktorovna Izutina. "Problems and Stages of Legal Science and Education Development in Russia." In Law and Economics. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75426.
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In the article attention is focused on the study of the problem of the formation of legal science and education in various chronological periods of the existence of the Russian state. State figures, Russian and foreign thinkers, and legal scholars whose contribution to Russian jurisprudence is the most significant are highlighted. It is revealed that the formation and development of theoretical jurisprudence was caused by the needs of society and the state in fair law, as well as the need to systematize the current legislation. The conclusion of the authors is that the formation of legal education in Russia was actively promoted by the state authorities, which contributed to the publication of the first textbooks and manuals on civil and criminal laws; the opening of schools, gymnasiums, and universities. The authors of the article outline that activities of these special educational institutions were of great importance for the formation of the system of legal science and education, on the basis of which there were scientific schools and directions that were developed in the Soviet period and at the present stage. It is mentioned that gradually, the methodological tools were updated and legal education was reformed. After the collapse of the USSR, there were serious changes in it and a kind of Renaissance came. The authors come to the conclusion that currently legal education is designed as an open system that is ready to accept the positive experience of foreign countries and is capable of self-improvement.
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Parker, Robert. "The Sixth Century: New Splendours." In Athenian Religion. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198149798.003.0006.
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Abstract Architecturally, the sixth century was an age of transformation for Athens. Indeed, in a certain sense, it was then that she became a polis. ‘From Chaeronea it is 20 stades to Panopeus, a polis of the Phocians, if one can give the name of polis to people who lack magistrates’ offices and gymnasia, who have no theatre, no agora, no water brought to a fountain,’ grumbles Pausanias. In Athens, every one of these amenities (if we neglect the ‘old agora’) is first attested in the sixth century. Fine temples too began to arise, of which we can still see substantial remains. This new architectural magnificence is accompanied by a proliferation of festivals of a new type, urban and spectacular.
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"Die Königsberger Gymnasien in der ersten Hälfte des 19. Jahrhunderts." In Das höhere Schulwesen der Stadt Königsberg in Preußen 1800 bis 1915. Duncker & Humblot, 2020. http://dx.doi.org/10.2307/j.ctv24q53fj.6.
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Vinogradskaja, Natalija L. "N.V. Gogol’s Letters to G.I. Vysotsky: From the Autographs’ History." In Questions of Source and Text Studies of Russian Literature of the 19th Century. Collection of articles based on the materials of the International Scientific Conference. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2022. http://dx.doi.org/10.22455/978-5-9208-0687-1-66-77.
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Gogol’s letters to his schoolmate G.I. Vysotsky are of great importance for Gogol’s biography research. Three of them were written in 1827, when Gogol was in the 8th form of the Nizhyn gymnasium, and Vysotsky, who graduated in 1826, served in Ministry of Finance in St. Petersburg. The letters have already reflected the peculiarities of Gogol’s literary style. The history of the letters’ autographs can be traced by means of marks and stamps on them, as well as by publications and archival materials. Two letters (dated January 17 and June 26, 1827) were first published in 1854 by P.A. Kulish, who then handed over autographs to O.M. Bodyansky, whose archive was later partially acquired by A.A. Titov. After his death the letters were received by the State public library, from where in 1929 they were transferred to the Institute of Archeology of the Academy of Sciences of Ukraine, and in 1955 they were transferred to the Institute of Literature of the Ukrainian Academy of Sciences, where they are kept now. A copy of Gogol’s third letter to Vysotsky (dated March 19, 1827), now in the Russian state archive of literature and art, was sent to Gogol’s biographer V.I. Shenrok from Nizhyn by I.I. Tsekhmistrenko in 1887. However, it was published for the first time not by Shenrock, but by S. Manukhin in the newspaper “Russian Courier” on May 9, 1888. In April 1890 the manuscript got into the library of the University of St. Vladimir in Kiev. The professor of the University P.V. Vladimirov published and commented on the text of the letter, indicated the addressee, gave a paleographic description in the work From Gogol’s school years... (1890). Now the autograph is kept in the Institute of Manuscripts of Nat. library of Ukraine.
Trabalhos de conferências sobre o assunto "Staats gymnasium"
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Романова, М. Ю., and Н. В. Быкова. "Creative tasks to overcome difficulties in teaching the subject of "Social Studies" in primary school in the section "Politics"." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.84.77.076.
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в статье представлены творческие задания для устранения трудностей в изучении предмета «Обществознание» в основной школе по теме «Политика». Задания могут использоваться учителями обществознания для формирования предметных знаний базового уровня, универсальных учебных действий и развития качеств личности обучающихся, а также для проведения текущего и итогового контроля, подготовки к сдаче ЕГЭ, выполнению всероссийской проверочной работы, олимпиады по обществознанию. Задания прошли успешную апробацию при изучении предметов социально-гуманитарного цикла в основной школе, в частности, «Обществознание» и «История», в МАОУ «Гимназии имени Александра Александровича Пушкина» г. о. Бронницы Московской области. the article presents creative tasks to eliminate difficulties in studying the subject of "Social Studies" in the main school on the topic "Politics". Tasks can be used by social studies teachers to form basic level subject knowledge, universal educational actions, and the development of personality traits of students, as well as for conducting current and final control, preparing for the unified state exam, performing the All-Russian test work, the Olympiad in social studies. The tasks have been successfully tested in the study of subjects of the social and humanitarian cycle in the main school, in particular, "Social Studies" and "History", in the "Alexander Alexandrovich Pushkin Gymnasium", Bronnicy, Moscow region.
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Anspoka, Zenta. "The Research of Latvian Language Competence of Secondary Education Institution Graduates for Career Development." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.003.
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The topicality of the research is related to the goal of education to help a pupil to become a proficient language user who has acquired not only the basic skills of the language, but also understanding of the role of the Latvian language as the state language in the integration of the society, formation of national identity and cultural-historical heritage preservation. The aim of the study is to analyse Latvian language competence of graduates of Latvian language of instruction, minority secondary education institutions and state gymnasiums of Kurzeme, Latgale and Riga for their readiness for further career development. The methodology of the research is the outcome of the career development and sociolinguistic and linguo-didactic theories, which are based on the cognitive constructivist approach. The results of the empirical research are obtained from 409 texts of judgments systematized in the balanced corpus of modern Latvian language texts within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). Language competence of graduates from secondary education institutions is low. It is affected by the linguistic environment, attitude towards language as an economic and social value, its learning motivation and insufficiency in language didactics. The research outcomes outline several important aspects for the improvement of the Latvian language didactics.
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Crismaru, Mariana. "Modele de inegalitate educațională în rândul tinerilor din Republica Moldova." In Economic growth in the conditions of globalization: International Scientific-Practical Conference, XVIth edition. National Institute for Economic Research, 2022. http://dx.doi.org/10.36004/nier.cdr.2022.16.17.
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The paper investigates the patterns of multiple advantages and disadvantages of parents’ educational attainment as well as place of residence and their impact on children`s education level by using data from Generations and Gender Survey (2020). There were employed correlation and multiple regression analysis. The results show that parents’ educational attainment is a much stronger predictor than the age or gender of an individual’s education level. Young people (25-35 years) whose parents have general secondary education (gymnasium) or less are about twice as likely to complete similarly secondary education as those who have at least one parent who has higher education. Place of residence were also shown to have significant influences young people’s level of education. Rural area of residence meant less years in education and urban area signified more years of in education, both for male and female. It is concluded that parents’ educational level (less educated) and place of living (rural) are factors that determine the unequal opportunities among young people and they face difficulties to get rid of the disadvantages of family and environment background. Persistence of these issues over the years in our country denote that social policy do not reach their goal to break cycles of intergenerational disadvantage and thus to prevent the development of a self-replicating underclass. The article was elaborated within the State Program Project (2020-2023) 20.80009.0807.21 „Migration, demographic changes, and situation stabilisation policies”.
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Uzair, Aanis, Lars Abrahamczyk, Dagoberto Gómez, et al. "EARTHQUAKE PERFORMANCE OF A CULTURAL HERITAGE BUILDING: THE JESUIT COLLEGE IN DUBROVNIK, CROATIA." In 2nd Croatian Conference on Earthquake Engineering. University of Zagreb Faculty of Civil Engineering, 2023. http://dx.doi.org/10.5592/co/2crocee.2023.23.
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Cultural heritage buildings generally refer to the ancient structures having high cultural and historical significance. These buildings are constructed using obsolete practices and require special considerations with respect to the lateral resistance, especially in moderate and high seismic regions. This study focuses on the earthquake performance assessment of the Episcopal Seminary Building and Classical Gymnasium (Jesuit College) located in the Old City of Dubrovnik, Croatia (UNESCO World Heritage Site). The construction dates back to 1662 and was developed in different stages until 1765. During this period, Jesuit College suffered damages from two major earthquakes i.e., M7.6 Dubrovnik in 1667 and M6.9 Montenegro in 1979. The material composition, structural drawings, and fundamental frequencies of the building were previously obtained in the framework of the research project “Seismic Risk Assessment of Cultural Heritage in Croatia – SeisRICHerCRO”. The material is predominantly composed of irregular stone blocks laid in lime mortar. The structural details such as floor vaults, arches, flexible diaphragms, and spatially irregular openings are numerically modelled using the finite element method. The analytical model is calibrated by performing eigenvalue analysis to compute the material parameters i.e., elastic modulus and density (supported by extensive literature review) that allows the modal frequencies to match with the values obtained from the ambient vibration testing. The seismic performance is then evaluated using the linear analysis procedure in accordance with the current guidelines of the Eurocode 8 and the corresponding Croatian National Annex. For the design earthquake, critical damage zones are identified and recommendations for retrofitting measures are proposed.
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Kvelde, Anna, and Indra Odina. "The Notion of Sustainable Team Management in Educational Institution." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.22.
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The article deals with one aspect of a larger scale and long-term grounded theory research to explore and define the concept of the sustainable team management in educational institution. This article seeks the answers to research questions: what constitutes the management of educational institutions, and which sustainable development initiatives are implemented in the management of educational institutions. This article aims to explore the concept of the sustainable team management of educational institution, as well as to coin the elements of the sustainable development of organization, which could serve as a basis to improve sustainable team management in educational institution. The data were collected by the content analysis of the sustainable team management initiatives reflected on 47 homepages of educational institutions; case studies regarding the implementation of sustainable team management in educational sector and 12 interviews with school administration on the state of the art of sustainable team management. Research sample was 59 educational institutions: 17 primary schools, 29 secondary schools, and 13 state gymnasiums with broad geographical representation – the schools in the capital city, cities, small towns, and countryside. Sustainable team management supports principals and their teams in leading their educational institutions towards sustainability, also, achieves institutional goals and cultivates a culture where collaboration, appreciation, and teamwork are valued. According to the data of the study, the institutions insufficiently implement the sustainable development initiatives in the education management process of the educational institution that does not meet state policy and vision, also, in order to implement sustainable development initiatives in educational institutions, attract funding from Erasmus+ or other projects. There is also a lack of the uniform understanding of sustainability among the members of education management team. The authors admit that the concept of sustainable team management in an educational institution needs to be defined at the national level.
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Kaulēns, Oskars, and Edīte Sarva. "Informal Learning for Creating Professional Support Groups for Teachers and School Leadership Teams: A Case Study." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.19.
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From the school year 2020/2021 the implementation of a competence-based curriculum has started in Latvia which determines new learning outcomes for students and at the same time defines new professional development needs for teachers. There are changes in the content that teachers need to learn and the learning approach that teachers need to use for their professional development to ensure that they meet the new quality requirements of teaching. In order to successfully implement new teaching and learning approaches and to promote the development of a wider learning community, teachers’ formal professional development, such as attendance at lectures, seminars etc., has to be supplemented with informal professional development through sharing experiences, participation in learning groups, etc. The remote work experience of the COVID-19 pandemic has provided additional opportunities for a variety of online in-service teacher education activities based on principles of informal learning. The goal of the research conducted by the authors is to find out what is the interest of teachers to get involved in the teacher cooperation events “Emergency Methodological Assistance” organised by the Friendly Appeal Cesis State Gymnasium and what are the professional benefits of teachers’ participation in such informal learning activities. Within the framework of the research, a qualitative content analysis of the teachers’ reflection bulletins has been performed, which teachers have submitted at the end of events, evaluating their professional benefits from participation in the events. The data of the research show that teachers appreciate the opportunity to get acquainted with professionally tested and practical teaching methods and techniques for the implementation of new curriculum, to receive encouragement from other colleagues in the conditions of constant change and uncertainty, and to find professional partners among teachers for long-term planning and cooperation activities.
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Kvelde, Anna, and Indra Odina. "The Notion of Sustainable Team in Educational Institution." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.57.
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Sustainability has been a topical issue for more than 20 years not only dealing with environmental/ecological, social/cultural and economic issues. Combining social, economic, and environmental initiatives in education is a complex process that should result in a completely new vision of educational institutions. It raises the necessity for a management structure to encourage and support the sustainability initiatives within the organisation. The article deals with one aspect of a larger scale and long-term grounded theory research to explore and define the concept of a sustainable team in educational institution. This article answers the research questions on how students are seen and perceived in the education management hierarchy of an educational institution, and what fosters the development of sustainable team in an educational institution. The data were collected by the content analysis of the education management hierarchy structure reflected on 33 homepages of educational institutions; content analysis of 62 students’ teaching practice assignments on the education management hierarchy structure; 12 interviews with school administration on the state of the art of sustainable team. Research sample was 107 educational institutions: 23 primary schools, 66 secondary schools, and 18 state gymnasiums with broad geographical representation – the schools in the capital, cities, small towns, and countryside. Sustainable team achieves institutional goals and cultivates a culture where collaboration, appreciation, and teamwork are valued. According to the data of the study, there is a misunderstanding of the notion of a sustainable team in educational institutions in Latvia. There is also a lack of evidence of students as meaningful players in how the education management hierarchy is seen and interpreted which slows down the implementation of the sustainability initiatives.
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Stanciu, Ionutdorin, Musata Bocos, and Daniel cosmin Andronache. "THE ROLE OF EDUCATIONAL SOFTWARE IN SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE ENHANCEMENT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-053.
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An impressive amount of software was designed and marketed as educational software for primary and secondary school students. Today, there exists educational software designed specifically for a subject matter or for a more general educational purpose, aimed at enhancing a more diverse set of skills, required for multiple academic disciplines. Its primary end-purpose is to provide additional support for learning and to elicit higher academic performance from its users. Also, with respect to the originators of educational software utilization, it may be provided by the schools themselves or the learners, independently of the school. However, there is still scares empirical evidence as to the efficiency of educational software usage in relation with academic performance in Romanian students. Against this current state of knowledge, we hypothesized that the higher the intensity of educational software utilization, the higher is the academic performance. Also, we considered alongside the intensity of utilization, the environment of utilization, the specificity of software, as well as the overall self-reported computer literacy of the learner. The design of the study was transversal, one-time correlational study, using multiple regressions to determine the most relevant impacts of the variables and structural equation modeling to develop a conceptual model of influence on the students’ academic performance. The data was collected from a sample of participants comprised of secondary education students—gymnasium and high school students. The independent and dependent variables were measured using self-reported measures of software utilization from the students and from their teachers, and factual data—i.e., academic grades—for the academic performance. A feasible model of influence pathways was developed using partial data. The partial results are showing a positive relation between the educational software utilization and the academic achievement, regardless of the age or the school level of the user. The relevance of the study for the Romanian educational research resides in its novelty as well as in the development of the conceptual model. Furthermore, the study may have benefits for teachers, in their quest for enhancing their students’ performance via the use of educational software. The limitations of the study, residing in its one-time, transversal, correlational nature require further research to identify eventual differences among school-based and home-based use of software is needed, as well as for clarifying the role of additional variables in interplay between educational software usage and academic performance. A longitudinal follow-up on the students’ academic performance evolution in relation with the educational software utilization would provide further insight in the stability and the validity of the hypothesized influence pathways.
Relatórios de organizações sobre o assunto "Staats gymnasium"
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Schwedes, Christian. Präventionsarbeit an Schulen in Deutschland : Handlungsfelder und räumliche Implikationen. Goethe-Universität, Institut für Humangeographie, 2010. http://dx.doi.org/10.21248/gups.7576.
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Die hier vorgestellte Studie wurde durch eine konstruktivistisch informierte Betrachtung kontrastiert, um dadurch sowohl das methodische Vorgehen der quantitativen Empirie als auch deren Ergebnisse zu reflektieren. Abschließend sollen diese beiden Aspekte noch einmal aufgegriffen werden. Bezüglich der empirischen Methodik macht sie offensichtlich, dass die quantitative Studie eine Reifikation eingeschränkter Raumbilder darstellt. Sie reproduziert eine Denkweise, die komplexe soziale Prozesse anhand vereinfachter Faktoren nachvollziehbar zu machen versucht. Bei der Einbeziehung der Raumstrukturtypisierung des BBR in die Auswertung zeigt sich eine begrenzte Aussagereichweite von räumlichen Strukturdaten bezüglich (sub-)lokaler und regionaler Analysen. Die komplexen sozialräumlichen Bedingungen schulischer Präventionsarbeit, so das Ergebnis, entziehen sich weitgehend einer Analyse mithilfe von Geodaten, die entweder aus mehreren Einzelkomponenten aggregiert sind (im Falle der Raumstrukturtypen20, Bevölkerungsdichtewerte und Zentrenerreichbarkeit) oder relativ große räumliche Einheiten umfassen (z. B. siedlungsstrukturelle Gebietstypen21). Eine differenzierte Sicht auf spezifisch urbane oder rurale Settings schulischer Präventionsarbeit können die (bisher) zur Verfügung stehenden räumlichen Daten nicht leisten. Darüber hinaus wäre es selbst bei Verfügbarkeit räumlicher Daten in größerer Detailschärfe unmöglich, eine kontingente soziale Wirklichkeit vor Ort mit Hilfe sozialstatistischer Raumdaten adäquat abzubilden. Als zum Teil sehr aussagekräftig im Sinne des quantitativen Forschungsparadigmas ergaben sich hingegen die Einschätzungen der Befragten bezüglich ihres räumlichen Umfeldes. Aus Sicht eines konstruktivistisch informierten Forschungsverständnisses geben aber auch diese Ergebnisse nur eine ganz spezifische Form einer durch den quantitativen Forschungsprozess geprägten Wahrheit wieder. Trotz dieser erkenntnistheoretischen Einschränkungen können die Ergebnisse der Umfrage zur Präventionsarbeit an Schulen Anlass für weiterführende Diskussionen sein und als Basis für eine kritische Reflektion dienen. Im Folgenden werden daher die zentralen Punkte der Diskussion der empirischen Ergebnisse noch einmal aufgenommen und zusammengeführt. Pädagogen an Schulen in Deutschland sehen sich in sehr unterschiedlichem Maße mit Herausforderungen konfrontiert. Die Verschiedenheit der Bedingungen des schulischen Alltags ist vor allem geprägt durch die hohe Selektivität und die darin zugrundeliegende Ausdifferenzierung des deutschen Schulsystems. Wie bei anderen schulischen Belangen auch liegen die Differenzen bezüglich der Herausforderungen, die sich den Schulen stellen, und der Ausgestaltung von Präventionsarbeit zumeist zwischen den Schulformen. Die Aussagen der Pädagog/-innen deuten dabei auf den Einfluss sehr unterschiedlicher sozialer Wirklichkeiten auf den Schulalltag hin. Aus Sicht der Schulleiter/-innen ballen sich Herausforderungen, insbesondere was die Thematisierung abweichenden Verhaltens von Schüler/-innen angeht, vor allem an Förder- und Hauptschulen. In städtischen Quartieren, die aus Sicht der Befragten durch soziale Problemlagen gekennzeichnet sind, konzentrieren sich die Probleme in Schulen zusätzlich. Präventionsarbeit an Schulen versteht sich häufig als Antwort auf problematische soziale Verhältnisse. Da sich insgesamt ein sehr positives Bild bezüglich der von Schüler/-innen erlernten sozialen Fähigkeiten ergibt und andere Studien auf einen Rückgang beispielsweise der Jugendgewalt hindeuten, muss davon ausgegangen werden, dass es andere Gründe für die Konjunktur von schulischer Präventionsarbeit gibt als zunehmend aggressives Verhalten unter Kindern und Jugendlichen. Die Ergebnisse der Untersuchung belegen auch, dass Präventionsarbeit unabhängig von der Problemwahrnehmung an Schulen zur – oder nicht zur – Anwendung kommt. So spielt die Problemwahrnehmung beispielsweise keine Rolle für die Schwerpunktsetzung bei ihrer Finanzierung. Der verstärkte Einsatz von Geldern in Städten und vor allem dort, wo das Umfeld der Schulen für „multikulturell“ oder „sozial schwach“ gehalten wird, macht einen kulturalistischen bzw. sozialökologischen Einschlag von Präventionsarbeit an Schulen offensichtlich. Eine eingeschränkte Problemorientierung wird ebenfalls durch die Ergebnisse bezüglich der Prävention politisch motivierter (Hass-)Kriminalität deutlich. Fremdenfeindlichkeit im Schulumfeld wird zwar wahrgenommen, in vielen Fällen jedoch folgen darauf keine Präventionsaktivitäten. Auf der einen Seite reagiert schulische Präventionsarbeit gar nicht auf offensichtliche Missstände, auf der anderen Seite wird Prävention eingesetzt, obwohl kaum Probleme thematisiert werden (vgl. z. B. Gewaltprävention an Gymnasien). Im Wesen des Präventionsgedankens liegt begründet, dass sich Präventionsarbeit nicht unbedingt an den Herausforderungen des schulischen Alltags orientiert. Selbst wenn keine konkreten Probleme vorliegen, ist im Sinne von Primärprävention vorbeugendes Handeln angezeigt. So kommt es auch dazu, dass Präventionsarbeit häufig die Durchführung allgemeiner Lebenskompetenzprogramme bedeutet. Die Vielzahl sehr allgemein auf die Aneignung von Sozialkompetenzen ausgerichteter Präventionscurricula macht deutlich, wie der Präventionsgedanke/- diskurs den Schulalltag auch in Bereichen durchdringt, die vormals von anderen Diskursen beeinflusst waren. Unter dem Begriff „Prävention“ wird heute explizit vermittelt, was in früheren Jahrzehnten als „Erziehung“ en passant von den Lehrer/-innen geleistet wurde. Mit dem Erstarken des Präventionsparadigmas hat sich der Umgang der Lehrer/-innen mit ihren Schüler/-innen verändert. Das Fördern sozialer Fähigkeiten findet stärker institutionalisiert statt und erhält, das ist ein entscheidender Machteffekt (im Sinne Foucaults (1978)) des Präventionsbegriffs, mit der neuen Bezeichnung auch eine neue Konnotation. Sie ist verknüpft mit Begriffen wie „Risiko“, „Gefährdung“ oder „Sicherheit“. Schon die Vermittlung grundlegender sozialer Kompetenzen wird, durch den Präventionsgedanken geprägt, zunehmend von dem defizitorientierten Ziel geleitet, abweichendes Verhalten zukünftig zu verhindern oder zu minimieren. Gerade an Grundschulen, die nach den Ergebnissen der Umfrage die wichtigsten Sozialisationsinstanzen unter den Schulen sind, ist der Aspekt der frühen Förderung von Sozialkompetenzen bei Kindern Ausgangspunkt für die zunehmende Durchdringung mit dem Präventionsgedanken. Der Präventionsdiskurs, so zeigen die Ergebnisse der Umfrage, besitzt die Macht, Eingriffe in das schulische Miteinander von Lehrer/-innen und Schüler/-innen zu legitimieren, die ohne seine Popularität kaum denkbar wären. Geht man davon aus, dass unter der Bedingung „individualisierter Lebenslagen“ (Beck 2003: 144) und einer damit Einhergehenden Pluralisierung von Lebensweisen Grenzerfahrungen ein wesentliches Element von Sozialisation und Identitätsbildung sind, kommt abweichendem Verhalten eine große Bedeutung im Prozess des Aufwachsens zu. Schädlich für die Gesellschaft, im Sinne einer Verstetigung in Form kriminellen Verhaltens, ist es in den seltensten Fällen. Aus dieser Sicht erfordert nicht jedes abweichende Verhalten ein präventives Entgegenwirken und es müsste ein besonderes Augenmerk darauf liegen, dass der Präventionsgedanke nicht unreflektiert als Legitimationsfolie für ordnungspolitische Eingriffe instrumentalisiert wird. Ob der verdachtsgeleitete Umgang mit Kindern wünschenswert ist, bleibt fraglich. Bezweifelt werden kann, dass die Notwendigerweise mit Prävention einhergehende Defizitorientierung lustvolles Lernen befördert.