In the period of postmodern changes, trends for global cooperation and the development of the contemporary standards of university education are focused on the convergence of state higher education layouts in Europe to design an Area for Higher Education in Europe (EHEA), which will mainly strengthen worldwide competitiveness. The principles of university standards system modernization in the postmodern era are not the same but similar in both European and global educational environments. In general, they may be described as the triple-phased process of standardized assessment, combining a triangle of education, research, and innovation. Global cooperation trends and the adoption of common standards in European and world education enable university students and staff at different levels to be mobile without legal or other restrictions within the international community. The university has always been and remains a powerful structure that has survived many historical epochs. Thus, postmodern transformation processes in the university education sector have led to the need to review and reorganize the whole system of standardized assessment of a threefold set of knowledge, based on exploration and alteration, correlated with the conventional and contemporary university function, connected with producing new knowledge, that is not restricted to the national frameworks, but is worldwide, directed on the global cooperation, and development.
{"title":"University Education Standards in the Postmodern Context of Sustainable Growth","authors":"A. Roliak, Iryna Humeniuk","doi":"10.18662/rrem/15.3/763","DOIUrl":"https://doi.org/10.18662/rrem/15.3/763","url":null,"abstract":"In the period of postmodern changes, trends for global cooperation and the development of the contemporary standards of university education are focused on the convergence of state higher education layouts in Europe to design an Area for Higher Education in Europe (EHEA), which will mainly strengthen worldwide competitiveness. The principles of university standards system modernization in the postmodern era are not the same but similar in both European and global educational environments. In general, they may be described as the triple-phased process of standardized assessment, combining a triangle of education, research, and innovation. Global cooperation trends and the adoption of common standards in European and world education enable university students and staff at different levels to be mobile without legal or other restrictions within the international community. The university has always been and remains a powerful structure that has survived many historical epochs. Thus, postmodern transformation processes in the university education sector have led to the need to review and reorganize the whole system of standardized assessment of a threefold set of knowledge, based on exploration and alteration, correlated with the conventional and contemporary university function, connected with producing new knowledge, that is not restricted to the national frameworks, but is worldwide, directed on the global cooperation, and development.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44819351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The detrimental effects of stress on life satisfaction in general population are well known. However, the associations between these variables and their underlying mechanisms scarce among teachers. Therefore, it was investigated the possible mediating effect of wellbeing on the link between pre-university Romanian teachers’ perceived stress and their life satisfaction. Participants included 1390 teachers (mean age = 38.76, ± SD = 10.08; 72% female) filled out measures of perceived stress, wellbeing and life satisfaction on-line. The results suggest that perceived stress had significant negative associations with all three dimensions of wellbeing and life satisfaction. Furthermore, all three dimensions of wellbeing (emotional wellbeing, social wellbeing, psychological wellbeing) were significantly positively associated with teachers' life satisfaction. Additionally, all wellbeing dimensions mediated the negative effect of perceived stress on life satisfaction. Overall, the results from this study indicate that all three dimensions of wellbeing are an important protector factor that could help us to comprehend the negative effect of teachers’ perceived stress on their life satisfaction.
{"title":"How Does Perceived Stress Relate to Life Satisfaction in pre-University Teachers? The Mediating Role of Wellbeing","authors":"A. A. Colomeischi, A. Ursu","doi":"10.18662/rrem/15.3/752","DOIUrl":"https://doi.org/10.18662/rrem/15.3/752","url":null,"abstract":"The detrimental effects of stress on life satisfaction in general population are well known. However, the associations between these variables and their underlying mechanisms scarce among teachers. Therefore, it was investigated the possible mediating effect of wellbeing on the link between pre-university Romanian teachers’ perceived stress and their life satisfaction. Participants included 1390 teachers (mean age = 38.76, ± SD = 10.08; 72% female) filled out measures of perceived stress, wellbeing and life satisfaction on-line. The results suggest that perceived stress had significant negative associations with all three dimensions of wellbeing and life satisfaction. Furthermore, all three dimensions of wellbeing (emotional wellbeing, social wellbeing, psychological wellbeing) were significantly positively associated with teachers' life satisfaction. Additionally, all wellbeing dimensions mediated the negative effect of perceived stress on life satisfaction. Overall, the results from this study indicate that all three dimensions of wellbeing are an important protector factor that could help us to comprehend the negative effect of teachers’ perceived stress on their life satisfaction.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45208817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main purpose of the physical education course is to contribute to maximizing the physical, mental, social, and emotional development of children. In order for the Physical Education course to fulfill this function, there must be a healthy and harmonious relationship between the student teacher and the curriculum. Physical education programs are primarily affected by students who do physical education and sports, and the teacher who takes physical education classes. The aim of this research is to evaluate the views of physical education teachers working in the Turkish Republic of Northern Cyprus according to the sub-dimensions of "Purpose", "Content", "Teaching Activities" and "Evaluation" of the 4th an5th-grade physical education curriculum. The questionnaire form used as the data collection tool of the research consisted of four parts. While preparing the questionnaire, the "Purpose", "Content", "Teaching Activities" and "Evaluation" sub-dimensions of the physical education lesson program were taken into account. In the analysis of the quantitative data obtained from the research, descriptive statistics (arithmetic mean, standard deviation) were used. According to the results obtained in the research, the teachers expressed their opinions at the level of "I agree" on many aspects of the "Purpose", "Content", "Teaching Activities" and "Assessment" sections of the program. The most positive feature of the program is that the physical education and sports education program enables students to develop positive personal qualities as well as basic life skills. The most negative feature is that the content does not contain up-to-date information.
{"title":"Evaluation of Primary Education 4th and 5th Grade Physical Education Teaching Programs According to Teacher's Opinions","authors":"Erhun Tekakpınar, Berfu Tekakpinar","doi":"10.18662/rrem/15.3/759","DOIUrl":"https://doi.org/10.18662/rrem/15.3/759","url":null,"abstract":"The main purpose of the physical education course is to contribute to maximizing the physical, mental, social, and emotional development of children. In order for the Physical Education course to fulfill this function, there must be a healthy and harmonious relationship between the student teacher and the curriculum. Physical education programs are primarily affected by students who do physical education and sports, and the teacher who takes physical education classes. The aim of this research is to evaluate the views of physical education teachers working in the Turkish Republic of Northern Cyprus according to the sub-dimensions of \"Purpose\", \"Content\", \"Teaching Activities\" and \"Evaluation\" of the 4th an5th-grade physical education curriculum.\u0000The questionnaire form used as the data collection tool of the research consisted of four parts. While preparing the questionnaire, the \"Purpose\", \"Content\", \"Teaching Activities\" and \"Evaluation\" sub-dimensions of the physical education lesson program were taken into account. In the analysis of the quantitative data obtained from the research, descriptive statistics (arithmetic mean, standard deviation) were used. According to the results obtained in the research, the teachers expressed their opinions at the level of \"I agree\" on many aspects of the \"Purpose\", \"Content\", \"Teaching Activities\" and \"Assessment\" sections of the program. The most positive feature of the program is that the physical education and sports education program enables students to develop positive personal qualities as well as basic life skills. The most negative feature is that the content does not contain up-to-date information.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46236404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Onyshchak, Nataliia Liutko, Alla Yarova, R. Povoroznyuk, Inna Kolоmiiets, Iryna Gontsa
The paper aims to give a comprehensive account of translation strategies for English-Ukrainian interpretation of Joseph R. Biden’s speech in Poland. Political speeches serve as a multi-purpose tool, shaping people’s consciousness and reinforcing political practices and firmly held beliefs. Therefore, the appropriate translation methods are needed to retain such a communicative effect on the recipient audience. Political discourse interpreting requires a high level of pragmatic competence, and interpreters must have the skills and knowledge to effectively convey the speaker’s intended meaning in a culturally and linguistically appropriate way. The current research is based on the semiotic and communicative-pragmatic approaches to the study of political discourse interpreting. In this regard, the comparative method and contextual analysis proved efficient in comparing the source language text with the target one. The study results show that interpreting political discourse sets to provoke similar reactions in the source and target text addresses. The studied speech in English is abundant in stylistic devices and expressive means to exert a pragmatic effect. It has been proven that linguo-stylistic features are retained in the interpreted message by incorporating formal correspondences and various transformations. The interpreter of the political speech in question has the ability to adjust the language, style, and delivery of the interpreted message to fit the cultural and linguistic context of the target audience.
{"title":"Pragmatic Competence in Political Discourse Interpreting","authors":"H. Onyshchak, Nataliia Liutko, Alla Yarova, R. Povoroznyuk, Inna Kolоmiiets, Iryna Gontsa","doi":"10.18662/rrem/15.3/772","DOIUrl":"https://doi.org/10.18662/rrem/15.3/772","url":null,"abstract":"The paper aims to give a comprehensive account of translation strategies for English-Ukrainian interpretation of Joseph R. Biden’s speech in Poland. Political speeches serve as a multi-purpose tool, shaping people’s consciousness and reinforcing political practices and firmly held beliefs. Therefore, the appropriate translation methods are needed to retain such a communicative effect on the recipient audience. Political discourse interpreting requires a high level of pragmatic competence, and interpreters must have the skills and knowledge to effectively convey the speaker’s intended meaning in a culturally and linguistically appropriate way. The current research is based on the semiotic and communicative-pragmatic approaches to the study of political discourse interpreting. In this regard, the comparative method and contextual analysis proved efficient in comparing the source language text with the target one. The study results show that interpreting political discourse sets to provoke similar reactions in the source and target text addresses. The studied speech in English is abundant in stylistic devices and expressive means to exert a pragmatic effect. It has been proven that linguo-stylistic features are retained in the interpreted message by incorporating formal correspondences and various transformations. The interpreter of the political speech in question has the ability to adjust the language, style, and delivery of the interpreted message to fit the cultural and linguistic context of the target audience.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43827343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Piddubna, Ruslan Pylnik, M. Pichkur, Liliia Poluden, H. Sotska, Anatolii Maksymchuk
The importance of the topic of the article lies in the fact that today it is necessary to update the methods and techniques of learning in the educational process, the use of innovations in the choice of pedagogical mechanisms to enhance the creative development of students of art and pedagogical specialties of higher education institutions by means of the latest art techniques. The purpose of the article is the need to study and substantiate the importance of studying the essence of the concepts of "artistic techniques" and "newest technologies of students of art and pedagogical specialties" in the system of psychological and pedagogical categories. The article gives a theoretical basis of psychological and pedagogical aspects of creative artistic and graphic activity of students of art and pedagogical specialties of institutions of higher education by means of the latest art techniques; readiness for creative artistic and pictorial activity as professionally important quality of students of art and pedagogical specialties of institutions of higher education; definition of the role of art pedagogy in developing the creative abilities of modern students. The essence of art pedagogy lies in the synthesis of art and pedagogy capable of providing the combination of theory with practice of pedagogical process of art education through the use of art and art-creative activity. The sphere of art pedagogical forms, means and methods should include education of students of art and pedagogical specialties of higher education institutions by means of the latest art techniques.
{"title":"Pedagogical Mechanisms to Activate the Creative Development of Students of Art and Pedagogical Specialties of Higher Education Institutions by Means of the Latest Art","authors":"O. Piddubna, Ruslan Pylnik, M. Pichkur, Liliia Poluden, H. Sotska, Anatolii Maksymchuk","doi":"10.18662/rrem/15.3/749","DOIUrl":"https://doi.org/10.18662/rrem/15.3/749","url":null,"abstract":"The importance of the topic of the article lies in the fact that today it is necessary to update the methods and techniques of learning in the educational process, the use of innovations in the choice of pedagogical mechanisms to enhance the creative development of students of art and pedagogical specialties of higher education institutions by means of the latest art techniques. The purpose of the article is the need to study and substantiate the importance of studying the essence of the concepts of \"artistic techniques\" and \"newest technologies of students of art and pedagogical specialties\" in the system of psychological and pedagogical categories. The article gives a theoretical basis of psychological and pedagogical aspects of creative artistic and graphic activity of students of art and pedagogical specialties of institutions of higher education by means of the latest art techniques; readiness for creative artistic and pictorial activity as professionally important quality of students of art and pedagogical specialties of institutions of higher education; definition of the role of art pedagogy in developing the creative abilities of modern students. The essence of art pedagogy lies in the synthesis of art and pedagogy capable of providing the combination of theory with practice of pedagogical process of art education through the use of art and art-creative activity. The sphere of art pedagogical forms, means and methods should include education of students of art and pedagogical specialties of higher education institutions by means of the latest art techniques.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48246465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study contributes to determining the relationship between the human values by which today's parents are guided and the level of parental competence demonstrated by them. At the same time, the link between the number of children of the parent and the empathy shown by him, respectively the ability to ensure an effective education, is analyzed. The human values measured in the study are hedonism, self-guidance and goodwill. In total, the answers collected from 610 respondents who fulfill the status of parents (87% of the female gender and 13% of the male gender) with ages from under 20 years (1%) to over 50 years (19%) were analyzed. The results indicate that as parents manage to find a balance between their own pleasures and the satisfaction of the children's needs, the level of parental competence increases as a result of the well-being felt by the parent (r = 0.19, p < .001). Parents who manage to approach everyday problems creatively, creativity being a central element of the human value of self-guidance, demonstrated a higher level of parental competence (r = 0.17, p < .001), while honesty as a sub-value of human value goodwill was also associated with parental competence (r = 0.18, p < .001). At the same time, the results indicate that the level of empathy of the parent does not increase progressively with the number of his children, and parental skills can be proven independently of the number of children of the parent.
{"title":"The Values Adopted by Parents for the Effective Education of Children","authors":"Andreea Șițoiu, Georgeta Pânișoară","doi":"10.18662/rrem/15.3/775","DOIUrl":"https://doi.org/10.18662/rrem/15.3/775","url":null,"abstract":"This study contributes to determining the relationship between the human values by which today's parents are guided and the level of parental competence demonstrated by them. At the same time, the link between the number of children of the parent and the empathy shown by him, respectively the ability to ensure an effective education, is analyzed. The human values measured in the study are hedonism, self-guidance and goodwill. In total, the answers collected from 610 respondents who fulfill the status of parents (87% of the female gender and 13% of the male gender) with ages from under 20 years (1%) to over 50 years (19%) were analyzed.\u0000The results indicate that as parents manage to find a balance between their own pleasures and the satisfaction of the children's needs, the level of parental competence increases as a result of the well-being felt by the parent (r = 0.19, p < .001). Parents who manage to approach everyday problems creatively, creativity being a central element of the human value of self-guidance, demonstrated a higher level of parental competence (r = 0.17, p < .001), while honesty as a sub-value of human value goodwill was also associated with parental competence (r = 0.18, p < .001). At the same time, the results indicate that the level of empathy of the parent does not increase progressively with the number of his children, and parental skills can be proven independently of the number of children of the parent.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47550982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the number of researches made on the problem of developing communication skills in children with autism spectrum disorders (hereinafter ASD), there are still many issues in this area covered insufficiently. Significant difficulties appear at the first stage of developing communication skills, when the children with ASD have not yet formed attention to other people, there is no contact with them, and they may not even recognize their relatives. Under such conditions, it is difficult for parents to care for and to interact with such children. Other experts are also often frightened of them. Without the proper experience of interaction, they do not have any long-term vision of the process and dynamics of developing their communication skills. The purpose of our study was to create and test a step-by-step method of forming initial conscious communication skills in children with ASD, as well as to identify the dynamics and guidelines that indicate their prerequisites for this skill and readiness for the productive communication. By implementing the methodology in practice, we identified and described eight groups of markers of the transition of children with ASD from one stage of work to another. Such guidelines can help special educators determine the effectiveness of the learning process as the duration of work with the child during this period can be extended. The duration of the formation of initial communication skills in children with ASD varies and depends on several factors: the child’s age, regularity of classes, active parental involvement, levels of intellectual delay, and behavioral disorders. With the proposed method, the skill of communication is formed holistically, with the inclusion of all the elements that are inherent in it: emotional arousal as a reaction to the object of communication; contact attention; imitation of communicative forms of behavior demonstrated by others; requests and orders to meet ego needs; knowledge sharing.
{"title":"Conscious Communication Skills Formation in Children with Autism Spectrum Disorders (Initial Period)","authors":"N. Havrylova, Oksana Konstantyniv, O. Havrylov","doi":"10.18662/rrem/15.3/762","DOIUrl":"https://doi.org/10.18662/rrem/15.3/762","url":null,"abstract":"Despite the number of researches made on the problem of developing communication skills in children with autism spectrum disorders (hereinafter ASD), there are still many issues in this area covered insufficiently. Significant difficulties appear at the first stage of developing communication skills, when the children with ASD have not yet formed attention to other people, there is no contact with them, and they may not even recognize their relatives. Under such conditions, it is difficult for parents to care for and to interact with such children. Other experts are also often frightened of them. Without the proper experience of interaction, they do not have any long-term vision of the process and dynamics of developing their communication skills. \u0000The purpose of our study was to create and test a step-by-step method of forming initial conscious communication skills in children with ASD, as well as to identify the dynamics and guidelines that indicate their prerequisites for this skill and readiness for the productive communication.\u0000By implementing the methodology in practice, we identified and described eight groups of markers of the transition of children with ASD from one stage of work to another. Such guidelines can help special educators determine the effectiveness of the learning process as the duration of work with the child during this period can be extended. The duration of the formation of initial communication skills in children with ASD varies and depends on several factors: the child’s age, regularity of classes, active parental involvement, levels of intellectual delay, and behavioral disorders.\u0000With the proposed method, the skill of communication is formed holistically, with the inclusion of all the elements that are inherent in it:\u0000\u0000 emotional arousal as a reaction to the object of communication;\u0000 contact attention;\u0000 imitation of communicative forms of behavior demonstrated by others;\u0000 requests and orders to meet ego needs;\u0000 knowledge sharing.\u0000","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49123945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Veaceslav Manolachi, Irina Delipovici, V. Manolachi
The survey results allowed the determination of the hypothetical structure of the training level of female judokas, the emphasis being placed on the paramount importance of the technical-tactical, volitional and motor training level. At the same time, the complex of main registered indices coincides, in general, with the structure of the training level of judokas. However, the extensive investigation of the survey results notes significant differences between the training levels of the female judokas and male judokas, especially regarding the physical training level. The survey shows that the most common manifestations of the motor skills of the female judokas are: explosive force, reaction speed, movements execution speed, coordinating abilities, starting speed, specific resistance, speed resistance, muscle sensitivity, orientation in space, active suppleness, rational relaxation and the speed of a single movement. This set of indices refers only to a force capacity - explosive force – which allows us to consider this fact an essential difference of the structure investigated from that of the physical training level of the male judokas, thus making possible the presumption of the existence of considerable reserves for increasing the mastery of the female judokas, namely in the direction of developing and improving the force and speed-force. Most specialists recognize the need to make corrections in training plans based on data on the functional state of the neuromuscular system (NMS) of the female judokas in order to increase the level of special physical training and of other aspects of mastery, but are not experienced enough on how the analysis of the test results is performed for the application of concrete individual corrections in the instructive and training process.
{"title":"The Study Regarding the Training and Evaluation Process of the Female Judokas Training Level","authors":"Veaceslav Manolachi, Irina Delipovici, V. Manolachi","doi":"10.18662/rrem/15.3/758","DOIUrl":"https://doi.org/10.18662/rrem/15.3/758","url":null,"abstract":"The survey results allowed the determination of the hypothetical structure of the training level of female judokas, the emphasis being placed on the paramount importance of the technical-tactical, volitional and motor training level. At the same time, the complex of main registered indices coincides, in general, with the structure of the training level of judokas. However, the extensive investigation of the survey results notes significant differences between the training levels of the female judokas and male judokas, especially regarding the physical training level. The survey shows that the most common manifestations of the motor skills of the female judokas are: explosive force, reaction speed, movements execution speed, coordinating abilities, starting speed, specific resistance, speed resistance, muscle sensitivity, orientation in space, active suppleness, rational relaxation and the speed of a single movement. This set of indices refers only to a force capacity - explosive force – which allows us to consider this fact an essential difference of the structure investigated from that of the physical training level of the male judokas, thus making possible the presumption of the existence of considerable reserves for increasing the mastery of the female judokas, namely in the direction of developing and improving the force and speed-force.\u0000Most specialists recognize the need to make corrections in training plans based on data on the functional state of the neuromuscular system (NMS) of the female judokas in order to increase the level of special physical training and of other aspects of mastery, but are not experienced enough on how the analysis of the test results is performed for the application of concrete individual corrections in the instructive and training process.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43039578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Young people are exploring alternatives, informing themselves and exchanging impressions among themselves, in order to finalise their career choices. An active means of information is using social media resources, especially by joining social networking groups to discuss issues related to learning, choosing universities, helping by providing study materials or sharing learning practices for baccalaureate or college admission, etc. I will present, as a case study, an active Facebook group. The investigation will aim to explore a set of dimensions such as: young people's topics of interest, career visions, expectations after graduation from university (where they can work after graduation), forms of support among young people on learning and preparation for the transition from high school to university, etc. We are witnessing a pattern of informal education taking place within generations of young people at the stage of choosing a professional field. The approach will be both qualitative and the applied research method will be case study. The novelty of the topic is to show that young people use social media to inform themselves and crystallise career options, thus using technological resources constructively. Time spent on the internet is valued for life planning and not just for entertainment.
{"title":"Using Social Media Resources to Build Young People's Professional Futures","authors":"Elisaveta Drăghici","doi":"10.18662/rrem/15.3/766","DOIUrl":"https://doi.org/10.18662/rrem/15.3/766","url":null,"abstract":"Young people are exploring alternatives, informing themselves and exchanging impressions among themselves, in order to finalise their career choices. An active means of information is using social media resources, especially by joining social networking groups to discuss issues related to learning, choosing universities, helping by providing study materials or sharing learning practices for baccalaureate or college admission, etc. \u0000I will present, as a case study, an active Facebook group. The investigation will aim to explore a set of dimensions such as: young people's topics of interest, career visions, expectations after graduation from university (where they can work after graduation), forms of support among young people on learning and preparation for the transition from high school to university, etc. We are witnessing a pattern of informal education taking place within generations of young people at the stage of choosing a professional field. \u0000The approach will be both qualitative and the applied research method will be case study. The novelty of the topic is to show that young people use social media to inform themselves and crystallise career options, thus using technological resources constructively. Time spent on the internet is valued for life planning and not just for entertainment.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42203385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Tatalović Vorkapić, A. A. Colomeischi, Veronica Onaghi
Basic aim of newly created PROMEHS curriculum is to strengthen socio-emotional well-being, resilience and mental health of students aged from 3 to 18 years. Starting from the whole-school approach, its task was also to have positive impact on teachers’ mental health what was explored in this study regarding PROMEHS implementation in Croatia and Romania. Based on the quasi-experimental design, data was collected during pre-and post-test phases of the PROMEHS curriculum implementation in experimental and control group, for both countries. The experimental group was engaged in PROMEHS education, i.e. 16 hours training, and control group was not. In-service teachers from preschool to secondary education from Croatia and Romania (N=97 in pre-test and N=97 in post-test; N=83 control and N=97 experimental group), completed the Teachers’ Sense of Efficacy (short form), the Connor Davidson Resilience (CD 10), and the Social and Emotional Competence of Teachers (SECTRS). No significant differences were determined between those two groups in pre-test. However, after teachers’ training, experimental group of teachers showed statistically higher levels of their self-efficacy, resilience and socio-emotional competencies than control group. Since these significant differences have been found only in experimental and not control group between pre- and post-test, the determined differences could be attributed only to the PROMEHS training effect. Even though the burnout level was lower in experimental group than in control after teachers’ training, it was not determined as significant difference in the analysis. The findings are discussed within the frame of PROMEHS teachers’ training contribution and the need for its sustainability.
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