Experiential and outdoor education: the participant experience shared through mind maps     

Ivo Jirásek  Irena Plevová  Miroslava Jirásková  Adéla Dvořáčková 《Studies in Continuing Education》2016,38(3):334-354

This paper describes an analysis of mind maps capturing the experiences of the participants in an experiential and outdoor education course. The method of mind mapping is usually limited to a quantitative scoring analysis and comparative content analysis of concepts. As a consequence, the visual elements of the information are usually ignored, but to analyze the holistic information, it is necessary to analyze its visual elements. This intention underlines this study of five chosen pairs of mind maps made by participants in the outdoor course comparing their impressions at the beginning and end of the course. A qualitative review of the visual and symbolic levels of information found a significant impetus occurring in the participants’ view of their life journey and the possibility of changes due to the course experience. There is a visible tendency toward changes between first and second maps, from vague fears to acceptance of one's self, from polarity to holistically perceived reality, from vague concepts to colorful visual symbolism, from focus on the past to open acceptance of the future, from personality to community, and from the physical dimension of the experience to the spiritual or holistic level of the meaning of the experience.  相似文献   

Dearth of early education experience: a significant barrier to educational and social inclusion in the Western Balkans     

Sunčica Macura Milovanović  Ivana Batarelo Kokić  Selma Džemidžić Kristiansen  Ibolya Gera  Estevan Ikonomi  Lejla Kafedžić 《International Journal of Inclusive Education》2013,17(1):36-54

The article summarises the socio-political, cultural, economic and educational background to the Western Balkans region and outlines the wider qualitative research study that provided the data on early and pre-school educational opportunities in the seven countries involved; Albania, Bosnia and Herzegovina, Croatia, Kosovo (under United Nations Security Council Resolution 1244), the Former Yugoslav Republic of Macedonia, Montenegro and Serbia. The authors examine international research and literature on early education that identifies it as an important means of enabling subsequent educational and social inclusion and attainment. They proceed to discuss and illustrate from the research data five inter-linked factors showing that provision of early education in the Western Balkans is inadequate and exclusive and that children who are already at greatest socio-economic and cultural disadvantage and at potential risk in elementary and secondary education are least likely to participate in, or benefit from, it. Some recent more encouraging developments are noted but the article concludes that substantially more investment and positive actions are needed in raising awareness of the importance of early education and in developing policies and provision for it that will benefit children currently at greatest disadvantage.  相似文献   

From Pride to Smugness and the Nationalism Between: Olympic Media Consumption Effects on Nationalism Across the Globe     

Andrew C. Billings  Natalie A. Brown  Kenon A. Brown  Guoqing  Mark A. Leeman  Simon Ličen 《Mass Communication and Society》2013,16(6):910-932

To measure relationships between Olympic media viewing and nation-based attitudes, 6 nations (Australia, Bulgaria, China, the Netherlands, Slovenia, and the United States) were surveyed in the 5 days immediately after the 2012 London Olympics. A total of 1,025 respondents answered questions pertaining to four measures of nationalism: patriotism, nationalism, internationalism, and smugness. The amount of Olympic viewing resulted in significantly higher scores for patriotism, nationalism, and smugness, but not internationalism. In addition, differences by nation are reported, revealing considerable differences in nationalism measures among the 6 nations studied; for instance, the United States was the lowest of the 6 nations regarding internationalism yet highest of the 6 nations regarding smugness. Conclusions related to theory and the role of Olympic media content are offered.  相似文献   

The Violence of the Fantasy     

Slavoj Žižek 《The Communication Review》2013,16(4):275-287

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Libraries and Financial Literacy: Perspectives From Emerging Markets     

Sonja Špiranec  Mihaela Banek Zorica  Gordana Stokić Simončić 《Journal of Business & Finance Librarianship》2013,18(3):262-278

The article uses conceptual correlations between information literacy and financial literacy as a basis for arguing that financial literacy services have a place in library settings. The article discusses the general requirements, profile of services, and various challenges related to the introduction of financial literacy programmes in public libraries. An intensified interest in financial literacy matters may be assigned to the global financial crisis of 2007 to 2009. The interdependencies between financial crisis, financial literacy, and the potential of public libraries is illustrated by the example of one South-Eastern European country whose economic transformations and developments reflect the importance of financial literacy.  相似文献   

Supporting performance management with business process management and business intelligence: A case analysis of integration and orchestration     

Vesna Bosilj Vukšić  Mirjana Pejić Bach  Aleš Popovič 《International Journal of Information Management》2013

The case(s) demonstrates the importance of business process management (BPM) and business intelligence systems (BIS) in achieving better firm performance. It has been well documented in the literature that research on the effectively usage and combination of knowledge from BPM and BIS in turbulent service environments is limited. In response, we conduct an exploratory comparative case study of four firms in banking and telecommunication industries that have implemented BPM initiative and BIS solution. Our results firstly highlight that actual results of applying BPM and BIS differ greatly from the results that were originally planned. Secondly, we find that BIS initiatives are usually driven by improving marketing and sales, while BPM initiatives are driven by improving business processes. Thirdly, we identify that there is a lack of strong commitment to using both systems for supporting performance management.  相似文献   

Do we need Positive Psychology in Croatian kindergartens? The implementation possibilities evaluated by preschool teachers     

Sanja Tatalović Vorkapić  Lidija Vujičić 《Early Years: An International Journal of Research and Development》2013,33(1):33-44

Constant changes in a modern world and scientific knowledge from the growing field of Positive Psychology appear to make a previously unheeded contribution to preschool teacher competences. The aim of this study was to explore preschool teachers' opinions concerning the need for positive psychology knowledge and its implementation. A nine-item pool was used on a sample of 49 preschool teachers (mean age 33) enrolled in a graduate programme of early and preschool care and education in Rijeka. Overall, preschool teachers liked this subject very much and thought it was needed very much for their profession at all work levels. Also, they viewed the positive psychology findings as very useful and applicable in their work, and especially in their work with children. Finally, they saw lots of implementation possibilities in Croatian kindergartens.  相似文献   

The role of artistic experiences in the comprehensive inductive educational approach     

Robi Kroflič 《Pastoral Care in Education》2013,31(3):263-280

Postmodern pedagogy is constantly confronted with Lyotard’s condemnation of grand narratives found in the philosophy of modernity, on the basis of which basic patterns of moral education were developed. In searching for new answers to the question of how education can prepare individuals for life in an age of late modernity, this paper presents the idea of approaching identity and moral development through the inductive educational approach and highlights the importance of education through the arts in the latter, especially in view of the theoretical notion of aesthetics as ethics of postmodernity. In an age in which artistic creativity is deemed less important than acquiring competences aimed at technological development, it is crucial to provide a clear answer as to why and how different art practices may exert an influence on the full development of a child’s personality. In order to demonstrate the meaning of artistic experience in general education, one must seek arguments supporting the intrinsic value of the artistic experience. This paper stresses the meaning of artistic experience as a means of communication providing both the artist and the art recipient with the opportunity for personal fulfilment. In this context, Aristotle’s concept of mimesis and its role in education through the arts is emphasised as part of the comprehensive inductive educational approach. The argument is illustrated with some qualitative data from the implementation of a project in Kindergarten Vodmat, Ljubljana, Slovenia, using the inductive educational approach and art as a tool for cultural enrichment of pre-school children.  相似文献   

III: Torn between Action and Reflection: some dilemmas of ‘pedagogical support persons’ in the Environment and School Initiatives Project     

Barica Marentič Požarnik  Majda Skerbinek  Slava Murko  Justina Mlinar 《Educational Action Research》2013,21(3):469-486

ABSTRACT

In 1990, a group of Slovenian researchers and teachers from eight elementary schools joined the international project Environment and School Initiatives, co‐ordinated by OECD/CERI. This paper presents some dilemmas and insights resulting from the co‐operation of ‘pedagogical support persons’ with teachers during the project, using the action research paradigm which presupposes a partnership relation and mutual learning of all involved. The paper has two parts. The first part deals with the rationale of educational support and with some dilemmas encountered, such as: What is action in action research on environmental education? How to help teachers develop initiative and self‐confidence in doing action research? (avoiding the trap of giving recipes, but also another trap of giving “freedom” where teachers needed genuine help and direct feed‐back on what they were doing). The second part is a case study of one of the Slovenian projects, illustrating the problematic nature of the relationship between action and reflection, between making others understand the underlying complexity of environmental problems and developing one's own deep understanding. The process of maturing and developing genuine communication is illustrated by quotations and interpretations from the perspective of all “three circles’: the pupil's, the teacher's and the support person's. to condemn, but not so easy to understand. I may illustrate this from my experience, but first I shall proceed with my interview.  相似文献   

Educational action research to initiate discourse on inclusion in an e-learning environment in teacher education     

Inga Gedžūne  Ginta Gedžūne 《Educational Action Research》2013,21(1):72-89

This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants’ involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations.  相似文献