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Katja Winkler, Ahrensburgien und Swiderien im mittleren Oderraum. Technologische und typologische Untersuchungen an Silexartefakten der Jüngeren Dryaszeit :
No full textIntegration of arts in steam projects: experience of primary school teachers.
No full textSTEAM education is named as one of the priorities of Lithuanian education, responding to the need to promote a culture of innovation at school and to develop students' creative and critical thinking. The search for opportunities of integration of the subjects of arts and sciences into teaching / learning processes involve researchers and practitioners from various fields (engineering, education, arts, culture, and technological innovation). The numbers of scientific publications on the concept of STEAM education and on the role of arts in it that have been increasing over the last decade testify to the scientific community's attention to the issue, however, they also raise so far unanswered questions about the integration of arts into STEAM theory and practice. Researchers address several problematic areas in STEAM education: insufficient analysis of practical cases, limited preparedness of teachers to implement STEAM projects, and one-sided interpretation of the purpose of arts. Not much is known about how teachers’ value personal experiences in arts integration, how effective the inclusion of arts in the context of STEAM education is, and what the dynamics of STEAM discipline integration is. The aim of this study is to find out why and how primary school teachers integrate arts into STEAM projects, what challenges they face, and how they assess their competencies to ensure arts integration. To achieve the aim of the research, a focus group discussion with teachers working at two Lithuanian primary schools and implementing STEAM projects was chosen as the main data gathering method. The results of the focus group discussion revealed that the teachers preferred an arts-enhanced model of STEAM subject integration mostly through visual arts (drawing, photography, collage, and sculptural elements by gluing). Arts were applied with the aim of diversifying students' academic activities and enriching them with emotional experiences. The research participants saw the following advantages of including arts in STEAM projects: increasing the choice of activities and tools, enhancing students' engagement in learning processes, developing leadership and cooperation skills, maintaining learning motivation, improving critical and creative thinking skills, and linking learning to life. The limitations of teachers' competence to integrate arts into STEAM projects became apparent as well: insufficient knowledge of forms and ways of artistic expression, distrust of their own artistic abilities, and a lack of experience in cooperation with art teachers and artists. Based on the research findings, the directions of further research were formulated, the most relevant ones being an analysis of specific STEAM projects and the modelling of multidimensional STEAM projects
Roman Imperial hoards of denarii from the European Barbaricum /
No full textThe publication presents a complete and up-to-date list of Imperial denarius hoards from the European Barbaricum with a very basic comment. It is not intended to be a detailed catalogue of hoards, but only a starting point for more detailed searches and studies
Factors of the emotional intellect education of preschool age children.
No full textEmotions are a part of our lives, thus making it crucial to be able to control them. However, this ability is not innate. It must be learned, just like a child learns to walk and stand. Encountering strong emotions, children quickly lose their temper. The basis of a child’s personality, his character traits and lifestyle model develop from birth to five years old. This is the best time to tackle the particularly important tasks of a child’s development that are related to feelings: the ability to understand and describe one’s feelings; the ability to control emotions; the ability to understand other people’s emotional state (Hille et al., 2015). Also, the development of emotional competence during this period is related both to the quality of mutual relationships in the family environment, as well as social interactions and new social situations, emerging in the context of educational institutions (Braza et al., 2007). The purpose of this thesis is to analyse the factors of emotional intellect development in preschool age children. The thesis focuses on the following tasks: theoretical definition of the concept of emotional intellect, as well as the role of family and teachers in developing children's emotional intellect; to study the attitude of teachers and parents to the factors that influence the development of preschool children’s emotional intellect. The following methods were used: theoretical – scientific literature and document analysis; empirical – written survey; statistical data analysis (SPSS software, version 23.0). The figures, provided in the work were compiled using SPSS and Microsoft Office Excel software. Research conclusions: Study results show that emotional intellect consists of social and emotional skills, which help to recognise, realise and manage one’s feelings. Preschoolers experience rapid emotional development. The emotions experienced and the skills of controlling them, acquired in this period determine how well the child will interact at school, find friends and adapt in further life overall. That is why family is the determining factor of personality development, because emotional stability and self-esteem is ensured by family and strong mutual relations. If a child is unable to learn the first lessons of socialisation in the family, then the educational institution must provide the child with the necessary support, because teachers are a part of a child’s environment that can compensate unfavourable family factors. That is why teachers become a very important part of the educational structure, determining the child’s further future. The analysis of the research data showed that some of the most influential factors include relationships between parents and children, communication style, the family’s moral, cultural atmosphere and parenting styles. Teachers with 5 little work experience tend to emphasize the failure to satisfy the child’s social and emotional needs in the family, as well as the primary emotional relationships that the family has. While teachers, who have a professional qualification of a senior teacher or higher, tend to emphasize the following factors that influence children’s emotional development: teacher’s professional competencies; teacher’s internal qualities; teaching style and failure to satisfy the child’s need for safety at the educational institutions. Parents tend to emphasize the following factors that influence the development of the child’s emotional intellect: parents’ personal childhood experience; separation from one or both of the parents due to divorce, employment migration, loss of parental rights, etc.; addictions of one or both of the parents; persistent disagreements, anger and quarrelling between parents; failure to satisfy the child’s social and emotional needs in the family; parents’ psychopathology or criminal behaviour; educational goals and programmes, which do not meet the individual abilities and needs of the child; unfavourable psychological climate at the educational institution or group; failure to ensure the child’s safety needs at the educational institution and shortage of educational support specialists at the educational institution. As children grow and mature, they experience a different reaction to environmental changes and the environment has a different influence on children’s development at different age, but teachers and parents unanimously agree that children’s development is easiest and most efficient in an environment, where they feel safe, loved and acknowledged
Normal-weight obesity is associated with increased cardiometabolic risk in young adults /
No full textNormal-weight obesity (NWO) has been shown to be associated with cardiometabolic dysfunction. However, little is known regarding this potential relationship in early adulthood. The aim of this study was to investigate the associations between NWO and cardiometabolic risk factors in a large population of Colombian young adults. A cross-sectional study was conducted on 1354 subjects (61% women), aged from 18 to 30. Anthropometric data, including body mass index (BMI) and waist circumference (WC), were estimated, and the percentage of fat mass was measured through bioelectrical impedance analysis (BIA). Muscular fitness was determined by using a handgrip strength test and normalized grip strength (NGS = handgrip (kg)/body mass (kg)). A cardiometabolic risk Z-score was derived by assessing WC, triglycerides, high-density lipoprotein cholesterol (HDL-C) cholesterol, fasting glucose, and systolic blood pressure. NWO was defined by the combination of excess %BF (over 25.5% for men and 38.9% for women) and a BMI < 25 kg/m2. The overall prevalence of NWO was 29.1%. Subjects with NWO have an increased risk of cardiometabolic risk compared to the normal-weight lean group (OR = 3.10). Moreover, NWO was associated with an increased risk of presenting low HDL-C (OR = 2.34), high abdominal obesity (OR = 7.27), and low NGS (OR = 3.30), p < 0.001. There is a high prevalence of NWO in American Latin young adults and this condition is associated with an increased cardiovascular risk, high blood pressure, low HDL-C, high abdominal obesity, and low muscular strength early in life. Screening for adiposity in subjects with a normal BMI could help to identify young adults at a high risk of cardiometabolic abnormalities
A pathways risk assessment of aquatic non-indigenous macroinvertebrates passing to, and through, the Central European invasion corridor /
No full textA pathways risk assessment is a part of an integrated assessment for the horizon scanning of non-indigenous species introductions. We examined past pathways, and their vectors, of aquatic NIS already present in Belarus in order to predict those species likely to spread to Belarus and arrive to Western Europe along the Central European invasion corridor. Twenty-four aquatic non-indigenous macroinvertebrates are known within Belarusian rivers, lakes and reservoirs, six of these have already spread westwards through Belarus. The modes of spread for these NIS were vessel transport, navigation corridors, and natural spread following an initial introduction
Remote sensing of ice conditions in the Southeastern Baltic Sea and in the Curonian Lagoon and validation of SAR-Based ice thickness products /
No full textHere we analyze ice conditions in the Southeastern Baltic (SEB) Sea and in the Curonian Lagoon (CL) using spaceborne synthetic aperture radar (SAR) data combined with in-situ measurements from coastal stations during four winter seasons between 2009–2013. As shown, the ice conditions in the SEB and in the CL are strongly varying from year to year and do not always correlate with each other. In the SEB, ice cover may form only within 5–15 km band along the coast or spread up to 100 km offshore covering almost the entire region. The mean ice season duration here is 45 days. The CL is almost fully ice-covered every year apart of its northern part subjected to sea water inflow and active shipping. The ice regime is also more stable here, however, it also possesses multiple periods of partial melting and re-freezing. In this study we also perform a validation of three SAR-based ice thickness products (Envisat ASAR 0.5-km and 1-km, and RADARSAT-2 0.5-km) produced by the Finnish Meteorological Institute versus in-situ measurements in the CL. As shown, all satellite products perform rather well for the periods of gradual ice thickness growth. When the ice thickness grows rapidly, all products underestimate the observed values by 10–20 cm (20–50%). The best results were obtained for the RADARSAT-2 ice thickness product with the highest R2 value (0.68) and the root mean square error around 8 cm. The results of the study clearly show that multi-mission SAR data are very useful for spatial and temporal analysis of the ice regime in coastal waters and semi-enclosed shallow water bodies where the number of field observations is insufficient or lacking
Skip the dip – avoid the risk? Integrated microbiological water quality assessment in the South-Eastern Baltic Sea coastal waters /
No full textThe bathing water microbiome consists of pathogenic and non-pathogenic microorganisms, such as bacteria, viruses, and protozoa. However, the targets of the Bathing Water Directive (2006/7/EC) focus exclusively on fecal pollution. This study aims to investigate fecal indicator bacteria (FIB), naturally thriving cyanobacteria, and Vibrio bacteria in the Lithuanian coastal Baltic Sea and Curonian Lagoon bathing sites, combining information into an integrated microbial risk assessment scheme. The results show that officially monitored indicators, such as FIB, do not exceed the acceptable ‘low’ risk threshold. Simultaneously, cyanobacteria and Vibrio cholerae abundance in the Curonian Lagoon sites reveal a ‘high’ probability of adverse health effects. In coastal bathing sites, a positive correlation was found between Escherichia coli, cyanobacterial harmful algae bloom (cHAB), and V. cholerae, indicating that all target microorganisms may occur at the same time, with consequently high risks for the health of bathers. Therefore, implementing new target organisms in national or even regional bathing water monitoring programs is recommended, in order to safeguard the health of beachgoers