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ISO tolerancijų ir suleidimų parinkimo skaitmenizavimas
No full textTo keep pace with the digital competence requirements of Industry 4.0, higher education institutions, which are training engineering professionals for industry, are introducing interactive, experiential education systems and digital technologies. This paper identifies the concepts of digitisation and digital transformation. It discusses the potential of Industry 4.0 for future workers to survive in a labour market demanding digital competences. Education 4.0 challenges are considered, addressing the training of high-level professionals, the prospects for modernising study infrastructure, learning and educational environments, the introduction of advanced (IT and other) technologies, and the development of digital competences of teachers. The paper presents the MATAS educational computer program developed by the authors, designed to optimise the selection of ISO tolerances and fits: it allows selecting dimensional tolerances, visualizing the location of the tolerance fields, providing guidance on the selection of tolerances, their calculation methods, their application and marking on drawings; it enables students to solve the tasks of technical measurements independently or to check the calculated results, and it also makes it easier for lecturers to facilitate their teaching process. The paper also introduces tolerance and system of fits, legal methodology, classification, and normalization of tolerances.Aukštosios mokyklos, rengiančios inžinerijos specialistus pramonei, nenorėdamos atsilikti nuo Pramonė 4.0 keliamų reikalavimų darbuotojų skaitmeninei kompetencijai diegia interaktyvias, patirtines edukacines sistemas ir skaitmenines technologijas. Šiame straipsnyje identifikuojamos skaitmeninimo, skaitmenizavimo ir skaitmeninių transformacijų sąvokos. Aptariamos Pramonė 4.0 sąlygotos ateities darbuotojų galimybės išlikti darbo rinkoje, reikalaujančioje skaitmeninių kompetencijų. Svarstomi Švietimas 4.0 iššūkiai, sprendžiantys aukšto lygio specialistų rengimą, studijų infrastruktūros, mokymosi ir ugdymo aplinkų modernizavimo, pažangių (IT ir kitų) technologijų diegimo perspektyvas, dėstytojų skaitmeninių kompetencijų tobulinimą. Straipsnyje pristatoma autorių sukurta mokomoji kompiuterinė programa MATAS, skirta ISO tolerancijų ir suleidimų parinkimui optimizuoti: leidžianti parinkti matmenų nuokrypas, pamatyti tolerancijų laukų išsidėstymo vizualizacijas, rasti rekomendacijų apie suleidimų parinkimą, jų skaičiavimo metodus, taikymą ir žymėjimą brėžiniuose; suteikianti galimybę studentams savarankiškai spręsti techninių matavimų uždavinius arba pasitikrinti gautus rezultatus bei padedanti dėstytojams lengviau organizuoti studijų procesą. Straipsnyje taip pat pristatomos tolerancijų ir suleidimų sistemos, teisinė metodologija, aptariamas nuokrypų klasifikavimas ir normavimas
TARPTAUTINĖS STANDARTIZACIJOS ORGANIZACIJOS INDĖLIS ĮGYVENDINANT JT DARNAUS VYSTYMOSI IKI 2030 M. DARBOTVAKĘ
No full textThe United Nations (UN) 2030 Agenda for Sustainable Development (SDG) is an ambitious set of 17 Sustainable Development Goals (SDGs) that aim to increase peace and prosperity, eradicate poverty, and contribute to reducing climate change. The Sustainable Development Goals (SDGs) provide specific actions for developing and developed countries, and the range of actions covers all three dimensions of sustainable development - economic, social, environmental. The UN Agenda recognizes the need to build peaceful, just and inclusive societies that ensure respect for human rights (including the right to development) and equal access to justice, an effective rule of law and good governance at all levels, and transparent, effective and accountable institutions. The Agenda requires contributions from all parts of society, including local and national governments, business, industry and other stakeholders; cooperation between different groups is needed to make the process a success. One such group that is actively contributing to the implementation of the Agenda is the International Organization for Standardization (ISO). ISO is an independent, non-governmental organization that includes a wide network of experts in a variety of fields whose knowledge and experience provide best practices, procedures and specifications that help organizations and industries operate efficiently and safe. The International Organization for Standardization has 169 national standards bodies. Through its global network, ISO implements the development and implementation of voluntary and market-relevant international standards that support innovation, sustainability and global trade. Organisations implement ISO standards to ensure systematic improvement in the quality of products and services, international recognition, regulatory compliance and operational efficiency. Adherence to ISO standards also helps to manage risk, improve customer satisfaction, engage employees and encourage innovation, contribute to a positive reputation and facilitate international business. In addition, compliance with environmental standards demonstrates a commitment to sustainability and responsible business practices. It states that through its members, ISO "brings together experts to share knowledge and develop voluntary, consensus-based, market-relevant international standards that support innovation and address global challenges". The paper therefore raises a challenging question: what is ISO\u27s contribution to the implementation of the UN 2030 Agenda for Sustainable Development?
The aim of this paper is to analyse the contribution of ISO to the implementation of the UN 2030 Agenda for Sustainable Development.
Research methods: analysis and synthesis of scientific literature and expert documents. As expert and other documents, the information on the International Organization for Standardization website and documents describing the contribution of standards to the implementation of the UN 2030 Agenda for Sustainable Development are analysed.
ISO has published more than 25 048 international standards that reflect internationally collaborative frameworks. These standards provide a structured framework of processes that help to create consistent and high quality products or services, meet customer expectations and improve the overall quality of products or services. Standards provide a solid foundation on which innovation and risk management can be built and become key tools to help governments, industry and consumers contribute to sustainable development. Standards cover all three dimensions of sustainable development and play a key role in supporting the sustainable development model. ISO standards contribute to different extents to each of the SDGs. The largest share (57.96%) of standards contributes to SDG 9 on Industry, Innovation and Infrastructure, which aims to build quality, reliable, sustainable and resilient infrastructure for economic development and human well-being, focusing on affordable and equitable access for all, and to promote inclusive and environmentally sound industrialisation. 14.35% of all standards contribute to achieving the 3rd SDG Good Health and Well-being, which aims to strengthen the physical and mental health of people of all ages, promote healthy lifestyles, and ensure quality and accessible healthcare. 12.77% of standards contribute to achieving the 12th SDG Responsible Consumption and Production, which aims to ensure sustainable patterns of consumption and production through the development of appropriate environmental policy. 11.43 % of ISO standards contribute to achieving the 8th SDG Decent Work and Economic Growth. However, even where a small number and proportion of standards contribute to the achievement of the SDGs, ISO is making its position clear and strong. ISO\u27s contribution to the SDGs is various: by providing frameworks and guidance, ISO standards provide a framework for organizations to integrate sustainable practices into their operations through the promotion of responsible business practices, environmental stewardship, ensuring economic development, promoting technological advancement and sustainable industrialization, ensuring sustainable practices throughout the supply chain, promoting community involvement and cooperation, reducing inequalities and corruption, and a strong focus on safety and health.Organizacijos, siekdamos užtikrinti sistemingą produktų ir paslaugų kokybės gerinimą, klientų pasitenkinimą ir veiklos tarptautinį pripažinimą, diegia ISO standartus. ISO standartų laikymasis taip pat rodo įsipareigojimą siekti tvarumo ir atsakingos verslo praktikos. Straipsnyje pateikiama ISO indėlio įgyvendinant Jungtinių Tautų darnaus vystymosi darbotvarkę iki 2030 m. analizė, kuri atlikta nagrinėjant mokslinę literatūrą, Tarptautinės standartizacijos organizacijos dokumentus bei JT Darnaus vystymosi darbotvarkės iki 2030 m. dokumentus. Atlikta analizė atskleidė, kad ISO standartai apima beveik kiekvieną aspektą, nuo techninių sprendimų iki procesus ir procedūras organizuojančių sistemų, todėl yra daug ISO standartų, atitinkančių kiekvieną darnaus vystymosi tikslą. ISO indėlis įtraukiant darnaus vystymosi tikslus į praktiką apima įvairias sritis kaip klimato kaitos, vandens ir dirvožemio kokybės gerinimą, aplinkosaugos aspektus, maisto saugos sistemas, infrastruktūrą, inovacijas ir pan. ISO taip pat turi daug standartų palengvinančių verslo praktiką ir santykius, leidžiančius maksimaliai padidinti bendradarbiavimo naudą ir padėti įmonėms užmegzti sveikus verslo santykius tiek organizacijose, tiek tarp jų. Tai yra puiki praktika, kai organizacijos diegdamos standartus į savo veiklą, prisideda ir prie darnaus vystymosi darbotvarkės įgyvendinimo
PRIEŠMOKYKLINIO AMŽIAUS VAIKŲ PILIETIŠKUMO KOMPETENCIJOS UGDYMAS(IS) IKIMOKYKLINIO UGDYMO ĮSTAIGOJE
No full textRelevance of the topic. The article aims to find out how the citizenship competence of preschool children is developed in a preschool educational institution. At first, the article discusses citizenship competence and its development(s) in preschool age. Then, the practical aspects of the development of citizenship competence of preschool children in a preschool educational institution are determined. A commissioned qualitative study was carried out in 2023. March-April In Kaunas nursery-kindergarten "X". The following research methods were used: analysis of scientific literature and documents, oral interview (partially structured interview). The research results revealed: citizenship competence in preschool age is defined as the formation and development of civic and democratic values. Citizenship competence consists of the following components: civic identity and civic power, living in a community in the creation of a democratic society, respect for human rights and freedoms, and state building and strengthening of statehood in the international community. The analysis of the data of the empirical study highlighted the problems of the implemented citizenship education content. Attention should be drawn to the knowledge of the rights and duties of citizens, activities for the benefit of society, forming the internal dispositions of a person. There is a lack of ways and methods of imparting democratic values in the process of diversity education. Thus, it can be assumed that it is appropriate to pay more attention to the development of citizenship competence in preschool education, by including interesting, unusual activities in the educational process, which would help children focus better and adopt democratic values. The object of the research. Development of citizenship competence of pre-school children in a pre-school educational institution. The aim of the research. To reveal the citizenship competence development of preschool children in a preschool educational institution. Objectives of the research: to discuss citizenship competence and its development in preschool age; to determine the practical aspects of the development of citizenship competence of pre-school children in a pre-school educational institution. Research methods. Analysis of scientific literature and documents, oral survey.
Conclusions:
Citizenship competence is the formation and development of civic and democratic value attitudes, which consists of the components of citizenship competence: civic identity and civic power, living in a community in the creation of a democratic society, respect for human rights and freedoms, and the creation of a state and strengthening of statehood in the international community. Citizenship competence in preschool age consists of developing critical and creative thinking about one\u27s role in society, the ability to establish and maintain relationships with peers and adults, being tolerant, responsible, and understanding personal rights and responsibilities. Citizenship in the preschool age is revealed by accumulating knowledge about one\u27s immediate environment and home country, and supplementing it with new knowledge about the world. It is appropriate to develop citizenship competence through various games and activities that promote democracy and citizenship.
The analysis of empirical research data highlighted the problems of the implemented citizenship education content. Attention should be drawn to the knowledge of the rights and duties of citizens, activities for the benefit of society, forming the internal dispositions of a person. There is a lack of ways and methods of imparting democratic values in the process of diversity education. Thus, it can be assumed that it is appropriate to pay more attention to the development of citizenship competence in preschool education, by including interesting, unusual activities in the educational process, which would help children focus better and adopt democratic values.Straipsnyje siekiama išsiaiškinti, kaip ugdoma priešmokyklinio amžiaus vaikų pilietiškumo kompetencija ikimokyklinio ugdymo įstaigoje. Straipsnyje aptariama pilietiškumo kompetencija ir jos ugdymas(is) priešmokykliniame amžiuje. Tada nustatomi priešmokyklinio amžiaus vaikų pilietiškumo kompetencijos ugdymo(si) praktiniai veiklos aspektai ikimokyklinio ugdymo įstaigoje. Atliktas užsakomasis kokybinis tyrimas 2023 m. kovo-balandžio mėn. Kauno lopšelyje-darželyje „X“. Pasitelkti šie tyrimo metodai: mokslinės literatūros ir dokumentų analizė, apklausa žodžiu (dalinai struktūruotas interviu). Tyrimo rezultatai atskleidė: pilietiškumo kompetencija priešmokykliniame amžiuje apibrėžiama kaip pilietinių ir demokratinių vertybinių nuostatų formavimas ir plėtojimas. Pilietiškumo kompetenciją sudaro šie sandai: pilietinis tapatumas ir pilietinė galia, gyvenimas bendruomenėje kuriant demokratišką visuomenę, pagarba žmogaus teisėms ir laisvėms ir valstybės kūrimas bei valstybingumo stiprinimas tarptautinėje bendruomenėje. Empirinio tyrimo duomenų analizė išryškino įgyvendinamo pilietiškumo ugdymo turinio problemas. Atkreiptinas dėmesys į piliečių teisių ir pareigų žinojimą, veiklą visuomenės labui, formuojant vidines žmogaus nuostatas. Stokojama demokratinių vertybių perteikimo būdų ir metodų taikymo įvairovės ugdymo(si) procese. Taigi, galima daryti prielaidą, kad pilietiškumo kompetencijai ugdyti(s) ikimokyklinio ugdymo įstaigoje reikėtų tikslingai į ugdymo(si) procesą įtraukti įdomių, neįprastų veiklų, kurios padėtų vaikams geriau sutelkti dėmesį ir perimti demokratines vertybes
Aerofotografavimo iš bepilotės skraidyklės techninė specifikacija ir fotografinių vaizdų savybės
No full textThis paper presents aerial mapping parameters that can be used as a basis for the development of technical specifications for aerial photogrammetric works and the realisation of projects. Based on photogrammetric data from two aerial photography projects, where the terrain was aerial photographed from different types of unmanned aerial vehicles and cameras, the characteristics of the photographic images were analysed and their correlation with the accuracy requirements of the aerial mapping work was presented.Straipsnyje pateikiami aerokartografavimo parametrai, kuriais remiantis gali būti rengiama aerofotogrametrinių darbų techninė specifikacija bei projektų realizacija. Remiantis dviejų aerofotografavimo projektų, kai vietovė aerofotografuota iš skirtingo tipo skraidyklių ir fotokamerų, fotogrametriniais duomenimis išanalizuotos fotografinių vaizdų savybės bei jų sąsajos su aerokartografavimo darbų tikslumo reikalavimais
Miestų gamtinės ekosistemos kultūrinės paslaugos ir jų vertinimo aspektai
No full textClassification of ecosystem services emphasizing on cultural services and their significance for townspeople and communities is discussed in the paper. The evaluation methods as well as aspects of monetary and non-monetary evaluation of cultural services of natural ecosystems in the cities is analysed using relevant research methods. Empirical research completed in four Lithuanian cities revealed the possibilities of harmonization of different research methods for evaluation of cultural services of natural ecosystems.Straipsnyje aptariama gamtinės ekosistemos paslaugų klasifikacija, išskiriant kultūrines paslaugas ir jų svarbą miesto gyventojams bei bendruomenėms. Remiantis aktualiais moksliniais tyrimais nagrinėjami gamtinės ekosistemos miestuose teikiamų kultūrinių paslaugų vertinimo metodai bei piniginio ir nepiniginio vertinimo aspektai. Keturiuose Lietuvos miestuose atliktas empirinis tyrimas parodė skirtingų tyrimo metodų derinimo galimybes vertinant gamtinės ekosistemos kultūrines paslaugas
Operation and Interaction of Software Used in Digital Distribution Channels in Direct Marketing of Hotels
No full textWith the development of technology, the ways of doing business are changing, and digital transformations are taking place in the activities of businesses. At this point, digital transformation is reflected in the service businesses in two ways. The first of these is the digital transformation in the operational activities of business management, while the second is in the form of technological innovations offered to guests. To this end, this research focuses on the digital transformation in the operational activities of hotel businesses and aims to determine the operation and interaction of the software offered in digital distribution channels for direct marketing of hotels. In this direction, 57 software companies that provide the relevant software services to hotels in Turkey were accessed, and content analyzes were made on the websites of the relevant companies. In light of the data obtained, the operation chart for the interaction of the software that plays an active role in the direct marketing of the hotels was created and explained by presenting sample quotes from the websites of these businesses. It is expected that the research can contribute to the literature for digital marketing courses in the tourism and hotel management departments of universities, as well as reveal the operation of the interaction of the software in question
UGDOMOSIOS APLINKOS ĮTAKA IKIMOKYKLINIO AMŽIAUS VAIKŲ SOCIALINĖS KOMPETENCIJOS UGDYMUI(SI)
No full textThe educational environment is a space in which the pupil lives permanently, and which promotes the child\u27s educational achievements, his or her individual development. A preschool child not only gets acquainted with various things and their functions in the environment, but at the same time the child goes through various experiences, acquires new proficiencies, researches, experiments and discovers. The educational environment must be safe, quiet and cosy. The importance of developing social competence in pre-school age is unquestionable, as social competence determines the success of a child as a full-fledged and self-confident person in other areas of education and later in life. The research problem - what influence does the educational environment have on the development of children\u27s social competence in preschool age? The object of the research is the influence of the educational environment on the development of social competence of preschool children. The aim of the research is to reveal the influence of the educational environment on the development of social competence of preschool children. Research tasks: To theoretically substantiate the influence of the educational environment on the development of social competence in preschool age; To empirically reveal the attitude of parents and teachers to the influence of the educational environment on the development of social competence of preschool children. Research results. A commissioned study conducted in pre-school education revealed that parents are satisfied with their children\u27s educational environment in kindergarten, are interested in developing children\u27s social competence, understand the importance of social competence in children\u27s lives and agree that creating an educational environment is important not only in kindergarten but at home. The survey of educators revealed that educators create a child-friendly educational environment, but sometimes there are difficulties (lack of funds for measures, too many children in the group). The educational environment is the space where the student lives permanently, and which promotes the child\u27s educational achievements and individual development. A preschool-aged child not only gets to know various objects and their functions in the environment, but at the same time the child experiences various impressions, gains new experiences, explores, experiments and discovers. The importance of developing social competence in preschool age is unquestionable, since social competence determines the success of a child as a full-fledged and self-confident personality in other areas of education and in later life. The purpose of social competence education for preschool children is to introduce pupils to various values and socially acceptable behavior so that pupils can navigate the environment, behave appropriately in it, communicate and cooperate with others, control their behavior and emotions. The results of the conducted research revealed: parents are satisfied with their children\u27s educational environment in kindergarten, are interested in the development of children\u27s social competence, understand the importance of social competence in children\u27s lives and agree that creating an educational environment is important not only in kindergarten, but also at home; pedagogues create a child-friendly educational environment, but sometimes difficulties arise, for example, lack of funds for tools, too many children in the group, pedagogues agree that the educational environment, its proper preparation, adaptation to specific situations and activities have a great influence on developing children\u27s social competence.Straipsnyje, remiantis mokslinės literatūros analize bei atlikto tyrimo duomenimis, aptariamos ikimokyklinio amžiaus vaikų socialinės kompetencijos ugdymosi galimybės, panaudojant ugdomąją aplinką. Straipsnyje nagrinėjama problema – kokią įtaką turi ugdomoji aplinka ugdant vaikų socialinę kompetenciją ikimokykliniame amžiuje. Tyrimo tikslas – atskleisti ugdomosios aplinkos įtaką ikimokyklinio amžiaus vaikų socialinės kompetencijos ugdymui(si). Tyrimo uždaviniai: teoriškai pagrįsti ugdomosios aplinkos įtaką socialinės kompetencijos ugdymui(si) ikimokykliniame amžiuje; empiriškai atskleisti tėvų požiūrį į ugdomosios aplinkos įtaką ikimokyklinio amžiaus vaikų socialinės kompetencijos ugdymui(si). Tyrimo metodai: mokslinės literatūros analizė, apklausa (raštu), statistinė duomenų analizė. Tyrimo rezultatai atskleidė: ugdomoji aplinka yra erdvė, kurioje ugdytinis gyvena nuolatos, ir kuri skatina vaiko ugdymosi pasiekimus, jo individualų tobulėjimą. Ikimokyklinio amžiaus vaikas aplinkoje ne tik susipažįsta su įvairiais daiktais ir jų funkcijomis, tačiau kartu vaikas patiria įvairių įspūdžių, įgyja naujas patirtis, tyrinėja, eksperimentuoja ir atranda. Socialinės kompetencijos ugdymo svarba ikimokykliniame amžiuje neabejotina, kadangi socialinė kompetencija lemia vaiko kaip pilnateisės ir savimi pasitikinčios asmenybės sėkmę kitose ugdymosi srityse bei tolimesniame gyvenime. Ikimokyklinio amžiaus vaikų socialinės kompetencijos ugdymo tikslas - supažindinti ugdytinius su įvairiomis vertybėmis ir visuomenei priimtinu elgesiu, kad ugdytiniai gebėtų orientuotis aplinkoje, tinkamai joje elgtis, bendrautų ir bendradarbiautų su kitais, kontroliuotų savo elgesį bei emocijas
ŠEIMOS IR MOKYTOJŲ SĄVEIKA ORGANIZUOJANT IKIMOKYKLINIO AMŽIAUS SPECIALIŲJŲ UGDYMOSI POREIKIŲ VAIKŲ TĖVŲ ŠVIETIMĄ
No full textWhen a child starts attending a preschool educational institution, both educators become significant in the process of his education: the family and the teacher. The forms of interaction between teachers and parents are communication, joint activities, and organizational methods. The analysis of psychological and pedagogical literature revealed that the problem of interaction between the family and the preschool educational institution is widely discussed. Very often, parents of children with special educational needs expect quick educational results and progress. An inseparable condition for successful interaction is educational activity. Therefore, the main goal of the interaction between teachers and families is to establish a relationship based on trust with parents, to develop the need to share their problems with each other and to solve them together. Pedagogical education of parents is traditionally considered one of the forms of interaction between the family and the educational institution, it is perceived as the successful inclusion of parents in the educational process, the opportunity for them to participate in educational processes and to acquire the necessary pedagogical knowledge regarding the education of children with special educational needs.
The problem of the research:
How do parents of children with special educational needs value the importance of communication with the pedagogue regarding the child\u27s education?
What do parents see as the most important forms of pedagogical education and organized joint activities for interaction with teachers?
The object of the research: is pedagogical education of parents of children with special educational needs in a preschool educational institution.
The aim of the research:
Research tasks: to analyse the interaction between family and teachers in organizing the pedagogical education of parents of children with special educational needs in a pre-school educational institution.
The methods of the research:
Critical analysis of scientific literature.
Oral survey (semi-structured interview).
Content analysis.
The research sample. The sample of the qualitative study consists of 5 informants who agreed to participate in the research - parents of children with special educational needs attending a preschool education institution. The research sample is convenience non-probability.
The results of the research. The analysis of the data of the qualitative research made it possible to identify the forms of interaction: mutual communication between education participants (parents, teachers), joint activities and methods of organization. Parents\u27 communication with the pedagogue makes it possible to achieve the results of interaction, conversation, questioning, support, information and communication to jointly solve the educational problems of a child with special educational needs, for the participants of the education to get to know each other better and to meet the parents\u27 expectations. In this case, the interaction between parents and educators becomes relevant when organizing pedagogical education in those issues that become relevant for parents: communication of a child with special educational needs with peers, language, attention, behaviour. The obtained research data revealed that teachers in the preschool educational institution use forms of information delivery that partially help meet parents\u27 expectations: classes are organized with practical examples, video footage is shown, which parents can analyse with educational support specialists. Valuable individual teacher consultations, where experiences about child education are shared through interaction. The research revealed that there is a lack of more innovative forms of information delivery, i.e., participation of parents in open door days, joint projects, thematic activities where they could learn more about child education, help with learning. Electronic newsletters, parent groups on social networks, more frequent communication using smart device apps could also help to stay away from the life of the educational institution. Their variety and appropriate use would allow parents and educators to interact more actively, to achieve the common goal of quality education of children and mutual cooperation. The important participation of parents in various educational events, group activities, and the educational process helps children to adapt to new situations more easily. The research revealed that being together with the children in an environment important to them, participating in various activities helps the parents of pre-schoolers to get to know their children better in different environments. By getting involved in activities, parents can spend more time together and enjoy joint work. This raises the child\u27s self-esteem, self-confidence and educational achievement and progress. There are quite a lot of forms of cooperation between educators and parents, their proper use and active participation in activities allows parents and educators to actively interact in order to achieve the common goal of quality education of children and mutual cooperation.Vaikui pradėjus lankyti ikimokyklinio ugdymo įstaigą, jo ugdymo procese reikšmingi tampa abu ugdytojai: tiek šeima, tiek mokytojas. Sudėtingiausia derinti visų ugdymo dalyvių poreikius, interesus, lūkesčius. Nors mokslininkai dažnai diskutuoja, jog nėra universalaus, bet kurioje aplinkoje egzistuojančio bendradarbiavimo modelio, bet jis turi būti siejamas su tėvų ir pedagogų abipusiu dialogu, sąveika. Neatskiriama sėkminga tėvų ir mokytojų sąveikos forma – šviečiamoji veikla. Specialiųjų ugdymosi poreikių vaikų tėvams labai svarbu, kad jų vaikas būtų priimamas, pastiprinamas, palaikomas, dalyvautų kartu su visais ugdymo procese. Straipsnyje pristatoma ikimokyklinio amžiaus specialiųjų ugdymosi poreikių vaikų tėvų nuomonė dėl mokytojų ir tėvų sąveikos organizuojant pedagoginį tėvų švietimą. Teoriniame lygmenyje tėvų bendravimas su pedagogu atskleidžia, jog sąveikos rezultatų svarbu siekti švietėjiška veikla, vadovaujantis pagrindiniais sąveikos principais: pokalbiu, klausinėjimu, parama, informavimu bei bendravimu galima bendrai spręsti vaiko ugdymosi problemas, geriau ugdymo dalyviams pažinti vieni kitus bei padėti tenkinti tėvų lūkesčius. Atlikus tyrimą atskleista, jog ikimokyklinio ugdymo įstaigoje organizuojamas pedagoginis švietimas tik iš dalies padeda tenkinti jų lūkesčius, nors organizuojami užsiėmimai su praktiniais pavyzdžiais, rodoma filmuota medžiaga, aptariama kartu švietimo pagalbos specialistais, tačiau dar pakankamai dažnai organizuojamas informacinio pobūdžio tėvų švietimas, individualūs pokalbiai, kurie leidžia tėvams, jų nuomone, išvengti viešumo aptariant vaiko ugdymo problemas. Svarbu tėvams jų kartu su vaiku dalyvavimas įvairiuose ugdomuosiuose renginiuose, grupės veiklose, nes taip padeda vaikui lengviau prisitaikyti prie naujų situacijų, o ugdytinių tėvams buvimas kartu su vaikais jiems svarbioje aplinkoje, padeda geriau pažinti savo vaikus skirtingose aplinkose. Tėvai, įsitraukdami į veiklas, gali daugiau laiko praleisti su vaiku, pasidžiaugti bendru darbu
SUAUGUSIŲJŲ MOKYMĄSI MOTYVUOJANTYS VEIKSNIAI: TĖVŲ, AUGINANČIŲ VAIKUS SU DAUNO SINDROMU, POŽIŪRIS
No full textScientific problem: what factors motivate parents of children with Down Syndrome to learn, and what is the role of adult educator? Research objective: parents, raising children with Down Syndrome, motivational factors to learn and the role of adult educator. Research purpose – to use theoretical analysis and empirically reveal motivational factors of learning of parents raising children with Down Syndrome. Research problems: 1) analyze children with Down Syndrome, theoretical aspects, and proof importance of educational improvement for parents; 2) to find out what factors motivate adults to learn, as well as to show the role of adult educator within this process; 3) to conduct empirical study and to identify parents raising children with Down Syndrome, attitudes towards their motivational factors of learning, and the role of adult educator. Research methods: 1) analysis of scientific literature; 2) survey analysis.
Research results. Based on completed study it was revealed the most effective learning motivating factors during the annual conferences to commemorate the Children with Down Syndrome Day. From inner factors the most important was the following – “I want to understand my child better”. The external factors are those that are related to the learning environment learning methods and contents, alignment of work and studies, parental motivation to learn from interesting lectures, actual topics, and kind adult educator. After completed research of adult educator’s motivational role in parent’s lives raising children with Down Syndrome, it was revealed that the parents’ help comes from – adult educator, respecting the motivation to teach, creating learning programs depending on needs, reviewing the real-life examples, helping to prioritize learning goals and accepting challenges; determine the timelines, understanding effective learning organizational methods for adults, accepting criticism, and dealing with problems and conflicts, promoting different – new and positive way of thinking. This research helped to come to conclusion, that adult educator role is very important for parents’ motivational learning, and its success depends how effectively it will be adjusted for parents’ motivational factors.Straipsnyje pateikiamos tėvų, auginančių vaikus su Dauno sindromu, mokytis motyvuojančių veiksnių teorinės įžvalgos, nagrinėjami tokių vaikų specifiniai požymiai bei jų tėvų sunkumai šeimoje, aptariami tyrimo kontekste aktualūs tėvų informavimo, konsultavimo, švietimo, motyvavimo mokytis ir kt. aspektai. Atlikus suaugusiųjų mokymosi motyvacijos analizę, išskiriami ir susisteminami tėvų mokymąsi motyvuojantys veiksniai, atskleidžiamas suaugusiųjų švietėjo vaidmuo. Empirinėje straipsnio dalyje pristatomas tėvų, auginančių vaikus su Dauno sindromu, mokytis motyvuojančių ir demotyvuojančių veiksnių metinėse konferencijose tyrimas, jo radiniai. Tyrimo rezultatų analizė išryškino esminius tėvus mokytis motyvuojančius vidinius ir išorinius veiksnius kasmetinėse konferencijose, skirtose DS dienai paminėti. Tyrimas padėjo padaryti išvadą, jog tėvų motyvavime mokytis reikšmingas vaidmuo tenka suaugusiųjų švietėjui, nuo kurio priklauso, ar bus efektyviai pritaikyti besimokančių tėvų asmeninės motyvacijos mokytis veiksniai
Šiuolaikinė vaško šalinimo technologija maistinių aliejų rafinavimui
No full textThe modern dewaxing process using endogenous wax ester hydrolyses (wax desynthetase) activation in optimal reaction conditions provides an efficient, specific and targeted affinity destructuration process orientated towards the wax substrate in order to develop the depparafinage effect. The lipase W/O interfacial activation was studied in the lipolyse and interesterification process but the endogenous O/S dewaesterase activation was until now non-investigated.
The isoparaffins structures formation improves the dewaxing yield at 90.7% reported on the miscella crude oil with 270 ppm waxes content with an almost double-cold dewaxed oil stability.
The present modern dewaxing technology eliminates the low-efficiency cold/low temperature crystallisation and all the negative effects given by the solvent oil recovery from the kieselgur pomace, cooling agent producing and separation by filtration/centrifugation process