9,552 research outputs found
Primary school teachers\u27 resilience and their readiness for enhancing children\u27s resilience
No full textRezilientnost je lastnost oz. zmožnost posameznika, ki mu omogoča, da se uspešno odziva v zanj težavnih oz. stresnih situacijah. Za učitelje je rezilientnost zelo pomembna, saj ponuja načine in možnosti uspešnega soočanja s stresom, s katerim se vsakodnevno srečujejo. S stresom pa se pogosto srečujejo tudi učenci, zato se morajo tudi učenci naučiti rezilientno odzivati na stresne situacije. K temu jih lahko v veliki meri spodbujajo učitelji, ki lahko del šolskega časa namenijo tudi razvijanju tega področja. Ker rezilientnost učiteljev v slovenskem prostoru še ni raziskana, nas je v pričujočem magistrskem delu zanimalo, kako rezilientni so učitelji razrednega pouka, ki poučujejo v prvem triletju, in kateri dejavniki vplivajo na njihovo pripravljenost spodbujanja rezilientnosti pri učencih. V raziskavo smo vključili 103 učitelje prvega triletja, ki poučujejo na 16 osnovnih šolah po Sloveniji. Učitelji so izpolnili anketni vprašalnik Lestvice osebnostne prožnosti (rezilientnosti) in Vprašalnik učiteljeve pripravljenosti spodbujanja rezilientnosti pri učencih. Rezultati so pokazali, da učitelji dosegajo visoko stopnjo rezilientnosti, najvišjo stopnjo rezilientnosti so dosegli na področju občutka nadzora nad dogajanjem, sledita ustrezno odzivanje na spremembe in kakovostni medsebojni odnosi ter vztrajnost in občutek lastne kompetentnosti. Manj rezilientni so učitelji na področjih zaupanja vase in načinih spoprijemanja s težavami ter duhovnosti. Analiza rezultatov je pokazala tudi, da ne prihaja do razlik v rezilientnosti učiteljev glede na njihovo dobo poučevanja. V kolikšni meri so učitelji pripravljeni spodbujati rezilientnost, je odvisno od več dejavnikov. Med njimi so učitelji najvišje ocenili podporni odnos do programov spodbujanja rezilientnosti, izpostavili pa so tudi vpliv šolske klime in drugih pogojev na šoli, ki so po ocenah učiteljev ugodni za razvoj rezilientnosti učencev. Manj spodbudne so ugotovitve, da so učitelji sicer pripravljeni spodbujati socialno-čustveni razvoj učencev, a se jim zdi razvoj tega področja manj pomemben od spodbujanja mišljenja. Čeprav se večina učiteljev zaveda vloge, ki jo imajo pri spodbujanju rezilientnosti njihovih učencev, nekateri učitelji odgovornost za razvijanje rezilientnosti prelagajo na starše, spet drugi pa se ne počutijo kompetentne za razvijanje področja rezilientnosti pri učencih. Na podlagi raziskave smo ugotovili tudi, da učitelji, ki so bolj rezilientni, tudi bolj spodbujajo rezilientnost pri učencih.Resilience is an important trait, which enables people to successfully recover from difficulties and stress. For teachers, resilience is of vital importance, as it offers different ways and solutions to successfully cope with difficult and stressful situations they face on a daily basis. The way teachers experience and react to stress often affects their pupils, who are under a lot of stress as well. Teachers could help and teach them how to cope with stressful situations by spending some school time on the subject. To our best knowledge, the resilience of teachers in Slovenia is not well researched yet. The object of the present work is therefore to investigate the resilience of primary school teachers and determine what factors influence their readiness to encourage pupils to develop their own resilience. The research was made by surveying 103 teachers from 16 primary schools in Slovenia. The teachers filled out a Resilience test and a Questionnaire on their readiness to encourage pupils to develop their own resilience. The results have shown that teachers generally exhibit a high degree of resilience. According to the survey, they feel most resilient in their ability to control events. These were followed by factor related to the positive acceptance of change and secure relationshipsteachers notion of personal competence, high standard and tenacity. Teachers feel less resilient at trusting themselves in dealing with difficulties and lastly at spirituality. We did not find any significant influence of age/years of service on resilience of teachers. There are several factors which influences on teacher\u27s readiness to enhance children\u27s resilience. The findings suggest that most teachers approve and support programs for developing pupil\u27s resilience. Most teachers perceive school climate as supportive and think they have good conditions for the implementation of programs which promotes pupils resilience. While teachers are prepared to promote the socio-emotional development in pupils, they consider it less important than promoting the development of their thinking. Although most teachers are aware of their role in promoting the resilience of their pupils, some of them consider it a responsibility of parents and some do not consider themselves enough competent for the task. Based on our research we also discovered that the more resilient teachers are more keen on helping their pupils develop resilience as well
Un grande amministratore per una Great Society: la riorganizzazione dell’esecutivo federale di Lyndon B. Johnson
No full textAttraverso l’analisi storica dell’autorità di riorganizzazione presidenziale, questo articolo vuole dimostrare che, lungi dall’essere inequivocabilmente scolpite nella costituzione statunitense, la capacità di decisione e la sfera di azione esecutiva del Capo di Stato americano abbiano in realtà subito alterne fortune nel corso del ‘900. Se da un lato l’autorità di riorganizzazione presidenziale ha sicuramente rappresentato in passato uno strumento di azione amministrativo cruciale per garantire il successo dei programmi politici presidenziali, dall’altro tale capacità è inscindibilmente vincolata ad una delega congressuale che in più di duecento anni di esperimento federale è stata concessa solo fra il 1932 e il 1984. Da tale concessione è dipesa anche la percezione pubblica di una capacità esecutiva superiore a quella messa effettivamente a disposizione del presidente dal dettato costituzionale. Caso eclatante di questo attivismo presidenziale su delega congressuale è rappresentato da Lyndon B. Johnson, artefice di uno dei più significativi sforzi di mobilitazione dell’amministrazione statunitense in virtù proprio di quell’ampia capacità discrezionale di riorganizzazione di cui il vertice esecutivo statunitense poté avvantaggiarsi dagli anni Trenta agli anni 80’ del secolo scorso.Through the historical analysis of the presidential reorganization authority, this essay aims at showing how, far from being unequivocally sculpted in the American constitution, the Chief Executive decision making power has changed over time, especially during the 20th Century. On this respect, while on the one hand the reorganization authority has certainly represented a useful tool for granting to any president’s political program a successful outcome, on the other hand this authority can be only granted by the Congress, that has historically conceded it to the President only in the time span going from 1932 to 1984. At the same time, this historical grant of authority has also been responsible for the increased public perception of a wide decision-making ability conferred by the US Constitution to the President. A case to the point is represented by Lyndon B. Johnson’s presidency, which made an extensive use of the reorganization authority granted by the Congress to the President and took advantage of this power to realize once of the most significant efforts made by an American President to adapt the federal administration to the changing needs of the American society
Mean Turbulence Statistics from Direct Numerical Simulations of Stably Stratified Channel Flows with One- and Two-Dimensional Surface Temperature Heterogeneity
No full textThe dataset contains a suite of Direct Numerical Simulation (DNS) results of pressure driven stably stratified channel flows, both with homogeneous and heterogeneous surface temperatures. The one-dimensional temperature heterogeneity is organized in streamwise infinite strips of width λy/2 with spanwise varying surface temperature with difference Δ θ, while the same temperature difference is maintained between the lower and upper wall to enforce overall stable stratification. In the cases with two-dimensional surface heterogeneity, the strips have a finite streamwise length λx/2.
Two different Reynolds numbers, i.e. Reτ=180 and Reτ=550, and two different Richardson numbers Riτ=120 and Riτ=960 are considered for the heterogeneous cases. For reference, a number of canonical stable channel flow cases with homogeneous surfaces at different Reynolds and Richardson numbers is also included. The simulations were run until a statistically steady state was reached, after which turbulence statistics were collected over a certain time window (30 h/uτ in most cases, see 'T_av' column in StableChannel_Overview.csv. ).
The dataset is generated with the SP-Wind code, an in-house DNS/LES code developed at KU Leuven. For details of the code structure and simulation set-up we refer to Bon and Meyers (2022) and Bon et al. (2023). We note that both publications also contain a schematic illustration of the surface heterogeneity configurations (Figure 1 there).
The dataset is organized as follows. A total of 46 simulations is included, and each has a separate folder. Each folder contains global simulation properties in flowproperties.csv, and horizontally-averaged profiles of relevant variables in profiles_cc.csv (variables on cell-centered grid) and profiles_st.csv (vertical derivatives on staggered grid). Besides, the folders of the streamwise homogeneous cases (kx = 0) contain streamwise-averaged yz-planes of velocity components, potential temperature, Reynolds stresses and temperature fluxes. For the cases with two-dimensional heterogeneity (kx > 0), phase-averaged 3D fields of these variables are included. Note that all variables are time-averaged. An overview of the mean flow properties of each simulation is provided in the file StableChannel_Overview.csv, which also includes relevant input parameters such as domain size and grid resolution.
Fore more information, we refer to the readme.txt file located in the dataset and to the two related publications.
Acknowledgements
The authors acknowledge support from the Research Foundation Flanders (FWO, Grant Number G098320N). The computational resources and services used in this work were provided by the VSC (Flemish Supercomputer Center), funded by the Research Foundation – Flanders (FWO) and the Flemish Government.
References
Bon, T. & Meyers, J. (2022), Stable channel flow with spanwise heterogeneous surface temperature. Journal of Fluid Mechanics (2022), vol. 933, A54, doi:10.1017/jfm.2021.1113
Bon, T., Broos, D., Cal, R. B., & Meyers, J. (2023), Secondary flows induced by two-dimensional surface temperature heterogeneity in stably stratified channel flow. Journal of Fluid Mechanics, vol. 970, A20, doi:10.1017/jfm.2023.619
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Bridge, Bon Homme County
No full text35 mm slide, in the middle of a dirt road is a bridge with metal covering, a sign on the left side reads "BON HO[M][M][E] [B][R][I][D][G][E]"AS-HP1:D1; Aurora - Brown05-032-170 Bon Homme Co. 11-88 Facing W 1
Notice historique sur la vie et les ouvrages de M. J. B. Gail
No full textDacier Bon-Joseph. Notice historique sur la vie et les ouvrages de M. J. B. Gail. In: Histoire et mémoires de l'Institut royal de France, tome 9, 1831. pp. 222-238
B. H. Stolte, De Cosmographie van den Anonymus Ravennas. Een Studie over de Bronnen van Boek II-V. Thèse de l'Université d'Amsterdam, 1949
No full textBon A. B. H. Stolte, De Cosmographie van den Anonymus Ravennas. Een Studie over de Bronnen van Boek II-V. Thèse de l'Université d'Amsterdam, 1949. In: Revue des Études Anciennes. Tome 52, 1950, n°1-2. pp. 184-185
B. H. Stolte, De Cosmographie van den Anonymus Ravennas. Een Studie over de Bronnen van Boek II-V. Thèse de l'Université d'Amsterdam, 1949
No full textBon A. B. H. Stolte, De Cosmographie van den Anonymus Ravennas. Een Studie over de Bronnen van Boek II-V. Thèse de l'Université d'Amsterdam, 1949. In: Revue des Études Anciennes. Tome 52, 1950, n°1-2. pp. 184-185
Le (bon) sens pénal
No full textSelon le dictionnaire, le bon sens est d'une part la « capacité de discerner clairement ce qui est évident, sans en être distrait par d’autres considérations » ; pareil « bon sens » est-il ce qui permet de « faire sens » avec la peine ? Le sens de la peine se loge-t-il dans notre « bon sens » ? D'autre part, le bon sens « peut s’entendre aussi de la direction, comme on dit ‘sens interdit’ ou ‘sens unique’ » ; quelle est donc l’orientation, la visée, la direction que prennent et indiquent la peine et les politiques pénales actuelle
Éclats du moi dans l’œuvre de François Bon
No full textThe study presents a reading of three books of François Bon, which can appear as very objective, realistic and impersonal novels, but contain elements referring to the most intimate biography of the author. Even if François Bon denies ever having practiced the autobiography, in Mécanique, L’Enterrement and Temps machine the presence of small notations appeared abruptly and arisen from memory absolutely automatically, demonstrates the interference of biographical material in realistic writing. This subtle relationship takes places during the recall: they are "shards of the self," fragments of memories, which become embedded in the main narrative and interference with its construction already quite complex. The novel then takes shape by the subtle balance between self and other, through language and language staff and others, by playing with images, dreams and memory. This work of textual construction characterized by the simultaneous presence of several types of memory, and processes that mime and uncover the memory functions, is revealed in a reading leading to the evidence of the assertion of the individual and the self portrait. ////////// L'article présente une lecture de trois ouvrages de François Bon qui peuvent apparaître comme des récits très objectifs, réalistes et impersonnels, mais qui recèlent des éléments renvoyant à la biographie la plus intime de l'auteur. En effet, même si François Bon nie avoir jamais pratiqué l'autobiographie, dans Mécanique, L’Enterrement et Temps machine la présence de petites notations apparaissant de manière abrupte et surgissant de la mémoire de manière absolument automatique, démontre l’interférence du matériau biographique dans l’écriture réaliste. Cette subtile relation se réalise lors de la remémoration : ce sont des « éclats du moi », des éclats de souvenirs, qui s’enchâssent dans le récit principal et contribuent au brouillage de sa construction déjà assez complexe. Le récit alors prend forme par le subtil équilibre entre soi et l’autre, par le biais de la langue et du langage personnel et d’autrui, par le jeu avec les images, les rêves et la mémoire. Ce travail de construction textuelle caractérisé par la présence simultanée de plusieurs typologies de souvenir, et de procédés qui miment et mettent au jour le fonctionnement de la mémoire, sont dévoilés dans un parcours conduisant vers l’évidence de l’affirmation de soi et de l’autoportrait
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