97 research outputs found
Promotion of social-emotional, development of toolders in preschool educational instituion
No full textKvalifikācijas darbs: ’’Mazbērnu sociāli emocionālās attīstības veicināšana pirmsskolas izglītības iestādē”. Darba autore: Tatjana Ķezbere Darba vadītājs: Dr. paed., doc. Ilze Šūmane Kursa darba apjoms: 62 lpp., 10 tabulas, 7 attēli, 46 literatūras avoti, 5 pielikumi. Pētījuma mērķis ir: izpētīt 1,5–2 gadus vecu bērnu sociāli emocionālās attīstības sekmēšanas iespējas pirmsskolas pedagoģiskajā procesā. Pētījums sastāv no 4 nodaļām: divām teorētiskajām un divām empīriskajām. Pētījuma teorētiskajās daļā, balstoties uz tādu autoru atziņām kā D. Lieģeniece, D. Dzintare & I. Stangaine, Ļ. Vigotskis, A. Gerasimova & V. Kuzņecova, M. Kiruškina un citi, analizēti mazbērnu sociāli emocionālās attīstības teorētiskie pamati, kā arī pētīti paņēmieni, kas ļautu sekmēt mazbērnu sociāli emocionālo attīstību. Empīriskajā daļā apkopota pedagogu pieredze mazbērnu sociāli emocionālās sfēras sekmēšanā, kā arī organizēta izmēģinājuma darbība, kas ļauj apstiprināt darba hipotēzi: 1,5 – 2 gadus vecu bērnu sociāli emocionālā attīstība tiks veiksmīgi sekmēta, ja skolotājs pirmsskolas pedagoģiskajā procesā: veidos vidi, kurā tiek respektētas katra bērna sociāli emocionālās vajadzības; ikdienas pedagoģiskajā procesā izmantos daudzveidīgas rotaļas, kas vērstas uz bērna savstarpējās mijiedarbības sekmēšanai; rosinās paust savu emocionālo pārdzīvojumu zīmējumos un rotaļās. Atslēgas vārdi: sociāli emocionālā attīstība, mazbērna vecums, pirmsskolas pedagoģiskais process, rotaļas.“Promotion of social-emotional development of toolders in preschool educational institution”. Author: Tatjana Ķezbere Consultant: Dr. paed., doc. Ilze Šūmane Workload: 62 pages, 10 tables, 7 pictures, 46 literature sources, 5 attachments. The main research aim: to study the possibilities of promoting the social-emotional development of 1.5-1- year-old toolders in the pre-school pedagogical process. The research consists of 4 parts: two theoretical and two empirical. The theoretical part of the research is based on the findings of authors such as D. Liegeniece, D. Dzintare, I. Stangaine, L. Vygotsky, A. Gerasimova, V. Kuznecova, M. Kirushkin and others. In this part are examined and analysed toolders social-emotional development theories, as well as researched methods that would allow to follow toolders’ development. The empirical part summarizes the teachers professional experience in following toolders’ social- emotional development, as well as organizing piloting of approaches, which allows to prove the working hypothesis: the social-emotional development of 1.5-2-year-old toolders can be successfully followed when the teacher in the pre-school pedagogical process creates an environment in which the social- emotional needs of each toolders are met; provides a variety of games which are used in the daily pedagogical process, aimed at promoting the toolder’s interaction; is encouraging to express their emotional experiences in drawings and games. Key words: SOCIO-EMOTIONAL DEVELOPMENT, TOOLDERS AGE, PRE-SCHOOL PEDAGOGICAL PROCESS, GAMES
Solanum juzepczukii BUKASOV
No full textSOLANUM JUZEPCZUKII BUKASOV Solanum juzepczukii Bukasov forma ccaisalla Lechn. in Bukasov, Kult. Fl. SSSR 10: 72. 1972 [‘1971’]. No Latin diagnosis or description (Art. 36.1); no type designated (Art. 37.1). Solanum juzepczukii Bukasov forma orcco-malko Lechn. in Bukasov, Kult. Fl. SSSR 10: 73. 1972 [‘1971’]. No Latin diagnosis or description (Art. 36.1); no type designated (Art. 37.1). Solanum juzepczukii Bukasov var. ckaisalla (Lechn.) Ochoa, Potatoes of S. Amer: Bolivia 363. 1990. No Latin diagnosis or description (Art. 36.1); no type designated (Art. 37.1); full and direct reference to basionym author and valid place of publication not provided (Art. 33.4).Published as part of OVCHINNIKOVA, ANNA, KRYLOVA, EKATERINA, GAVRILENKO, TATJANA, SMEKALOVA, TAMARA, ZHUK, MIKHAIL, KNAPP, SANDRA & SPOONER, DAVID M., 2011, Taxonomy of cultivated potatoes (Solanum section Petota: Solanaceae), pp. 107-155 in Botanical Journal of the Linnean Society 165 (2) on page 142, DOI: 10.1111/j.1095-8339.2010.01107.x, http://zenodo.org/record/632642
Development of mathematical conceptions and notions of 5-7 years old children
No full textDiplomdarba nosaukums: Matemātisko priekšstatu un jēdzienu veidošana 5 – 7 gadus veciem bērniem.
Autore: Tatjana Keiviša
Zinātniskā vadītāja: Mag. paeg. Ērika Vugule
Darba saturs: 52.lpp., 9. pielikumi, 5. diagrammas, 5. tabulas, 31. literatūras avoti, anotacija, ievads, 2. nodaļas, nobeigums, pielikumi.
Pētījuma mērķis: teorētiski un praktiski pētīt matemātisko priekšstatu un jēdzienu veidošanas īpatnības un grūtības 5 – 7 gadus veciem bērniem.
Ievada nodaļā tiek dots problēmas raksturojums, pamatota tēmas izvēle un izvirzīts darba mērķis, uzdevumi.
Teorētiskajā daļā dota pedagoģiskās un metodiskās literatūras analīze par matemātisko priekšstatu un jēdzienu veidošanas īpatnībām un grūtībām 5 – 7 gadus veciem bērniem. Apkopotas un analizētas tādu autoru A. M. Ļeušinas, V. S. Muhinas, Ž. Piaže, N. Palaginas, V. Laksones, Fidleres atziņas.
Praktiskajā daļā izmantojot rotaļas dažādos darbības veidos veikta matemātisko priekšstatu un jēdzienu veidošanās izpete 5 – 7 gadus veciem bērniem pirmsskolā.
Pētījuma hipotēze ir apstiprinājusies.Graduation work title: Formation of mathematical concepts and notions for children aged 5-7 years
The work author: Tatyana Keivisha
Supervisor: Mag. paed. Erika Vugule
The work incorporates: 52 pages, 9 appendixes, 5 diagrams, 5 tables, 31 literature references, annotation, introduction, 2 sections, conclusion, appendixes.
Aim of the research: to theoretically and practically investigate the peculiarities and challenges experienced by children aged 5-7 years in respect of mathematical concepts and notions.
The introduction provides description of the issue under guestion, grounding of the chosen theme and presentation of the work aim and tasks.
The methodic and pedagogic literature on the peculiarities and challenger experienced by children aged 5-7 years in respect of mathematical concepts and notions was analyzed in the theoretical part of the work. Opinions of such authors as A. M. Leushina, V. S. Mukhina, Z. Piaze, N. Palagina, V. Laksone, Fidlere were collected and analyzed therein.
The ways of forming mathematical concepts and notions for children of 5-7 years in preparatory school using toys in various activities were investigated in the practical part.
The developed hupothesis was confirmed
The development possibilities of preschool child's creative self-expression in visual art
No full textKvalifikācijas darba temats: Bērna radošās pašizpausmes attīstības iespējas vizuālajā mākslā pirmsskolā. Darba autore: Tatjana Sirica Zinātniskā vadītāja: Rasma Purmale Kvalifikācijas darbs apjoms: 44 lpp., ietver 7 tabulas, 13 attēlus, izmantoti 53 literatūras avoti. Kvalifikācijas darbs izstrādāts ar mērķi teorētiski pētīt un empīriski pamatot vecākā pirmsskolas vecuma bērna radošās pašizpausmes sekmēšanas iespējas vizuālajā mākslā. Lai sasniegtu minēto mērķi, darba autore vispirms apkopojusi teorētiskos pētījumus, analizējot tādus jautājumus kā radošās pašizpausmes jēdziens, pašizpausmes attīstības nosacījumi, bērna vecumposma raksturojums, ka arī 5-6 gadus vecu bērnu radošās pašizpausmes sekmēšanas iespējas vizuālās mākslas nodarbībās. Empīriskajā daļā bērnu radošās pašizpausmes izvērtēšanai izstrādāti kritēriji, balstoties uz E. Torensa teorētiskajiem pētījumiem. Vērtēta bērnu elastība domāšanā un rīcībā, patstāvīgā radošā darbība, oriģinalitāte un zīmējumu detalizācija. Sākotnējie novērojumi liecina, ka dažiem piecgadīgiem bērniem dominē reproduktīvais radošums, nepietiekama elastība, orientācija tikai uz rezultātu, nevis pašu procesu. Pētījuma ietvaros piedāvātas bērniem tēmas un oriģinālas zīmēšanas tehnikas, veicinot bērnu patstāvīgo radošo pašizpausmi. Realizētā darba plāna rezultātā darba autore nonāk pie secinājuma, ka vizuālajā mākslā pirmsskolā sekmējama vecākā pirmsskolas vecuma bērnu radošā pašizpausme, ja skolotāja nodarbībās rosina bērniem zīmēt savas emocijas un pārdzīvojumus, izteikt savas sajūtas saistībā ar tēmu, vienlaikus ļaujot brīvi izvēlēties mākslinieciskās izteiksmes līdzekļus un tēlus. Pētījuma rezultāts ļauj atbuildēt uz pētījuma jautājumu: radošā pašizpausme vizuālās mākslas nodarbībās ir sekmējama, ja bērniem tiek piedāvātas nestandarta tēmas, ir iespēja apgūt jaunas, netradicionālas tehnikas, kas ļauj iegūt interesantus tēlus, eksperimentēt; ir brīva iespēja izvēlēties savam darbam piemērotāko līdzekli. Teorētiskās daļas bāze: R. Bebre (2003), M. Čikszentmihali (Csikszentmihalyi, 2009), B. Frīdenberga (2003), V. Hibnere (1998, 2000), I. Miķelsone (1996), S. Morans (Moran, 2010), R.J. Sternbergs (2012) u.c. Praktiskās daļas bāze: X pirmsskolas izglītības iestādes 10 bērni (5-6 gadi). Atslēgas vārdi: radošā pašizpausme, vecākais pirmsskolas vecums, zīmēšana Theme of the qualification work: The Development Possibilities of Preschool Child`s Creative Self-expression in Visual Art Darba autore: Tatjana Sirica Supervisor: Rasma Purmale Volume: 44 pages, 7 tables, 13 pictures, 53 literature sources. The aim of qualification work was to use theoretical materials and combine them with empirical verification. The main goal was to research the development possibilities of elder preschool child`s creative self-expression in visual arts. In order to achieve this goal the author of the paper studied theoretical research, analyzed creative self-expression, as well as conditions of self-expression stimulation, preschool child phases, the development possibilities of preschool child`s (5 to 6 years old) creative self-expression in visual art`s lessons were analyzed. In the empirical part, criteria for the evaluation of children’s creative self-expression have been developed based on E.Torens theoretical research. Evaluated elasticity of children’s thinking and attitude, independent creative activity, originality and the way of drawing. Initial observations suggest that some five-year-olds are thinking in reproductive creativity, nonelastic thinking, result orientation and not the process itself. Within the framework of the research were offered the themes and drawing techniques, the main goal was to promote creative self-expression of children’s. As a result of the research the author concludes that in the visual arts in the preschool the creative self-expression of the elder preschool children is encouraged, if the teacher suggests to draw their emotions, subjective emotions, express their feelings in relation to the subject while allowing them freely choose artistic expression and images. The result of the research allows to answer the research issue: creative self-expression in visual arts lessons can be promoted if children are offered non-standard themes; it is possible to learn new and unconventional techniques, which allow to get interesting images to experiment; there is a free opportunity to choose the most appropriate tool for one`s creative expression. Theoretical part: R. Bebre (2003), M. Čikszentmihali (Csikszentmihalyi, 2009), B. Frīdenberga (2003), V. Hibnere (1998, 2000), I. Miķelsone (1996), S. Morans (Moran, 2010), R.J. Sternbergs (2012) etc. Practical part: 10 children’s of preschool educational institution (5 to 6 years old) Keywords: creative self-expression, preschool age, drawin
Erratum to suffering from Cerebral Small Vessel Disease with and without Metabolic Syndrome (Open Med (Wars) (2019) 14 (479–484) DOI: 10.1515/med-2019-0051)
No full text© 2020 De Gruyter. All rights reserved. In the published article “Matić TB, Toncev G, Gavrilović A, Aleksić D. Suffering from Cerebral Small Vessel Disease with and without Metabolic Syndrome. Open Med (Wars). 2019 Jun 11;14:479–84. doi: 10.1515/med-2019-0051. PMID: 31231684; PMCID: PMC6572407” the affiliation of the first and corresponding author – Dr. Tatjana Bošković Matić is incorrect. Dr Tatjana Bošković Matić is affiliated to University of Kragujevac, Faculty of Medical Science, which was missed by mistake in the publication itself. The correct affiliation of Dr Tatjana Bošković Matić is as follows: Tatjana Bošković Matić, University of Kragujevac, Serbia, Faculty of Medical Sciences, Department of Neurology and Clinical Center, Kragujevac, Serbia, tel: +381 64 112 96 21, e-mail: [email protected]
Developing and Understanding Geometric Thinking in the Preschool Years
No full textRazvoj geometrijskega mišljenja je pomemben za celosten razvoj otroka, saj vpliva na različne vidike kognitivnih, matematičnih in prostorskih sposobnosti ter spodbuja raziskovanje in razumevanje sveta okoli sebe. Geometrijsko mišljenje je način razmišljanja, ki se osredotoča na razumevanje oblik, prostora in odnosov med objekti v prostoru. To zajema, poleg spoznavanja geometrijskih oblik in izrazov, tudi urjenje v prostorskem predstavljanju, logičnem mišljenju, sklepanju, spominu in reševanju problemov.
Teoretični del magistrske naloge predstavlja opis razvoja geometrijskega mišljenja pri otroku. Na začetku teoretičnega dela naloge sta razjasnjena pojma evklidske in neevklidske geometrije ter umeščenost geometrije v kurikulumu za vrtce in v učnem načrtu za osnovno šolo. V nadaljevanju so v povezavi z razvojem geometrijskega mišljenja predstavljene vodilne tri teorije o razvoju geometrijskega mišljenja. Najprej je predstavljena teorija razvoja sposobnosti prostorskih predstav po Piagetu, ki jo je avtor oblikoval na osnovi analize odgovorov otrok na določena vprašanja, pri čemer se je osredotočil predvsem na napačne odgovore. Poleg Piagetove teorije je opisana še temeljna teorija zakoncev van Hiele, ki sta prav tako raziskovala razvoj geometrijskega mišljenja. Kot zadnja teorija je v magistrskem delu predstavljena teorija Raymonda Duvala in njegov model treh kognitivnih procesov za učenje in razumevanje geometrije pri učencih: vizualizacija, konstrukcije in sklepanje.
V empiričnem delu naloge smo izvedli raziskavo, s katero smo skušali ugotoviti, kakšne so razlike v geometrijskem mišljenju pri predšolskih otrocih. V raziskavi smo z izvajanjem vnaprej pripravljenih dejavnostih s področja geometrije raziskovali, kako se otroci različnih starosti v izbranem vrtcu odzivajo na geometrijske naloge, predvsem povezane z geometrijskimi liki. Vključili smo otroke stare od 3 do 6 let in jih glede na starost razvrstili v tri starostne skupine. Z analizo podatkov smo prišli do spoznanj, kakšne so razlike v geometrijskem mišljenju glede na njihovo starost. Analizirali smo razlike pri prepoznavanju in razvrščanju geometrijskih likov, risanju in prerisovanju geometrijskih likov in besednem opisovanju geometrijskih likov. Rezultati raziskave omogočajo vpogled v otrokovo zmožnost razumevanja geometrije pri določeni starosti. To lahko pripomore k oblikovanju spodbudnega okolja, ki otroku omogoča optimalni razvoj geometrijskega mišljenja.The development of geometric thinking is important for the overall development of a child, as it influences various aspects of cognitive, mathematical, and spatial abilities, while also encouraging exploration and understanding of the world around them. Geometric thinking is a way of thinking that focuses on understanding shapes, space, and the relationships between objects in space. In addition to learning about geometric shapes and terms, it also involves training in spatial visualization, logical thinking, reasoning, memory, and problem-solving.
The theoretical part of the master\u27s thesis presents a description of the development of geometric thinking in children. At the beginning of the theoretical section, the concepts of Euclidean and non-Euclidean geometry are clarified, along with the placement of geometry in the kindergarten curriculum and the elementary school curriculum. The following sections, related to the development of geometric thinking, present three leading theories on the development of geometric thinking. First, Piaget\u27s theory of the development of spatial representation abilities is presented, which the author developed based on an analysis of children\u27s responses to certain questions, focusing primarily on incorrect answers. In addition to Piaget\u27s theory, the fundamental theory of the van Hiele couple, who also researched the development of geometric thinking, is described. The final theory presented in the thesis is Raymond Duval\u27s theory and his model of three cognitive processes for learning and understanding geometry in students: visualization, construction, and reasoning.
In the empirical part of the thesis, we conducted research to investigate the differences in geometric thinking among preschool children. Through pre-prepared activities in the field of geometry, we explored how children of different ages in a selected kindergarten respond to geometric tasks, particularly those related to geometric shapes. We included children aged 3 to 6 years and divided them into three age groups. Data analysis provided insights into the differences in geometric thinking based on their age. We analyzed differences in the recognition and categorization of geometric shapes, drawing and redrawing geometric shapes, and verbal descriptions of geometric shapes. The research results offer insight into a child\u27s ability to understand geometry at a certain age. This can contribute to creating an encouraging environment that allows children to optimally develop geometric thinking
Histories and Meanings of Epigenetics
No full text© The Editor(s) and The Author(s) 2018. The fast evolving field of epigenetics is currently generating interest and excitement, but also controversy. With its main proposition that environmental influences, from food to stress, can be rapidly inherited through molecular mechanisms that supplement or modulate information contained in DNA, some have come to see epigenetics as a bridge between social and natural sciences, reigniting the nature/nurture debate. Others, however, argue that epigenetics, while important, is part and parcel of genetics and not paradigm-changing. These contrasting views go along with opposing historical narratives and understandings of future promise of epigenetics. I examine these different histories and juxtapose these different meanings, to sketch how epigenetics came to high public prominence and what kind of larger developments in science and society this prominence indicates
Epikūras XX–XXI a. Lietuvoje: savas ar svetimas?
Get PDFThe article examines the history of the translation and interpretation of Epicurean philosophy sources in Lithuania during the 20th and 21st centuries. In the independent Republic of Lithuania, no censorship institution could interfere with the translation and study of a thinker who taught an atomistic understanding of reality and denied divine providence. However, in practice, it seems that no one took up this task. After the occupation of Lithuania in 1940, translators and researchers were legally prohibited from engaging with any philosophical texts that seemed inconsistent with the officially mandated philosophy of Marxism-Leninism. Epicurus’ atomism and his proclaimed aim to liberate people from the fear of gods made him a potentially suitable author. Nevertheless, the first translations of texts by Epicurus were only published in 1977. By 1990, the ideological censorship had finally loosened its grip, yet the translations and studies of Epicurean philosophy sources in the Lithuanian language have hardly increased.Straipsnyje nagrinėjama Epikūro filosofijos šaltinių vertimo ir interpretacijų XX–XXI a. Lietuvoje istorija. Nepriklausomoje Lietuvos Respublikoje jokia cenzūros institucija negalėjo sutrukdyti versti ir tyrinėti atomistinę tikrovės sampratą dėstančio ir dievišką apvaizdą neigiančio mąstytojo veikalus, bet praktiškai, regis, niekas to nesiėmė. Po 1940 m. Lietuvos okupacijos vertėjai ir tyrėjai legaliai negalėjo imtis jokių filosofinių tekstų, jei šie atrodė neatitinkantys privalomos marksizmo leninizmo filosofijos. Epikūro dėstomas atomizmas ir jo skelbiamas siekis išvaduoti žmones iš dievų baimės jį darė gerokai artimesniu autoriumi nei dievobaimingas „idealistas“ Platonas. Vis dėlto pirmieji Epikūro tekstų vertimai iš senosios graikų kalbos buvo paskelbti tik 1977 m. Nuo pirmosios Epikūro tekstų publikacijos 1977 m. iki nepriklausomos Lietuvos šiandienos praėjo beveik pusė amžiaus, tačiau, kitaip nei Platono, platonikų, Aristotelio ir stoikų, Epikūro filosofijos šaltinių vertimų ir tyrimų lietuvių kalba beveik nepagausėjo
From near and far: Stone procurement and exchange at Çukuriçi Höyük in Western Anatolia
Get PDFThe focus of this paper are the stone tools of Çukuriçi Höyük, a prehistoric site situated at the central Aegean coast of Anatolia. The settlement was inhabited from the Neolithic, through the Late Chalcolithic and Early Bronze Age 1 periods, a period lasting from the early 7th to the early 3rd millennium BCE. A long-term interdisciplinary study of the excavated lithics with different scientific methods on various stone materials (thin section analysis, pXRF, NAA, LA-ICP-MS) offer new primary data about the procurement strategies of prehistoric societies from a diachronic perspective. The results will be presented for the first time with an overview of all source materials and their distinct use through time.
The lithic assemblages from Çukuriçi Höyük consist of a considerable variety of small finds, grinding stones and chipped stone tools. The high variability of raw materials within the different categories of tools is remarkable. In addition to stone tools manufactured from sources in the immediate vicinity of the settlement (i.e., mica-schist, limestone, marble, amphibolite, serpentinite), others are of rock types such as chert, which indicate an origin within the broader region. Moreover, volcanic rocks, notably the exceptionally high amount of Melian obsidian found at Çukuriçi Höyük, attest to the supra-regional procurement of distinct rock types. Small stone axes made of jadeite presumably from the Greek island of Syros, also indicate these far-reaching procurement strategies.
The systematic and diachronic analyses of the stone tools found at Çukuriçi Höyük has demonstrated that as early as the Neolithic period extensive efforts were made to supply the settlement with carefully selected raw materials or finished goods procured from distinct rock sources.
Erratum:• This article was submitted and initially published with only the following authors listed: Christoph Schwall, Michael Brandl, Tatjana M. Gluhak, Bogdana Milić, Lisa Betina, Lasse Sørensen, Danilo Wolf, and Barbara Horejs. After publication of the article, the authors observed that they had forgotten to include Maria M. Martinez as an author and requested that she be added to the list of authors. The current version of the article includes Maria M. Martinez. She should be considered an author also for earlier versions of the article that might be in circulation.
 
- …
