1,328 research outputs found
Preface and Summary
No full textThe study reported in this volume was undertaken collaboratively in six countries by a large number of researchers. The study identifies a major concern about life and interaction within preschool settings. Further, it was designed to coordinate with European council concerns regarding education for personal development and social cohesion. We explain how the study was coordinated with European initiatives here, and we wish to express our appreciation for the support provided by the European commission.
The research team that completed the ‘relational approaches’ study have come together over a number of years, with study co-directors having expressed parallel concerns about the development of social competence of young children attending preschool experience. The research teams that we have assembled have helped to expand our expertise – especially in relation to adapting our concerns to the preschool classroom setting.
This research study presented in this volume was written with three main aims.
First, to make school studies and learning attractive for early education and teacher education in the European Union through analysing current peer-based early education experience of young children and making recommendations as to how this experience can lead to enhanced social inclusion, personal and social growth and cognitive development.
Second, to provide for improved education and training for early education teachers through recognising the importance of peer-based early education practices and identifying programmes that may be integrated into classrooms to enhance social inclusion and cognitive development.
Third, to enhance young children’s ability to learn more effectively by providing and legitimising social inclusion and learning attractiveness that may be derived through their peer-based experiences in early education.
Overall, the study described here has met and advanced a number of key objectives in the Lisbon Strategy, with particular focus on education, training and social inclusion young children and their teachers
Conclusioni e nuove prospettive
No full textI risultati emersi hanno permesso di descrivere gli stili di vita online e offline degli adolescenti, aprendo nuovi interrogativi di ricerca e fornendo importanti indicazioni per le politiche di prevenzione e intervento.
Il punto di forza della presente ricerca è l’aver fornito una fotografia degli stili di vita degli adolescenti in Emilia-Romagna che mette in luce come sia complesso l’intreccio tra vita online e offline, integrando riflessioni psicologiche, sociologiche e mediche. La strada futura sarà approfondire come le diverse competenze indagate si integrino tra loro, come ad esempio l’utilizzo dei media possa incrementare le dinamiche di cyberbullismo, come il coinvolgimento in episodi di cyberbullismo possa modificare il benessere psicosociale percepito o come al contrario il benessere/ disagio percepito possa associarsi ai comportamenti a rischio
PART 2 Implementing the Intervention in the Case Countries. Chapter 11: The Social Relational Training in Two Italian Early Childhood Settings: Enhancing Social Networks and Quality of Interactions.
No full textIn Italy, the different Preschool National Curricula (1969, 1991, 2002) took into consideration the value of socialization in early childhood and underlined the associations among social, emotional and cognitive development. Notwithstanding these educational aims, the strategies and activities fit to developing sociability and affectivity are infrequently mentioned in the educational programmes of preschool settings (Roche, Salfi & Barbara, 1991). Recently, the importance of a relational approach in the educational field since early ages has been highlighted, as it can be noticed by the increased number of publications on this topic (Anichini & Charugi, 2003; Carpenter, 2002; Craig-Unkefer, 1999; Dall’Aglio, Marmocchi & Zannini, 2004; Francescato, Putton, Cudini, 1986; Genta, 2005; Ianes, 2007; McClelland & Morrison, 2003; Tani & Bagatti, 2003; Tiezzi & Guarnieri, 2003). Arising from these points, practitioners should be in charge of class learning as well as of class socialization (Frabboni, 2001, 2002, 2006; Manini & Borghi, 1991). According to these considerations, a training for practitioners on communication and relational issues is particularly indicated (Pacini, 2002).
Aims of the Intervention
Two preschool settings were involved: Italy 1 and Italy 2.
For each school we found specific features that led us to focus on the aims of the planned intervention in order to:
a) Enhance a group climate in the classroom.
b) Develop children’s emotional awareness, encouraging the expression and the recognition of emotions.
c) Foster communication abilities, as speaking and active listening.
d) Enhance children’s social skills, promoting peer support.
A specific training for a “Relational Approach”, consisting of three groups of activities (trust, communication, problem solving), was proposed to the practitioners to reach the above mentioned goals.
The results showed a positive effect (quantitative and qualitative) of the social relational training on both children’s social networks and quality of peer interactions. This effect emerged from practitioners’ and children’s observations in both schools.
These results allow us to identify some relevant theoretical and methodological considerations. Firstly, our research had given new considerations about children’s social relationships, since an intervention with a longitudinal design on preschool children was rarely applied. Secondly, the multi-method approach (qualitative and quantitative methodologies) provided a wide range of knowledge and deeper understanding of the quality of social relations in preschool children, as already suggested by some authors (Abraham, 2007; Berg, 1989; Knight & Kuleck, 1999; Lund, 2005). Thirdly, a point of strength of the proposed training was the involvement of both practitioners and children. It was possible to see evidence of changes taking into consideration the whole classroom context.
Finally, the researchers and the practitioners emphasized the relevance of starting the relational training at the beginning of preschool age in order to improve the effects of training
An Approximated Approach to the Study of Motor Vehicle Suspensions with Nonlinear Shock Absorbers
No full textIntroduction to the Mechanics of Space Robots
No full textThis text is based on the research work of the author in the field of space robots. It started as a collection of notes of the lectures on Space Robotics given by the author to the students of the International Master on Space Exploration and Development Systems (SEEDS) but evolved to a research monograph on the subject. Its aim is the study of the automatic machines aimed to operate both autonomously and as a support to astronauts in space exploration and exploitation missions, with particular attention to the devices designed for planetary environment, including small planets, comets and asteroids. This material was then completed and made more systematic so that it can hopefully be useful not only to the students of that course but also to those who have an interest in the wide and much interdisciplinary field of space robotics, and in particular in its mechanical aspects. The focus is drawn mainly on the mechanics of space robots: the author is well aware that, even in this specific field, it is far from being complete and that robots, like all mechatronic systems, are so integrated that no single aspect can be dealt separately. Many important aspects are either dealt with only marginally or altogether left out. The very important topics of the control and the behavior of robots, for instance, are only marginally touched, even if their influence on the mechanical aspect to which this book is dedicated is not at all marginal. The structure of the book is so organized: ∙ Chapter 1: a very short introductory overview of human and robotic space exploration, stressing the need for man-machine cooperation in exploration. The various types of robotic missions in LEO, deep space and on planets and their basic requirements are shortly summarized. ∙ Chapter 2 deals in a synthetic way with the main characteristics of the environments space robots are facing and will face in the future. Since space environment is a specialized subject, dealt with in many books, this subject is only briefly summarized. ∙ The configurations of robot arms and the basic kinematic and dynamic relationships needed for their design are described in Chapter 3. ∙ Chapter 4 is devoted to the study of mobility on planetary surfaces, using different kind of supporting devices, like wheels, legs and aerodynamic or aerostatic devices. ∙ The basic characteristics of wheeled robots and vehicles are summarized in Chapter 5. The behavior of wheeled devices is studied in its various aspects, like longitudinal, lateral and suspension dynamics. The consequences of operating wheeled machines in the various environments are analyzed in some detail. The chapter is concluded by a description of the only vehicle that successfully carried humans on the surface of the Moon, the Apollo Lunar Roving Vehicle. ∙ Vehicles and robots that use legs, tracks or other devices to move on a solid surface are described in Chapter 6. Since a great number of different architectures were proposed and sometimes even used in the past, not all the possible configurations are illustrated: the choice was based on the actual existing applications and on the perspectives of future use. ∙ Chapter 7 is devoted to a short overview of the transducers used for actuation and sensing in space robots. ∙ A short overview of the energy sources and storage devices that can be used for space robots is reported in Chapter 8. The book includes two appendices summarizing the theoretical formulations allowing to write mathematical models of space robots including a variety of mechanical components, such as arms, legs, etc. The author found it necessary to include them since the participants to the course in Space Exploration and Development Systems have a much varied background and what may seem obvious to some students, could be difficult for other ones. In a similar ways, some of the readers of thi
WATER VAPOUR MAP TOMOGRAPHY FROM GNSS RECEIVER NETWORKS: THE EXPERIENCE PERFORMED IN THE ESA METAWAVE PROJECT
No full textRelational approaches in early education: enhancing social inclusion, personal growth and learning
No full textTo improve quality and effectiveness of early education across the E.U. and made learning more attractive by introducing relational approachings for pupil groups. The project will help prevent disaffection, promote social inclusion and enhance participation and attainment. The Target groups are early years teachers and their pupils in six european countries. The main activities will be performed in five phases: survey the quality of peer-based experience offered in early education context, analyze the quality of relational experiences in the promotion of social inclusion, identifying beneficial social and learning peer based experiences, implement relational programs, prepare and disseminate materials for use in early education context
Ascorbic acid (VIT C) on nitric oxide (NO) synthesis and nephrotoxicity in rats treated with gentamicin (GENTA)
No full textOxidative stress has been implicated in the pathophysiology of many forms of acute renal failure. The aim of the present study was to examine the potential protective effect of vitamin C (VIT C) on oxidative stress and its relationship with nitric oxide (NO) on gentamicin (GENTA) induced nephrotoxicity in rats. Wistar rats were treated for 7 days: control (CTL); VIT C (1.0 g/kg/day by gavage), GENTA (100mg/kg/day i.p.) or GENTA+VIT C. Serum urea and creatinine, renal tissue malondialdehyde (MDA), blood MDA, superoxide anion and hydrogen peroxide in GENTA was increased vs CTL and VIT C; in GENTA+VIT C they were decreased vs GENTA (all P<0.05). Severe degeneration of proximal tubules was present in GENTA, but only mild lesions were observed in GENTA+VIT C. Serum NO was increased in GENTA vs CTL and VIT C and reduced in GENTA+VIT C vs GENTA (P<0.001). Urinary NO in GENTA was reduced vs CTL and VIT C and increased in GENTA+VIT C vs GENTA (P<0.001). Our study shows that GENTA induced nephrotoxicity is due to the increased ROS production. It seems that the increased serum NO was not enough to protect the kidneys against the vasoconstriction, since the local NO has been scavenged by the ROS, as the kidney is the major target of this aminoglycoside. All these effects of GENTA were attenuated by the antioxidant VIT C. This study suggests that VIT C is a valuable tool to protect against GENTA nephrotoxicity, by reducing ROS and increasing the NO bioavailability in the kidney.Estresse oxidativo tem sido implicado na fisiopatologia de muitas formas de insuficiência renal aguda (IRA). O objetivo do presente estudo foi examinar o potencial efeito protetor da vitamina C (VIT C) no estresse oxidativo e sua relação com o óxido nítrico (NO) na nefrotoxicidade induzida por gentamicina (GENTA) em ratos. Utilizamos ratos Wistar machos (200-250g) por 7 dias: controle (CTL) veículo (água), VIT C (1g/kg peso/dia por gavagem), GENTA (100mg/kg peso/dia via intraperitoneal) e GENTA + VIT C simultaneamente. Uréia e creatinina séricas, malondialdeído (MDA) no tecido renal e no sangue, ânion superóxido e peróxido de oxigênio no grupo GENTA estava aumentado vs CTL e VIT C; no grupo GENTA+VIT C eles estavam diminuídos vs GENTA (P < 0,05 para todos). Lesão grave com degeneração severa dos túbulos proximais e congestão dos vasos foi observada no grupo GENTA, estando reduzidas no grupo GENTA+VIT C. O NO sérico (μM) no grupo GENTA aumentou vs CTL e VIT C; no grupo GENTA+VIT C diminuiu vs GENTA. O NO urinário (μM) no grupo GENTA reduziu vs CTL e VIT C; no grupo GENTA+VIT C aumentou vs GENTA (P < 0,001 para ambos). Nosso estudo mostra que a GENTA induziu a nefrotoxicidade devido aumento da produção de ERO. Parece que o aumento do NO sérico não era o bastante para proteger os rins contra o vasoconstrição, desde o NO local foi seqüestrado pelas ERO, como o rim é o principal alvo deste aminoglicosídeo. Todos estes efeitos de GENTA foram atenuados pelo antioxidante VIT C. Este estudo sugere que VIT C seja uma valiosa ferramenta para proteger contra nefrotoxicidade induzida por GENTA, reduzindo ERO e aumentando a biodisponibilidade de NO nos rins.TEDEBV UNIFESP: Teses e dissertaçõe
Rancang Bangun Sistem Informasi Penggajian pada PT. Genta Mas Niaga
No full text11110049 - Gaji merupakan pembayaran atau upah yang dilakukan oleh perusahaan atas jasa karyawan, dan umumnya dibayarkan setiap bulannya. Namun penggajian PT. Genta Mas Niaga dinilai memiliki kendala dalam kecepatan dan keakuratan. Agar mempermudah proses perhitungan gaji, maka perlu diadakannya suatu sistem perhitungan gaji yang tepat dan efisien di dalam sebuah perusahaan. Untuk itu penulis merancang sebuah sistem informasi penggajian untuk PT. Genta Mas Niaga dengan harapan dapat membantu proses penggajian lebih efektif. Metodologi perangkat lunak yang digunakan adalah metodologi air terjun (waterfall) yang memiliki tahap-tahap dalam pembuatan sistem informasi penggajian yaitu tahap definisi keperluan, sistem dan desain perangkat lunak, implementasi dan unit pengujian, integrasi dan pengujian sistem, operasi dan pemeliharaan. Sistem informasi ini berhasil dibuat sesuai spesifikasi yang diinginkan dan berguna bagi semua staff. Terutama bagian finance dan diharapkan sistem ini dapat menjadi bahan pengembangan bagi sistem yang berjalan diperusahaan.x, 179 p ; 30 c
PEMUJAAN AGNI DALAM SAMA WEDA
No full textOne of the Sama Weda holy book is discuss Agni worship which is believed to be able to destroy sins and be able to provide information or efforts towards success or efforts to obtain art. In the Reg Vedic scriptures, in the first mantram, the first Sukta at the first Mandala Agni is called Purohita the devata which leads to prosperity and happiness. In Sama Weda, Agni is said to be a witness who still exists today in every Hindu worship. Agni is a visible manifestation of God Almighty who is very close to his people who are believed to always give his holy light to help his people in life, where in the implementation of the yajna ceremony conducted by his people Agni is always the witness as an ambassador, chosen, in the organizer of the holy yajna because it is believed Agni who gave all the wealth and protect his people from all suffering.Anggraini, P. M. R., & Somawati, A. V. (2020). PRAMANA DALAM PERSPEKTIF PENALARAN FILSAFATI. Genta Hredaya, 2(2).Artiningsih, N. W. J. (2020). ESTETIKA HINDU PADA PEMENTASAN TOPENG SIDAKARYA DALAM UPACARA DEWA YADNYA. Genta Hredaya, 3(2).Dewi, N. M. E. K. (2020). TEOLOGI DALAM PEMUJAAN SIWA LINGGA. Genta Hredaya, 3(2).Eka Suadnyana, I. B. (2020). IMPLEMENTASI NILAI ETIKA HINDU PADA GEGURITAN NI SUMALA. Bawi Ayah: Jurnal Pendidikan Agama Dan Budaya Hindu, 11(1), 100-116. https://doi.org/10.33363/ba.v11i1.445Gunawijaya, I. W. T. (2020). TEOLOGI SEKS DALAM PENCIPTAAN KETURUNAN SUPUTRA. Genta Hredaya, 3(2).Hartaka, I. M. (2020). MEMBANGUN SEMANGAT KEBANGSAAN PERSPEKTIF ETIKA HINDU. Genta Hredaya, 3(2).Heriyanti, K. (2020). KEUTAMAAN API SEBAGAI SIMBOL DEWA AGNI DALAM AKTIVITAS RITUAL KEAGAMAAN UMAT HINDU. Jñānasiddhânta: Jurnal Teologi Hindu, 2(1).Krishna, I. B. W. (2020). KAJIAN MULTIKULTURALISME: IDE-IDE IMAJINER DALAM PEMBANGUNAN PUJA MANDALA. Genta Hredaya, 3(2).Marselinawati, P. S. (2020). FILSAFAT KETUHANAN DALAM BHAGAVAD GITA. Genta Hredaya, 3(1).Minsarwati, W. 2002. Mitos Merapi dan Kearifan Ekologi. Kreasi Wacana : Yogyakarta. Pudja, Gede. 1979. Sama Weda. Departemen Agama RI : Jakarta.Semadi Astra Dkk. 2010. Mutiara Warisan Budaya Sebuah Bunga Rampai Arkeologis. Arkeologi Fakultas Sastra Kerjasama dengan Progran Studi Magister dan Program Doktor Kajian Budaya Universitas Udayana Denpasar. Titib., I Made. 2007. Teologi dan Simbol-Simbol dalam Agama Hindu. Paramitha : Surabaya.Untara, I. M. G. S., & Suardika, I. N. (2020). MAKNA FILOSOFI AJARAN SIWA BUDDHA DALAM LONTAR BUBUKSAH. Genta Hredaya, 3(1).Windya, I. M. (2020). KAKAWIN ARJUNA WIWĀHA: KAJIAN TEOLOGI HINDU. Genta Hredaya, 3(2).Yhani, Putu Cory Candra. "RELEVANSI AJARAN SOCRATES DALAM AGAMA HINDU." Genta Hredaya 3.2 (2020).Yogiswari, K. S. (2020). Tabu, Perspektif Filsafat Seputar Seksualitas Manusia. Nilacakra.Yogiswari, K. S. (2018). PENDIDIKAN HOLISTIK JIDDU KRISHNAMURTI. GUNA WIDYA: JURNAL PENDIDIKAN HINDU, 5(1).Suadnyana, I. B. P. E. (2020). AJARAN AGAMA HINDU DALAM GEGURITAN KUNJARAKARNA. Genta Hredaya, 3(1)
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