1,720,954 research outputs found
SOCIJALNA INTEGRACIJA DJECE S TEŠKOĆAMA U RAZVOJU U REDOVNE VRTIĆKE SKUPINE
No full textRad se bavi temom socijalne integracije djece s teškoćama u razvoju u redovne vrtićke skupine s posebnim naglaskom na ulogu odgojitelja, stručnih suradnika i roditelja u stvaranju inkluzivnog okruženja. Osim definiranja ključnih pojmova rad analizira različite vrste teškoća u razvoju s kojima se djeca mogu susresti te utjecaj koji te teškoće imaju na njihovu svakodnevicu, posebno u kontekstu odgojno-obrazovnog procesa. Poseban naglasak stavljen je na ulogu i kompetencije odgojitelja, koji predstavljaju ključne osobe u stvaranju poticajnog i prihvaćajućeg okruženja. Također se razmatraju prednosti i izazovi ovog procesa s posebnim osvrtom na strategije koje doprinose kvalitetnijoj socijalizaciji i razvoju socijalnih vještina djece s teškoćama.
Cilj rada je pružiti teorijski i praktični uvid u vrste teškoća u razvoju, definirati ključne pojmove te analizirati zakonodavne i pedagoške temelje koji omogućuju aktivno uključivanje djece s teškoćama u svakodnevne aktivnosti. U radu se također navode strateški pristupi i metode koje doprinose boljoj socijalnoj integraciji djece s teškoćama, a raspravlja se i o potencijalnim izazovima i preprekama s kojima se sustav suočava. Korištene su metode analize, sinteze, komparacije i dedukcije na temelju stručne i znanstvene literature. Analizom stručne literature, zakonodavnih dokumenata i teorijskih pristupa, rad potvrđuje da integracija uz to što je društveni imperativ je i preduvjet za ravnopravan i kvalitetan razvoj sve djece. Osiguravanje prilagođenog kurikuluma, edukacija odgojitelja i kontinuirana stručna podrška ključni su faktori uspješne inkluzivne prakse u vrtićima.The Bachelor thesis addresses the topic of social integration of children with developmental disabilities into regular kindergarden groups, with a particular emphasis on the role of educators, professional associates, and parents in creating an inclusive environment. In addition to defining key concepts, the paper analyzes various types of developmental difficulties that children may encounter, as well as the impact these difficulties have on their daily lives, especially in the context of the educational process. Special attention is given to the role and competencies of educators, who represent key figures in establishing a supportive and accepting environment. The advantages and challenges of the integration process are also considered, with a focus on strategies that contribute to improved socialization and development of social skills in children with disabilities.
The aim of the thesis is to provide both theoretical and practical insights into types of developmental difficulties, to define core concepts, and to analyze the legislative and pedagogical foundations that enable the active inclusion of children with disabilities in everyday kindergarten activities. The thesis also outlines strategic approaches and methods that
support greater inclusion of children with developmental disabilities, while also addressing potential challenges and barriers faced by the system. The methods used include analysis, synthesis, comparison, and deduction based on professional and scientific literature. Through the analysis of academic sources, legal frameworks, and theoretical perspectives, the paper confirms that integration is not only a social imperative, but also a prerequisite for the equal and quality development of all children. Providing a tailored curriculum, educator training, and ongoing professional support are identified as key factors for successful inclusive practices in kindergartens
SOCIJALNA INTEGRACIJA DJECE S TEŠKOĆAMA U RAZVOJU U REDOVNE VRTIĆKE SKUPINE
No full textRad se bavi temom socijalne integracije djece s teškoćama u razvoju u redovne vrtićke skupine s posebnim naglaskom na ulogu odgojitelja, stručnih suradnika i roditelja u stvaranju inkluzivnog okruženja. Osim definiranja ključnih pojmova rad analizira različite vrste teškoća u razvoju s kojima se djeca mogu susresti te utjecaj koji te teškoće imaju na njihovu svakodnevicu, posebno u kontekstu odgojno-obrazovnog procesa. Poseban naglasak stavljen je na ulogu i kompetencije odgojitelja, koji predstavljaju ključne osobe u stvaranju poticajnog i prihvaćajućeg okruženja. Također se razmatraju prednosti i izazovi ovog procesa s posebnim osvrtom na strategije koje doprinose kvalitetnijoj socijalizaciji i razvoju socijalnih vještina djece s teškoćama.
Cilj rada je pružiti teorijski i praktični uvid u vrste teškoća u razvoju, definirati ključne pojmove te analizirati zakonodavne i pedagoške temelje koji omogućuju aktivno uključivanje djece s teškoćama u svakodnevne aktivnosti. U radu se također navode strateški pristupi i metode koje doprinose boljoj socijalnoj integraciji djece s teškoćama, a raspravlja se i o potencijalnim izazovima i preprekama s kojima se sustav suočava. Korištene su metode analize, sinteze, komparacije i dedukcije na temelju stručne i znanstvene literature. Analizom stručne literature, zakonodavnih dokumenata i teorijskih pristupa, rad potvrđuje da integracija uz to što je društveni imperativ je i preduvjet za ravnopravan i kvalitetan razvoj sve djece. Osiguravanje prilagođenog kurikuluma, edukacija odgojitelja i kontinuirana stručna podrška ključni su faktori uspješne inkluzivne prakse u vrtićima.The Bachelor thesis addresses the topic of social integration of children with developmental disabilities into regular kindergarden groups, with a particular emphasis on the role of educators, professional associates, and parents in creating an inclusive environment. In addition to defining key concepts, the paper analyzes various types of developmental difficulties that children may encounter, as well as the impact these difficulties have on their daily lives, especially in the context of the educational process. Special attention is given to the role and competencies of educators, who represent key figures in establishing a supportive and accepting environment. The advantages and challenges of the integration process are also considered, with a focus on strategies that contribute to improved socialization and development of social skills in children with disabilities.
The aim of the thesis is to provide both theoretical and practical insights into types of developmental difficulties, to define core concepts, and to analyze the legislative and pedagogical foundations that enable the active inclusion of children with disabilities in everyday kindergarten activities. The thesis also outlines strategic approaches and methods that
support greater inclusion of children with developmental disabilities, while also addressing potential challenges and barriers faced by the system. The methods used include analysis, synthesis, comparison, and deduction based on professional and scientific literature. Through the analysis of academic sources, legal frameworks, and theoretical perspectives, the paper confirms that integration is not only a social imperative, but also a prerequisite for the equal and quality development of all children. Providing a tailored curriculum, educator training, and ongoing professional support are identified as key factors for successful inclusive practices in kindergartens
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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