Temat: self-development - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: The role of family in the self-development of youth
Rola rodziny w samorozwoju młodzieży
Autorzy:: Prokosz, Małgorzata
Wydawca:: Karkonoska Państwowa Szkoła Wyższa w Jeleniej Górze
Opis:: The Study the matter of the meaning of the family in the self development of the youth. The authoress analyses the present situation of Polish families, often difficult and leading to the dysfunction. The meaning of Socialization analyses in the family then, and the basic dimension of the young man self – realization brings more closer. Treating to own investigations he undertakes the test of the answer on the question: What do the pupils ofWroclaw aw average schools undertake workings for the own development? Considerations drawing the painting of the self - realization of the citizens of Wroclaw aw young generation finish the text. The main conclusions: the present youth be subject to civilization changeability and to her adjusts on her way. Broadcasting money transfer important is in the family, but the plurality of elections gives the unrestricted range of the possibility of functioning in the adult life to young people. The family stimulates to younger members self – realization her in two dimensions: sensible and unaware. The present youth knows social ploughlands, which maybe (he should) fulfil yet he still lasts in the period of the moratorium (more pragmatic than rebellious) not undertaking rash decisions on the future, trying pit with the plurality of the offers of the present world. Creating the new areas of the own activity, seeking the own place in the changing world the teenage generation can so support family values, broadcasting examples in the future.
Ewa Jurczyk-Romanowska
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 2.

Tytuł:: Rola rodziny w samorozwoju młodzieży
The role of family in the self-development of youth
Autorzy:: PROKOSZ, MAŁGORZATA
Tematy:: youth
family
self-development
Socialization; Pokaż więcej
Wydawca:: Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Powiązania:: https://bibliotekanauki.pl/articles/970534.pdf Link otwiera się w nowym oknie
Opis:: The Study the matter of the meaning of the family in the self development of the youth. The authoress analyses the present situation of Polish families, often difficult and leading to the dysfunction. The meaning of Socialization analyses in the family then, and the basic dimension of the young man self – realization brings more closer. Treating to own investigations he undertakes the test of the answer on the question: What do the pupils ofWroclaw aw average schools undertake workings for the own development? Considerations drawing the painting of the self - realization of the citizens of Wroclaw aw young generation finish the text. The main conclusions: the present youth be subject to civilization changeability and to her adjusts on her way. Broadcasting money transfer important is in the family, but the plurality of elections gives the unrestricted range of the possibility of functioning in the adult life to young people. The family stimulates to younger members self – realization her in two dimensions: sensible and unaware. The present youth knows social ploughlands, which maybe (he should) fulfil yet he still lasts in the period of the moratorium (more pragmatic than rebellious) not undertaking rash decisions on the future, trying pit with the plurality of the offers of the present world. Creating the new areas of the own activity, seeking the own place in the changing world the teenage generation can so support family values, broadcasting examples in the future.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Not teaching, but coaching. Creating a self-development culture in a classroom
Autorzy:: Grochalska, Monika
Cytata wydawnicza:: Grochalska M., Not teaching, but coaching. Creating a self-development culture in a classroom, “Journal of Education, Culture and Society”, 2/2013, s. 273-287.
Opis:: Narodowe Centrum Nauki
Monika Grochalska
Nowadays we hear a lot about coaching, but what does coaching really mean? Why does it matter? What is more, the notion of edu-coaching has also emerged in recent years, and this idea seems to be gaining popularity. But can coaching replace traditional classroom education? To what extent could it be useful at school? In the first part of this article I would like to define what coaching is, how it is different from mentoring and how it can be used to support pupils and teachers at personal, team and whole school levels. Undoubtedly, there are obvious benefits of coaching for students, staff, school as well as coaches. There are three core skills of coaching: listening, questioning and reviewing. To be a good coach, a teacher should understand how to be a good listener and how to ask proper coaching questions. They should ask questions that help them and the coached/the pupil to review, reflect and to clarify matters throughout the lesson. There are some coaching tools that can be used at various stages of the coaching process at school, including the balance wheel, rating scale, bisociation, viewpoints and motivational record. A teacher can successfully use coaching on the basis of the GROW (Goal, Reality, Options and Will) model. It can support the teacher’s development and his practice as a coach. As indicated in the on-line articles for teachers, starting professional training is also worthwhile. During the training, a teacher can learn how to develop classroom practice that supports growth through the use of high level listening, questioning, reflecting and summarising. Most of professional training programs contain the following elements: • using active listening and open questions to tackle issues such as pupil behaviour, • reaching their full potential by putting in place realistic goals and plans to achieve them, • taking responsibility for their own progress through change, • building rapports that can turn previously difficult interactions into productive ones. Such skills allow the teachers to create a self-development culture in their classrooms.I would like to ponder upon whether these theses have substantive grounds or perhaps they are just empty slogans. Can a teacher also be a good coach? Is it worthwhile to implement coaching in the education system? How can coaching help to improve classroom management? These and some other issues will be considered in the following text.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 4.

Tytuł:: Formation of Planetary Consciousness and the Noosphere Mentality of the Universities’ Students as a Condition for Sustainable Development
Autorzy:: TERENTIEVA, NATALIIA
YASHNIK, SVETLANA
Tematy:: noospheric thinking
noospheric consciousness
university
self-realization
self-development; Pokaż więcej
Wydawca:: Uniwersytet Rzeszowski
Powiązania:: https://bibliotekanauki.pl/articles/457235.pdf Link otwiera się w nowym oknie
Opis:: The article represented the idea that universities as centers of formation of the new thinking noosphere, noosphere consciousness perform another function center for training specialists in sustainable development society. The University is regarded as the center of human formation, which has critical and innovative thinking, able to continuous self-development and self-improvement for the purpose of self-realization.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Not teaching, but coaching creating a self-development culture in a classroom
Autorzy:: GROCHALSKA, MONIKA
Tematy:: coaching in education, self development, school; Pokaż więcej
Wydawca:: Fundacja Pro Scientia Publica
Powiązania:: https://bibliotekanauki.pl/articles/628535.pdf Link otwiera się w nowym oknie
Opis:: Nowadays we hear a lot about coaching, but what does coaching really mean? Why does it matter? What is more, the notion of edu-coaching has also emerged in recent years, and this idea seems to be gaining popularity. But can coaching replace traditional classro-om education? To what extent could it be useful at school?In the first part of this article I would like to define what coaching is, how it is different from mentoring and how it can be used to support pupils and teachers at personal, team and whole school levels. Undoubtedly, there are obvious benefits of coaching for students, staff, school as well as coaches.There are three core skills of coaching: listening, questioning and reviewing. To be a good coach, a teacher should understand how to be a good listener and how to ask proper coaching questions. They should ask questions that help them and the coached/the pupil to review, reflect and to clarify matters throughout the lesson. There are some coaching tools that can be used at various stages of the coaching process at school, including the balance wheel, rating scale, bisociation, viewpoints and motiva-tional record. A teacher can successfully use coaching on the basis of the GROW (Goal, Reality, Options and Will) model. It can support the teacher’s development and his practice as a coach. As indicated in the on-line articles for teachers, starting professional training is also worthwhile. During the training, a teacher can learn how to develop classroom practice that supports growth through the use of high level listening, questioning, reflecting and summarising. Most of professional training programs contain the following elements:• using active listening and open questions to tackle issues such as pupil behaviour, • reaching their full potential by putting in place realistic goals and plans to achievethem,• taking responsibility for their own progress through change,• building rapports that can turn previously difficult interactions into productive ones.Such skills allow the teachers to create a self-development culture in their classrooms.I would like to ponder upon whether these theses have substantive grounds or perhaps they are just empty slogans. Can a teacher also be a good coach? Is it worthwhile to im-plement coaching in the education system? How can coaching help to improve classroom management? These and some other issues will be considered in the following text.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: The emotional surge impact on the formation of a personal brand as an SMM product
Autorzy:: Kalynets, Kateryna
Krykavskyy, Yevhen
Petecki, Ignacy
Nycz-Wojtan, Sylwia
Tematy:: personal brand
self-development
self-improvement
audience engagement; Pokaż więcej
Wydawca:: Wyższa Szkoła Finansów i Prawa w Bielsku-Białej
Powiązania:: https://bibliotekanauki.pl/articles/19233710.pdf Link otwiera się w nowym oknie
Opis:: Research background: the occurrence of stress contributes to solving regular problems of adaptation, finding new ways of self-development, and social support. A short-term emotional surge (stress) stimulates the search for new ways of individual human development. Creating a personal blog is one way to overcome the negative effects of stress. A popular personal blog focuses followers' attention on their personality and promotes self-improvement and development. In this study, we focus only on individuals who have built a personal brand by promoting their personal blogs on social media. Purpose of the article: personal brand as a carrier of unique knowledge and professional skills is a product of public perception. This is confirmed by the fact that the individuality of the brand is associated with the created image, to which consummers and society react. Thus, personal branding is a competent step-by-step plan for personal promotion and development. The main task of this study is to identify the motivational factors of personal brand development and the impact of stress on them. Methods: to determine sample size, we performed an a priori power analysis for within-subjects repeated measures analysis of variance. In parallel, we conducted a regression analysis of the degree of involvement and trust in personal brands in social networks to determine the objects of the experimental analysis using the structured interview method. To establish confirmability, validity, transferability, and reliability during qualitative data analysis, the following methods were used: expert debriefing; coding, etc. To analyze the qualitative research data, we ran a linear regression to analyze the effect of audience engagement through post-response, self-development effect, and self-satisfaction. Findings & Value added: the obtained data suggest that uncertainty about one's own significance in social development should make appeals for social support more persuasive than when such appeals are not used. And also, that the crisis of personal development should make appeals to attention deficit more convincing than when there are no such appeals.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Samokształcenie i samowychowanie młodzieży jako wyzwanie współczesności
Self-education of young people as a present day challenge
Autorzy:: Gołek, Bartłomiej
Opis:: Cechą współczesnego społeczeństwa informacyjnego i gospodarki opartej na wiedzy jest konieczność nieustannego zdobywania nowej wiedzy i pogłębiania wiedzy już posiadanej. W epoce nadmiaru propozycji kulturowych i związanych z tym zagrożeń szczególnej wagi nabiera potrzeba pracy nad sobą. Dokonywać się to może w toku dwóch związanych ze sobą procesów: procesu samokształcenia i procesu samowychowania. Proces kształtowania samego siebie znajduje swój ważny moment w okresie adolescencji, kiedy to zorganizowane kształcenie kierowane stopniowo ustępować ma miejsca samodzielnej aktywności intelektualnej, a oddziaływania wychowawcze oparte na motywacji zewnętrznej coraz śmielej przeradzać się mają w dobrowolną autoformację. W inicjowaniu i rozbudzaniu tych procesów istotna jest rola nauczycieli i wychowawców.
The common feature of modern information society and knowledge-based economy is the need to continuously acquire new knowledge and deepen the knowledge already possessed, to enhance self-development in the area of intellectual, social and moral competence. To develop and do one’s tasks well people should learn, improve skills and knowledge constantly. This can be obtained in the course of self-education process. The self-education is an important moment in adolescence, when organized training gradually gives way to more independent intellectual activity, and the impact of education based on external motivation is increasingly replaced with voluntary and personal work on one’s self. There is the important role of teacher in inspiring self-study process of young people. The modern teacher should have developed cognitive competence connected with different areas of knowledge.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 8.

Tytuł:: Studying „management” as a challenge to develop your own competences
Autorzy:: Jarecki, Wojciech
Tematy:: competences
learning
self-development
kompetencje
uczenie się
samorozwój; Pokaż więcej
Wydawca:: Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
Powiązania:: https://bibliotekanauki.pl/articles/27313762.pdf Link otwiera się w nowym oknie
Opis:: Purpose: The first aim of the article was to investigate whether high school graduates who want to study management take up gainful employment before starting their studies and how much was their salary. The second goal was to determine the reasons for starting studies and choosing a field of study, and the third was to determine the degree of identification of professional interests of first-year students in the field of Management. Design/methodology/approach: For the research presented in this article, an analysis of the literature in the area of professional competences and career development was used. Research was also carried out using questionnaire forms with open questions. The research covered all first-year students of Management at the University of Szczecin. Findings: Almost all first-year management students worked before starting their studies. They started their studies guided mainly by their interests in the field of management and the desire to run their own business, but they do not have exactly what exactly they would like to do after graduation. Research limitations/implications: In the future, research will be continued on a larger research sample. Practical implications: students have poorly identified interests. Their task is to try to identify these interests, but the support of lecturers is also important. Originality/value: Reasons for starting studies and choosing the field of Management and Identification of students' interests. The research results can be used by academics and students.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Wpływ praktyk ZZL na zaangażowanie pracowników w innowacyjnych przedsiębiorstwach
The influence of HRM practices on the employee engagement in innovative enterprises
Autorzy:: Lewicka, Dagmara
Rakowska, Anna
Tematy:: employee engagement
HRM practices
supporting development
fostering innovation,
self development; Pokaż więcej
Wydawca:: Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Powiązania:: https://bibliotekanauki.pl/articles/419666.pdf Link otwiera się w nowym oknie
Opis:: The purpose of the study was to identify the influence of organizational factors, such as: furthering the development and the promotion of innovation and subjectively assessed self development attitude on the level of employee engagement. The study was conducted among 530 employees of three deliberately chosen innovation entities. Multiple regression analysis also identified a probable relationships between variables.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Wykorzystanie metody projektów w procesie samokształcenia studentów
Using the Project Method in the Self-Education Process
Autorzy:: DŁUGOSZ, AGNIESZKA
Tematy:: samokształcenie
rozwój
samorozwój
metoda projektów
self-education
development
self-development
project method; Pokaż więcej
Wydawca:: Uniwersytet Rzeszowski
Powiązania:: https://bibliotekanauki.pl/articles/456034.pdf Link otwiera się w nowym oknie
Opis:: Samokształcenie jest ważną umiejętnością w społeczeństwie informacyjnym. Wiedza zdobyta w szkole przestaje wystarczać, by nadążyć za zmianami, jakie niesie gospodarka i rozwój społecz-ny. Szybkie starzenie się wiedzy zmusza do ciągłego jej aktualizowania. Na etapie szkoły wyższej istnieją sprzyjające warunki do rozwijania samokształcenia studen-tów m.in. dzięki wykorzystaniu metody projektów. Metoda ta daje okazję do doskonalenia umie-jętności samokształcenia oraz dobrego przygotowania się do samorozwoju na dalszych etapach życia osobistego i zawodowego.
Self-education is an important ability in information society. The knowledge gained at school stops being sufficient to keep up with the changes brought by economy and social development. A quick aging of knowledge makes one to update it constantly. At the higher education school level there are favourable conditions to develop students’ self- -education, inter alia, thanks to the project method. This method gives a possibility to improve self-education abilities as well as a good preparation for self-development for the further stages of personal and professional life.
Dostawca treści:: Biblioteka Nauki

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