Artículos de revistas: "Relationship education"

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Lee, Bruce Y. "The Relationship of Relationships". Academic Medicine 81, n.º 7 (julio de 2006): 631. http://dx.doi.org/10.1097/00001888-200607000-00007.

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Hawkins, Alan J. "Shifting the Relationship Education Field to Prioritize Youth Relationship Education". Journal of Couple & Relationship Therapy 17, n.º 3 (12 de julio de 2017): 165–80. http://dx.doi.org/10.1080/15332691.2017.1341355.

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Hawkins, Alan J., Tamara Gillil, Glenda Christiaens y Jason S. Carroll. "Integrating Marriage Education into Perinatal Education". Journal of Perinatal Education 11, n.º 4 (octubre de 2002): 1–10. http://dx.doi.org/10.1891/1058-1243.11.4.1.

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Couples making the transition to parenthood experience challenges that can threaten the quality and stability of their relationships and the health of family members. Currently, the educational infrastructure to support the delivery of couple-relationship education during the transition to parenthood is limited. Because new-parent couples interact with the health care system at many points during this transition time, an opportunity exists for strengthening couple relationships within the system to improve the well-being of adults and children. In this article, we propose a productive collaboration between marriage/couple educators and health care systems to integrate couple-relationship education into the standard of perinatal care.

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Jain, Chandana, Renu Shrivastav y G. Tejovathi G. Tejovathi. "Evaluation of Relationship between Education and Human Health". Indian Journal of Applied Research 3, n.º 10 (1 de octubre de 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/29.

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Stanley, Scott M., Ryan G. Carlson, Galena K. Rhoades, Howard J. Markman, Lane L. Ritchie y Alan J. Hawkins. "Best Practices in Relationship Education Focused on Intimate Relationships". Family Relations 69, n.º 3 (18 de diciembre de 2019): 497–519. http://dx.doi.org/10.1111/fare.12419.

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Ogawa, Rodney T. y Ruth H. Kim. "The business‐education relationship". Journal of Educational Administration 43, n.º 1 (febrero de 2005): 72–85. http://dx.doi.org/10.1108/09578230510577308.

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Ghani, Fazal. "Trainers-Trainees Relationship in Postgraduate Education – Understanding its Intricacy". Journal of the Pakistan Dental Association 29, n.º 02 (26 de abril de 2020): 49–51. http://dx.doi.org/10.25301/jpda.292.00.

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Kruenegel-Farr, Debbie, Amber McEnturff, Jennifer Acker, Arminta Jacobson, Cory Kildare y Alan J. Hawkins. "Perceived Relationship Improvement From Premarital and Relationship Education". Family and Consumer Sciences Research Journal 42, n.º 2 (diciembre de 2013): 98–109. http://dx.doi.org/10.1111/fcsr.12045.

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Braithwaite, Scott R., Nathaniel M. Lambert, Frank D. Fincham y Kay Pasley. "Does college-based relationship education decrease extradyadic involvement in relationships?" Journal of Family Psychology 24, n.º 6 (2010): 740–45. http://dx.doi.org/10.1037/a0021759.

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Negash, Sesen, Jaclyn D. Cravens, Preston C. Brown y Frank D. Fincham. "Relationship Dissolution and Psychologically Aggressive Dating Relationships: Preliminary Findings From a College-Based Relationship Education Course". Violence and Victims 31, n.º 5 (2016): 921–37. http://dx.doi.org/10.1891/0886-6708.vv-d-14-00054.

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This study evaluated the impact of a relationship education program, delivered as part of a college course, among students (N = 152) who reported experiencing psychological aggression in their exclusive dating relationship. Preliminary results showed that compared to those in the control group, participants receiving relationship education were significantly more likely to end their romantic relationship, even after controlling for relationship satisfaction. Furthermore, when relationship termination occurred, those in the intervention group were significantly more likely to attribute the breakup to their participation in the class as compared to those in the control group. The tentative findings are an important preliminary step in assessing the benefits of relationship education in reducing the risk of psychological aggression among college students.

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조강모. "Character Education and Moral Subject Education -Their Relationship-". KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, n.º 33 (agosto de 2010): 5–32. http://dx.doi.org/10.17282/ethics.2010..33.5.

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Emmerson, Lucy. "Statutory relationship and sex education and health education". British Journal of School Nursing 13, n.º 7 (2 de septiembre de 2018): 347–50. http://dx.doi.org/10.12968/bjsn.2018.13.7.347.

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Turnbull, Triece, Paul van Schaik y Anna van Wersch. "Adolescents’ preferences regarding sex education and relationship education". Health Education Journal 69, n.º 3 (4 de mayo de 2010): 277–86. http://dx.doi.org/10.1177/0017896910369412.

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Johannessen, Øystein Lund y Geir Skeie. "The relationship between religious education and intercultural education". Intercultural Education 30, n.º 3 (18 de diciembre de 2018): 260–74. http://dx.doi.org/10.1080/14675986.2018.1540142.

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Galeshi, Roofia y Hamid Reza Taimoory. "Online Education". International Journal of Online Pedagogy and Course Design 9, n.º 4 (octubre de 2019): 1–17. http://dx.doi.org/10.4018/ijopcd.2019100101.

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Professionalism is an important factor for maintaining the quality of teaching and learning. Despite the large shift in the nature of teaching and learning, due to the rise of digital influences, the perception of professionalism remains a relevant and essential concept in the field of education. This exploratory case study presents the results of a survey aimed at understanding mathematics teachers' perceptions of professionalism and its relationship with self-efficacy and job satisfaction. The results indicate that mathematics teacher perceptions of their interpersonal relationships with the students significantly influences their perception of professionalism in teaching. We argue that in the age of globalization and the increasing influence of technology in the classroom, the interpersonal relationship continues to be at the forefront of the teaching profession. Our findings suggest that positive interpersonal relationships can enhance teachers' daily experiences and create a positive learning environment for the students.

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Carlson, Ryan G., Naomi J. Wheeler, Xun Liu, Christopher Hipp y Andrew P. Daire. "The Relationship Between Social Support and Family Relationships Among Low‐Income Couples Attending Relationship Education". Family Process 59, n.º 4 (18 de octubre de 2019): 1498–516. http://dx.doi.org/10.1111/famp.12499.

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Barnes, Susan B. "Relationship Networking: Society and Education". Journal of Computer-Mediated Communication 14, n.º 3 (abril de 2009): 735–42. http://dx.doi.org/10.1111/j.1083-6101.2009.01464.x.

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Harcourt, Kate Taylor, Francesca Adler-Baeder, Amy Rauer, Gregory S. Pettit y Stephen Erath. "Relationship Education for Incarcerated Adults". Family Process 56, n.º 1 (14 de julio de 2015): 75–90. http://dx.doi.org/10.1111/famp.12164.

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Halford, W. Kim y Michele Simons. "Couple Relationship Education in Australia". Family Process 44, n.º 2 (junio de 2005): 147–59. http://dx.doi.org/10.1111/j.1545-5300.2005.00050.x.

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Sharp, Emily Schoenhofen y Margaret Gatz. "Relationship Between Education and Dementia". Alzheimer Disease & Associated Disorders 25, n.º 4 (2011): 289–304. http://dx.doi.org/10.1097/wad.0b013e318211c83c.

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Goodey, Sheryl, Bryan Spuhler y Kay Bradford. "Relationship education among incarcerated populations". Marriage & Family Review 55, n.º 7 (9 de abril de 2019): 651–66. http://dx.doi.org/10.1080/01494929.2019.1589615.

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22

Ahler, Maja. "Test and Play - A Complex Relationship". American Journal of Educational Research 2, n.º 7 (28 de junio de 2014): 477–79. http://dx.doi.org/10.12691/education-2-7-8.

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23

Mehrotra, Rashmi. "The relationship between arts education, museum education and drama education in elementary education". Asian Journal of Research in Social Sciences and Humanities 11, n.º 10 (2021): 414–18. http://dx.doi.org/10.5958/2249-7315.2021.00125.8.

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24

Okvuran, Ayşe. "The relationship between arts education, museum education and drama education in elementary education". Procedia - Social and Behavioral Sciences 2, n.º 2 (2010): 5389–92. http://dx.doi.org/10.1016/j.sbspro.2010.03.878.

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25

Cho, Chul-Ki. "Exploring Global Education and Its Relationship with Geography Education". Journal of The Korean Association of Regional Geographers 23, n.º 1 (28 de febrero de 2017): 178–94. http://dx.doi.org/10.26863/jkarg.2017.02.23.1.178.

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26

Althof, Wolfgang y Marvin W. Berkowitz*. "Moral education and character education: their relationship and roles in citizenship education". Journal of Moral Education 35, n.º 4 (diciembre de 2006): 495–518. http://dx.doi.org/10.1080/03057240601012204.

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27

Arion, Alexandru-Corneliu. "AXIOLOGICAL ANALYSIS OF THE RELATIONSHIP BETWEEN RELIGIOUS EDUCATION AND SCIENTIFIC RESEARCH". International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, n.º 2 (2018): 226–34. http://dx.doi.org/10.26520/mcdsare.2018.2.226-234.

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28

Anwar, Syaiful. "ISLAMIC EDUCATION AND LIBERATION FROM FEUDALISM". Historia: Jurnal Pendidik dan Peneliti Sejarah 11, n.º 1 (23 de julio de 2018): 1. http://dx.doi.org/10.17509/historia.v11i1.12129.

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This article aimed at describing Islamic Education strategies and functions in liberating humankind from feudalism. Islam Believes that everybody’s status is equal, one thing that makes him different is his piety. There are Three harmonious relationships can be identified; those are the relationship between human being and God “Allah SWT” (Habblun min Allah, theological aspect), between human being and other human being (Hablun min al-nas, athropo-sociological aspect), and between human being and the natural environment (Hablun min al-‘alam, cosmological aspect). These harmonious relationships are the manifestation of perfect faithfulness of a Muslim to Allah SWT.In the religious dimension, the main purpose of Islam is to develop awareness and understanding about the meaning and of human’s life in relation to God. Meanwhile, in terms of social dimension, the purpose of Islamic Education is to develop understanding of harmonious relationship, either between human beings or between human being with the environment. In this context, human beings hold the responsibility for restraining a society from obstinacy, inanity, and anarchism. In this respect, the concept of liberalism in Islamic Education is to place teachers and students in a harmonious relationship. This relationship is to create learning atmosphere which is based on the principle of democratic and two-way relationship.

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29

Miller, Jacqueline A., J. Scott Crapo, Kay Bradford y Brian J. Higginbotham. "Relationship Beliefs Patterns Among Relationship Education Participants at Different Venues". Family Relations 68, n.º 4 (4 de septiembre de 2019): 390–404. http://dx.doi.org/10.1111/fare.12382.

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Halford, W. Kim y Guy Bodenmann. "Effects of relationship education on maintenance of couple relationship satisfaction". Clinical Psychology Review 33, n.º 4 (junio de 2013): 512–25. http://dx.doi.org/10.1016/j.cpr.2013.02.001.

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31

Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 04 (1 de abril de 2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.

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32

Ozturk, Feride. "Education and Income Relationship in Turkey". Economics and Finance Letters 3, n.º 1 (2016): 8–12. http://dx.doi.org/10.18488/journal.29/2016.3.1/29.1.8.12.

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33

Peter, Vijay Francis. "Relationship among Culture, Education and Sports". International Research Journal of Management, IT & Social Sciences 2, n.º 11 (1 de noviembre de 2015): 53. http://dx.doi.org/10.21744/irjmis.v2i11.81.

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The purpose of this article is to place sport in a social, cultural and educational context. This implies definitions of culture, education and sport, and the academic association of each to the others. However, it is seen that culture, education and sport have commonly-held meanings which, in some cases, eradicate the need for further clarification. So, apart from defining these important concepts, this article will also deal with the pervading nature of sports in society, sport as a system of sub-cultures and the degree to which sport has become an important symbol for individuals and societies worldwide. Sports has a variety of functions for different segments of society and therefore different meanings to those different populations. Everyone knows what a culture is. Everyone knows what education is. And everyone knows what sports is. But everyone has slightly different definitions of culture, education and sports.

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Sarkaria, Maninder S. y Shiwani Sharma. "Education and Poverty Relationship in Punjab". IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 4, n.º 2 (7 de septiembre de 2016): 394. http://dx.doi.org/10.21013/jmss.v4.n2.p9.

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<div><p><em>As education is being increasingly promulgated as an effective tool to reduce poverty, it is pivotal to evaluate the impact of different levels of education on poverty. This chapter analyzes the relationship between education and poverty in Punjab, using data from the primary survey of 1520 households collected over 2008-2010 from rural and urban habitations. Analysis has been done at the household as well as the individual level. Apart from making simple comparisons between standard of living, income and education level, logistic regression has been employed to sort out the determinants of poverty.</em></p><p><em>Standard of living and PCI are positively associated with education level at the household as well as the individual level, implying improvement in educational attainments reduces the likelihood of being poor. The results of logistic regression are in line with the generally accepted theory that educational attainment is critical in declining the incidence of poverty and should be given due consideration in implementing poverty alleviation programs. As one would expect, experience is negatively related with poverty status. </em></p></div>

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35

Martínez-Sánchez, Francisco. "Technology and education: a complex relationship". Comunicar 11, n.º 21 (1 de octubre de 2003): 15–21. http://dx.doi.org/10.3916/c21-2003-03.

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The author makes a brief study about the history of technology and its applications to education and then a reflection on the complex relationship between them. He infers that this relationship has not been studied deeply enough and so technology has been used as a basis for traditional ways of learning instead of using it to transform education patterns. The paper finishes proposing that educational systems have to adapt themselves to these new technologies if it wants to avoid failure. Tras un breve repaso por la historia de la comunicación, el autor inicia una serie de reflexiones sobre la compleja relación entre tecnología y educación, concluyendo que ésta aún no ha sido suficientemente analizada, de forma que la pujante tecnología está sirviendo de base a modelos tradicionales de enseñanza. Todo ello redundará, según el autor, en el fracaso de un sistema educativo que ignora la importancia que tiene adaptar la educación a estas nuevas tecnologías.

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Christiansen, C. H. "Research: Its Relationship to Higher Education". American Journal of Occupational Therapy 41, n.º 2 (1 de febrero de 1987): 77–80. http://dx.doi.org/10.5014/ajot.41.2.77.

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Halford, W. Kim, Howard J. Markman, Galena H. Kling y Scott M. Stanley. "BEST PRACTICE IN COUPLE RELATIONSHIP EDUCATION". Journal of Marital and Family Therapy 29, n.º 3 (julio de 2003): 385–406. http://dx.doi.org/10.1111/j.1752-0606.2003.tb01214.x.

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38

Quirk, Kelley, Jesse Owen, Leslie J. Inch, Tiffany France y Carrie Bergen. "The Alliance in Relationship Education Programs". Journal of Marital and Family Therapy 40, n.º 2 (25 de abril de 2013): 178–92. http://dx.doi.org/10.1111/jmft.12019.

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Markman, Howard J. y W. Kim Halford. "International Perspectives on Couple Relationship Education". Family Process 44, n.º 2 (junio de 2005): 139–46. http://dx.doi.org/10.1111/j.1545-5300.2005.00049.x.

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40

Lenderyou, Gill. "Entitlement to sex and relationship education". Children Society 12, n.º 4 (septiembre de 1998): 315–17. http://dx.doi.org/10.1111/j.1099-0860.1998.tb00085.x.

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41

Fredericks, Suzanne y Terrence Yau. "Relationship between post-operative patient education". International Journal of Health Promotion and Education 51, n.º 4 (julio de 2013): 228–34. http://dx.doi.org/10.1080/14635240.2013.818299.

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42

Sehgal Cuthbert, Alka. "Neuroscience and Education - an Incompatible Relationship". Sociology Compass 9, n.º 1 (enero de 2015): 49–61. http://dx.doi.org/10.1111/soc4.12233.

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43

Seeman, Elaine D. y Margaret O'Hara. "Customer relationship management in higher education". Campus-Wide Information Systems 23, n.º 1 (enero de 2006): 24–34. http://dx.doi.org/10.1108/10650740610639714.

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44

Schaefer, Richard T. "EDUCATION AND PREJUDICE:. Unraveling the Relationship*". Sociological Quarterly 37, n.º 1 (diciembre de 1995): 1–16. http://dx.doi.org/10.1111/j.1533-8525.1995.tb01982.x.

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45

Mendes, Aysha. "Education and practice: a reciprocal relationship". International Paramedic Practice 8, n.º 2 (2 de septiembre de 2018): 22. http://dx.doi.org/10.12968/ippr.2018.8.2.22.

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46

McElwain, Alyssa, Julianne McGill y Rachel Savasuk-Luxton. "Youth relationship education: A meta-analysis". Children and Youth Services Review 82 (noviembre de 2017): 499–507. http://dx.doi.org/10.1016/j.childyouth.2017.09.036.

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İSMEN GAZİOGLU, Esra, Çare SERTELİN MERCAN y İlkay DEMİR. "Romantic Relationship Education: A Literature Review with Recommendations for Turkiye". Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 14, n.º 4 (27 de diciembre de 2022): 555–69. http://dx.doi.org/10.18863/pgy.1069117.

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Intimate relationships are the focal aspiration for human beings. Romantic relationship education is described as a road map for helping people to find strategies and solutions that fit their context, values and relationship goals. By using evidence-based skills training, people can learn techniques to navigate typical relationship challenges and safely express emotions. Being in a mutually satisfying committed relationship has proven to be associated with many positive outcomes including life satisfaction, physical well-being, better coping with major illness, as well as longer life expectancy and career achievement. Relationship education programs are developed by psychologists in Western countries as a preventive intervention for couples, adolescents and emerging adults before relationships reach crisis stage. There is, however, a lack of empirical studies to examine the effectiveness of relationship education within the Turkish cultural context. The overarching aim of this study is to review the relationship education programs within Turkish and international literature. This study provides an overview of the relationship education, and its scope, and theoretical foundations and also effectiveness of relationship education programs for couples, adolescents and emerging adults. The study further provides cultural, theoretical and practical recommendations for future directions in Turkish relationship education programs.

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Wicahyah, Diah, Alvian Kisna Asyari, Dedi Irwanto y LR Retno Susanti. "The Relationship between Buddhist education in Sriwijaya and Buddhist education in India". Ilomata International Journal of Social Science 3, n.º 3 (31 de julio de 2022): 303–13. http://dx.doi.org/10.52728/ijss.v3i3.483.

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Development Buddhist education on the island of Sumatra, specifically in the Srivijaya Kingdom, began in the seventh century. At the time, there was a city big a Chinese Buddhist monk I'Tsing who came see that Buddhism was very developed in life Public Srivijaya as well as he said many activity students who come to Srivijaya for study. The purpose of writing this is to have a deeper understanding of the entwined relationship between the Srivijaya Kingdom and India, particularly in the sphere of education. This article will not only analyze the relationship between education and Buddhism in South Sumatra, but will also describe Buddhist education, the relationship that exists between Kingdom Srivijaya and other countries in numerous fields, and provide proofactual links of cooperation in the sphere of Buddhist education that were previously connected The introduction of Hindu-Buddhist culture to Indonesia had a significant impact, such as the beginning of the development of religion and culture imported from India. This method of research is used in article writing to gather knowledge and resources in the form of articles, journals, books, and ebooks. As a result of the research, more detailed information about the entry and development of Buddhism in South Sumatra, as well as the types of relationships and physical evidence, is available.

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Jacobs, James. "Vocational education and general education: New relationship or shotgun marriage?" New Directions for Community Colleges 1993, n.º 81 (1993): 75–84. http://dx.doi.org/10.1002/cc.36819938111.

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Boyd, Dwight. "Character Education and Citizenship Education: A Case of Cancerous Relationship". Philosophy of Education 66 (2010): 384–92. http://dx.doi.org/10.47925/2010.384.

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Artículos de revistas sobre el tema "Relationship education"

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