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Статті в журналах з теми "[37.091"
Cho, J., S. Ihm, C. Kim, M. Park, S. Her, K. Park, and T. Kim. "PP.37.01." Journal of Hypertension 33 (June 2015): e469. http://dx.doi.org/10.1097/01.hjh.0000468861.43756.5a.
Повний текст джерелаWago, T., and S. Tanaka. "PP.37.09." Journal of Hypertension 33 (June 2015): e472. http://dx.doi.org/10.1097/01.hjh.0000468869.59003.04.
Повний текст джерелаNaruse, Tohru, and Peter K. L. Ng. "A new species of Chiromantes s. str. (Decapoda: Brachyura: Sesarmidae) from the Ryukyu Islands, Japan, with a note on the identity of Holometopus serenei Soh, 1978." Crustacean Research 37 (2008): 1–13. http://dx.doi.org/10.18353/crustacea.37.0_1.
Повний текст джерелаHowell, Yvonne. "A Clash of Fictions: Geopolitics in Russian and Ukrainian Literature." Japanese Slavic and East European Studies 37 (2016): 1–16. http://dx.doi.org/10.5823/jsees.37.0_1.
Повний текст джерелаPatten, Judith. "It's time to reveal a long love affair." Underwater Technology 37, no. 1 (March 25, 2020): 1–2. http://dx.doi.org/10.3723/ut.37.001.
Повний текст джерелаZhang, Jin, An Chen, and Menglan Duan. "Study on microscopic growth mechanism of emulsion system hydrate." Underwater Technology 37, no. 3 (November 18, 2020): 71–77. http://dx.doi.org/10.3723/ut.37.071.
Повний текст джерелаYongtian, Kang, Xiao Wensheng, Zhang Dagang, Zhang Liang, Zhou Chouyao, and Li Mingang. "Performance validation and dynamic response analysis of a deepwater cable bending restrictor." Underwater Technology 37, no. 3 (November 18, 2020): 95–101. http://dx.doi.org/10.3723/ut.37.095.
Повний текст джерелаNAKAGAWA, Naofumi. "Preface." Primate Research 37, no. 1 (June 20, 2021): 1–3. http://dx.doi.org/10.2354/psj.37.001.
Повний текст джерелаSim, Woo-jang. "Implementation Meaning of Folk-tale based on the Orality." Society Of Korean Literature 37 (May 30, 2018): 71–114. http://dx.doi.org/10.52723/jkl.37.071.
Повний текст джерелаYoo,, Sung-hwan. "Changing Representative-regime and the Place of Novel: Meaning of acceptance of narrative shamanist song in Hwang Sok-yong's "Bari"." Society Of Korean Literature 37 (May 30, 2018): 31–68. http://dx.doi.org/10.52723/jkl.37.031.
Повний текст джерелаДисертації з теми "[37.091"
Maxfield, Annica, Carmen Soto, Gustavo Navarro, Rebecca Mojardin, Sally Hicks, and Shay Stubblefield. "Census Tract 37.04: Sunnyside." The University of Arizona, 2017. http://hdl.handle.net/10150/623553.
Повний текст джерелаCamacho, Vanessa, Gloria Damian, Lexy Davis, Greg Myers, Julio Silva, and Marjorie Torres. "Census Tract 37.04: Sunnyside Neighborhood." The University of Arizona, 2015. http://hdl.handle.net/10150/552923.
Повний текст джерелаCosta, Alda Janete Lourdes Lopes da. "A educação sexual numa perspectiva de educação para a saúde : um estudo exploratório na Escola Secundária Pluricurricular de Santa Maria Maior de Viana do Castelo." Master's thesis, 2006. http://hdl.handle.net/1822/6284.
Повний текст джерелаHá vários anos que se vem debatendo a implementação da Educação Sexual no seio das escolas portuguesas. Não obstante a importância da temática, no âmbito da formação da personalidade e desenvolvimento integral do indivíduo, a realidade vai evidenciando um certo adiamento progressivo, por parte do grupo docente, para a integração definitiva desta temática educacional em contextos escolares. A Educação Sexual deverá ser entendida à luz dos conceitos de Educação e Saúde, ou melhor dizendo, deverá ser entendida à luz da perspectiva holística dos indivíduos. A Educação Sexual deverá ser perspectivada no domínio mais amplo da Educação para a Saúde, tão importante como outras demais áreas referenciadas, entre as quais alimentação adequada, prevenção de drogodependências (tabaco, álcool, substâncias ilícitas), saúde oral, … pelo que não faz sentido retardar mais este desafio. Com a realização deste trabalho pretendemos conhecer as opiniões dos professores e alunos no que se refere à implementação da Educação Sexual em contexto escolar, bem como a importância desta última para a aquisição de um melhor nível de Saúde dos alunos. Assim, e no que se refere à primeira parte deste trabalho, apresentaremos a pesquisa bibliográfica no âmbito dos conceitos da Sexualidade, Saúde, Educação, Educação para a Saúde/Promoção de Saúde e subsequente integração da Educação Sexual no domínio da Educação para a Saúde. Numa segunda parte, apresentaremos o estudo, que se reveste de natureza exploratória e descritiva transversal, de cariz qualitativo. Como instrumento de recolha de dados utilizou-se o inquérito por questionário aplicado a uma amostra constituída por 19 professores que leccionam o Ensino Secundário e 163 alunos também do referido ensino. O local onde decorreu esta recolha de informação foi na Escola Secundária Pluricurricular de Santa Maria Maior de Viana do Castelo. Os resultados obtidos mostram-nos que docentes e alunos atribuem extrema importância à abordagem da temática em causa. Apesar da importância evidenciada, os professores revelam que não abordam a temática da Sexualidade com assídua frequência, delegando geralmente esta responsabilidade nos profissionais de saúde. É ainda salientada a falta de formação do grupo docente em abordar temas relacionados com a Sexualidade. No que concerne aos alunos denota-se a tendência a reduzir a temática “Educação Sexual” à abordagem dos métodos contraceptivos e prevenção de Doenças Sexualmente Transmissíveis. Consideram que a abordagem de temas relacionados com a Sexualidade é fundamental para a sua Saúde, porém restringem-se ao domínio das Doenças Sexualmente Transmissíveis, não sendo realçados os domínios dos afectos e das relações humanas, assim como o bem-estar psicosocial dos indivíduos. Presencia-se um significativo desconhecimento por parte dos alunos relativamente aos conceitos de Saúde e Educação Sexual.
For many years, the implementation of Sexual Education in the center of Portuguese schools has been debated. Not excluding the importance of the subject in the scope of the formation of the personality and integral development of the individual, a reality is evidencing a certain progressive adjournment, from the professors group, for the definitive integration of this subject in school contexts. Sexual Education should be understood through the Education and Health concepts, or in other words, through the holistic perspective of the individuals. Sexual Education should be viewed in the wider perspective health education, just as important as other referred areas, like adequate feeding, drug dependency prevention (tobacco, alcohol, illicit substances), verbal health,……as it doesn’t make sense to delay this challenge any further. With the completion of this project, we intend to know the teachers and students opinions in what relates to the implementation of Sexual Education in school context, as well as the importance of this for the acquisition of a better level of health of the students. With this, and what refers to the first part of this project, we will present the bibliographical search in the scope of the concepts of Sexuality, Health, Education, Health Education /Health Promotion and the subsequent integration of Sexual Education in the domain of Education for Health. In the second part, we will present the study, which coats the exploratory nature and transversal description, of qualitative cariz. Like a data collection instrument, the inquiry was used by an applied questionnaire sampling 19 teachers who lectured at a Secondary School and 163 students also from the same school. The place where this collection of information took place was at Pluricurricular of Santa Maria Maior Secondary School of Viana do Castelo. The final results show that teachers and students attribute extreme importance to the subject. Despite the evident importance, the teachers say that they don’t approach related subjects of sexuality very often, delegating this responsibility generally to health professionals. It is also pointed out the lack of teacher group training in approaching subjects related to sexuality. In regards to students, a reduction has been noticed in the subject “Sexual Education” to the approachment of the contraceptive methods and prevention of sexually transmitted diseases. They consider that the approach of related subjects with sexuality is fundamental for their health, however restricted to the domain of sexually transmitted diseases, not being enhanced the domains of the affections and human relationships, as well as the well being psychosocial of the individuals. There appears to be a significant unfamiliarity on the part of he students relating to the concepts of Health and Sexual Education.
Єрьоменко, Е. А. "Виховання наполегливості у школярів 6–7 років у процесі занять хортингом". Thesis, 2016. http://lib.iitta.gov.ua/709693/1/yeriomenko_aref.pdf.
Повний текст джерелаThe dissertation is dedicated to the problem of education of persistence in schoolchildren of 6–7 years old during trainings of Horting. The thesis analyses the state of research of the problem of persistence education in psychological and pedagogical literature as well as specifies the essence of the concept "education of persistence in primary school children in the course of Horting". During the research, we examined the experience of public schools in education of persistence in children of 6–7 years old by means of Horting trainings, and provided new ways of sports activities organization through implementation of the course of Horting. We have also determined criteria, indicators and levels of persistence development in primary school children. We have elaborated the pedagogical conditions, contents, forms and methods of education of persistence in schoolchildren of 6–7 years old by means of Horting trainings implemented in public schools and experimentally verified their effectiveness.
Сіренко, А. Є. "Формування у старших дошкільників впевненості в собі у груповій діяльності". Thesis, 2017. http://lib.iitta.gov.ua/708625/1/Sirenko_dis.pdf.
Повний текст джерелаThe work deals with the problem of formation of senior preschool children’s self-confidence in group activities. By means of theoretical analysis, the essence of the concept “self-confidence” is specified, its interpretation with regard to senior preschoolers is presented; the educational potential of group activity in the context of the research is revealed. Criteria (social-emotional, information-communicative, activity-behavioral), corresponding indices, and levels of senior preschool children’s self-confidence are defined (sufficient, middle, low). The process is designed and organizational-pedagogical conditions (creating a positive emotional atmosphere in the children team, stage-by-stage mastering by children of the main interaction types in group activity, development of children’s ability to freely and variously use interaction types) of formation of senior preschool children’s selfconfidence in group activity are substantiated. The methods of formation of senior preschool children’s self-confidence in group activity envisaging the realization of every organizational-pedagogical conditions has been developed and experimentally tested.
Школяр, Л. В. "Соціально-педагогічна робота з дитячими громадськими об’єднаннями у Франції". Thesis, 2016. http://lib.iitta.gov.ua/708726/1/Shkoliar_dis.pdf.
Повний текст джерелаThe thesis deals with the issue of social and educational work with children's public associations in France. Through analysis of scientific and educational literature, the genesis and development stages of this work are studied, conceptual and organizational principles of social and educational work are generalized, and the essences of the concepts “children's public associations in France”, “animation” are specified. The author determines the content, directions, forms and methods of socio-educational work with children's public associations of the Republic and defines animation as a mainstream of socio-educational work in France. Guidelines are developed concerning using in Ukraine the best practices of France in terms of social and educational work with children's public associations.
Джафарова, О. С. "Активізація творчого самовираження учнів початкових класів санаторних шкіл-інтернатів у процесі художньої діяльності". Thesis, 2016. http://lib.iitta.gov.ua/709701/1/Dzhafarova_aref.pdf.
Повний текст джерелаThe dissertation is devoted to the problem of creative self-expression of junior pupils of state-sponsored terapeutic boarding schools for children with physical health problems in the process of their artistic activity.
Гончар, Л. В. "Теоретико-методичні засади формування гуманних батьківсько-дитячих взаємин". Thesis, 2018. http://lib.iitta.gov.ua/710967/1/Gonchar_aref.pdf.
Повний текст джерелаDissertation for the scientific degree of Doctor of Educational Sciences in specialty 13.00.07 – Theory and Methods of Education. – Institute of Problems on Education of the National Academy of Educational Sciences of Ukraine. – Kyiv, 2018. In the dissertation, a theoretical justification and experimental study of problems of forming humane relationships between parents and children of primary school and teenagers were carried out. The main approaches to the solution of this problem in the modern pedagogical science were identified. Analysis of philosophical, ethical, sociological, psychological, pedagogical and scientific sources allowed to find out that a term "humanism" is a system multivariate concept, based on the unconditional perception of a person as the highest value, a leading link in a chain of the universe, their originality. It was actualized that the main condition for the humanization of interpersonal relations in the educational process is to create an optimal emotionally valuable atmosphere with leading the subjects of interaction to mutual understanding, cooperation and mutual assistance with absolute refusal from a pressure and violence. The essence of the concept of “humane parent-child relationships” as such bilateral dynamic subject-to-subject interpersonal relations, based on a synthesis of moral knowledge, motives, feelings, resulting in a conscious mutual emotionally valuable attitude of parents and children and steadily manifested in actual behavior was clarified. Components (cognitive, emotionally valuable, behaviorally active), criteria (knowledge and understanding about humane relationships; emotionally valuable attitude and desire to detect humane qualities in the interaction; a manifestation of humane relations in real life) and indicators were defined; levels (high, medium, low) of forming humane parent-child relationships were characterized. It was found that educational potential of a family has a crucial role in shaping the humane parent-child relationships in it. Its essence as a set of real and potential possibilities of socio-pedagogical self-organization of the family was clarified, which gives the opportunity to purposefully meet the needs of family members in the humanization of interpersonal relationships. Subjective factors in a composition of educational potential of the family that have the greatest impact on the humanization of relations between parents and children were characterized, including valuable and humane (psychological climate, valuable unity of the family members, child's perception, the presence of love and trust in relationships); communicative and emotional (character of intra-family communication, style of family education); competent (parental competence as an integrative characteristic of knowledge, feelings, parents actions towards child's upbringing); organizational and active (organization of family leisure, self-organization and joint activities of family members). Typical mistakes of parent-child relations were singled out: hyper care, redundancy in ensuring child's needs, inability to use methods of education (excessive strictness, demonstration of liberalism and permissiveness); lack of unity and consistency in views, educational actions and demands of parents. Classification of families, based on taking into account subjective factors of educational potential, was carried out as: consistently favorable families; mostly favorable families; occasionally favorable; unfavorable families. Structural and functional model of the formation of humane parent-child relations in the after-school activity of the secondary school was developed and substantiated. This model covers: targeting and motivational block (purpose and objectives); conceptual block (approaches, principles, patterns, structural components of humane parent-child relations); diagnostic block (criteria, indicators, levels of formation of humane parent-child relations); procedural block (meaningful and methodical support, forms and methods of work of a classroom leader with children of primary school, teenagers and parents), productive block. Pedagogical conditions of effective realization of this model were identified and justified: enrichment of cognitive, emotionally valuable and behaviorally active components of forming humane relations to parents from primary school children and teenagers in the extracurricular activities of the secondary school; increase of a parental competence in order to humanize parent-child relationships in the family; orienting classroom leaders of primary and secondary schools on the formation of humane parent-child relationships; coordination of educational positions of teachers and parents in forming the humane parent-child relationships on the principles of partnership; organization of joint cultural and leisure activities of parents and children of the primary school and teenagers aimed to strengthen humane relationships between them. Content and methodical implementation of the process of forming humane parent-child relations in the extracurricular activities in the school was developed and tested. It presupposed implementation of a program of seminars for teachers “Optimization of forming humane parent-child relationships”, a program of the extracurricular educational work “Steps to humanity in relationships” for primary school children and teenagers, a reflective training for teenagers “Parents and children”, a program “Raising humanity in relationships” for parents, a program of training for junior students and parents “Happy family”, a reflexive training for parents of teenagers “Understand yourself and your child”. Methodology of using in educational work with children specially selected role-playing games and exercises, staging situations, discussion of fairy tales, moral and ethical stories, debates and discussions, situations of moral choice; in work with parents - discussions, creative exercises, game exercises, discussion of problematic situations, listening to audio recordings of children's answers to questions of a psychologist (anonymous), group and individual consultations; in work with teachers – discussions-debates, lectures consultations, business games, discussions around a table, briefings, individual intramural and extramural consultations was revealed. Analyzing results of the research-experimental verification confirmed the pedagogical expediency and efficiency of the developed and tested structural and functional model of forming humane parent-child relationships in the extracurricular activities of the secondary school and relevant pedagogical conditions for its implementation
Гончар, Л. В. "Теоретико-методичні засади формування гуманних батьківсько-дитячих взаємин". Thesis, 2018. http://lib.iitta.gov.ua/710966/1/Gonchar_dis.pdf.
Повний текст джерелаDissertation for the scientific degree of Doctor of Educational Sciences in specialty 13.00.07 – Theory and Methods of Education. – Institute of Problems on Education of the National Academy of Educational Sciences of Ukraine. – Kyiv, 2018. In the dissertation, a theoretical justification and experimental study of problems of forming humane relationships between parents and children of primary school and teenagers were carried out. Based on the consideration of humanistic ideas in the historical and discursive context it was updated that a term “humanism” is a system multivariate concept, based on the unconditional perception of a person as the highest value, a leading link in a chain of the universe, their originality. Through the theoretical analysis of psychological and pedagogical approaches to the humanization of the educational process, humanistic systems of education it was actualized that the main condition for the humanization of interpersonal relations in the educational process is to create an optimal emotionally valuable atmosphere with leading the subjects of interaction to mutual understanding, cooperation and mutual assistance with absolute refusal from a pressure and violence. It was revealed that each age period has its own characteristics that affect the humanization of the individual. A primary school age and adolescence is effective in this sense, each of them is characterized by a set of innovations that activate or inhibit the proper progress of the processes of formation of humane mutual relations to parents from a younger student or teenager. At the level of primary school age these innovations include: active development of cognitive mechanisms, dynamic mental representations, active development of self-awareness and self-esteem, instability of moral norms, the emergence of personal moral positions, the development of emotional decentration and systems of voluntary regulation, behavior, self-control, mediation activities and imagination emotions, the selectivity control emotional processes, etc. At the level of adolescence the primary innovations are: development of critical thinking, independence, expansion and deepening of interpersonal relationships, the ability to identify altruism, active development of the foundations of deliberate behavior, the formation of moral principles and social attitudes, the intensive formation of identity and self-esteem, growth of conflicts in the relationship, etc. Role of the family in the formation of humane parent-child relationships in contemporary social conditions was clarified, that essentially the family is the first school of child's humanization, the main center, in which the child learns culture, moral rules, and norms of interpersonal behavior, habits of individual and collective action, masters moral values and develops their own value orientations. Number of objective and subjective tendencies that are directly connected with structural changes in the modern Ukrainian family and determine the nature of its educational influences, the specific content, methods, and forms of education were defined, in particular, they influence the formation of humane parent-child relationships, namely: increase in the number of nuclear families, increase in single-parent families as a result of divorce, the mass distribution of the “marriage of faith”, the increasing number of external and internal migrants, the development of anomie (lack of understanding of parents about the current socio-adaptive strategies for education of children), civil society is actually at war. The main conceptual approaches to the study of parent-child relationships in the family were analyzed, which found that the most progressive views on the content of humanization and place of the individual in this process promotes the humanistic concept of education, which defines humanistic development of parent-child relationships, upholds the equality of teacher and student, an optimistic view of the child resistance to work with her on kind-hearted, trusting relationships. It is found that the educational potential of the family has a crucial role in the formation of humane parent-child relationships. It was clarified that it is the set of real and potential possibilities of socio-pedagogical self-organization of the family, which gives the opportunity to purposefully meet the needs of family members in the humanization of interpersonal relationships. Subjective factors in the composition of the educational potential of families that have the greatest impact on the humanization of relations between parents and children (values-humane, communicative and emotional competence, organizational activity) were characterized. Classification of families based on subjective factors of educational potential was carried out as: consistently favorable family; mostly favorable family; occasionally favorable; unfavorable family. The essence of the concept of “humane parent-child relationship” was defined as such bilateral dynamic subject-to-subject interpersonal relations, which are based on a synthesis of moral knowledge, motives, feelings, resulting in a conscious mutual emotional-value attitude of parents and children, which manifests itself steadily in real behavior. Three-component structure of the humane relationship between parents and children of younger school and teenage age, which includes cognitive, emotional value and behavioral activity components was determined. In accordance with the meaningful structure of the criteria and indicators of formation of humane parent-child relationships. Levels of development of humane parent-child relationships were identified and characterized as high, medium, low. Results of the ascertaining phase of the experiment showed an insufficient level of development of humane parent-child relationships in children of primary school and adolescents and their parents. It was witnessed that the greatest number of respondents from children (primary school and adolescence) refers to a group of an ambulates type (correlated with the average level of development of humane relations with parents). A large percentage were children, who were characterized by low levels of the studied properties (group an egocentric type). A relatively small number of children in age groups covered by the statement belong to a group of an ultracentrifuge type (corresponds to the high level of development of humane relations between parents from the primary school children and teenagers). Due to the diagnosis of the parents according to the certain criteria and components indicators it was established that the greatest number of parents of children of younger school and teenage age refers to “mostly favorable families” (corresponds to the average level of formation of humane parent-child relationships). Quite significant was the number of parents who in the aggregate results of the pedagogical diagnostics are “occasionally favorable families” (low level of development of humane parent-child relationships); the fewest number of parents belong to “consistently favorable families” (correlated with high level of formation of humane parent-child relationships). It was established that the reason for this is the presence of a number of deficiencies in family education of children and adolescence, namely: the presence of hyper - or hypo care over children, inability to solve conflict situations, the lack of a judicious combination of love and demands on the child, low level of parental competence, lack of educational and pedagogical potential, the existence of an authoritarian style of communication, inability to reasonably provide the functioning of the family, etc. A conceptual structurally functional model of the formation of humane parent-child relationships was developed, structural components of which were: climatically, conceptual, diagnostic, procedural blocks. Pedagogical conditions of formation of humane parent-child relationships were grounded and experimentally tested: enrichment of cognitive, emotional value and behavioral activity components of humane mutual relations of primary school children and teenagers with parents in extracurricular school activities; the increase of parental competence with the goal of humanization parent-child relationships in the family; orientation student leaders in elementary and primary schools on the formation of the humane the relations of children of younger school and teenage age with my parents; coordination of educational items to teachers and parents in shaping a humane parent-child relationships on the principles of partnership; organization of joint cultural and leisure activities parents and children of younger school and teenage age, aimed at optimization of humane relations between them. Enrichment of cognitive, emotional value and behavioral activity components of humane mutual relations of primary school children and teenagers with parents in extracurricular activities of general education schools due to the implementation of programs “Steps to humanity in the relationship” (separately for primary school children and teenagers). They consisted of four stages (steps) of formation of humane mutual relations of parents from the primary school children and teenagers in accordance with the allocated components of the concept of “humane relationship” on the part of children (cognitive, emotional-evaluative, and behavioral activity). To increase parental competence with the goal of humanization parent-child relationships in the family, a program called “Raising humanity in relationships with younger students” (16 topics, 4 for each grade of primary school) and “Raising humanity in relations with teenagers” (20 topics, 4 for each class of the primary school) was implemented in the work with parents. The orientation of class teachers in elementary and primary schools on the formation of humane parent-child relationships was realized through implementation in the pilot institutions of the program of the seminar “Optimization of the formation of the humane parent-child relationships” for teachers of pilot schools (class teachers, school psychologists, etc.). With the aim of optimizing the harmonization of the educational positions of family and school on the formation of humane parent-child relationships on the principles of partnership a technology involving parents and teachers to such interaction was developed. It included: diagnostic, task, organizational, active-corrective, reflexive stages. It was found that the most effective methods of educational work with children were role-playing games and exercises, role-playing situations and discussion of fairy tales, moral stories, reflection, game situations, debates and discussions, the situation of moral choice, preparation mini-program development and others. In work with parents such methods include: discussions, creative tasks, games, exercises, discussion of problematic situations, listening to audio recordings of the children's answers to the questions of the psychologist (anonymous), group and individual counseling, as well as use in family child's education personally-oriented technologies (create an emotionally enriched educational situations; organization of equal adult-child communication in terms of cooperation on the basis of beliefs; use of empathy as a psychological mechanism in the development of personality). The content of work with teachers has proven the effectiveness of such forms and methods as conversation-debate, lecture, consultation, business games, roundtables, briefings, individual intramural and extramural consultation. Scientific novelty of the results lies in the fact that for the first time a holistic theoretical analysis of the problem of formation of humane parent-child relationships based on the ideas of humanistic, personality-oriented, axiological, competence, system, subject-subject approaches; developed and substantiated the structural-functional model of formation of humane parent-child relationships in extracurricular activities of secondary school and pedagogical conditions of its effective implementation (the enrichment of cognitive, emotional value and behavioral activity components of humane mutual relations of primary school children and teenagers with parents in the extracurricular activities of secondary schools; increase in parental competence with the goal of humanization parent-child relationships in the family; orientation student leaders in elementary and primary schools on the formation of humane parent-child relationships; coordination of educational items to teachers and parents in shaping a humane parent-child relationships on the principles of partnership; organization of joint cultural and leisure activities parents and children of younger school and teenage age, aimed at optimization of humane relations between them); the criteria (knowledge about humane relationships; emotional-value attitude and desire to be humane qualities in the interaction; manifestation of humane relationships in real life) with corresponding indicators and levels (high, medium, low) of the formation of the humane parent-child relationships were implemented; – the essence of the concept “humane parent-child relationship” was refined as such bilateral dynamic subject-to-subject interpersonal relations, which are based on a synthesis of moral knowledge, motives, feelings, resulting in a conscious mutual emotional-value attitude of parents and children, which manifests itself steadily in real behavior; the structure of this phenomenon in relation to children of primary school and adolescents and their parents (cognitive, emotionally-valuable, behavioral activity components); the role of the family and the nature of its educational potential in the formation of humane parent-child relationships in contemporary social conditions as a set of real and potential possibilities of socio-pedagogical self-organization of the family, which gives the opportunity to purposefully meet the needs of family members in the humanization of interpersonal relations; it characterises factors of the educational potential of families that have the greatest impact on the humanization of relations between parents and children (values-humane, communicative and emotional competence, organizational-activity); – further development got positions about the potential of extracurricular activities of the school on the development of humane parent-child relationships; the content, forms and methods of formation of humane mutual relations of parents and children of younger school and teenage age. Practical significance of the obtained results consists in the development and introduction in practice of work of schools: a substantive and methodological support of the process of formation of humane parent-child relationships (programme of seminars for teachers “Optimization of the formation of the humane parent-child relationships”, the program “Marching to humanity in relationship” (separately for younger students and adolescents), the program “Educate humanity in relationships with younger students” (for parents of students grades 1-4) and “Raising humanity in relationships with Teens” (for parents of pupils of 5-9 classes), the training programme for primary students and parents “Happy family”); methodological manuals for teachers “Education of adolescents in single-parent family”, “Socially-pedagogical bases of prevention of domestic violence”, “the Formation of family values among students of secondary schools”, guidelines for teachers and parents “Counseling families”, “Parents and children: how to achieve mutual understanding”, “Education of children in families of different types”, “Parenting adolescents: lectures for parents; integrated methodology of pedagogical diagnostics of levels of formation of humane mutual relations of children of primary school and adolescents and their parents. The results of the study can be used to extend the content of the course lectures, practical and seminar lessons on educational subject “Pedagogy for family education”, “Psychology of family”, “Socially-pedagogical work with children from families of different types” and so on in institutions of higher education in the system of postgraduate education of pedagogical workers
Чужа, Н. П. "Формування естетичного досвіду молодших школярів засобами українських народних паремій". Thesis, 2018. http://lib.iitta.gov.ua/714789/1/Chuza_aref.pdf.
Повний текст джерелаDissertation for the scientific degree of Candidate of Educational Sciences in speciality 13.00.07 – Theory and Methods of Education. – Institute of Problems on Education of the National Academy of Educational Sciences of Ukraine. – Kyiv, 2018. The dissertation deals with the relevant topic of the aesthetic experience formation in younger schoolchildren using Ukrainian folk paroemias. Based on the philosophical, psychological and pedagogical sources analysis the status of the issue under research is determined and the essence of “aesthetic experience in younger schoolchildren” is clarified as an internally adopted, integrated continuum of activity and creative development of reality. The structural components of the aesthetic experience include aesthetic knowledge, emotions and feelings, interests, tastes, ideals. It is determined that the junior school age is the most favourable for formation of aesthetic experience due to such psychological features as: a gradual transition from syncretism of thoughts, feelings to a differential perception of reality, cognitive activity, sensitivity to beauty, imaginative thinking, empathy, a tendency to aesthetic perception of the real objects, creative abilities development. The dissertation analyses the potential of the Ukrainian folk paroemias in forming the aesthetic experience of junior pupils. It is noted that proverbs, sayings and riddles have a significant influence on the emotional and sensual sphere of personality: they contribute to the formation of aesthetic feelings, value orientations, empathy, stimulate associative thinking and imagination, develop creative abilities, retain information about life, world outlook, spirituality, history of the people. Based on the psychological and pedagogical literature analysis, the structural components of aesthetic experience are identified, among which: cognitive (understanding by younger schoolchildren of aesthetic value of the environment and works of art); emotional value-based (includes aesthetic feelings and evaluation, developed empathy); praxis (the ability to interpret own emotions and feelings, practical and creative updating of the acquired experience).
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