scholarly journals THE IMPACT OF GLOBALIZATION FOR NEED OF SOCIAL PEDAGOGUES IN SCHOOLS

2017 ◽  
Vol 5 ◽  
pp. 587-592
Author(s):  
Pavol Durana ◽  
Darina Chlebikova
Keyword(s):  
Social Environment ◽  
School Environment ◽  
Questionnaire Survey ◽  
Emotional Abuse ◽  
Primary Schools ◽  
Economic Security ◽  
The Social ◽  
Social Pedagogues ◽  
The Impact ◽  
Made In

The aim of this paper is to highlight the changes that have occurred in society due to globalization. There has been a change in the social environment, economic security of family and social security of pupils. The result is the change of behavior and socialization in school, leading to undesirable practices in primary schools, such as bullying, truancy, drugs, rebellion, violence, emotional abuse and so forth. Social pedagogues are the experts in schools that can help in these areas and can help to harmonize the school environment. The questionnaire survey made in 18 primary schools in Žilina tries to find out the existence of social pedagogues and their activities in primary schools

Social and Psychological Effects of Major Craniofacial Deformity

1992 ◽  
Vol 29 (6) ◽  
pp. 578-584 ◽  
Author(s):  
Thomas Pruzinsky
Keyword(s):  
Quality Of Life ◽  
Subjective Evaluation ◽  
Psychological Effects ◽  
Family Factors ◽  
Facial Deformity ◽  
Social Stressors ◽  
The Social ◽  
The Impact ◽  
Made In

This paper discusses the social and psychological experiences of patients with the most severe forms of craniofacial deformity. The paper concludes that individuals with the most severe forms of craniofacial deformities are at risk for experiencing social and psychological stress and for having their quality of life negatively impacted by the experience of having a facial deformity. Much of the stress experienced by these individuals is the result of the negative social response to their facial deformity. It is emphasized that many patients will not develop psychopathology, because of intervening personality and family factors that may ameliorate these negative social stressors. The excellent progress made in assessing, preventing, and treating the negative psychosocial impact of facial deformity is noted. Finally, in attempting to understand the impact of facial deformity on quality of life, emphasis is placed on the subjective evaluation of these factors by each individual patient and family.

scholarly journals Visual Social Publications in the Newspapers of Greek Primary Schools: A Semiotic Analysis

2013 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Lina P. Valsamidou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Semiotic Analysis ◽  
School Life ◽  
Social Content ◽  
Research Material ◽  
The Social ◽  
Social Messages

In the present study we investigate, record and discuss icons with asocial content, their type, their signifieds and ideological significations,wishing to extract useful conclusions regarding the use of icons in schoolnewspapers as vehicles of social messages. The research material comprises intotal 252 images with a social content found in the columns of schoolnewspapers, whereas the collection of the sample was based on the study of 64school newspaper issues coming from 32 titles of primary school newspapers fromall over Greece that were published in 2004-2006. All in all, it appears that social iconic publications create theeditors’ vivid interest, as they find their way mostly in the inside pages ofnewspapers. The analysis of the icons as to their signifieds places emphasis onthe dominant ideological forms: the signifieds of historic anniversaries,school life and environmental education come before the others, which in turnsuggests the dominant ideological trends, history-school-environment/ecology:a triptych that emerges through the social-iconic choices of those involved inpublishing school newspapers.Keywords: visual social publications, schoolnewspapers, semiotic analysis, students-journalists

scholarly journals Influence of Socially Disadvantaged Environment on Aggressiveness of Pupils at Primary Schools

2018 ◽  
Vol 8 (1) ◽  
pp. 104-115
Author(s):  
Dáša Porubčanová ◽  
Lenka Pasternáková
Keyword(s):  
Primary School ◽  
Social Environment ◽  
School Environment ◽  
Aggressive Behaviour ◽  
Primary Schools ◽  
Social Environments ◽  
Socially Disadvantaged ◽  
Research Findings ◽  
Observation Method ◽  
Aggression Level

AbstractIntroduction: The study deals with occurrence of aggressiveness of pupils from socially disadvantaged environment. It describes the socially disadvantaged environment and the level of aggression of pupils from such environments. The text describes the most important results of the research.Methods: Within the research, a survey was carried out, monitoring the level of aggression of the majority pupils compared to the pupils from socially disadvantaged environment. The survey was carried out personally based on a monitoring scheme of aggression of the pupils from socially disadvantaged environment. The research has been made by direct observation within 60 teaching hours at the level of 1st and 4th grade.Results: The findings, which we have acquired through observation, showed that the age and maturity of younger pupils’ organisms adapts to the model of social environment. Pupils from less stimulating social environments may become the victims of aggressive attacks in various forms more frequently. Types, forms and manifestations of aggression, equally subject to influence of the environment, in a school environment at the level of 10-year-old students are perceived as some form of entertainment. They join the attack on the victim for acceptance or they have the same preferences as the group. It often happens without consequences or attempts to eliminate these signs, because the seriousness of the attack is not ascribed.Discussion: We were interested in the differences of aggression level of the majority pupils compared to the pupils from socially disadvantaged environment in the first and the fourth year of a primary school.Limitations: The results apply only to students in the first level by using of the observation method.Conclusions: As substantial and significant for pedagogic experience, we consider implementing the research findings as well on the higher level of pupils’ education and to define further correlations between aggressive behaviour and socially disadvantaged environment.

scholarly journals Blood Pressure Dynamics

2020 ◽  
Vol 6 (12) ◽  
pp. 225-228
Author(s):  
Z. Safarova ◽  
M. Khodzhieva
Keyword(s):  
Blood Pressure ◽  
Social Environment ◽  
The Social ◽  
Pressure Dynamics ◽  
The Impact

Abstract. Article presents data on the dynamics of blood pressure under the influence of the social environment and changes in diet, as well as the impact of various diseases.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

scholarly journals “It’s a hard thing to manage when you’re homeless”: the impact of the social environment on smoking cessation for smokers experiencing homelessness

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Rebekah Pratt ◽  
Claire Pernat ◽  
Linda Kerandi ◽  
Azul Kmiecik ◽  
Cathy Strobel-Ayres ◽  
...  
Keyword(s):  
Smoking Cessation ◽  
Social Environment ◽  
The Social ◽  
Hard Thing ◽  
The Impact

Individuality and habits in institutional economics

2019 ◽  
Vol 15 (5) ◽  
pp. 791-809
Author(s):  
Heath Spong
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Institutional Economics ◽  
Individual Development ◽  
Self Concept ◽  
Structure Framework ◽  
The Social ◽  
The Impact ◽  
Over Time

AbstractIn this paper a sophisticated conception of individuality is developed that extends beyond simple heterogeneity and is consistent with the approach of institutional economics. Studies of human biological and psychological development are used to illustrate the foundations of human individuality and the impact of the social environment on individual development. The link between the social environment and ongoing agential properties is established through the role of habits, which provide some continuity to individual personalities over time and assist them in navigating the social context they inhabit. Reflexivity is established via an agency-structure framework that endows individuals a changeable self-concept and an ability to interpret their relationship to the social context. The coordination of different individuals is explained not simply through reference to institutional structure, but also through the agent-level properties of shared habits. While reducing differences between individuals to one of degrees, shared habits are shown to be particularly important in the context of agent-sensitive institutions. Finally, the potential for different institutional experiences to impact the reflexivity of individuals is explored.

The Socioeconomic Profile of the Greek Women’s National Volleyball Team

2008 ◽  
Vol 17 (2) ◽  
pp. 50-61
Author(s):  
S. D. Papadopoulou ◽  
S. K. Papadopoulou ◽  
A. Lailoglou ◽  
A. Fachantidou
Keyword(s):  
Social Environment ◽  
Family Environment ◽  
Female Athletes ◽  
Specific Population ◽  
National Team ◽  
Sociological Approach ◽  
The Social ◽  
Socioeconomic Profile ◽  
The Impact ◽  
And Training

Top performance in volleyball comes as a result of specific physiological, kinesiological, psychological, and environmental influences of both natural and social surroundings. The purpose of this study was to examine the social and economic features of the Greek women’s national volleyball team, in order to identify which of the above factors distinguish and promote top female athletes.The study sample involved 18 female volleyball athletes, who were active members of the national team for on average 4.7±2.6 years. The athletes’ mean age was 23.4±3.1 years, athletic age 10.6±3.2 years, and training age 11.4±2.4 years. The study was conducted by using a special questionnaire about the athletes’ socio-economic features. Specifically, the athletes’ family and social environment, the impact of their family and social environment, and their profession and financial staus were recorded and assessed. The frequency analysis showed that in the female athletes’ families, boys never outnumbered girls and they were mainly second-born children. Their family environment loved or had a special connection with sports and showed total support towards their involvement in sports. Also, they were salaried and basically dealt with sports as their sole occupation. In conclusion, the sociological approach of the top Greek women volleyball athletes forms an original sociolcultural database, which could provide useful information concerning the specific population groups that might bring forward female athletes with high potential.

scholarly journals KOMUNIKASI DAKWAH DALAM BIMBINGAN SOSIAL MENUMBUHKAN KEMAMPUAN ADAPTASI MAD’U

2017 ◽  
Vol 10 (2) ◽  
pp. 241
Author(s):  
Nurwahida Alimuddin
Keyword(s):  
Social Environment ◽  
School Environment ◽  
Social Life ◽  
Social Relationship ◽  
Teacher Characteristics ◽  
Field Service ◽  
The Social ◽  
The Subject ◽  
Social Counseling

This paper argued that da’wah activities in social counseling foster adaptability of students in school as mad’u (object of da'wah). This is conducted by the teacher as a da’i or preacher (the subject of da’wah, social communicator and guide). Social counseling is a field of social life service for students, which helps students assess and build an effective and healthy social relationship with their peers or with the wider social environment. Social counseling is a field service required to help students adjust themselves in school, in this case the students’ relationships with students and teachers in school. Da’wah communication is used to deliver the kind of service appropriate to the student’s social counseling; such as the introduction of the school environment, curriculum, teacher characteristics, so that students do not have difficulties in adapting to the social environment in school.

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