Full Text Available Iveta Kestere is a Professor at the Faculty of Education, Psychology and Art, University of Latvia and an expert in the history of education at the Latvian Council of Science. Her current academic interest is in the research methodology for the history of education and education under dictatorship, including history of school reality and history of teaching profession. She is the author of numerous articles devoted to the history of education and the author or co-editor of nine books, among them The Visual Image of the Teacher (2012 and History of Pedagogy and Educational Sciences in the Baltic Countries from 1940 to 1990: an Overview (2013. She was a guest researcher and lecturer at the KU Leuven, Belgium. She is included in the editorial board of academic journals in Lithuania and Italy. She is a co-convenor of 17th Network (history of education at The European Conference on Educational Research (ECER and the Board member of the Baltic Association of Historians of Pedagogy.
Autor analüüsib presidendivalimised võitnud Rolandas Paksase edu võimalikke põhjusi, võtab kokku tema poolt kandidaadina antud lubadused ja rahva ootused tema kui presidendi suhtes. Vt. samas: Latvia re-elects president
Tallinna Rakenduskunsti triennaalil 2003 esinenud kunstnike eluloolised andmed, haridustee, näituste nimekiri, preemiad: Eija Mustonen, Ida Björs, Iris Eichenberg, Anna Katriina Tilli, Mari Relander, Claus Domine Hansen, Lene Hald, Line Gottfred Peterson, Anders Ruhwald, Audrius Janushonis, Lina Jonikiene, Jolanta Kvashyte, Eimantas Ludavicius, Aigi Orav, Remigijus Sederevicius, Adolfas Shaulys, Mari Relo-Shaulys, Mari-Liis Tammi
TITLE: Organization Structure of a Basic School of Arts AUTHOR: Iveta Sinkulová ABSTRACT: My bachelor thesis "Organization Structure of a Basic School of Arts" sets a goal to research which organization structures are applied at basic schools of arts, how the jobs of headmaster and heads of departments are incorporated into the Org Chart and which tasks are delegated to them in terms of the management of teaching process. The first thing performed was descriptive research. Then the work of de...
28th February 2012 - Slovak Prime Minister I. Radicova signing the guest book with CERN Director-General R. Heuer; visiting the ALICE surface exhibition and underground experimental area with Collaboration Spokesperson P. Giubellino and Senior Physicist K. Safarik; throughout accompanied by Adviser E. Tsesmelis.
Iveta Radicova, the Slovak Republic’s prime minister, came to CERN on 28 February. During her visit she was welcomed by Rolf Heuer, CERN’s director-general, Emmanuel Tsesmelis, CERN international relations office, and Karel Safarik, of the ALICE collaboration, who all provided a brief introduction to CERN’s activities. She also toured the ALICE underground experimental area and the LHC superconducting magnet test hall.
The Prime Minister of the Slovak Republic, Iveta Radicova, visited CERN on 28 February, meeting with CERN Director-General Rolf Heuer and going down to the ALICE cavern. Upon arrival, Prime Minister Radicova spent about half an hour discussing the Slovak Republic’s involvement in CERN with the DG, and was very interested in the physics results that the Organization is currently working on. After signing the official guest book in Building 500, the Prime Minister crossed the border into France to visit the ALICE experiment. Donning a helmet, she descended into the ALICE cavern to take a first-hand look at one of the two CERN experiments to which her country has contributed (ATLAS being the second). “We also showed her the read-out chambers for the Time Projection Chamber (TPC) and the electronics for the pixel detector that are on display in the ALICE exhibition area, as they were produced in the Slovak Republic,” says Karel Safarik, the Slovakian ALICE physicist w...
Filho, W.L.; Mannke, F. [TuTech Innovation GmbH, Hamburg (Germany); Schmidt-Thome, P. (eds.) [Geologinen Tutkimuslaitos, Espoo (Finland)
It is now beyond any doubt that climate change represents a major threat to the environmental, social and economic well being of the planet. The book under consideration is an attempt to contribute to the global debate on climate change by outlining some educational methods, approaches and projects which have been focusing on climate issues in Europe. The book under consideration consists of the following chapters: (a) ESPACE - A New Transnational Approach to Adapting to the Impacts of Climate Change (Jill Cook, Doogie Black, Angela Bentham, Tania Stadsbader, Jorn Peters, Lesley van Dijk, Mark Goldthorpe, Tim Yair, Fran Wallington, Meinte de Hoogh, Michael Belau); (b) Communicating Climate Change Impacts - an Approach Derived from two Regional Development Projects (Philipp Schmidt-Thome, Johannes Klein); (c) Baltex Assessment of Climate Change for the Baltic Sea Basin (BACC) (Hans von Storch, Anders Omstedt, Hans-Joerg Isemer); (d) Promoting Climate friendly Communities in Northamptonshire, United Kingdam (Philip Gray, Shane Conway); (e) Climite Change Mitigation and Sustainability: Educational Issues (Remigijus Ciegis; Dalia Streimikiene, Dalia Gineitiene); (f) Case Study Research as Bridge Builder between Science and the Society - The Rationale behind the ASTRA 2005 Winter Storm Study (Simo Haanpaeae, Lasse Peltonen); (g) Educational Actions in Italy to face the Problem of Climate Change (Eugenia Aloj, Mariagrazia De Castro, Anna Zollo); (h) Teaching Global Climate Change as a Controversial Issue - Active Learning in Higher Education (Evangelos I. Manolas); (i) Regional Climate Change and Coasts - A Case Study on Perception, Information, Dissemination and Education (Gerald Schernewski, Steffen Bock, Holger Janssen, Nardine Loeser, Annemone Himielorz); (j) KLARA-Net: An Interdisciplinary Action Oriented Approach on Climate Change Adaptation (Birte Frommer; Lena Herlitzius); (k) Climate Change, Featuring the ACCROTELM Project: Dissemination of a European RTD
Full Text Available Michal Hrdlicka,1 Maria Vacova,1 Hana Oslejskova,2 Veronika Gondzova,2 Iveta Vadlejchova,3 Jana Kocourkova,1 Jiri Koutek,1 Iva Dudova1 1Department of Child Psychiatry, Charles University Second Faculty of Medicine and University Hospital Motol, Prague, 2Department of Child Neurology, Masaryk University Faculty of Medicine and University Hospital, Brno, 3Child Psychiatry Clinic, Chomutov, Czech Republic Background: The marked increase in autism spectrum disorders (ASD prevalence has stimulated worldwide interest in exploring broader circumstances of care of autistic children, including the role of socioeconomic status (SES and family information on autism.Methods: Our sample comprised of 160 children who participated in a diagnostic examination focused on autism, and their parents who completed a simple descriptive questionnaire focusing on the family situation as well as family self-education about autism. The diagnosis of ASD was confirmed in 120 children (75% of the sample; 94 boys, 26 girls with mean age 6.2±2.7 years (median 5.3, range 2.2–17.2 years. In 71 autistic patients (59.2%, a diagnosis of mental retardation was also established.Results: The age at diagnosis of ASD correlated negatively with maternal (P=0.014 and paternal (P=0.002 ages at the time of birth of the ASD child as well as with paternal (P=0.002 and maternal (P=0.050 education. The age at diagnosis of ASD did not correlate with family SES. Mothers were significantly more active in seeking information on autism than fathers or both parents equally (80 vs 9 vs 28 cases, respectively; P<0.001. The mean number of information sources on autism was 3.5±1.8 with a range 0–9. The mean number of resources did not differ among the three SES groups (3.50 vs 3.49 vs 4.25, respectively; P=0.704. The mean number of sources did not correlate with the age at diagnosis of ASD. The most often used sources were the Internet (81.7%, followed by psychologists (48.3%, books (46.7%, and