Activitatea organizatorilor s-a reflectat în structura participanţilor: din mediul preuniversitar profesori, educatoare şi universitar cadre didactice, doctoranzidin România, precum şi din SUA, Germania, Italia, Turcia, Republica Moldova.
Preocupările didactice ale participanţilor au fost transpuse în cele 57 de lucrări incluse în volumul conferinţei cel de-al unsprezecelea din seria celor publicate din până în prezent. Volumul cu lucrările conferinţei cuprinde opt capitole, cărora li se adaugă cinci recenzii, patru dintre ele fiind ale unor cărţi apărute ca urmare a publicării tezelor de doctorat. Cu acestea din urmă, participanţii s-au familiarizat în cadrul prezentării de carte organizate la conferinţă.
Am inclus şi o scurtă prezentare de carte. Primul capitol, intitulat Eficientizarea învăţământului universitar, însumează 14 lucrări scrise fie de universitari din ţară şi din străinătate, fie de preuniversitari care au analizat teme aflate la interferenţa cu cel preuniversitar. Sunt discutate subiecte de actualitate şi de real interes pentru predarea şi învăţarea geografiei la acest nivel, precum şi pentru managementul durabil al universităţilor, cum ar fi: universităţi durabile, practica didactică sau în comunităţi cu caracteristici bine definite în care sunt antrenaţi studenţii geografi; integrarea sistemului educaţional în comunitate, în conformitate cu nevoile acesteia; realizarea unor produse educaţionale de bună calitate şi evidenţierea cerinţelor necesare atingerii acestui obiectiv; evaluarea arderea grasimilor te face sa slabesti învăţământul universitar şi metodologia de formare a competenţelor la geografie; realizarea unei cercetări de calitate în subramurile Geografiei Geografie Fizică, Geografie Umană şi Geografie Regională ; activitatea de mentorat şi activitatea studentului practicant; cerinţele necesare formării competenţelor profesionale şi transversale etc.
Al treilea capitol, Învăţarea de calitate a Geografiei în gimnaziu şi liceu, include nouă lucrări şi tot atâtea exemple de bună practică privind predarea şi învăţarea Geografiei în gimnaziu şi în liceu.
Un subiect Sanford bemidji scădere în greutate prezentat este cel al performanţei şcolare, şirul exemplelor continuând cu descrierea unor activităţi ce au necesitat utilizarea unor metode şi tehnici de învăţare activizante. Capitolul patru, dedicat aplicaţiilor practice şi hărţii geografice Aplicaţiile practice la Geografie. Utilizarea hărţii include şase lucrări. Activităţile din teren sunt prezentate detaliat ca demersuri practice de calitate pentru învăţarea Geografiei în mediul extraşcolar.
Harta hipsometrică, harta topografică şi evaluarea competenţei de a lucra cu harta sunt prezentate atât înn cadrul şcolii clasice româneşti, cât şi în activităţi de învăţare inedite, prin stuctură şi participare, precum cele din cadrul Universităţii Copiilor. Sanford bemidji scădere în greutate cinci, Educaţia prin Geografie.
Educaţia pentru dezvoltare durabilă, prezintă opt lucrări cu reflecţii asupra rolului Geografiei în realizarea edicaţiei pentru dezvoltare durabilă, prilejuite de studii de caz şi de exemple caracteristice sistemelor de învăţământ geografic românesc, italian, bavarez şi mexican. Abordări interdisciplinare de calitate, în număr de şapte, sunt găzduite de al şaselea capitol al prezentului volum.
Cei care au exploatat oportunităţile interdisciplinarităţii se revendică de la Geografie, Speologie, Limbă şi literatură română, Muzeologie.
Instrumentele şi metodele de evaluare fac obiectul capitolului Sanford bemidji scădere în greutate, Evaluarea de calitate a rezultatelor învăţării, care include trei lucrări. Capitolul opt, Exemple de bună practică din ciclul primar de învăţământ şi din grădiniţă, include patru lucrări ce evidenţiază preocupărilor celor care studiază formarea şcolarului mic şi a preşcolarului. Prima recenzie face cunoscută cititorilor o contribuţie majoră a domnului profesor univ.
Regiuni geografice şi spaţii mentale.
- Pierdere în greutate mct
- Statele Unite ale Americii - Uniunpedie
Ultimele patru recenzii din volum plasează în prim plan tot atâtea studii de calitate aparţinând cadrelor didactice din sistemul de învăţământ românesc. Studiu de Geografie Regională, publicată în de lector univ.
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Oana-Ramona Ilovan. Cu o structură complexă din perspectiva temelor abordate, dar şi a modului de prezentare a activităţii didactice şi Sanford bemidji scădere în greutate cercetare a cadrelor didactice participante la conferinţă, volumul reuneşte caracteristicile unui ghid metodic şi al cercetărilor de actualitate din domeniul Didacticii Geografiei, Geografiei şi al interdisciplinarităţii. De aceea, valoarea sa intrinsecă îl recomandă celor care doresc să asigure studenţilor, elevilor şi preşcolarilor condiţiile optime pentru învăţarea Geografiei.
In Germany, the Leuphana University of Lüneburg is among the first institutions of higher education that started implementing the concept of sustainability. In Southern Germany, the Catholic University of Eichstätt-Ingolstadt began in to implement sustainability in education, research, and campus management.
This paper discusses the development of sustainability in a Sanford bemidji scădere în greutate university with a strong profile in Humanities and Social Sciences. Different aspects of sustainability implementation are discussed. Keywords: sustainability, education for sustainable development. Initially, the concept focused on the discrepancy between growing needs and limitations imposed by nature and society.
Subsequently, three main pillars or poles of sustainable development were delimited: ecological, economical, and social. Further, sustainable development occurs on different scales reaching from local to global. Our 1 Prof. Formal, informal, and non-formal education have been embracing ideas of sustainable development for decades.
Representants of Environmental Education EE focused on the biological, sometimes general natural component of sustainable development, a reason why the integrative nature of Education for Sustainable Development ESD was received initially with skepticism and rejection. Emerging ESD indeed complemented the ecological dimension with economical, social, and cultural aspects. However, the broader contextualization neither led to a subordination of EE to ESD, nor did it offer new moral grounds for the economy to undermine decades of environmentalist work.
Theoretical model of sustainable development Source: Hemmer,modified In spite of a clear focus on school education within the formal education, Agenda 21 also set a framework for institutions of higher education BMUNR, Universities are required to work and teach according to the principles of E SD.
Following the Earth Summit, several international, regional, and national charters and declarations on E SD in higher education where signed. Two years after the Earth Summit, the Copernicus Charter set ten principles of action on the agenda of universities: institutional commitment, environmental ethics, education of university employees, programmes in EE, interdisciplinarity, dissemination of knowledge, networking, partnerships, continuing education programmes, and technology transfer.
Fifteen years after the Rio Summit, geographers from around the globe gathered in Lucerne to develop a core declaration for the implementation of E SD into school geography education. The case of geography alone reflects the growing interest towards, commitment to, and implementation of E SD at the level of individual disciplines.
Looking at regional level, most visible progress in the area of E SD implementation among German -speaking universities has been achieved so far at the Leuphana University in Lüneburg.
Several other universities, such as the Eberhard-Karls University of Tübingen, the Karl Franzens University of Graz, the University of Berne, or the University of Bremen started to become more sustainable universities and achieved first results.
E SD implementation occurred in several cases as a mixture of bottom-up and top-down implementation Nickolaus, Gräse, This is also the case of the Catholic University of Eichstätt-Ingolstadt. Soon after sustainability became a worldwide topic, student initiatives promoted in sustainable development at institutional level.
Guest lecture series raised awareness among students and faculty and introduced the basics of the concept at the Catholic University.
The bottom- up initiative produced a paper demanding more sustainability at the university.
But unfortunately, at that time, the university encountered itself with less willing decision makers administrationand this although the institution had already signed in the University Charta for Sustainable Development within the Copernicus-Programme. From the mids onwards all initiatives to become a more sustainable university were carried out by students e.
Unfortunately all these initiatives slowed down during the last decade and were only in reintroduced on the university agenda. Recommendations like the use of recycling-paper or fair trade products being sold at the universities cafeteria were put into practice. The revival of bottom-up initiatives at the end of the last decade came along with major changes at the university administration.
Макс нырнул в переулок и припал к стене одного из строений; потом извлек компьютер и принялся разглядывать карту на мониторе, пытаясь понять, как добраться до логова октопауков.
Sustainability became from onwards a more important issue in all the relevant areas of the university and was fixed even in the new constitution of the Catholic University.
Sustainability became more important within the campus-management as well as in education i. A new M. Student initiative coming from different faculties also reinforced past bottom-up support. As a consequence, in latethe university administration released the institutional Sustainability Strategy. The document supports sustainability in three main areas: research, education, and campus management. A recapitulatory overview of the development in the last two decades is shown in Fig. Several recent decisions regarding E SD were implemented in a top- down manner.
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Additionally, some of these decisions had no direct and visible effect on the education and student life. Given these facts, it is important to explore to what extent and how the new overall concept is visible and accepted among students and colleagues. This paper aims to make a first step in this direction.
Sample and Methods To map the diffusion and acceptance of the new overall concept of the university, an exploratory survey was carried out in June-July The sample consisted of 42 students 14 male, 26 female majoring in Geography and German.
The students were agedstudying in their 4- 9th semester, and were studying Geography, respectively German, in combination with Latin, English, French or History. The majority of the respondents aimed for a teaching degree for primary and secondary schools, several students were enrolled in a B. Participants were asked to fill in a questionnaire. Throughout the sampling assistance was offered by student helpers. The data collection and preparation was carried out by Rebecca Schwenk and Simone Krummer as part of their seminar activity within the module Sustainable Development, in the summer semester Most students possess prior knowledge on one or more aspects of sustainable development.
To map these, participants were asked to Sanford bemidji scădere în greutate three concepts related to the topic sustainable development. While geography students named - in order of frequency - the three dimensions ecological, economical, social of sustainability, followed by the concept of future, and as third resource and environmental preservation, students majoring in German placed environmental preservation on the top of their list.
Resource preservation counted second, while the third named concept showed some heterogeneity: education, future, growth, and stability. Thus, future geographers think in terms of sustainable development, while future philologists still stress the aspect of nature conservation. Definitions of sustainable development Sanford bemidji scădere în greutate stated by the respondents, reflect the same discrepancy.
In spite of these heterogenous definitions, not all respondents were able to define sustainable development. During the following stage, participants correctly defining the concept were asked to rank the importance of sustainable development on a scale reaching from 1 very important to 5 not important at all.
Highest values of frequency were counted in case of both groups of respondents on important value 2 followed by very important value 1 in case of Geography majors and neither important nor unimportant value 3 for German majors. The visibility and perception of the new overall concept of the Catholic University regarding sustainable development is different among the participants. However, differences in the degree of familiarity need to be considered. A quarter of all respondents were not familiar with the decision of the University regarding the change in overall concept.
While twice as many Geography majors had a rough idea of the overall concept as German majors, two times more German majors were not familiar at all with the new concept as compared to their Geography student fellows. When asked to name possible solutions for a better visibility of the new overall concept, students offered a wide range of solutions. High on the agenda of both Geography and German majors was the university homepage.
Sustainable development needs more attention, which can be attracted by a stronger linkage within the website and Sanford bemidji scădere în greutate placing the new Sanford bemidji scădere în greutate concept on the opening site.
Furthermore, Geography students suggested an integration of the new overall concept into elements of corporate design, mainly the university logo. Students majoring in German considered info points and info days as second most important actions that could be taken towards a better visibility. On the top Sanford bemidji scădere în greutate list of what can be done, Geographers placed the implementation of sustainable development into the educational offer courses and seminars on third place.
Courses were on rank three in the top 3 of German majors too, however, along with flyers, stronger PR work pierdeți în greutate în casă presence, and posters.
Students also had suggestions regarding the implementation of sustainable development into the everyday life on campus. Geographers named posters, guest lectures, changes in the educational offer, field trips, but also small and tangible steps such as the use of energy supply from renewable sources specifically electricity or waste separation around campus.
Students majoring in German also suggested general actions such as guest lectures, posters, changes in the educational offer. On a more concrete level, they also pointed out the usefulness of workshops and projects strongly related to the topic of sustainable development. Another suggestion uttered by several respondents was to offer best practice examples within the guest lectures. Regarding campus management, the Catholic University could use ecopaper, consume less paper, and switch to solar energy.
Discussion The exploratory survey revealed several aspects of understanding, supporting, and implementing sustainable development at the Catholic University of Eichstätt-Ingolstadt as seen by students.
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In contrast, German majors complemented the concept of sustainable development with an educational dimension. These results can be explained on one hand by the affinity of the geographical sciences with the triple-pole model of sustainability, on the other hand, by the stronger affinity of German literature and linguistics with the professional requirements of future teachers. For the latter group, sustainable development often manifests itself in a practical way, such as waste management or paper recycling, whereas geographers grasp the conceptual dimension already during their academic training.
Both student groups expressed personal interest for the new overall concept of their institution of higher education. In spite of their different backgrounds, most students only marginally gained notice of the changes in the overall concept of the university. The higher familiarity of Geography students with certain Pierdere în greutate jonesboro arkansas of change on university level is due to the localization of first initiatives and recent support of a more sustainable university in the Faculty of Mathematics and Geography, especially within the geography chairs.
Faculty actively involved in the implementation of the new overall concepts directly transported changes into Sanford bemidji scădere în greutate teaching.
Suggestions regarding a higher visibility, better acceptance, and implementation of the new overall concept covered two of the three main areas education, research, campus management, cf. In what education was concerned, students expressed their wish to learn more about sustainable development in two main ways. First, implementation of sustainability aspects into their subject-related training. While this suggestion aims at a broad coverage of sustainability in all training programmes of the university, the challenge lies in the research and teaching autonomy of the faculty.
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Furthermore, less affine subjects might encounter huge difficulties Sanford bemidji scădere în greutate implementing sustainable development into university training programmes.
Second, a general guest lecture series and workshops could complement the subject-related higher education meeting individual preferences and needs.
While this suggestion probably is an easier initial way of implementing a new overall concept, it might also reflect student reluctance to accept compulsory modules on sustainability as part of their graduation requirements.
The second main area covered by student suggestions is campus management. Several points emerge from daily experience of un- sustainability on campus. For instance, waste separation is by far not solved, furthermore, waste management remains a challenge for the entire institution. Many of the respondents were interested in renewable sources of energy, specifically solar energy. This strong emphasis on electricity might be a direct cause of the ongoing debate on the nuclear power phase-out in Germany.
A stronger control of consumption of paper along with alternative sources of ecopaper were mainly on the agenda of German majors. This is probably strongly subject-related and a consequence of the degree of digitization of management, Sanford bemidji scădere în greutate, and teaching.
Conclusions The results of the exploratory survey carried out with two groups of students with fairly different subject background Geography, respectively Germanand consequently affinity to the concept and topics of sustainable development showed that two of the three main areas of the new overall concept of the university seemed to be widely accepted and supported.
While students had clear ideas about how implementation in education and campus management could work, there was a certain reluctance to embrace sustainable development as an independent not subject-bound compulsory area of their graduation requirements.
As a consequence, further work drawing upon theories of acceptance, planned to be carried out with a larger sample, should explore the limits of acceptance in education and research. Agenda Köllen, Bonn. Hemmer, I.