The scientific problem is that the question if an attitude of the representatives of individual (double-event) and team-sports towards their trainer differs is not still answered unambiguously. Research objective – to analyse an athlete’s attitude towards a trainer. The following tasks were raised for achieving of the objective: 1) to analyse athletes’ attitude towards the trainer’s behaviour and communication; 2) to rate maturity of the trainer’s personality from the point of view of the athletes; 3) to analyse attitude towards the trainer according to its influence on the athletes’ inspiration. Research hypothesis: attitude of the team-sport athletes towards the trainer is statistically reliably more favourable than the one of individual-sport athletes. Questionnaires were given to the research subjects, assigned for rating of the trainer’s communication, attentiveness, criticism, praises, assistance, his maturity and influence on the athletes’ inspiration. A method of mathematical statistics was applied for processing of the research results: criterion χ2. In order to determine athlete’s attitude towards trainer, a research was carried out in 2004. 13 pupils from A.Sabonis Basketball School (15-16 years old); 14 pupils from Kaunas City Basketball School (17-18 years old); 15 pupils from Basketball Club “Žvaigždžių tornadas” (15-16 years old); 12 wrestlers from Lithuanian Centre of Olympic Sport (17-18 years old); 13 pupils from Visaginas wrestling club “Sparta” (15-1... [to full text]

Svarbus vaiko gyvenimo etapas, kai jis pradeda lankyti mokyklą, pareikalauja tikslių, koordinuotų plaštakos ir pirštų judesių, kurie būtini rašant, piešiant ir atliekant daugelį kitų mokymosi procese reikalingų veiksmų. Todėl smulkiosios motorikos lavinimas yra svarbi rengimo mokyklai dalis. Tyrimo tikslas: Ištirti 6 – 7 metų vaikų smulkiosios motorikos ugdymo įtaką jos kaitai ir vaiko mokyklinei brandai. Tyrimo metodai. Tiriamųjų kontingentą sudarė 100 šešerių – septynerių metų vaikų, lankančių darželį. Jie buvo suskirstyti į dvi grupes: tiriamąją (T) ir kontrolinę (K). Abiejose grupėse buvo po 25 mergaites ir 25 berniukus. T grupės vaikams buvo taikoma smulkiosios motorikos lavinimo programa pagal G. Musteikienės (2001) rekomendacijas. K grupė dirbo pagal Lietuvos Respublikos švietimo ministerijos patvirtintą ,,Vėrinėlio‘‘programą. Tyrimo pradžioje (pirmas tyrimas), po penkis mėnesius taikytos smulkiosios motorikos ugdymo programos, abiejų grupių vaikams tyrimai pakartoti (antras tyrimas). Vaikų rankų smulkiąją motoriką vertinome N. Ozereckio smulkiosios motorikos įvertinimo testu; judesių tikslumą ir dažnį, bei rankos raumenų susitraukimo greitį ir dažnį Eurofito testais; mokyklinę brandą tyrėme J. Jiraseko modifikuotu A. Kerno testu ir J. Jiraseko verbalinio mąstymo testu. Rezultatai. Po penkių mėnesių smulkiosios motorikos ugdymo programos eksperimentinėje grupėje pastebimai padaugėjo vaikų, kurių smulkiosios motorikos išsivystymo lygis pagerėjo (P=0,000). 46%... [toliau žr. visą tekstą] / An important stage in a child‘s life is when he/she begins to attend school, it requires accurate, concerted hand‘s and fingers‘ movements which are necessary in writing, drawing and doing lots of other actions needed in learning process. The Goal of the Research: To explore 6-7-year-old childrens‘ small movement education‘s influence for its vicissitude and child‘s school maturity. The Methods of the Research. One hundred 6-7-year-old children who attended kindergarten were involved in the research. They were divided into 2 groups: exploratory (E) and auditorial (A). There were twenty-five girls and boys in both groups. The exploratory group‘s children were educated according to the small movement education program prepared by us. The auditorial group worked according to “Verinelis“ program certified by Lithuania Republic Education Ministry. The beginning of the research (the 1st research) has been continuing for 5 month using the small movement program. Later on (the 2nd research) the research was renewed for both groups of the children. The small movement of the children hands we evaluated according to N. Ozereckis small movement evaluation test; for movement accuracy and rate, hand‘s muscle shrinkage speed and rate we used Eurofitas test; the school maturity we researched using A. Kernas test modified by J. Jirasekas and J. Jirasekas verbal thinking test. Results. Five months later the number of children visibly increased in the exploratory group which worked according... [to full text]

Tyrimo aktualumas: Mokslinės literatūros analizė parodė , kad nėra pakankamai daug atliktų tyrimų, nagrinėjančių priešmokyklinio amžiaus vaikų nerimą. Labai svarbu suprasti, kas kelia nerimą šių dienų priešmokyklinio amžiaus vaikams, koks šio nerimo lygis, kokie veiksniai jam gali turėti įtakos. Būtina siekti, kad vaikai patirtų kuo mažesnį nerimą, kad būtų saugūs. Tyrimo objektas: Priešmokyklinio amžiaus vaikų brandumas mokyklai, nerimas ir auklėjimo stilius šeimoje. Tyrimo tikslas: Įvertinti priešmokyklinio amžiaus vaikų mokyklinį brandumą, nerimą, atskleisti jų auklėjimo šeimoje stilių bei nustatyti ryšius tarp šių parametrų. Tyrimo metodika: ● Vaikų mokyklinės brandos tyrimas J.Jiraseko modifikuotu A.Kerno testu ( (Zambacevičienė1989,p.13-18). ). ● Vaikų auklėjimo stilių šeimoje tyrimas J. Markovskajos klausimynu (2000). ● Mokyklinio nerimo tyrimui panaudota A. Prichožan (2000) metodika. Tyrimo metodologija: Šiame darbe atliekant tyrimą vadovaujamasi humanistinės psichologijos ir pedagogikos metadologinėmis nuostatomis,pabrėžiančiomis ugdytinio pažinimo svarbą, palankių ugdymosi sąlygų sukūrimą, o taip pat į vaiką orientuoto ugdymo sistemą , kuri vaiką traktuoja kaip lygiavertį pedagogo partnerį, kai vaiko sukauptas patyrimas, išgyvenimai bendraujant su ugdytojais sudaro pagrindą konstruktyviai, humanistinei sąveikai (Juodaitytė, 2005). Tyrimo imtis: Tyrime dalyvavo 400 respondentų: 200 priešmokyklinėse grupėse ugdomų kaimo ir miesto vaikų ir 200... [toliau žr. visą tekstą] / Topicality of the research. The analysis of scientific literature showed that there are not many researches which studied preschool age children’s worry. It is very important to understand: what things make worry for preschool age children, what is the level of children’s worry, what factors could influence it. It is necessary to reach that children could have the less worry and would be safe. The object of the research. The maturity of preschool age children, worry, styles of education before starting to go to school. The aim of the research. To value preschool age children’s scholastic maturity, worry; to reveal its styles of education; to test the link between these parameters. The method of the research. • The research of children’s scholastic maturity on the ground of J. Jiraseko test that was modified by A. Kerno(Zambacevičienė1989,p.13-18).). • The research of children’s education styles in their families on the ground of J. Markovskaja (2000). • For the research of scholastic worry was used the method written by A. Prichožan (2000). Methodology of the research: The research that is made in this work goes by psychological and pedagogical attitudes which point the importance of children’s recognition, creation of the favourable education conditions and the system which is oriented to child’s education. The system treats the child as an equal pedagogue’s partner (Juodaitytė, 2005). Size of the work: in the reserch took part 400 respondents: 200 (73 – boys, 103 girls)... [to full text]

The aim of the research is to evaluate the intellectual maturity and strengths and difficulties of primary school children with hearing disorders in comparison with healthy children. The following procedures have been employed in the research: Naglieri Jack A. DAP: Draw a Person A Quantitative Scoring System. Goodman R. SDQ: Strengths and Difficulties Questionnaire. 64 deaf and hard of hearing children from first-forth grade and 40 hearing children of the same age participated in the survey. Results show that intellectual maturity of deaf and hard of hearing children is the same as the hearing children (t = 1,837, p = 0,069), so it doesn’t confirm data that children with hearing disorders have lower intellectual maturity than healthy children. Results of this research confirm data that deaf and hard of hearing children have more conduct problems and peer problems in comparison with hearing children (t = -2,635, p= 0,01; t = -2,711, p = 0,008). Results doesn’t confirm data that children with hearing disorders have lower value of social behavior than healthy children (t = 0,621, p = 0,536).

Bakalauro darbe lyginamuoju aspektu nagrinėjami du lietuvių autorių (Lauros Sintijos Černiauskaitės „Benedikto slenksčiai“ ir Romualdo Granausko „Duburys“) grožiniai kūriniai, didžiausią dėmesį kreipiant į auklėjimo romano žanro variacijas juose.Moksliniuose darbuose išsamiai pateikta Bildungsromano teorija, tačiau apskritai trūksta mokslininkų platesnio grožinių kūrinių aptarimo, detalesnės jų analizės auklėjimo romano aspektu. Šiame bakalauro darbe aptartos ir esminės auklėjimo romano ypatybės (kanonai), ir minėtu požiūriu smulkiau išanalizuoti bei tarpusavyje palyginti du grožiniai kūriniai. / There in the final bachelor work have been examined in comperative aspect two Lithuanian authors‘ (Laura Sintija Černiauskaitė „Benedikto slenksčiai“ and Romualdas Granauskas „Duburys“) novels focusing on parenting novel genre variations in them.Work theme – parenting novel variations: Laura Sintija Černiauskaitė „Benedikto slenksčiai“ and Romualdas Granauskas „Duburys“.

Two cohorts of fifth form boys were followed through school into their first year out of school. An attempt was made to test Super's thesis that entry into a career is part of a developmental process. Super's writings provided the basis for the identification and classification of indices of vocational maturity in the fifth form. The thesis postulated that the efficiency of these indices in predicting vocational adjustment, in the first year out of school, provided a crucial test of Super's developmental theory. Forward regression, a variation of stepwise regression, was used to identify efficient predictors. In general, it was not possible to predict adjustment in the first year of a career from the proposed indices of vocational maturity. It was possible to predict, with a fair degree of accuracy, the level of occupational attainment from the boys' educational attainment and aspirations. The results raise some doubts about the tenability of a developmental theory, if the goal is vocational adjustment. The findings are discussed within the context of an analysis of the nature of developmental theories in the social sciences.

The objective of this research was to determine the effect of stage of maturity at the time of harvest for barley and oat whole-crop forage on feed intake, ruminal fermentation and digestibility, and the impact forage allocation has on intake and ruminal fermentation. In the first 2 studies, whole-crop barley (Study 1; c.v. CDC Cowboy) and oat (Study 2; c.v. CDC Weaver) forage were harvested at the late milk (LM), hard dough (HD) and ripe (RP) stages and offered ad libitum to ruminally cannulated heifers. Diets were supplemented in an attempt to balance crude protein (CP) among treatments. Heifer performance, dry matter intake (DMI), ruminal fermentation parameters, ruminal digestibility, and total tract digestibility were evaluated. In Study 3, whole-crop oat (c.v. CDC Weaver) forage harvested at HD and RP was offered ad libitum to ruminally cannulated heifers in either daily (1-D) or 3 d (3-D) allocations. Dry matter intake and ruminal fermentation parameters were measured. In Study 1, harvest maturity of barley did not affect DMI (P = 0.70; average 5.4 kg/d) or average daily gain (ADG; P = 0.64). Total tract digestibility was decreased for barley harvested at HD (P = 0.003), but harvest maturity did not affect daily digestible energy (DE) intake (P = 0.52). Minimum ruminal pH for heifers fed the barley forage was lowest for LM (6.09), intermediate for RP (6.13), and greatest for HD (6.25; P = 0.016). Total short chain fatty acid (SCFA) concentrations were not affected by harvest maturity (P = 0.36). In Study 2, harvest maturity of whole-crop oat did not affect DMI (P = 0.26; average 8.1 kg/d) or ADG (P = 0.52). There were no effects of harvest maturity of oat forage on total tract digestibility (P = 0.78) or daily DE intake (P = 0.68). The minimum ruminal pH from heifers fed oat forage was lowest for HD (5.84; P = 0.012), intermediate for RP (5.94) and greatest for LM (5.99). There was no effect of harvest maturity of oat forage on total SCFA concentrations (P = 0.21). The quantity of forage allocation (Study 3) had no effect on total or forage DMI over a 3-d duration (P ≥ 0.47). Throughout the 3-d feeding period, 3-D allocated heifers had a reduction in the area pH was under 5.8 (214.4, 79.5 and 10.9 pH × min/d, for d 1, 2 and 3, respectively; P = 0.003). Total SCFA concentrations were not affected by forage allocation or harvest maturity (P ≥ 0.14), however there was an interaction of forage allocation and day in the feeding cycle (P = 0.046). Heifers allocated 1-D had no change iii in total SCFA concentration over the 3-d feeding period (averaged 122 mM), but 3-D allocation had elevated concentrations on d 1 (138 mM) intermediate on d 2 (135 mM) and decreased on d 3 (117 mM). These data suggest that harvesting barley and oat at the HD stage improves DM yield without negatively affecting cattle DMI and ADG. These data also suggest that providing 3-d allocations of forage does not affect DMI, but can increase daily fluctuations of ruminal pH and ruminal SCFA concentrations.

No description available.

Background: Foresight is a vague concept with several definitions. There is barely any existing practical evidence of how it should be conducted or what effect it could have on a company’s performance. Due to the lack of research done, a study within the field was justified. Purpose: The purpose of the paper is to investigate and measure if, and how, foresight practices influence company’s financial performance. Method and theory: A theoretical framework was established in order to compile knowledge about the field. These theories were used as a basis for upcoming in-depth interviews. To make foresight measureable the foresight maturity model was applied in order to assess the company’s foresight practices and to compare it with financial performance. The financial performance was assessed by doing an archival analysis on the company’s annual reports. Findings: The study indicated that foresight practices were limited within the studied companies. However, all the companies used it to some extent. Conclusion: The practices of foresight are greatly contextual and a clear relationship between how the foresight practices affect financial performance is difficult to map out and is need of further research. Tendencies of foresight practices influencing financial performance were however noticed. These tendencies indicated that there is a positive relationship between foresight practices and financial performance.

Thesis (M.S.)--Brock University, 2007. / Includes bibliographical references (leaves 123-135). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.