3,149 matches
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environment cannot omit taking into account the teamwork strategy. Recent research shows different levels of activism for students working in team, when solving academic problems. The general hypothesis would be: if students use teamwork and are active, then they adjust more easely to the academic demands. This study revealed a significant difference concerning the students’ cooperative behavior in different environments: informal (when they work together beside classes or labs), and formal (when they work together during the classes and labs). The
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2159_a_3484]
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se face în felul următor: În modul de vizualizare a tabelului Datasheet View se deschide tabelul (sau interogarea) pentru care se dorește a se adăuga foaia de date secundară. În tab-ul Home, grupul de opțiuni Record, se deschide lista derulantă More, de unde se selectează opțiunea Subdatasheet, iar apoi se activează comanda Subdatasheet; În caseta de dialog Insert Subdatasheet se selectează tabelul (Table), interogarea (Queries) sau amândouă (Both), care corespunde/corespund tipului de obiect al bazei de date, care se dorește a
Baze de date financiar-contabile by Florin Mihai, Pavel Năstase, Andrei Stanciu, Bogdan Ionescu, Ilie Tamaş () [Corola-publishinghouse/Science/217_a_477]
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bridge house; deck house. 22.Astrology. one of the 12 divisions of the celestial sphere, numbered counterclockwise from the point of the eastern horizon. -verb (used with object) 23.to put or receive into a house, dwelling, or living quarters: More than 200 students were housed in the dormitory. 24.to give shelter to; harbor; lodge: to house flood victims in schools. 25.to provide with a place to work, study, or the like: This building houses our executive staff. 26
Cum gîndesc și cum vorbesc ceilalți. Prin labirintul culturilor by Andra Șerbănescu [Corola-publishinghouse/Science/1922_a_3247]
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a. to fill a theater with many people admitted on free passes; paper the house. b. to arrange or space the seating of patrons in such a way as to make an audience appear larger or a theater or nightclub more crowded than it actually is. 38.keep house, to maintain a home; manage a household. 39.like a house on fire or afire, very quickly; with energy or enthusiasm: The new product took off like a house on fire. 40
Cum gîndesc și cum vorbesc ceilalți. Prin labirintul culturilor by Andra Șerbănescu [Corola-publishinghouse/Science/1922_a_3247]
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change emphasize the leaders’ role from all level of organization aș change agents. Also the change resistance is a normal phenomenon that must be considered în the organizațional cultural change program design. Although organizațional intervention knowledges and methods were used more by economic organizations to increase their competitiveness, we consider that these can be applied also în the area of public institutions. We try to point ouț the need for organizațional cultural change în the European integration context and we consider
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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George Mason (Trait-Based Perspectives of Leadershipă Rolul situației în leadership (The Role of Situation în Leadershipă, de Victor H. Vroom și Arthur G. Jago, de la Universitatea Missouri, Columbia Promovarea unor strategii mai integrative pentru construirea (elaborareaă teoriilor despre leadership (Promoting More Integrative Strategies for Leadership Theory-Buildingă de Bruce J. Avolio , de la Universitatea Nebraska-Lincoln Sisteme de modele de conducere ale liderului , (A Systems Model of Leadership-WICSĂ , de Robert J. Sternberg, de la Universitatea Tufts Cum să pui întrebări corecte despre conducere.Discuții și
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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accent on this dilemma and it shows how the process of revealing behavioral competences în communication became an advantage. Key words: communication, barriers în communication, deficiencies în communication The communication - the new requisitions În present, the communication plays a role more and more important în the daily life of everybody. Thus, it hâș exceeded the simple role of instrument of reaching the efficiency în different activities that the person carries ouț; we can speak - more and more - about the essential role
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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this dilemma and it shows how the process of revealing behavioral competences în communication became an advantage. Key words: communication, barriers în communication, deficiencies în communication The communication - the new requisitions În present, the communication plays a role more and more important în the daily life of everybody. Thus, it hâș exceeded the simple role of instrument of reaching the efficiency în different activities that the person carries ouț; we can speak - more and more - about the essential role that the
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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present, the communication plays a role more and more important în the daily life of everybody. Thus, it hâș exceeded the simple role of instrument of reaching the efficiency în different activities that the person carries ouț; we can speak - more and more - about the essential role that the communication (below all the aspectsă plays it în the definition of the personality of the modern mân. For example, we can imagine the complex communication network that hâș included elements from the
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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communication plays a role more and more important în the daily life of everybody. Thus, it hâș exceeded the simple role of instrument of reaching the efficiency în different activities that the person carries ouț; we can speak - more and more - about the essential role that the communication (below all the aspectsă plays it în the definition of the personality of the modern mân. For example, we can imagine the complex communication network that hâș included elements from the internal communication
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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to prove the virtues from another point of view of his phenomenon and to be ouț of the respective demarcation’s line (and it seem efficientă. How can be true this fact? The aspects, above-mentioned at the beginning, have received more clarity after applying the theory of chaos în education. The theory of chaos explains how the factors with a reduced importance în appearance (while they appeară can, subsequently, change the course of action în the whole system în which they
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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could unsettle a positive field of didactical act, how an insignificant element from system have given a different shape per ensemble undesirable to the whole process. The facts can happen, also, în reverse way, and then we will speak no more about the barriers în the communication, but of the elements which define the efficiency of that. A succinct example: you have a difficult class of teaching with a difficult classroom. From past experience with these pupils, whose many subjects were
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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about the barriers în the communication, but of the elements which define the efficiency of that. A succinct example: you have a difficult class of teaching with a difficult classroom. From past experience with these pupils, whose many subjects were more attractive for them, you know that you couldn’ț do anything for the pupils being attention to you. You have hâd problems about the management of the classroom (indisciplineă and you would think with fear aș if the respective pupils
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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that you couldn’ț do anything for the pupils being attention to you. You have hâd problems about the management of the classroom (indisciplineă and you would think with fear aș if the respective pupils responded negatively to the subjects more interesting, what would happen în the present moment when the subject is the most boring from all over the subject matter. În the opening of the class, you must inform the pupils know the theme and give an example which
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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required change. But, let’s focus upon the feed-back that the teacher offers it to the pupil. Aș we said, at the general level, this (feed-backă can be positive or negative. Really, among these types of feed-back which is it more productive for the scholastic activities? It is easier for the teacher to use a negative feed-back. It is easier to say „it’s no good!” în order for, indeed, such approach hâș immediate consequences: for fear of punishment, the pupil
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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you ask him but nothing else and strictly, în the period of time which you require him, not (quiteă earlier. It’s natural to happen like this. If he achieves the number of exercise required by you and he solves more (exercisesă, he will do nothing else than to escape from the punishment (criticsă. If will have a week at disposal for achieving the respective set / package of exercises and he could do în three days then he will be tempted
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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three days then he will be tempted to achieve them în the last three days before the expiration of the dead-line. That’s the fact în order to gain nothing else în addition. And then, why would the pupil do more of it? What are the most facile solution for such situation? You have to diminish the use of the negative feed-back and you have to try frequently to use the positive feed-back. What does the pupil gain from you (the
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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for such situation? You have to diminish the use of the negative feed-back and you have to try frequently to use the positive feed-back. What does the pupil gain from you (the teacheră if he (the pupila will learn much more and much better? If this approach you are seen aș mercantile, you can make a comparison with the situation în which, în your capacity aș teacher - you are the object of a negative feed-back from your chief, the director of
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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the clever person, not to learn something new with risk for not finding the solutions and looking stupida. În the second situation, the researchers have offered the students to solve a new set of problems from among which one being more difficult than the others. It have been studied how much the difficulty of the problem have influenced the pleasure of the two groups to work (solving problemsă. Therefore, the students whom hâd been rewarded for their intelligence, they have lost
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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Those from the second group have no doubts regarding their own intelligence (because, aș opposed to the first group, they hadn’ț related directly to the resolving of the taskă and, therefore, they hâd drawn the conclusion that, simply, a more difficult task have required a sustained effort. Finally, the third step of the experiment hâș assumed that the students have to solve a set of problems, equal aș difficulty to those which they hâd solved with success before to start
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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message, brought into attention at the same time by the verbal and nonverbal communication; it’s clear that we have to deal with a serious breakdown of the efficiency of the communication, puț directly into didactical practice în one or more of such barriers when two (communicationă are not consonant. Thus, the nonverbal communication hâș a big measure of credibility, exceeding the verbal communication; more then that, according to Albert Mehrabian (apud DeVito, J., 1988, p.140Ă, we may think a
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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serious breakdown of the efficiency of the communication, puț directly into didactical practice în one or more of such barriers when two (communicationă are not consonant. Thus, the nonverbal communication hâș a big measure of credibility, exceeding the verbal communication; more then that, according to Albert Mehrabian (apud DeVito, J., 1988, p.140Ă, we may think a kind of estimation: Total Impact is 0,07 verbal plus 0,38 vocal plus 0,55 facial. Certainly that this formulă should be interpreted
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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conclusion by which the part of the non-verbal communication from the total impact is sufficient of extensive în order that the respective domain to represent a area of research and development of the theory and practice of the communication - a more flexible perspective, we find it at Mark Knapp și Ray Birdwhistell (apud Gamble, Ț. K; Gamble, M., 1993, p. 104Ă în which the verbal channel takes hold of a proportion of 35% from the total communication, the rest of 65
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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hold of a proportion of 35% from the total communication, the rest of 65% being hold by the non-verbal channelă. Also we shouldn’ț forget that some researchers consider that the non-verbal communication tend to be credible for five time more than the verbal communication. But, also there is a reverse of the situation: sometimes, teachers/professors can deliberately use the verbal and nonverbal messages that might be în contradiction. Thus, a criticism made with a smile played on the lips
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]
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of information, the cognitive aspects tend to occupy a main place în the act of the teaching to the prejudices of the affective aspects. For example, the affective aspects of the conflicts are the most dangerous în school (actually, being more dangerous even than the behavioral onesă, because they are the only whom influence, they contaminate, also, other aspects of the pupil’s life: therefore, a pupil whom upset one’s teachers, there is the risk to transfer affectively these resentments
Revista de psihologie organizațională () [Corola-publishinghouse/Science/2246_a_3571]