Motivacija i ličnost. Front Cover. Abraham H. Maslow. Nolit, – pages Bibliographic information. QR code for Motivacija i ličnost. Abraham Maslow, Motivacija i ličnost. Harper and Bros, F. Herzberg, B. Mausner, B. Snyderman, Motivisanost za rad. John Willey & sons, ABRAHAM MASLOV – MOTIVACIJA I LIČNOST. ABRAHAM MASLOV – MOTIVACIJA I LIČNOST IZDAVAČ: NOLIT BEOGRAD STRANA: TVRDOG POVEZA.

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Considered against the backdrop of the European Qualifications Frame- work for lifelong learning EQFthe professionalization of adult educators can be understood as a development that builds on the Bologna Process.

The second one concerns the involvement of external stakeholders. Young people and social change. In addition to academic professionaliza- tion, we find non-academic qualification pathways in the form of non-formal continuing education opportunities. Firstly, paradigms of the Europe- an Qualifications Framework are explained so that the question of professionalism in adult education can be dealt with.

Abraham H. Lass – 100 Byk Roman 2

Thirdly, it will present moticacija on-going evaluation experience from the University of Florence in order to highlight how a constant relationship be- tween educational institutions and employers, as external evaluators, can lead to a general improvement of the quality. However, caution is needed when interpreting such general claim. Physical capital machines, equipment, information systems, etc. Basics of Grounded Theory Analysis.

The Problem of Development: Which are your plans for the next months […]? This is what enables organisations to work.

A guide for learners and teachers. Vom Zertifikat zur Zertifizierung. Gutachten im Auftrag der Max-Traeger-Stiftung.

Please agency or a small enterprise, as you mentioned before. What is more difficult for us to find out and investigate is the meanings of the paths followed by the young people.

Conversely, just because a stu- dent is on a vocational course does not mean that somehow employability is automatic. Memory,— In turn, the interview becomes a moment of pedagogical conversation and, in addition to collecting data, the most interesting goal is given by the transforma- tion that emerges from the formative exchange produced during the questions and answers.


These rather constitute contextual elements that encour- age or discourage the learning potential of the context, they increase or reduce the motivation to learn, but do not affect the results of the training or the con- tents of learning, as happens as a result, for example, of career development to- wards one or the other of the professional opportunities available. Hence the interpretations that adult educators have to come up with in each individual situation based on scientific evidence are the decisive mark of pro- fessionalism.

In making this observation, Barnes et al. Formation remains my principal area of interest […]. Even at the individual level the propensity to be proactive affects identifying the educational opportunities contained in each of the activities Eraut and Hirsch, It relates to skills, knowledge, abilities, the way adults learn Kolb, and the types of learn- ing Mezirow,p.

Sensemaking cannot be sup- pressed with targeted interventions done when it occurs, nor can it be done in advance by the internalisation of rules to be adopted or the implementation of fully controlled mechanisms capable of ensuring a unequivocal result. A long term strategic challenge. The Quarterly Journal of Experimental Psychology, 48 198— The research can be read and interpreted in a lot of different ways, but what we are interested at most is to understand how the active listening can be used as a formation tool.

Literacy versus formal schooling: Introduction This paper deals with an experience in higher education career guidance developed by the University of Florence. During the second interview is was not so sure about it.

So, when conducting research that are concerned with these two types of variables especially in illiteratesspecial and additional caution have to be con- sidered in order to carefully equate all the intervening variables, as many cor- relations previously established in studies focusing on average literate adult, are often taking for granted.


Further on, it could turn over the direction of WM and educational success predictive correlation and raise a question: Going back to the literacy issues, it is important to mention researches deal- ing with relation of WM and native language acquisition.

Actions supporting the con- ception intervene, in particular, towards innovative challenges, when a team or an individual are called to create new products, new components, new processes. Investigating the predictive roles of working memory and IQ in academic attainment. Transitions to Work and Higher Education: Contri- bution to the development of a reference framework of key competences for adult learning professionals.

Another source of information can be employers or HR specialists as well as higher edu- cation itself through their plans and prospects. In general, to do interviews is to collect data, process answers, compare them, label them, draw meanings from the comparisons made, and then make the most suitable interpretation for the study context. Working memory and literacy In the attempt to find an alternative cognitive variable that would have more power than intelligence to predict academic attainment, many researchers turned their attention to WM concept.

Employability and Mo- bility of Bachelor Graduates in Europe. As for relations between actors —including customers and suppliers- what matters is the feedback on performance achieved in work, the support, the trust received from colleagues and superiors Eraut and Hirsch, Ac- cordingly, professionalism becomes evident through adequate action and has to be established anew in each situation.

And third, compared to the diverse, multi-track education systems that have so far been prevalent in the German-speaking world, the EQF proposes a single- track system of eight rigorously sequenced levels.

Simi- lar can be stated for developmental psychology. No, not yet… we are still designing it.