bluuebunny/crossref_metadata_2025_split huggingface dataset:
A degree approach to relationship among fuzzy convex structures, fuzzy closure systems and fuzzy Alexandrov topologies
Authors: Wang Lan , Wu Xiu-Yun , Xiu Zhen-Yu 
Published: August 2019

Abstract
In this paper, by means of the implication operator → on a completely distributive lattice M, we define the approximate degrees of M-fuzzifying convex structures, M-fuzzifying closure systems and M-fuzzifying Alexandrov topologies to interpret the approximate degrees to which a mapping is an M-fuzzifying convex structure, an M-fuzzifying closure system and an M-fuzzifying Alexandrov topology from a logical aspect. Moreover, we represent some properties of M-fuzzifying convex structures as well as its relations with M-fuzzifying closure systems and M-fuzzifying Alexandrov topologies by inequalities.
Watery Webs of Interconnectedness: Waterways as Pedagogical Sites / Vodne mreže međusobne povezanosti: plovni putevi kao mjesta učenja i poučavanja
Authors: Hirst Nicky Jane , Boyd Diane , Browder Jamison K. , Emery Sherridan 
Published: August 2019

Despite the ever-growing body of knowledge about human impacts on river and coastal ecosystems, and the need to work towards sustainable futures, young children’s participation in environmental action initiatives in aquatic habitats remains low. This signifies an urgency for educators to support young children’s relationship with freshwater and marine environments, so they can acquire the skills and dispositions to become “agents for change” for the environment. Guided by Deleuzian ideas of being and becoming, and ecologies of knowledges, this paper considers three exploratory case studies from England, the United States and Australia that investigated early childhood teachers’ practices of using waterways as pedagogical sites.Data were collected through ethnographic methods of observations and interviews. Findings revealed that early childhood teachers viewed such habitats as spaces where action initiatives for sustainability can be conceived and incorporated as “webs of interconnectedness” into the curriculum. We conclude this study has the potential to expand understandings of under-utilized pedagogical spaces, such as natural water and marine habitats, where adults and children have permission to learn together to cultivate a more intimate relationship with the earth. Key words: being and becoming; early childhood education for sustainability; epistemology; pedagogies; waterways. Unatoč sve većem broju informacija o utjecaju ljudi na riječne i morske ekosustave te potrebi za radom na održivoj budućnosti, sudjelovanje djece u akcijama za zaštitu vodenih staništa i dalje je skromno. Iznimno je važno da odgojitelji potiču odnos djece rane i predškolske dobi prema slatkovodnom i morskom okolišu kako bi mogli steći vještine i dispozicije da postanu „pokretači promjena“ za okoliš. Pod vodstvom Deleuzovih ideja o bivanju i postajanju, kao i ekologija znanja, u ovom se radu razmatraju tri istraživačke studije slučaja iz Engleske, Sjedinjenih Američkih Država i Australije koje su istraživale načine na koje su se odgojiteljji koristili plovnim putovima kao mjestima učenja i poučavanja djece rane i predškolske dobi.Podaci su prikupljani etnografskim metodama promatranja i intervjua. Rezultati su pokazali da su odgojitelji takva staništa promatrali kao prostore na kojima se inicijative za održivost mogu osmisliti i uvrstiti u kurikul kao “mreže međusobne povezanosti”. Zaključujemo da ovo istraživanje ima potencijal povećanja razumijevanja nedovoljno iskorištenih pedagoških prostora, kao što su vode u prirodi i morska staništa, gdje je odraslima i djeci dopušteno da zajedno uče kako bi njegovali intimniji odnos prema zemlji. Ključne riječi: bivanje i postajanje; odgoj za održivost u ranom djetinjstvu; epistemologija; pedagogije; plovni putevi.
Mathematical Modeling of Natural and Social Context at Preschool Level of Education / Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba
Authors: Milinković Dragica Cvijetin , Ćurčić Milenko Marjan 
Published: August 2019

This work indicates the importance of mathematical modelling, which results in the adoption of mathematical concepts through development of problem-solving abilities and logical-mathematical thinking. Teaching methodology literature perceives mathematical modelling as a frame for learning mathematics within which other sciences and scopes of life are studied through mathematical contents. For preschool children, it is the world they live in, where each new situation represents a real natural problem. Mathematical modelling is another social experience and novelty in their lives. At an early age, modelling is a revealing activity that entails mathematisation of a real situation and creation of a model. This enables children to focus their attention on different types of presentation of the variable relations. This paper presents the research of preschool teachers’ attitudes about values of mathematical modelling, its appropriateness for early childhood, and possible application in preschool mathematics learning. By using the questionnaire on the sample of 197 subjects, the obtained results confirm preschool teachers’ positive attitude towards modelling, but also the insufficient knowledge about theoretical and practical trends related to this topic. U radu se ukazuje na važnost matematičkog modeliranja, koje u osnovi rezultira usvajanjem matematičkih pojmova, razvijanjem sposobnosti rješavanja problema i logičko-matematičkog mišljenja. Metodička literatura promatra matematičko modeliranje kao okvir za učenje matematike, u kojem se putem matematičkih sadržaja proučavaju i druge znanosti i područja života. Za djecu predškolskog uzrasta to je svijet u kome žive, u kome svaka nova situacija predstavlja pravi prirodni problem, a matematičko modeliranje novo, životno i društveno iskustvo. Modeliranje u ranoj dobi otkrivajuća je aktivnost koja podrazumijeva matematizaciju realne situacije i stvaranje modela kojim se pažnja djece usredotočuje na različite vrste prikaza odnosa varijabli. Rad se bavi ispitivanjem stavova odgojitelja o njihovim vrijednostima, primjerenosti ranom djetinjstvu i mogućnosti primjene u učenju predškolske matematike. Anketnim upitnikom na uzorku od 197 ispitanika došlo se do rezultata koji potvrđuju pozitivan stav odgajatelja prema modeliranju, ali i nedovoljnu upućenost u teorijske i praktične spoznaje u vezi s temom. Ključne riječi: logičko-matematičko mišljenje; rano djetinjstvo; sposobnost rješavanja problema; učenje u kontekstu; vizualni modeli.
Students and preschool teachers in a play with children: Playfulness approached through the Ego States / Studenti i odgajatelji u igri s djecom: pristup igri posredstvom teorije stanja ega
Authors: Šindić Aleksandra , Pribisev Beleslin Tamara 
Published: August 2019

This paper presents the results of the research which approached playfulness through the concepts of Transactional Analysis. The aim of the survey (n1=61 students, n2=50 preschool teachers) was to determine the incidence of Ego States (the Child, the Adult, the Parent) during play with children. Although both teachers and students often use all three Ego States, the results show a statistically significant expression of the Adult Ego State of teachers, and a lack of expression of the Child Ego State of the students. Regression analysis indicates that the Adult Ego State predicts the participation of teachers and students in the play (β=-. 245; t=-2.64; p=.009), and t-test indicates the statistical significance of difference between means of the Adult and the Child in favour of teachers (Adult: t=2.718; p=.008; d=.5, Child: t=2.167; p=.0032; d=.42). During play, the Adult is regarded as the most productive basis for developing playfulness. The importance of shaping professional development towards developing knowledge and analytical experiences in the context (the Adult), and achieving spontaneity, and emotions during play (the Free Child) is underlined. Key words: early childhood education; ego states; playing competences; transactional analysis. This paper presents the results of the research which approached playfulness through the concepts of Transactional Analysis. The aim of the survey (n1=61 students, n2=50 preschool teachers) was to determine the incidence of Ego States (the Child, the Adult, the Parent) during play with children. Although both teachers and students often use all three Ego States, the results show a statistically significant expression of the Adult Ego State of teachers, and a lack of expression of the Child Ego State of the students. Regression analysis indicates that the Adult Ego State predicts the participation of teachers and students in the play (β=-. 245; t=-2.64; p=.009), and t-test indicates the statistical significance of difference between means of the Adult and the Child in favour of teachers (Adult: t=2.718; p=.008; d=.5, Child: t=2.167; p=.0032; d=.42). During play, the Adult is regarded as the most productive basis for developing playfulness. The importance of shaping professional development towards developing knowledge and analytical experiences in the context (the Adult), and achieving spontaneity, and emotions during play (the Free Child) is underlined. Key words: early childhood education; ego states; playing competences; transactional analysis.
Parental Perception of Parent–Teacher Partnerships in Croatian Preschool Institutions / Stav roditelja prema partnerstvu roditelja i odgojitelja u hrvatskim predškolskim institucijama
Authors: Skočić Mihić Sanja , Vlah Nataša , Bošnjak Ana 
Published: August 2019

Despite considerable theoretical and policy promotion of parent-teacher partnerships in inclusive settings, pre-service teachers in Croatia generally receive little preparation for involving parents. The aims of this study were to examine parental perception of parent-teacher partnerships and to establish the relation between parents’ socio-demographic characteristics and length of their child’s attendance of preschool. Despite considerable theoretical and policy promotion of parent-teacher partnerships in inclusive settings, pre-service teachers in Croatia generally receive little preparation for involving parents. The aims of this study were to examine parental perception of parent-teacher partnerships and to establish the relation between parents’ socio-demographic characteristics and length of their child’s attendance of preschool. A total of 271 parents of early childhood and preschool age children participated in this study. The Scale of parental perception of parent-teacher partnerships was designed for the purpose of this study. Three dimensions were obtained from the factor analysis. Those are: attitude toward reciprocity in partnerships (α = .93; N=14; M=5.48), experience of teachers’ support in parenthood (α = .92; N=6; M=3.84), and receptivity to taking advice in upbringing (α = .73; N=4; M=5.38). Parents perceived that partnerships with teachers are at a relatively high level. They differ in their capacity to develop and maintain partnerships with teachers because of their level of education, length of their child’s attendance of preschool, and frequency of attending parent-teacher meetings. Investing in high-quality communication and creating confidence between parents and teachers should be the main goals of preschool institutions. Key words: early childhood; families; inclusive education; preschool teachers.
The Role of Early Childhood Education in Developing Social Competence of Roma Children / Uloga ranog i predškolskog odgoja i obrazovanja u razvoju socijalne kompetencije romske djece
Authors: Višnjić Jevtić Adrijana , Lapat Goran , Galinec Matea 
Published: August 2019

This research is based on the assumption that the social competences acquired in early childhood serve as a prerequisite for a successful social interaction during primary education. This type of competence can be a challenge for children who come from marginalized groups that are very often isolated within the society. The aim of the research was to determine whether a longer stay in the institution of early childhood and preschool education contributes to a higher development of social competences of Roma children. The research was conducted with primary school teachers evaluating the social competences of sixty Roma children in the second grade. Subsamples consisted of thirty children who had been included in the early childhood and preschool education system for two years, and thirty children who had been included in the system for one year. The results indicate that the participants do not exhibit those behaviours that point to social competence frequently enough. The research results do not indicate a statistically significant correlation between the children’s social competence and their length of stay in an institution of early childhood and preschool education. A disadvantage of this research is that it is based on a subjective assessment. Key words: children; deprived environment; institutions of early childhood and preschool education; marginalized groups; social functioning. Istraživanje se temelji na pretpostavci da socijalna kompetencija stečena u ranom djetinjstvu služi kao preduvjet uspješnih društvenih interakcija tijekom osnovnog obrazovanja. Ta vrsta kompetencije može biti izazov za djecu koja dolaze iz marginaliziranih skupina koje su vrlo često izolirane unutar društva. Cilj istraživanja bio je utvrditi postoji li povezanost duljine boravka u ustanovi ranog i predškolskog odgoja i razvoja socijalnih kompetencija romske djece. Istraživanje je provedeno s učiteljima osnovnih škola koji su procjenjivali socijalnu kompetenciju šezdeset romske djece u drugom razredu. Poduzorci su uključivali tridesetero djece koja su bila uključena u sustav ranog i predškolskog odgoja i obrazovanja dvije godine i tridesetero djece koja su bila uključena u sustav ranog i predškolskog odgoja i obrazovanja godinu dana. Rezultati upućuju na to da sudionici često ne pokazuju ona ponašanja koja upućuju na socijalnu kompetenciju. Rezultati istraživanja ne ukazuju na statistički značajnu povezanost između socijalne kompetencije djece i njihove dužine boravka u ustanovi ranog i predškolskog odgoja. Ključne riječi: deprivirano okruženje; djeca; marginalizirane skupine; socijalno funkcioniranje; ustanove ranog i predškolskog odgoja i obrazovanja.
Transition Processes from Kindergarten to Primary School / Postupci prijelaza iz dječjeg vrtića u osnovnu školu
Authors: Visković Ivana 
Published: August 2019

Starting primary school is a new and potentially stressful experience for most children. Previous involvement in early childhood institutions can facilitate children’s transition to primary school. The transition from kindergarten to primary school is interpreted as a process of change in the educational environment. It entails changes in the identity of a child, i.e. of process participants, strategies and forms of learning, context and purpose of children’s games, role of the family and, almost as a rule, increased and intensified demands toward children with simultaneous reduction of children's autonomy when deciding on their daily activities. It can contribute to the development of self-esteem and early academic achievements. This paper gives a research overview of kindergarten and primary school professionals’ opinion on the existing practice of organized transition processes and their benefits in regard to children. The statistically significant difference (p≤.05) of the participants’ assessment was determined for the processes of children’s visit, individual work with children, joint events, and certain forms of cooperation. Conversations with children, kindergarten children’s visits to primary schools and lectures for parents are recognized as the most frequently organized transition processes. Representing the most important supporting activities, monitoring and documentation of children’s development and joint studying are absent. Key words: cooperation; formal education; growing-up communities; resistance to change; supporting activities. Prijelaz iz dječjeg vrtića u osnovnu školu tumači se kao proces promjene odgojno-obrazovnog okruženja. Podrazumijeva promjene identiteta djece, odnosa dionika procesa, strategija i oblika učenja, konteksta i svrhovitosti dječje igre, promjenu uloge obitelji i, gotovo u pravilu, povećanje i intenziviranje zahtjeva prema djeci uz istodobno smanjenje dječje autonomije pri odlučivanju o dnevnim aktivnostima. Može doprinijeti razvoju samopouzdanja i početnim akademskim postignućima. Ovaj rad daje pregled istraživanja mišljenja stručnih radnika u dječjem vrtiću i osnovnoj školi o postojećoj praksi organiziranih postupaka prijelaza i njihovoj značajnosti za djecu. Statistički značajna razlika (p≤,05) procjene sudionika utvrđena je za postupke posjeta djece, individualnog rada s djecom, zajedničkih događanja i pojedinih oblika suradnje. Razgovori s djecom o školi, posjeti djece iz dječjeg vrtića u osnovnu školu i predavanja za roditelje prepoznati su kao najčešće organizirani postupci prijelaza. Izostaje praćenje i dokumentiranje dječjeg razvoja i zajedničko učenje, što su najznačajnije potporne aktivnosti. Ključne riječi: formalno obrazovanje; otpornost na promjene; potporne aktivnosti; suradnja; zajednice odrastanja.
A gyermekkori tehéntejfehérje-allergia diagnosztikai kihívásai
Authors: Lendvai-Emmert Dominika , Emmert Vanessza , Fusz Katalin , Prémusz Viktória , Németh Viktória , Ligetvári Roland , Tóth Gergely Péter 
Published: August 2019

Abstract: Introduction and aim: The aim of our research is to evaluate and compare commonly performed diagnostic tests, and to examine the psychological disorders induced by this food allergy. Children with symptoms suggesting cow’s milk protein allergy were included in this study (n = 47). Blood and saliva samples were collected from the participants. Parents were asked to fill in a questionnaire constructed by the research team (containing the DSM-5 symptoms checklist about attention deficit hyperactivity disorder). Method: One of the most widely used diagnostic tool is the skin allergy test, which was performed in 47 subjects (n = 47, mean age: 7.36 years); only 2 children showed positive test result for cow’s milk. Lymphocyte transformation test was observed to be positive in 8 children (17%), 4 subjects demonstrated questionable results. In our sub-study about psychological symptoms (n = 43, mean age: 7.88 years), the score was according to the attention deficit hyperactivity disorder symptom checklist before the diet (6.88, SD: 4.43) and showed significant decrease after 3 months of the elimination diet (4.48, SD: 3.69, p = 0.001). Scores of children with sleep disorder (10.62, SD: 4.23) also represented a significant reduction after 3 months of the diet (6.69, SD: 4.59, p = 0.009). Salivary cortisol levels did not show significant changes before and after elimination diet. Results: According to our data, skin allergy testing and lymphocyte transformation test are not reliable diagnostic tools for establishing the diagnosis. Conclusion: We conclude that a significant improvement in clinical symptoms can only be achieved with a strict elimination diet. Orv Hetil. 2019; 160(33): 1311–1318.
Qué piensa de la publicidad y de sus técnicas la comunidad de latinos inmigrantes en España
Authors: Álvarez Ruiz Antón 
Published: August 2019

Este artículo expone los resultados de varios grupos de discusión (focus groups) realizados recientemente con inmigrantes de diversos países de Latinoamérica residentes en España. En dichos grupos se investigó a través de la metodología cualitativa empleada habitualmente en los grupos de discusión, qué opinión tienen sobre la publicidad que presencian en nuestro país, tanto a nivel general como entrando en detalles sobre tipos de anuncios, retóricas (estilos) publicitarias y marcas. También se investigó a fondo sobre cómo veían el papel de los personajes latinos que aparecen en la publicidad española - tipologías, acentos lingüísticos, roles desempeñados, etc.– y su grado de identificación con ellos.El artículo explicar el amplio muestrario de efectos observado en los inmigrantes y su rápida adaptación al tipo de publicidad realizada en España, bastante diferente a la de sus países de origen.Los datos de este artículo fueron obtenidos en el curso de un Proyecto de Investigación Art. 83 LOU, realizado para la Asociación de Agencias de Publicidad española por la Universidad de Villanueva y la Universidad Complutense de Madrid.
Análisis de los sitios webs de los destinos de la España Verde y sinopsis de la evolución de la promoción on-line
Authors: Bello Acebrón Laurentino , Penelas Montserrat , Cortés Bellas XXX 
Published: August 2019

Para gestionar adecuadamente la Promoción de un Destino Turístico, cada vez es más indispensable reducir el riesgo en la toma de decisiones ya que se hacen más complejas e inciertas. Los procesos de planificación estratégica y el diseño de estrategias de marketing exigen analizar variables de diversa índole, situaciones y comportamientos, tanto de entorno general como específico, así como aspectos relacionados con el mix de marketing que permitan que un destino sea competitivo y la imagen del mismo sea coherente y atractiva. Por lo tanto, se necesita desarrollar metodologías de investigación de mercados que faciliten información objetiva y relevante de manera ágil y eficiente a los decisores e instituciones del Sector Turístico. Este estudio aspira a ofrecer un conjunto de reflexiones que permitan avanzar en el estudio y la gestión de la comunicación on-line de los destinos turísticos de la España Verde, para que responsables y promotores reúnan un mayor conocimiento que redunde en una mejora del planteamiento de las características de sus sitios webs que se presentan como imprescindibles para el usuario potencial y que son susceptibles de perfeccionamiento y desarrollo. Aporta una metodología específica para la evaluación y análisis de la web de un destino turístico.
La ciudad fingida. Imágenes y promoción del turismo en Barcelona. Perspectiva histórica y cuestiones del presente
Authors: Palou Rubio Saida 
Published: August 2019

Barcelona ha experimentado un acelerado crecimiento del turismo en especial a partir del 2000. Actualmente, el turismo cumple una función claramente estructurante en Barcelona: difícilmente se puede comprender la evolución de la ciudad sin tener en cuenta el papel que el turismo juega en ella, y parece indudable que el crecimiento e intensificación de la actividad turística en Barcelona está más que asegurado. En los últimos años, y coincidiendo con el auge de su oferta y demanda, el turismo en Barcelona ha sido objeto de críticas y aversiones por parte de algunos de sus ciudadanos, que han identificado el turismo como responsable directo de algunas de las carencias y problemáticas de la ciudad. Las molestias causadas por la masificación en determinados espacios públicos de la ciudad, los procesos de gentrificación que sufren algunas zonas, la banalización de algunos símbolos relacionados con la identidad de la ciudad o la especialización del comercio alrededor de los iconos turísticos, son cuestiones que preocupan a la población y ante los cuales hay que asumir serias gestiones. La intensa actividad turística en Barcelona exige replanteamientos desde un punto de vista territorial, económico y sociocultural.