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Teaching writing skills in English for tourism by employing travel writing
Jasna Potočnik Topler, 2021, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Opis: This chapter examines teaching writing skills in English for Tourism by employing travel writing, which is not only a tool for teaching linguistic skills, but also encourages students to develop research interests and storytelling techniques. When travel writing was introduced to undergraduate and MA students during the English lessons the role of languages in Tourism, Tourism Discourse and Literary Tourism was also discussed with them. As part of the English assignment, students were asked to produce their own travel writing texts, which were discussed, reviewed by their teacher, re-written and – in the case of Master students – at the final stage, also published as an example of a teaching and learning experiment. Thus, this chapter presents travel writing as a successful method of developing travel writing skills inside the English for Specific Purposes classes.
Ključne besede: ESP, language, tourism, writing skills, travel writing
Objavljeno v DKUM: 25.01.2024; Ogledov: 197; Prenosov: 11
.pdf Celotno besedilo (17,14 MB)
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Promoting Social Skills in Young Autistic Learners through Story Reading in Inclusive Settings : m. a. thesis
Tjaša Tomše, 2023, magistrsko delo

Opis: Using storybooks as a teaching tool has proved an effective teaching and learning technique that aids in developing and enhancing vocabulary, promotes reading and comprehension skills and even fosters social skills in learners with different needs and abilities. Developing and enhancing key social skills is all the more important for learners diagnosed with autism. Autistic learners experience deficits in social interaction and communication, struggle with fear of the unknown, have constant need for sameness, and might encounter sensory hypo- and hypersensitivities. Promoting social skills has been shown to significantly alleviate social difficulties in children with autism, and one of the successful social skills teaching and intervention methods for learners diagnosed with autism is – according to Amy Bohlander et al. and other researchers in the field – storybook reading. The theoretical part of the thesis aims at presenting key features of autistic behavior correlated with the neuroimaging findings on the irregular functioning of certain parts of the autistic brain; addressing effective inclusion strategies for teaching (young) autistic learners enrolled in general education settings, and discussing the characteristics that constitute a potentially appropriate storybook for use with young autistic learners in inclusive story reading lessons. The empirical part provides a descriptive analysis of ten storybooks, which offer a step-by-step guidance on how to cope with (a) socially challenging situation(s) and were not specifically adapted for learners with autism. The results of the storybook analysis have shown that the storybooks are mainly appropriate for promoting social skills in young autistic learners, whereby the number of storybooks classified as fully appropriate equals the number of partially appropriate items. However, to ensure a quality inclusive story reading experience that allows for effective, autism-friendly social skills teaching, the teacher or story reader needs to consider meeting the adaptation requirements for each storybook, irrespective of its classification, and identify the autistic individual´s unique set of weaknesses, enhanced abilities and (anti-)social behavior patterns prior to selecting a storybook for a group story reading.
Ključne besede: autism, inclusive education, social skills teaching, storybooks, story reading
Objavljeno v DKUM: 16.11.2023; Ogledov: 384; Prenosov: 19
.pdf Celotno besedilo (6,06 MB)

Collaboration with immigrant parents in early childhood education in Slovenia : how important are environmental conditions and skills of teachers?
Marta Licardo, Lais Oliveira Leite, 2022, izvirni znanstveni članek

Opis: The purpose of this study is to analyse how important are specific environmental conditions and skills of early childhood education (ECE) teachers as predictors of collaboration with immigrant parents. The study included 348 ECE teachers in Slovenia. The results revealed that environmental conditions (e.g., gender, level of education, job position, educational environment support) are important predictors of collaboration with immigrant parents. Male teachers, teachers whose job position is ECE teacher rather than assistant teacher, and teachers who have higher levels of education reported a significantly better collaboration with immigrant parents than female teachers and teachers with lower educational levels. Regarding ECE teacher skills, results revealed that interpersonal and professional skills (e.g., positive values, positive attitudes towards teaching immigrant children and perceived immigrant child misbehaviour) are important predictors of reported collaboration with immigrant parents in ECE. The results are of practical significance for ECE teachers, immigrant parents and ECE management staff.
Ključne besede: early childhood education, teachers, immigrant parents, interpersonal skills, collaboration
Objavljeno v DKUM: 17.07.2023; Ogledov: 379; Prenosov: 48
.pdf Celotno besedilo (840,88 KB)
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Capturing Conversational Gestures for Embodied Conversational Agents Using an Optimized Kaneda–Lucas–Tomasi Tracker and Denavit–Hartenberg-Based Kinematic Model
Grega Močnik, Zdravko Kačič, Riko Šafarič, Izidor Mlakar, 2022, izvirni znanstveni članek

Opis: In order to recreate viable and human-like conversational responses, the artificial entity, i.e., an embodied conversational agent, must express correlated speech (verbal) and gestures (non-verbal) responses in spoken social interaction. Most of the existing frameworks focus on intent planning and behavior planning. The realization, however, is left to a limited set of static 3D representations of conversational expressions. In addition to functional and semantic synchrony between verbal and non-verbal signals, the final believability of the displayed expression is sculpted by the physical realization of non-verbal expressions. A major challenge of most conversational systems capable of reproducing gestures is the diversity in expressiveness. In this paper, we propose a method for capturing gestures automatically from videos and transforming them into 3D representations stored as part of the conversational agent’s repository of motor skills. The main advantage of the proposed method is ensuring the naturalness of the embodied conversational agent’s gestures, which results in a higher quality of human-computer interaction. The method is based on a Kanade–Lucas–Tomasi tracker, a Savitzky–Golay filter, a Denavit–Hartenberg-based kinematic model and the EVA framework. Furthermore, we designed an objective method based on cosine similarity instead of a subjective evaluation of synthesized movement. The proposed method resulted in a 96% similarity.
Ključne besede: conversational gestures, 3D gestures, motor skills, gesture reconstruction, kinematics, embodied conversational agents, Kanade–Lucas–Tomasi tracker, Denavit–Hartenberg
Objavljeno v DKUM: 20.01.2023; Ogledov: 517; Prenosov: 65
.pdf Celotno besedilo (5,04 MB)
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Effects of differential time and difficulty weighting on the improvement of OSCE quality metrics
Matic Mihevc, Klara Masnik, Tadej Petreski, Nejc Pulko, Sebastjan Bevc, 2022, izvirni znanstveni članek

Ključne besede: OSCE, clinical skills, peer assessment, quality metrics, weighting, outliers
Objavljeno v DKUM: 17.01.2023; Ogledov: 370; Prenosov: 45
.pdf Celotno besedilo (309,40 KB)
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How do Croatian police officers perceive certain characteristics of police management?
Ksenija Butorac, Ante Orlović, Mislav Stjepan Žebec, 2016, izvirni znanstveni članek

Opis: Purpose: To explore the importance and existence of Croatian police managers’ relevant characteristics from the perspective of police officers, and in relation to several police officers’ demographic and professional characteristics. Design/Methods/Approach: A convenience sample of 132 Croatian police officers (104 males) who attended a study programme in criminal investigation (average age 31.5 years) was examined by means of a questionnaire that – within Katz’s skill theory of successful management – assesses the perceived importance and the perceived existence of technical/expert, social and strategic knowledge/skills, as well as the most representative characteristics of current police managers. Findings: A dominant perception of the highest level of importance for all three categories of managerial knowledge/skills was detected, while possession of the said skills was mainly assessed to be at the medium level. The largest difference was found between the perceived importance and the perceived possession of social skills. Social skills were also perceived to be significantly more important than the other ones, while police managers were perceived to most frequently possess expert skills. Out of 12 offered police manager characteristics, the most frequently selected were negative ones. Finally, there were no significant and systematic effects of demographic and professional factors on the perceived importance and perceived possession of any of the three knowledge/skills categories. Research Limitations / Implications: A larger and more representative sample would ensure the study’s greater external validity and statistical power. Additional management skill items are needed in the questionnaire to improve the construct validity (besides including other relevant factors and questions useful for interpreting the trends detected). Practical Implications: Within the research limitations, the findings suggest possible changes to the education system, staff assessment and police officers’ promotion. Originality/Value: This is the first police management research in Croatia and probably the first generally within the framework of Katz’s skill theory of successful management.
Ključne besede: police officers, perception, police management, categories of knowledge or skills
Objavljeno v DKUM: 16.05.2020; Ogledov: 1079; Prenosov: 36
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Encouraging Speaking Skills by Teaching Adults English as a Foreign Language
Rebeka Očko, 2018, magistrsko delo

Opis: English language has become the international language of communication. It is being used in almost every company; therefore the need for English-speaking staff is increasing. Making learners speak and actively participate in order to practice and improve their speaking skills is one of the hardest tasks for a teacher. Children learn best through play, but it is also adults that learn best when stimulated by different activities that put them in authentic situations. The purpose of this thesis is to find the importance and the effect that well-structured activities have on adult-learners’ speaking skills and to what extent they contribute to their level of proficiency of the English language. The theoretical part of this thesis contains information on what affects adult’s learning of a foreign language, and approaches of teaching them. There are methods presented on how to encourage learners to speak and actively participate. It is explained how to deal with adult-learners’ errors in the most productive way and how to teach pronunciation. As the red thread of this research, there are activities listed that actively engage and motivate learners to speak. In the empirical part there are nine activities presented that were applied when teaching two courses, the beginner’s course (ten participants) and the advanced course (ten participants), during the period of one year. The research was conducted to see how these activities affected twenty learners’ speaking skills, which of the activities were the most motivating for them and which helped develop their speaking skills, while dividing between beginner learners and advanced learners. Another point of the research was to see which activities helped learners remember new vocabulary for a longer period of time. The research results are then analyzed and the improvement of learners’ speaking skills is described, while the important findings are summarized at the end of the thesis.
Ključne besede: adult learners of a foreign language, English language, speaking skills, encouragement, activities.
Objavljeno v DKUM: 21.09.2018; Ogledov: 1693; Prenosov: 92
.pdf Celotno besedilo (1,16 MB)

Shaping of competencies of managers in academic incubators of entrepreneurship in Poland
Joanna Kurowska-Pysz, 2014, izvirni znanstveni članek

Opis: Background and purpose: Participation of future entrepreneurs in Academic Incubators of Entrepreneurship (AIE) in Poland is one of the innovative paths to shape their managerial competences. The aim of the paper is to analyse and evaluate the activities of the AIEs as an environment inside of which managerial competencies are formed, and formulate recommendations concerning the improvement of AIEs, in terms of the development of managerial skills of future entrepreneurs. Design/methodology/approach: The author relied on research - study surveys and empirical, qualitative, exploratory research, which were supported by figures. The author focused on four important issues: - Motives of researchers and students interested in the support of AIE; - The quality of support offered by the incubator to its participants as well as the frequency of use of this support by future entrepreneurs; - The possibility of extending the support system for AIE participants; - Traits / managerial and entrepreneurial competences desired in people running their own businesses. Results: AIE participants are focused primarily on implementing their business ventures and to a much lesser extent, care about the simultaneous development of their managerial competencies to manage these projects. It is manifested, among other by differentiated assessment of the suitability of certain forms of support from the incubator and the low intensity of use of this support. Despite this, AIE participants perceive the development of desirable traits and strengthening of specific entrepreneurial, management competencies. It is not a very dynamic growth, although it translates into their motivation to start a business after leaving the incubator. Conclusion: It is recommended to place greater emphasis on mobilizing the future entrepreneurs to make use of forms of support for the development of their managerial competences. It is necessary for complex preparation of future entrepreneurs to independently conduct business after leaving the incubator
Ključne besede: academic entrepreneurship, skills, manager, academic incubator of entrepreneurship
Objavljeno v DKUM: 22.01.2018; Ogledov: 1894; Prenosov: 373
.pdf Celotno besedilo (313,12 KB)
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The impact of the acquisition of the letters in a systematic literacy on writing skills
Marija Ropič Kop, 2014, izvirni znanstveni članek

Opis: Learning letters is associated with a long-term learning. Two basic models are present in obtaining letters in a systematic literacy in Slovenia and abroad. One represents a separate acquisition of the uppercase and lowercase printed letters (sequentially) and the other deals with letters simultaneously. In practice, teachers often asked themselves, especially in times of reforms in literacy, which model of the acquisition of the letters in initial literacy is more efficient. The research focused on the effect of the two most frequently chosen procedures for acquiring letters of structured literacy in Slovenia, namely the simultaneous treatment of the uppercase and lowercase printed letters (lowercase cursive letters and upper-case cursive letters) and consecutive treatment of letters (uppercase printed letters, lowercase printed letters, lowercase cursive letters, and at last, uppercase printed letters). Furthermore, the focus of the research was on the impact of gender on the ability to write. The incidence of errors was observed in terms of selected procedures for acquiring the letters in groups and gender. At the same time, the effect of consolidation of writing individual letters (uppercase and lowercase printed letters in 2nd class, and lowercase and uppercase cursive letters in 3rd class), was examined.
Ključne besede: literary didactics, literacy, process of acquiring letters, prior knowledge, writing skills
Objavljeno v DKUM: 19.12.2017; Ogledov: 1437; Prenosov: 152
.pdf Celotno besedilo (559,32 KB)
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Student self-evaluation of seminar activities
Darinka Sikošek, 2009, izvirni znanstveni članek

Opis: This study is focused on the curricular innovations of methodological subjects for acquiring of teachers competences at undergraduate education where students as prospective chemistry teachers serve as a goal group. The redesign of seminar as an essential curricular form is based on consistent consideration of topical didactic principles. Research into the optimal performance of seminar work focuses particularly on their organisation, methodology and evaluation. These three model parameters serve to implement student seminar activities in accordance with Bologna teachers competences. Using the descriptive empirical method for students self-evaluation of seminar work defined in methodological subject module of three subjects (Didactics of Chemistry, Experiments and Natural Activities-Mentroship) some efforts in bettering the competence mastery over.
Ključne besede: education, teaching skills, teaching competences, student autonomy, didactic principles, process learning, seminars
Objavljeno v DKUM: 19.12.2017; Ogledov: 1610; Prenosov: 68
.pdf Celotno besedilo (911,06 KB)
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