AD ALTA: JOURNAL OF INTERDISCIPLINARY RESEARCH
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JOURNAL NO.: 09/01 (VOLUME 9, ISSUE 1)
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A SOCIAL SCIENCES B PHYSICS AND MATHEMATICS
C CHEMISTRY
D EARTH SCIENCE E BIOLOGICAL SCIENCES F MEDICAL SCIENCES
G AGRICULTURE
I INFORMATICS J INDUSTRY K MILITARISM
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PAPERS PUBLISHED IN THE JOURNAL EXPRESS THE VIEWPOINTS OF INDEPENDENT AUTHORS.
TABLE OF CONTENTS (BY BRANCH GROUPS) A SOCIAL SCIENCES
UNIVERSITIES OF THE THIRD AGE AS A CHANCE FOR SENIORS TO INTEGRATE INTO THE MULTICULTURAL SOCIETY ŽANETA BALÁŽOVÁ
8
DEVALUATION ACTS OF LEARNERS AGAINST TEACHERS AT SLOVAK SCHOOLS BELLOVÁ SLAVOMÍRA, SIVÁKOVÁ GABRIELA, TIŠŤANOVÁ KATARÍNA
12
ANTHROPONYMS OF OLD KIPCHAK LANGUAGE: A NEW VIEW SANDYBAY BORANBAEV, LAZZAT USMANOVNA, NURGALI KASHKINBAEV
15
DEVELOPMENT OF STUDENTS´ KEY COMPETENCES AND KNOWLEDGE THROUGH INTERACTIVE WHITEBOARD PETER BREČKA, MONIKA VALENTOVÁ, ALENA HAŠKOVÁ
19
QUALITY OF CLOSE RELATIONS AND RISK BEHAVIOR OF ADOLESCENTS IN THE SYSTEM OF LOWER SECONDARY EDUCATION IN SLOVAKIA
MICHAL ČEREŠNÍK
29
AWARENESS AND PERCEPTION OF MODERNIZED ELECTRONIC PUBLIC PROCUREMENT – CZECH CASE STUDY RADKA MACGREGOR PELIKÁNOVÁ, EVA DANIELA CVIK
34
OBJECT-SUBJECT SIMILARITY IN FACIAL ATTRACTIVENESS ASSESSMENT (FOCUSING ON EXTRAVERSION AND INTELLIGENCE) SLÁVKA DÉMUTHOVÁ, ANDREJ DÉMUTH
41
CURRENT STATE OF RISK AND PROBLEM BEHAVIOUR OF PUPILS AND ITS REFLECTION IN SCHOOL PLANS OF PREVENTION INGRID EMMEROVÁ, TOMÁŠ JABLONSKÝ
45
APPLYING OF STRATEGIES OF CRITICAL AND CREATIVE THINKING BY TEACHERS ACCORDING TO THE TEACHING SUBJECT AND DEGREE OF EDUCATION
JANA DUCHOVIČOVÁ, LÍVIA FENYVESIOVÁ
49
EXPLANATORY VARIABLE SELECTION WITH BALANCED CLUSTERING IN CUSTOMER CHURN PREDICTION MARTIN FRIDRICH
56
MYTHOPOETICS OF THE MODERN RUSSIAN NOVEL (ON V. PELEVIN'S PROSE MATERIAL) OLGA YU. OSMUKHINA, SVETLANA P. GUDKOVA, ELENA A. SHARONOVA, ELENA A. KAZEEVA
67
SEX-BASED DIFFERENTIATION OF MENTAL REPRESENTATIONS OF STUDENTS’
NINA KOZÁROVÁ, DENISA GUNIŠOVÁ
73
QUANTIFICATION OF EDUCATIONAL PROCESS PARAMETERS USING NEW TECHNOLOGIES JANA CORONIČOVÁ HURAJOVÁ, ZUZANA HAJDUOVÁ, PAVOL ANDREJOVSKÝ
77
TRILOGY OF EXISTENCE: A STUDY OF VIRGINIA WOOLF'S MRS. DALLOWAY HAMID FARAHMANDIAN, SHAO LU
81
APPROACHES TO EDUCATION IN THE FIELD OF MANAGEMENT, MARKETING AND ENVIRONMENTAL CONSULTING EVA HANULÁKOVÁ , FERDINAND DAŇO, PETER DRÁBIK
84
ASSESSMENT OF THE INNOVATED STATE EDUCATIONAL PROGRAM IMPACT ON TECHNOLOGY LITERACY OF LOWER SECONDARY EDUCATION PUPILS (ISCED 2)
ALENA HAŠKOVÁ, DANKA LUKÁČOVÁ
92
ACTIVE AGEING AND ACTIVE OLD AGE IN THE EDUCATIONAL CONTEXT CTIBOR HATÁR
97
THE EFFECTIVENESS OF THE FORMATION OF THE COMMUNICATIVE SKILLS OF ELEMENTARY SCHOOL STUDENTS IN ENGLISH CLASSES RAUZIYA ISMAGULOVA, AZIA ZHUMABAYEVA, AIMAN OZHIKENOVA, LAURA ANARBEK, AINUR KULSHAYEVA
103
AUTOMATION OF BUSINESS PROCESSES AT THE ENTERPRISE DURING A BRAND FORMATION
ALIYA KINTONOVA, YERKIN NESSIPBEKOV, ZULFIYA ARYNOVA, LAZZAT KUSSEPOVA, ANARA KARYMSAKOVA, ALIYA TAKUADINA, ALEXANDRA VERETENO, EVGENY KUSHKOV
107
THE RISKS IN THE CASE OF CLUSTER COOPERATION AND WAYS OF THEIR PREVENTION: AS SEEN BY SMEs ENTREPRENEURS KATARÍNA HAVIERNIKOVÁ, JOZEF KLUČKA
114
THE ACTIVITY OF THE UNIVERSITY IN RELATION TO PASTORAL CARE OF UNIVERSITY STUDENTS JÁN KNAPÍK, MARTINA KOSTURKOVÁ
120
PERFORMANCE OF LIFE INSURANCE INTERMEDIARIES: CASE OF LITHUANIA VYTAUTAS JUŠČIUS, EGLĖ LAURIŠONIENĖ, EVA KOIŠOVÁ
125
ORGANISING OF EMPLOYEE TRAININGS RELATED TO DOCUMENTATION AND DATABASES MARCIN KOMAŃDA
132
THE SYNERGIES OF USA FOREIGN TRADE POLICY AGENDA CHALLENGES WITHIN THE INDUSTRY 4.0 MARCEL KORDOŠ
137
EDUCATING CHILDREN UP TO THREE YEARS OF AGE IN THE NARRATIONS OF TODAY’S PARENTS DUŠAN KOSTRUB, ŠTEFÁNIA FERKOVÁ, PETER OSTRADICKÝ, MARTINA TOMÁNKOVÁ
143
INFLOW OF CHINESE INVESTMENT TO THE CZECH BUSINESS ENVIRONMENT RENATA ČUHLOVÁ, SYLVIE KOTÍKOVÁ
149
EXPRESSIVITY IN HIDDEN AGGRESSIVE BEHAVIOURS OF CHILDREN IN PRE-CHILDREN AGE BARBORA KOVÁČOVÁ, STANISLAV BENČIČ, DANIELA VALACHOVÁ
153
QUANTITATIVE RESEARCH OF BUILDING AMENITIES IN PANEL BLOCK BUILDINGS IN THE CZECH REPUBLIC DAGMAR KUTÁ
157
RITUAL ROUND WALK “LADIES“ (PAŇIČKE) AS A SPECIFIC EXPRESSION OF IDENTITY OF SLOVAKS IN VOJVODINA (SERBIA) SILVIA LETAVAJOVÁ, JAROSLAV ČUKAN, BORIS MICHALÍK, VIKTOR ĎURAKOV
162
THE IMPACT OF THE PEDAGOGICAL AND PERSONAL HISTORY OF THE TEACHER ON ITS CURRENT TEACHING STYLE MONIKA MÁČAJOVÁ, ZUZANA ZAJACOVÁ, ADELA MELIŠEKOVÁ DOJČANOVÁ
167
DEVELOPMENT OF ADULT EDUCATION IN INTERWAR SLOVAKIA (1918 – 1938) EDUARD LUKÁČ, KATARÍNA MAYER, MARTINA LENHARDTOVÁ
173
CHOSEN ASPECTS OF THE PARENTAL ROLE FROM THE POINT OF VIEW OF THREE GENERATIONS ELEONÓRA MENDELOVÁ
181
APPROACHES AND RELATIONSHIP TO HEALTH AND HEALTHY LIFESTYLE OF UNIVERSITY FEMALE STUDENTS MARIÁN MERICA, RÓBERT OSAĎAN, LILLA KOREŇOVÁ, JÁN GUNČAGA
186
THE RELATIONSHIP OF TRUST AND COMMUNICATION IN ADOLESCENTS TOWARDS PARENTS IN A POST-DIVORCE FAMILY ARRANGEMENT
MIČKOVÁ ZUZANA
191
IMPLEMENTATION OF INDUSTRY 4.0 IN ENGINEERING COMPANIES KAREL KUBA, FRANTIŠEK MILICHOVSKÝ
197
RELATIONSHIP BETWEEN CHANGES IN BUSINESS ENVIRONMENT AND INTRODUCING NEW METHODS, TOOLS AND PROCEDURES OF CONTROL(-LING)
JURAJ MIŠÚN, PAULÍNA PAPRSKÁROVÁ, IVANA MIŠÚNOVÁ-HUDÁKOVÁ
203
INTEGRATION OF EDUCATIONAL PROGRAMS OF PEDAGOGICAL SPECIALTIES WITHIN THE FRAMEWORK OF CONTINUING EDUCATION MARIYAM MUKATOVA, ANAR TASTANOVA, ZAURE ZHUMAGULOVA
208
ANXIETY MANAGEMENT IN SPEAKING IN A FOREIGN LANGUAGE IN THE CONTEXT OF COGNITIVE AND BEHAVIORAL METHODS MARIANNA MÜLLER DE MORAIS, EVA ŠKORVAGOVÁ, ZDENA KRÁĽOVÁ
214
ENTREPRENEURSHIP INTERNATIONALIZATION – CASE OF SLOVAK FAMILY BUSINESSES LADISLAV MURA
222
SCHOOL CULTURE AND THE RELATED ISSUES ERICH PETLÁK
227
SELF-CARE OF WOMEN WITH DUAL ROLE OVERLOAD BEÁTA RÁCZOVÁ
234
A BOOK´S PICTURE AS A VISUAL STIMULUS FOR INTERPRETATION IN THE FRAMEWORK OF DEVELOPING CREATIVE AND CRITICAL THINKING
ADRIANA RÉCKA
239
APPLICATION OF MODERN INFORMATION TECHNOLOGY IN INNOVATION OF BUSINESS LOGISTICS PROCESSES ANITA ROMANOVÁ, PATRIK RICHNÁK, KLAUDIA PORUBANOVÁ, VLADIMÍR BOLEK
245
ENJOYMENT OF PHYSICAL ACTIVITY AND PERCEPTION OF SUCCESS IN SPORTS HIGH SCHOOL STUDENTS MARTINA ROMANOVÁ, TOMÁŠ SOLLÁR
249
ANALYSIS OF THE CONSUMPTION ON THE GOODS AND SERVICES MARKET IN THE CYBERNETIC MODEL OF THE 15 OLDER EU MEMBER STATES
PAVEL ROUSEK, MAREK VOCHOZKA, MARIANNA PSÁRSKA
252
ART THERAPY AS A TOOL OF PERSONAL DEVELOPMENT IN UNIVERSITY EDUCATION – FRIDA KAHLO IN THE STUDENTS‘ WRITTEN AND VISUAL REFLECTIONS
JANKA SATKOVÁ
255
CULTURAL AND LITERARY CONCRETIZATIONS OF LANGUAGE SPECIFICS FROM THE NATIONAL MINORITY ASPECT PATRIK ŠENKÁR
259
FACILITIES PROVIDING EARLY CHILDHOOD EDUCATION AND CHILDCARE UP TO THREE YEARS OF AGE FROM THE POINT OF VIEW OF ERUDITE EMPLOYEES
DUŠAN KOSTRUB, EVA SEVERINI, PETER OSTRADICKÝ
263
CONTINUITY IN EDUCATION: DEFINITION, ESSENCE AND ANALYSIS OF THE PROBLEM SHOLPAN SHUINSHINA, ZHANAT KOPEYEV, YESSENKELDY TUYAKOV, AKAN MUBARAKOV
271
TOURISM FACILITIES ACCESSIBILITY IN CONTEXT OF SOCIAL TOURISM SUPPORT: EVIDENCE FROM THE CZECH REPUBLIC IVICA LINDEROVÁ, PETR SCHOLZ
279
THE LONELINESS OF ADOLESCENTS FROM SOCIALLY DISADVANTAGED BACKGROUND KATARÍNA ŠIŇANSKÁ
284
VALUATION OF INTANGIBLE ASSETS DEPOSIT INTO CAPITAL COMPANY IN CASE OF SPECIFIC TRANSACTION VOJTĚCH STEHEL, ZUZANA ROWLAND, JAN MAREČEK
287
LOGISTIC SYSTEMS IN CLUSTERS: BIOMASS CASE STUDY MANTAS SVAZAS, VALENTINAS NAVICKAS, EVA IVANOVA
292
CAN MOTIVATION FOR CHOOSING TEACHING AS A PROFESSION PREDICT ACADEMIC ACHIEVEMENT? THE ROLE OF GENDER, SECONDARY SCHOOL TYPE AND STUDY PROGRAMME
ROBERT TOMŠIK
299
TEACHER AND A FUTURE TEACHER AS A RESEACHER VIERA KURINCOVÁ, TOMÁŠ TURZÁK, JANA TURZÁKOVÁ
305
CREATING AND EVALUATING THE IDENTIFICATION OF CHILDREN AND YOUTH TALENT FOR FINE ART DANIELA VALACHOVÁ, STANISLAV BENČIČ, BARBORA KOVÁČOVÁ
310
RECEPTIVE MULTILINGUALISM IN TERTIARY EDUCATION: ENHANCING READING COMPREHENSION SKILLS AND TRAINING MUTILINGUAL READERS
KATARÍNA CHOVANCOVÁ, DARINA VEVERKOVÁ, MAREK ĽUPTÁK
314
A REVIEW OF THE REPORT ON RELATIONS BETWEEN THE CONTROLLING AND CONTROLLED PARTY AND BETWEEN THE CONTROLLED PARTY AND PARTIES CONTROLLED BY THE SAME CONTROLLING PARTY
MAREK VOCHOZKA, VOJTĚCH STEHEL, ZUZANA ROWLAND, TOMÁŠ KRULICKÝ
321
ECONOMIC CONVERGENCE OF CZECH REGIONS IN TERMS OF GDP AND UNEMPLOYMENT RATE IN RESPONSE TO FDI FLOWS: DO BUSINESSES AND REGIONS FLOURISH?
SIMONA HAŠKOVÁ, PETR VOLF, VERONIKA MACHOVÁ
326
DETERMINING THE MARKET RENT OF A MEDICAL FACILITY ON A SPECIFIC EXAMPLE JAROMÍR VRBKA, VERONIKA MACHOVÁ, JAN MAREČEK, JAKUB HORÁK
330
D EARTH SCIENCES
BALNEOLOGICAL CLASSIFICATION OF THERMOMINERAL, THERMAL AND MINERAL WATERS AT THE REGION OF ILIDZA- SARAJEVO AND ITS IMPACT ON TOURISM
LEJLA ŽUNIĆ, AIDA BIDŽAN-GEKIĆ, HARIS GEKIĆ
336
I INFORMATICS
SYSTEMATIC LITERATURE REVIEW: PROGRAMMING OF MICRO-ROBOTS ON THE BASIS OF ARDUINO ZHANAT NURBEKOVA, TALANT TOLGANBAIULY, BAHYT NURBEKOV, KALIMA TUENBAEVA
344
J INDUSTRY
DEVELOPMENT OF SMALL AND MEDIUM-SIZED ENTREPRENEURIAL BUSINESSES IN THE ENERGY SECTOR: FEATURES OF HIGHLY INTELLIGENT PROJECTS’ EVOLUTION
ALEXANDER GURINOVICH, ILYA AFANASIEV, VLADIMIR CHURIN, VALERIA PEREKRESTOVA, OLEG TOLMACHEV
352
THE MODEL OF UNIVERSITY TRAINING OF PROFESSIONALS FOR THE IRON AND STEEL INDUSTRY ALEXANDER KOZHEVNIKOV
360
A SOCIAL SCIENCES
AA PHILOSOPHY AND RELIGION AB HISTORY
AC ARCHAEOLOGY, ANTHROPOLOGY, ETHNOLOGY AD POLITICAL SCIENCES
AE MANAGEMENT, ADMINISTRATION AND CLERICAL WORK AF DOCUMENTATION, LIBRARIANSHIP, WORK WITH INFORMATION AG LEGAL SCIENCES
AH ECONOMICS AI LINGUISTICS
AJ LITERATURE, MASS MEDIA, AUDIO-VISUAL ACTIVITIES AK SPORT AND LEISURE TIME ACTIVITIES
AL ART, ARCHITECTURE, CULTURAL HERITAGE AM PEDAGOGY AND EDUCATION
AN PSYCHOLOGY
AO SOCIOLOGY, DEMOGRAPHY
AP MUNICIPAL, REGIONAL AND TRANSPORTATION PLANNING
AQ SAFETY AND HEALTH PROTECTION, SAFETY IN OPERATING MACHINERY
UNIVERSITIES OF THE THIRD AGE AS A CHANCE FOR SENIORS TO INTEGRATE INTO THE MULTICULTURAL SOCIETY
aŽANETA BALÁŽOVÁ
Technical University in Zvolen, T.G.Masaryka 24, 960 01 Zvolen, Slovak Republic
email: azaneta.balazova@tuzvo.sk
Grant: 010TU Z-4/2017 (Cultural and Educational Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic) Name of the Grant:
Developing the Reading Competency and Teaching Technical Foreign Languages at Technical Universities
Abstract: International cooperation, visiting new countries, meeting new people from all over the world are typical features of these days. The Universities of the Third Age as institutions focused on senior education and their opportunities to help people of older age familiarize with new cultures, it means to integrate into the multicultural society are presented in the paper. The European Union, especially the Erasmus+
program offers chances to students of all ages as well as seniors to enhance the knowledge and skills abroad, to make friends and to improve communication skills in English language.
Keywords: senior, University of the Third Age, ERASMUS+ program, culture, international project
1 Introduction
At the present time, everything that people do, speak or think about, i.e. extensive set of phenomena including knowledge, language, ethics, law, art, culture, education and action, everything used by people to find direction in the world and at the same time, to create the world can be understood as culture.
Human perception and understanding is mediated by culture or various cultures. What is perceived as beautiful, tasty, true is determined by members of other cultures differently, within the context of the culture they grew up. A socio-cultural system consists of dominant culture, subcultures (set of specific features of a culture typical for social groups in specific society), and contra cultures (holding values opposite the dominant culture) as well as art, folk and mass culture (Petrusek, 2002. p. 36).
Coexistence of different cultures able to develop and enrich mutually is a key feature of full-blown Europe, thus the multicultural principles in education must be followed.
Development of the ability to tolerate other cultures, or respect the existence of other cultures means the ability to look at the world through the eyes of other cultures or to respect heterogeneity (Zelenická, 2006, p. 267). Process of globalization and entry to the European Union provide the opportunity for meeting members of various cultures. Respecting cultural and language heterogeneity is an essential principle of running the EU successfully. It is closely connected with foreign language acquisition – trend leading to the tolerance of otherness.
2 Senior as a target group of education
An increase in the number of older people in population is one of the impacts of demographic ageing. The term of senior is used to determine this group of people by Rychtaříková (2002, p. 45).
This term is frequently used not only in demography but also in other scientific branches (e.g. is sociology, education or economics) to define a person at older age. There are various definitions of a senior in literature. According to Jarošová (2006, p. 21), senior is a person with physical, mental and social changes due to the process of ageing. Čornaničová (2007, p. 52) prefers the opinion that the meaning of a term of a senior is neutral. She also mentions that this term covers and replaces definitions in other branches to define an older person. In other scientific branches, there are still preferred terms such as a geront in gerontology or senescent in psychology (Balogová, 2009). However, both terms used in everyday situations can evoke a person who is old, ill or dependent. In this case, it can be understood improperly or in wrong way. The term retiree or pensioner is associated with social status and with receiving an old age pension.
Boundary line to determine this group of people is not set clearly. People over the age of 65 are considered seniors – older
people by the United Nations. In the 1960s, experts of the World Health Organisation made a suggestion to divide middle and old age into following categories:
middle age 45 – 59 years,
early old age or young-old age 60-74 years (presenium)
old - oldest old age, senior age 75-89 years (senium),
longevity 90 years and more.
Čornaničová (in Balogová, 2009) prefers to use the term of seniors in the case of people 60+ and also the term senium for the stage of life connected with the mentioned age. At the same time, the heterogeneity of the group of older people is highlighted and older people are divided into the categories:
older person – at the age of 60 to 74, they are considered younger seniors,
old person – at the age of 75 – 89, they are considered older seniors,
long-lived person – at the age of 90 and more, they are considered very old seniors.
Economic activity must be taken into consideration when the boundary line is determined. Until recently, the post-productive age of men and women was not the same – in Slovakia, it was 60 or 55 and more. This limitation is the most often used boundary limit of seniority (Vohráliková, Rabušic, 2004). Differences in terminology in society and various laws results also from the different purposes. Therefore, the approach to various issues focused on older people is not uniform. On the other hand, diversity in the social relations of older people, their roles and statuses is pointed out this way. They cannot be perceived as a homogenous group primarily determined by the age. The term senior started to be used in education spontaneously as a term with neutral meaning. Ageing and an old age are important stages of an individual and they are a natural part of life.
3 System of senior education
The activity “to want, know and can” direct the personality to self-development is considered an important phenomenon in today’s society. According to Barták (2007, p. 16), to want – it can be understood as personal willingness, energizing presented by development of human potential aimed at person’s individual as well as team goals. To know – it means the knowledge, what to do, why to do, abilities and skills how to do it as well as experience. To can – it is a category relating to subject as well as object. It depends not only on the subject – persons themselves but especially on the environment where persons can/cannot use their ambitions, needs, interests and the potential.
Adult education is a lifelong process allowing people to keep up with changes in economy, culture and social life. The art of learning is considered a set of skills enhanced by people through their lives (Vacinová, 2013, p. 106). The Universities of the Third Age present the environment where seniors are able to meet their needs, interests and develop their human potential not only through education as their main activity but also through international activities allowing the seniors – older people to integrate into multicultural Europe. Education is not connected with future job but with personal development in the society of other people (Beneš, 2009, p. 26).
Variety of senior formal and informal education provided in the Slovak Republic is quite wide. The focus and the level of formality of individual institutions differ from each other a bit.
Universities and Academies of the Third Age are the most popular institutions among seniors. However, other educational activities and programmes offered to seniors not only by these institutions must be mentioned as well.
3.1 Universities of the Third Age
Sources of knowledge acquisition of a person through the life are various. Number of information acquired indirectly is growing constantly. They are assorted and selected according to the value ladder of each person. The form of education is evaluated in the same way. The more they meet the interests, personal needs, the more positively they are perceived. Successful adult education must respect the uniqueness of every individual and follow their strengths (Barták, 2008, p.17)
The Universities of the Third Age (hereafter U3A) are the most popular educational opportunity for seniors. At the same time, the way of senior education provided by them can be considered the most difficult. The First U3A was founded by Pierre Vellas in French town of Toulouse in the year 1973. In the system of lifelong education, the Universities of the Third Age are focused on old population. From their early beginning, they were aimed at the education relating with the hobbies and free time activities of older generation. They are accredited; it means they are official institutions providing education at the highest possible level. Various study branches are designated for the senior population. Completed secondary education with final exam passed and the age of 45+ are the only conditions to participate in the education at the U3A.
In the 1970s, the term of the U3A presented a new idea in the social policy focused on seniors. Thus, the requirements of the third generation to enable them to stay in contact with education and with other members of society was met. This term is also used to determine other forms of senior education carried out at the universities (institutions providing higher education) or in close cooperation with them. In the past, as well as nowadays, the term of the University of the Third Age is superior to other terms associated with educational activities specified for seniors (Čornaničová, 2007, p. 85).
The focus and the approach of the Universities of the Third Age in the countries all around the world differ. Swindell (2006, p.
430) defines two basic models of the U3A – French and English.
University of the Third Age as a part of the university or other institution providing higher education, the use of university premises, as well as services are the conditions of the French model. Content and the form of courses is different but in general, education is provided in a form of lectures, excursions, workshops corresponding with the specialisation of the university. Humanities and art are preferred. Differences can be seen also in a system of financing of the U3A. Some of them are funded by the finances of the university, in some cases the funds consist of combination of fees, presents or direct donations. In Great Britain, French model of the U3A was transformed and new English model was founded. Specialists in various scientific branches go into retirement and subsequently they can stay active and become not only students but also lecturers at the U3A. English model is successfully run not only in Great Britain but also in Australia or New Zealand. The lowest tuition fees charged, lectures held in public or private spaces, libraries or schools, flexible timetables are the biggest advantages of the English model. The choice of courses is wide from scientific lectures to workshops of handicraft or physical activity. Each University of the Third Age is independent managed by elected management consisting of their members. At the present time, all Universities of the Third Age around the world identify with one of the mentioned models or they create so-called hybrid form based on both English and French model.
In respect to preparing the educational programmes for seniors, two concepts are used world-wide. Segregation concept of senior education is the first one. It is based on the separation of full time students and senior students, there is no connection between the two groups of students. This concept is focused on education associated with hobbies without any chances to get better qualification. Integration concept is the second one. Full-time students are integrated with senior students. Connection of generations and exchange of experience is considered the biggest advantage of the concept (Veteška, 2009, p. 167).
Following the mentioned facts, it is clear that the Universities of the Third Age vary in their structure. Čornaničová (2007, p. 85) describes the concept used at the U3A in Slovakia most often.
The study at the U3A consists of two- or three-year-long courses associated with various scientific branches at different faculties.
From the beginning of the U3A, improving the quality of life of seniors through educational activities was its basic mission.
Recently, the dialogue between generations based on exchange of experience has been the main aim of the U3A (Mühlpachr, 2004, p. 82).
Universities of the Third Age are institutions focused on senior education relating with hobbies, interests in accordance with the concept of lifelong learning following the UNESCO program (Veteška, 2009, p. 168).
Universities of the Third Age include the social, educational, health, economic, psychological, scientific, philosophical function indicating the quality of life of seniors. If students – seniors are asked the question about the impact of the study on their lives, besides new knowledge, skills, they mention also new contacts, friends with same interests able to support them in difficult periods of their personal life.
3.2 Other educational opportunities for seniors
Universities, as well as academies of the Third Age are the well- known and at the same time, the most attended institutions focused on senior education. Furthermore, there are programs for seniors carried out by private or non-profit organizations.
Following opportunities for seniors are described by Čornaničová (2007, p. 135):
summer university courses for seniors in the USA, Canada and Germany – specific educational opportunities provided by the universities and their parts,
university study – chances for senior students to attend universities together with full-time students,
professionally oriented educational programs for 50+ – they started to be run in companies to enhance professional knowledge,
programs to support social engagement of seniors – seniors are engaged in public life and acquire the knowledge associated with actual issues like ecology or social policy,
educational activity of public libraries – team and individual educational activities aimed at meeting cultural, educational and creative requirements,
excursion tours for seniors – organized by institutions in cooperation with universities at home and abroad,
managed self-education programs for seniors – focused on personal development following personal needs,
programs aimed at activities of active ageing – tasks connected with health and ageing carried out in cooperation with geriatric medicine,
memory trainings provided by social facilities,
consulting services for seniors – in the area of psychology and law provided by consulting firms,
programs of physical education for seniors – to prevent premature ageing,
adaptation programs in the retirement homes – individual programs to adapt easily to new environment a style of life,
educational and rehabilitation programs carried out by social facilities.
Knowledge acquired in the study can help seniors solve problems of everyday life, uncover new values to live by, new philosophy of life and support their social activity (Hrapková, 2004). Place of living and financial demands play an essential role in the selecting from opportunities offered. In general, fees charged by the U3A are not so high but they are mostly located in bigger cities. At the senior age, commuting can be a significant obstacle. On the other hand, opportunities provided by private organizations are not affordable by most seniors.
4 ERASMUS+ program
Erasmus+ program is an example of activity of the European Union in terms of education, professional preparation of young people and sport in the years 2014-2020. All previous programs of the EU including lifelong learning programs (Erasmus, Leonardo da Vinci, Comenius, Grundtvig), the program The Youth in Action and five programs of international cooperation (Erasmus Mundus, Tempus, Alfa, Edulink and program for cooperation with industrialized countries) are joined together.
Erasmus+ allow more than four million European citizens to apply for studying abroad, for professional internship or volunteering abroad. It is a program supporting global partnerships between institutions aimed at education, and sport in order to improve cooperation and link education with the needs of job market to reduce lack of skills so common in Europe. Within the program, domestic measures to update education systems are supported.
Education of adults and improving its quality all around Europe is also in the center of attention of ERASMUS+ program.
Professionals, employees associated with the adult education have a chance to build strategic partnerships aimed at exchanging the teaching experience. Participants deal with common issues such as accepting the skills gained away from formal education system. Adult education and its availability can help European citizens improve their professional skills through Erasmus+ program. Strategic partnerships provide the opportunity for institutions operating in the education, professional preparation, as well as companies, public bodies, social facilities to cooperate in the process of introducing innovations. Improvement in the quality of education, trainings, internships, work with young generation and modernization as well as social innovation can be considered the result of them.
Due to the goals and composition of the strategic partnership, project can be divided into two types:
strategic partnership supporting innovations focused on developing innovative ideas and/or taking part in activities dealing with spreading and using products and ideas which have already existed or are new. They can be applied in all areas of education, professional preparation.
strategic partnership supporting changes in proved processes in order to enable organizations to develop and strengthen networks, increase their capacity. Moreover, they are aimed at operating globally, sharing ideas and comparing thoughts. methods and procedures.
At least three institutions from three different countries must participate in the project of strategic partnership. Institutions from so-called partner countries can take part in the project only under specific conditions, their participation must lead to special added value. The number of organizations is not limited, but the budget for managing the project fit for the number of ten participants. Goals, as well as project activities are the most significant factor for selecting the partners.
The world changes very quickly, therefore education system must be updated and new methods of teaching using new opportunities must be implemented. Education, professional preparation and informal learning are key steps in enhancing the competitiveness of Europe. Erasmus+ program can contribute to deal with these challenges significantly.
4.1 International project My Passion, Happiness – Add to Favorites
The University of the Third Age at the Technical University in Zvolen is an institution which besides providing education is looking for other opportunities how to use the acquired knowledge in practical situations. Active participation in the projects within the Erasmus+ program make the environment for exchanging the experience in the international cooperation.
International activity My Passion, Happiness – Add to Favorites is an example of cooperation of six institutions focusing their activities on seniors in Poland, Portugal, Lithuania, Turkey,
Romania and Slovakia. The main aim of the project was mutual inspiration of participants through creative activities, meetings and arising the interest in individual countries, making friends and fun also at the older age. Development of language and computer skills using innovative methods was one of the large number of activities including in the international meetings within the project. Knowledge of English language, the most often used language in projects, make communication and making friends easier, as well as meeting the project goals.
Computer skills and modern technologies shorten the distances, remove the borders and subsequently, provide the chances to create social connections helping seniors stop feeling alone. An effort to join as many participants as it was possible from all partner countries was a positive aspect of the project.
International meetings taking 5 days during two years from September 2013 to June 2015 were held in all partner countries.
Cultural, sport and social activities were done during meetings in order to introduce the country, customs, traditions, cuisine as well as language of each country.
The project My Passion, Happiness – Add to Favorites showed that intercultural competences must and can be developed at each age. Organizations participating in the project were from countries with different cultures. This was the chance for all participants to familiarize with features typical for each partner country and specially to visit places which the country and its citizens are proud of and which are not mentioned in any tourist guidebooks. Enthusiasm, happiness, and natural curiosity were observed during all activities prepared for participants. In terms of communication, the goal of the project was to encourage seniors to use English language in mutual communication without hesitation. Perfect knowledge of English does not play a significant role in understanding and making friends especially at the older age. Respect for cultural values and cultural identity of individual countries could be seen during the project meeting.
The projects focused on the target group at the older age are of great importance not only for seniors but also for society. Like a prototype of a new person that is aware of their possibilities trying to live the fullest is created.
5 Conclusion
Social and economic reality especially in the European Union is connected with the higher intensity of international relationships in all areas of social life. Changes are reflected in education at all levels. Senior education is in the center of attention at all Universities of the Third A. At the present time, their activity started to orient to international cooperation with institutions focused on education of the older generation. In the paper, the possibility of the U3A to participate in the international projects – strategic partnerships funded by the European Union within the Erasmus+ program are presented. Mentioned projects create the environment for exchanging experience and knowledge between institutions resulting in more effective way with this age group. Moreover, the main impact of these projects can be seen in the chance for seniors to familiarize with new nations, cultures and history and this way, they can improve their intercultural competence and can become a part of multicultural society. They can improve the ability to perceive, tolerate and accept diversity and otherness which is around us and become the part of our everyday life. Meeting people at the same age from other countries allow them to make new friends, international contacts which, on one hand, are important in terms of social life and, on the other hand, can help seniors to improve the speaking competence and they can communicate in English better.
Literature:
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Akcent print, 2009. 105 p. ISBN 978-80-89295-19- 7
2. BARTÁK, J.: Profesní vzdělávaní dospělých. Praha:
Univerzita Jana Amose Komenského, 2007. 264 p. ISBN 978- 80-86723-34-1
3. BARTÁK, J.: Jak vzdělávat dospělé. Praha: Alfa nakladatelství, 2008. 200 p. ISBN 978-80-87197-12-76.
4. BENEŠ, M.: Celoživotní učení a vzdélávaní. In: Nové paradigma v kurikulu vzdělávaní dospělých. Praha: Educa Service, 2009. 25-34 p. ISBN 978-80-87306-04-82.
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Bilingválna monografia. Banská Bystrica: Univerzita Mateja Bela, 2007. 114 s. ISBN 978-80-8083-345-9.
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7. DARULOVÁ, J. – KOSTIALOVÁ, K.: Multikúlturnosť a multietnicita. Banská Bystrica: ÚVV UMB, 2010. 274 p. ISBN 978-80-557-0018-2.
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Dostupné na: http://www.uniba.sk/asociaciautv/>
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Primary Paper Section: A Secondary Paper Section: AM, AO
DEVALUATION ACTS OF LEARNERS AGAINST TEACHERS AT SLOVAK SCHOOLS
aBELLOVÁ SLAVOMÍRA, bSIVÁKOVÁ GABRIELA,
cTIŠŤANOVÁ KATARÍNA
Catholic University in Ružomberok, Faculty of Education, Hrabovská cesta 1, 034 01 Ružomberok, Slovakia
email: aslavomira.bellova@ku.sk, bgabriela.sivakova@ku.sk
ckatarina.tistanova@ku.sk
The paper is a partial result of the project KEGA no. 007KU-4/2017 entitled
„Devaluation acts of learners against teachers – manifestations, reasons, prevention”.
Abstract: The contribution deals with the issue of devaluation behaviour of pupils towards teachers. It maps the factors stimulating the onset of bullying teachers by pupils, manifestations of bullying and of aggressive behaviour and it introduces individual selected researches that were implemented within the field of bullying, aggression, undesirable behaviour of pupils towards teachers.
Keywords: Teacher. Pupil. Devaluation of a Teacher. Bullying.
1 Introduction
Nowadays many acts of disrespect against teachers are visible at schools as well as undesirable behaviour of learners not only to their fellows, but also to teachers. This has become an everyday reality and part of dealing with pedagogical situations. The most frequently occurring phenomena are bullying and cyberbullying, aggressiveness, drug addiction, verbal and non-verbal attacks (psychical and physical) on both sides of pedagogical communication. There may be several reasons for this, connected, for example, with the authority of the teacher, unsuitable interaction relations between teachers and learners which may even result into devaluation acts of learners against teachers, etc. As G. Siváková (2016, p. 9) has it, the loosening of school discipline that has occurred in recent years has also contributed to the increase of violence among learners, aggressivity and bullying, which often target teachers as well.
1.1 Devaluation as a social pathological phenomena in schools
As teachers, we may describe such acts, or can characterise them, but it must be clearly said that they are not systematically elaborated. The fact is that educators and psychologists have begun to pay a more systematic attention to this area only in recent years. The impulses for the elaboration of the area in our country can be found in the work of such authors as, for example, J. Hroncová (2016), I. Emmerová (2011, 2016), C.
Határ (2007), in the Czech Republic Z. Martínek (2015).
It is the so-called devaluation actions from the side of learners, under which one may understand, for example, the disruption of educational process by various undesirable activities of the learners, including the devaluation attitudes and acts towards the teacher.
The concept of devaluation means, in a wider sense of the word, the depreciation. In educational reality it is more suitable to think about the concept of social devaluation, pedagogical devaluation, school devaluation, depreciation, expressing disrespect towards the participant of the educational process. The devaluation is the decreasing of self-confidence, a measure of disrespect towards a human being, humiliation. It affects the core of our personality and, therefore, it is perceived more painfully than whatever else.
Its opposite is evaluation, which is announcing to oneself that one has certain measure, level of respect and reputability, or respectability.
Under the concept of devaluation at school may fall any undesirable behaviour which in any way depreciates pedagogical reality. The devaluation issues will therefore include any risky behaviour of an individual, various manifestations of unfriendly behaviour, psychical torture, interfering with an activity, offending, humiliating, failing to observe required rules, anger,
aggressiveness, aggression, bullying, cyberbullying, a whole set of various social-pathological phenomena, etc. As devaluation acts may be considered any acts related to the devaluation of a personality. If such, or similar acts occur in educational process, they may have extremely negative impact on its performance and results. Practically, it happens that teachers, especially women, often leave teaching profession especially because of such and similar undesirable acts of pupils.
1.2 Research of bullying, aggression, undesirable behaviour of pupils towards teachers
In 2018, the Department of Education and Special Pedagogy, Faculty of Education of the Catholic University in Ružomberok conducted a research focused on the devaluation behaviour of learners towards teachers in the Slovak Republic. The research sample was made up by 401 teachers, of which 82.78 % were women and 17.2 % men. Relatively balanced was the representation of teachers regarding the type of school they work at. 50.4 % respondents taught at elementary schools and 49.6 % at secondary schools. The research sample of teachers came from all regions of the Slovak Republic. Of the respondents who taught at elementary schools, 50.5 % were from the elementary schools, 49.5 % from the secondary schools. Of the secondary school teachers, 27.2 % taught at secondary grammar schools, 39.0 % at secondary vocational schools – study fields. At secondary vocational schools – study fields 6.7 % and 27.2 % at music conservatory. The respondents filled in a questionnaire with 22 examples of improper behaviour, having the Likert Scale with the following options: never, rarely, at times, often, very often. Table no. 1 “The most frequent acts of aggressive behaviour of learners toward teachers” shows the rotated factor matrix consisting of individual items related to improper behaviour. The KMO test result was 0.845 and the Barlett´s Sphericity test was statistically significant (χ2=3628.312, p<0.000).
Three relevant factors were identified: factor 1 which was because of the nature of the associated items named verbal aggression, such as improper loud comments, ignoring, making fun, threatening, etc., factor 2 which was called social aggression (cyberbullying), as, for example, spreading humiliating, ridiculing or embarrassing videos, photos, sound recordings, blackmailing through the internet, etc., and factor 3 which was named physical aggression, as physical assaults, threatening by physical assault or an attempt for a physical assault. Together all the factors explain 45.076% of the whole variants.
Tab. no. 1 The most frequent acts of aggressive behaviour of learners toward teachers
Factors aggression:
Verbal Social Physical Improper comments
towards myself .805
Ignoring .774
Humiliating .768
Ridiculing .764
Verbal abuses, invectives or
vulgarisms .747
Demonstrative rejection of an answer or a set task (writing,
reading, and so on.)
.724
Slandering .682
Threatening to destroy personal
property .536
Threatening to use influential
acquaintances .462
Spreading humiliating,
ridiculing or embarrassing videos .790 Spreading humiliating,
ridiculing or embarrassing photos .787 Spreading humiliating, ridiculing
or embarrassing sound recordings .730
Verbal assaults through .635
mobile phone and/or internet Threats or intimidations through
mobile telephone and/or internet .598 Hacking an electronic account
(e-mail, social net accounts, etc.) .549 Creation of the teacher´s
fake profile on a social network .532 Blackmailing through internet
or mobile telephone .351
Physical assault .896
Attempt at a physical assault .872
Threatening to use physical
violence .734
The research showed that, on average, the teachers most often come into contact with an improper behaviour related to the learners´ demonstrative rejection to answer or to do a set task, ignoring, slandering and improper loud comments towards themselves. Less frequently also with verbal insults/abuses/vulgarisms, ridiculing. Least frequently there occur molestation, internet or mobile phone blackmailing, or hacking into an electronic account.
Furthermore, we were interested in finding out whether there is a relation between individual types of improper behaviour and the length of the teacher´s practice. From the length of the teacher´s practice was expected a better orientation in important areas related to, for example, identification – helping a learner to identify the aim of improper behaviour; stopping learner´s improper behaviour; searching for ways of encouraging the learner; how to preserve the teacher´s natural authority, and so on. A significant relation was recorded only between the age/length of practice and the demonstrative refusal to answer, or to do the required task. It is a weak, negative relation, which means that the older the teacher is, or the longer practice he/she has, the lesser he/she is confronted with this improper behaviour.
Then a significant relationship was identified with the variable of purposeful damaging of personal property at school, reported more by older teachers, or teachers with longer practice. It is also a weak, positive relation. The last significant relation was identified with sexual harassment, the older the teacher is, or the longer practice he/she has, the lesser occurrence the phenomenon has. It is a weak, negative relation.
Subsequently, we focused on the comparison of such acts of improper behaviour as verbal aggression, cyberbullying and physical aggression on the teacher´s sex. This fact was verified by the Mann-Whitney U-test for two independent selections and its result is given in Table 2. Based on the significance value (p
> 0.05), it is possible to claim that there is no statistically significant difference in the factors of improper behaviour between men and women. Men and women are similarly confronted with individual factors.
Tab. no. 2 Improper behaviour with regard to the teacher´s sex
sex N Average
order U-test p-
value Verbal
aggression
Woman 332 203.13
10415.500 0.313
Man 68 187.67
Cyber- bullying
Woman 332 199.12
10828.500 0.471
Man 68 207.26
Physical aggression
Woman 332 199.35
10907.500 0.405
Man 68 206.10
Then we focused on the difference in the factors of improper behaviour according to the type of school. We verified it by Mann-Whitney U-test for two independent selections and its result is given in Table 3. Based on the value of significance, it may be stated that a statistically significant difference (p < 0.05) is only in the factor of cyberbullying. There is no statistically significant difference (p > 0.05) in case of verbal aggression and physical aggression. From the data about average order and the
average may result that there is more cyberbullying at secondary schools.
Tab. no. 3 Improper behaviour according to the type of school
sex N Average
order U-test p-value Verbal
aggression
ES 92 85.86
3621.500 0.142 SS 90 97.26
Cyberbullying
ES 92 90.41
4040.000 0.671 SS 90 92.61
Physical
aggression ES 92 96.04 3722.000 0.034 2 Pedagogical and didactic aspects of teacher work related to devalvation pedagogical issues
According to M. Vágnerova (2004), the problems in the area of behaviour must be solved as soon as possible and it is necessary for the teachers to be able to assess the essence and reason of improper acts, to try to manage them through usual pedagogical means, best in cooperation with parents, and if their procedure were not sufficiently effective, to know whom to ask for consultations or help. The teacher should become aware that his/her opinion of the problematic behaviour of a certain child does not always have to be absolutely objective, since he/she is personally involved in the situation, a learner harasses and enervates him/her, therefore the teacher may not be able to keep a sufficient distance. The teacher should know that it is a normal, natural response, which does not mean that he/she failed professionally.
B. Kováčová (2014) claims that the occurrence of bullying and aggressive acts in various forms points to the introduction of systematic changes and measures. If they are not observed, it is evident that the system with newly created rules will collapse. It must be taken into account that not the rules, but their strict observing may lead to the required changes in the environment where the bullying takes place. According to K. Tišťanová (2012), the school is responsible if bullying occurs in the school environment. It is necessary to approach the class teacher as the first person, potentially the guidance counsellor, or the headmaster, who must deal with the problem and solve it.
Solving the problems between the teacher and the learner may not be done only through orders, prohibitions or directions. What is much more effective is to analyse the problems with learners, to look for solutions and eliminate them. “A good teacher will let students learn from the problem, so that they can avoid it in the future, and will not allow to do the pointless devaluation practices in class” (Petlák, E., 2006, p. 89).
It must be said, however, that not every act of offensive behaviour, invectives, or fights, may be qualified as aggressive behaviour and acting of the child, requiring a professional interference. It is generally known that the aggression is given to a human being internally (instinctively), and it depends on several factors whether it develops in him/her to a form of undesirable behaviour, or to such behaviour which may be, medicinally, qualified as a health problem (Hanuliaková, J. et al., 2015, p. 32). T. Jablonský (2006) claims that through the development of cooperative skills a natural overcoming of aggressive behaviour may be achieved. The strategies and methods of cooperative learning lead the learners to the development of the empathic behaviour of learners, sensitivity, mutual understanding, development of friendly relations, to the overcoming of interpersonal barriers.
Many incentives on how to optimise the education and relations between teachers and learners can be found also in the T.
Gordon´s publication (2015). He depicts in it “the education without the defeated at school”. The essence of this education is searching for an acceptable solution for both parties, i.e. for
teachers as well as learners. It is a method in which “no one can lose”. This method teaches that cooperation, not competition, contribute to the most effective solution of problems. The solution of the problem requires a multicycle process. According to T. Gordon (2015), a good teacher should observe the following four principles:
1. to learn to listen to and try to understand what is heard, 2. to learn when it is necessary to speak with learners, 3. when addressing the problems, no one must feel to be
defeated,
4. it is necessary to create and keep open dialogue with learners.
Researches into the aggressivity of learners against teachers mention not only, generally, aggressivity against teachers, but also focus on why some learners afford more to some teachers and less to other ones”. The essence of these differences lies in several factors, or in the style of the work of the teacher with learners.
In 2017, S. Bellová (2018) also conducted a research focused on the aggressive behaviour of learners against teachers in the region of Orava in the Slovak Republic. From the research, which included 154 respondents (teachers), resulted the most frequent reasons of the aggressive behaviour of learners against teachers, namely, shortages in education and internal defects of learners.
2.1 Legislative framework of bullying in Slovakia
The framework for the solution of the problems of bullying in the school environment as well as certain starting point in the solution in Slovakia is provided by the document issued by the Ministry of Education of the SR Directive no. 36/2018 on the prevention and resolution of bullying of children and pupils in schools and school facilities, which regulates basic features, forms and acts of bullying the children and learners, possibilities of prevention and methods of addressing the bullying of learners following the responsibility of the school and school establishment according to the articles of the School Act. This directive became effective on 1 September 2018. This aim of this methodological guidance is, with regard to the seriousness of bullying, to provide basic information to the staff participating in the educational process about the forms of its acts, proposal for solutions, ways of its preventive impact, and the need of cooperation with learners´ parents, and particular institutions.
The document is published on the website of the Ministry of Education, Science, Research and Sport of the Slovak Republic.
The present, even though it is not directly alarming, requires our pedagogical-psychological attention. Each teacher should have knowledge about certain defensive strategies and ways how to manage conflictual situations occurring at school. Relevant are the questions of prevention and a possibility to forestall such acts of students. What is very important is the first, introductory meeting of the teacher with learners, e. g. at the beginning of the school year. These moments are often underestimated, but we assume that they are crucially important for the creation of the authority of the teacher in class and for the building of good, positive and safe climate in class. M. Sirotová (In http://www.sikana.org/pdf/sirotova.pdf, online) maintains “that the problem of bullying must be dealt with already during the university training of future teachers.”
2.2 Conclusion
However, it is always accepted that the question of prevention remains most important one. There has been much discussion about this issue, and its sporadic application at schools often lacks effect. Teachers should be becoming aware of the need to create at school a safe space through the building of positive and pleasant climate in class, apply new and partner approaches to learners, new open, non-violent communication, use effective forms of cooperation. To teach learners to constructively deal
with problems and conflicts, stress situations, to develop social and communicational competences of learners.
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Primary Paper Section: A Secondary Paper Section: AM, AN
