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L'EFFETTO DEI SOCIAL MEDIA SULLA LINGUA ITALIANA
123-128Views:100Il presente studio ha valutato le caratteristiche e gli atteggiamenti nell'uso della lingua di n = 97 madrelingua italiani in relazione all'interazione tra i social media e la lingua italiana. I risultati mostrano che i social media hanno solo una piccola influenza sull'uso della lingua degli intervistati e non è chiaro se gli utenti della lingua vedano il cambiamento nella lingua italiana come un'evoluzione o una regressione.
THE IMPACT OF SOCIAL MEDIA ON THE ITALIAN LANGUAGE
In the Italian-language study, n = 97 native-speaking Italian respondents were assessed for their language use characteristics and attitudes in relation to the interaction between Social Media and the Italian language. The results show that Social Media has only a small influence on the language use of the respondents and it is not clear whether language users see the change in the Italian language as evolution or regression.
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SPECIAL TREATMENT, 2021. Vol. 7. (1.)
1-126Views:275Special Treatment, 2021 Vol. 7. (1.) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (2.)
1-93Views:174Special Treatment, 2019. Vol. 5. (2.) - full text
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SPECIAL TREATMENT, 2022. Vol. 8. (3.)
1-157Views:194Journal of Special Treatment, 2022. Vol. 8. (3.) - full text
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SPECIAL TREATMENT, 2017. Vol. 3. (3.)
1-113Views:112Special Treatment, 2017. Vol. 3. (3.) - full text
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SPECIAL TREATMENT, 2015. Vol. 1. (3.)
1-90Views:162Special Treatment, 2015. Vol. 1. (3.) - full text
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REGGIO EMILIA APPROACH AND PRE-SCHOOL EDUCATION IN DUBAI
81-94Views:168Early childhood education and care have become an important aspect of society and the well-being of people. A proper early childhood education can build a solid foundation for lifelong learning achievement and reduce the cost of lost talent and spending on social, health, and even justice systems. Within early childhood education, the Reggio Emilia approach has gained popularity around the world and a number of countries in the West employ this approach in their early childhood educational system. In the young and prosperous country of the United Arab Emirates with its famous city of Dubai, this child-centered approach is also famous amongst affluent families with young children. This paper looks into early childhood education and the Reggio Emilia approach in the city of Dubai and how this is presented in the educational system of the UAE.
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SPECIAL TREATMENT, 2022. Vol. 8. (1.)
1-140Views:219Journal of Special Treatment, 2022. Vol. 8. (1.) - full text
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SPECIAL TREATMENT, 2020. Vol. 6. (4.) - FULL TEXT
1-111Views:234Special Treatment, 2020. Vol. 6. (4.) - full text
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SPECIAL TREATMENT, 2016. Vol. 2. (1.)
1-112Views:123Special Treatment, 2016. Vol. 2. (1.) - full text
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CAN COGNITIVE SKILLS BE DEVELOPED BETTER IN THE CASE OF STUDENTS WITH BETTER ABILITY?
55-66Views:139Background and aims: An important issue of teaching and learning processes is how to assess and develop students’ cognitive abilities. The aim of the study is to examine the correlation between in class 5 and 8 class measured skill levels' attention, memory, and thinking. Assumption: The correlation is between the pre-tested skills level and the post-tested skills level in the pilot group. The students with better skills have developed better during testing than the students with lower skills. Method: During the survey, I monitored the progression of students brought under a group (n=174) who in development activities took part in 4 years. The follow-up of the participants' memory, attention, and thinking was done with tests known in talent management. Results: There is a strong, positive correlation between attention, memory, and thinking. Discussion: The strong positive correlation indicates that the students with better skills show greater development than the students with lower skills. The initial benefits appear in point of the chance of development.
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SPECIAL TREATMENT, 2018. Vol. 4. (2.)
1-98Views:142Special Treatment, 2018. Vol. 4. (2.) - full text
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SPECIAL TREATMENT, 2023. Vol. 9. (2.)
1-162Views:157Journal of Special Treatment, 2023. Vol. 9. (2.) - full text
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Special Treatment, 2024. Vol.10.(2)
1-107Views:28Journal of Special Treatment, 2024.Vol.10.(2) - full text
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SPECIAL TREATMENT, 2018. Vol. 2. (2.)
1-110Views:114Special Treatment, 2016. Vol. 2. (2.) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (4.)
1-87Views:155Special Treatment, 2019. Vol. 5. (4.) - full text
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SPECIAL TREATMENT, 2022. Vol. 8. (2.)
1-167Views:137Journal of Special Treatment, 2022. Vol. 8. (2.) - full text
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SPECIAL TREATMENT, 2015. Vol. 1. (2.)
1-103Views:121Special Treatment, 2015. Vol. 1. (2.) - full text
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SPECIAL TREATMENT, 2016. Vol. 2. (4.)
1-114Views:128Special Treatment, 2016. Vol. 2. (4.) - full text
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SPECIAL TREATMENT, 2021. Vol. 7. (4.)
1-118Views:238Special Treatment, 2021. Vol. 7. (4.) - full text
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SPECIAL TREATMENT, 2018. Vol. 4. (1.)
1-91Views:125Special Treatment, 2018. Vol. 4. (1.) - full text
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SPECIAL TREATMENT JOURNAL, 2024. Vol. 10.(SI)
1-183Views:73Journal of Special Treatment, 2024. Vol.10.(Special Issue) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (3.)
1-120Views:122Special Treatment, 2019. Vol. 5. (3.) - full text
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SPECIAL TREATMENT, 2021. Vol. 7. (2.)
1-138Views:307Special Treatment, 2021. Vol. 7. (2.) - full text
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THE INTRODUCTION OF THE SPECIAL TREATMENT AND DIOGNOSTICAL RESEARCH CENTRE
91-98Views:166The ‘Special Treatment’ Diagnostical and Developmental Centre is a new research workshop of the Faculty of Child and Adult Education of the University of Debrecen. It was founded in 2015. This article shows the circumstances of founding, the main goals, the members and activities of this Centre.