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ACADEMIC ACHIEVEMENT OF HIGHER EDUCATIONAL STUDENTS IN THE LIGHT OF TALENT, HEALTH AND SOCIAL RELATIONSHIPS
43-56Views:376Background and aim: Academic achievement is determined by several intra- and interpersonal factors. Talent is an internal factor whose role in academic progress is unquestionable (Dávid et al., 2014a; Mező, 2008; Ceglédi, 2008). Health awareness is also an internal factor that has a significant effect on academic achievement, considering the positive effect of regular physical activity and positive self-image, and body image within the latter (Kovács, 2020). Also, interpersonal and environmental factors need to be emphasized, as adequate social support can significantly improve performance and can also play a crucial role in disadvantage compensation (Szemerszki, 2015; Ceglédi 2012). However, deficits of these factors (of which exclusion is very severe, for example) have the opposite effect. In our research, we examined the role of self-assessed talent preferences, self-satisfaction, regular physical activity, and coping with exclusion among the students of the University of Debrecen (N=159). Results: Based on the results of the linear regression analysis, exclusion itself has a negative effect on academic achievement, but self-satisfaction and coping with exclusion show a positive effect. Our results draw attention to the importance of social relationships and prevention of exclusion, as it is clear that social exclusion has a long-term impact on self-esteem and higher academic achievement, and is stronger the earlier it appears.
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TALENT AND EDUCATION IN THE CSR OF COMPANIES
53-69Views:130According to a broader definition offered by Kotler and Lee (2007, 10 p), the focus of corporate social responsibility (CSR) is on „selecting an initiative that will do the most good for the social issue as well as the corporation”. Following this line of reasoning, the purpose of this study is to examine through the use of practical examples those activities of CSR that can be in connection with the category of special treatment. To be more specific, these are the CSR activities related to talent and education. The CSR activities of five companies were evaluated by performing a content analysis of their websites. The content analysis of the Sustainability reports and websites of the selected companies, supplemented with the latest company news of 2015 and the first 6 months of 2016, has opened the door to the preparation of a wide-spectrum activity inventory on the CSR areas related to talent and education. In this way, the aim of this study has thus been fulfilled.
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THE ’’T.É.M.A.: TUDOMÁNYOS ÉS MŰVÉSZETI ALKOTÓMŰHELY’ TALENT DEVELOPMENT PROGRAM
143-151Views:69The ’T.É.M.A.: Tudományos És Művészeti Alkotóműhely’ is a scientific and artistic talent development program that realizes in the frame of the NTP-INNOV-22-0095 project of the Kocka Kör during the 2022/2023 school year. The program is supported by the Hungarian National Talent Program and the Prime Minister's Office. This study summarizes the target system and expected results of this project.
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TEACHERS' ROLE IN THE TALENT DEVELOPMENT
5-19Views:199This study focuses on teachers who work with gifted and talented students. Its central questions are: What are the distinctive characteristics of these teachers? How can we diagnose these characteristics? Can we develop these characteristics? What special roles have the teachers in case of talent identification and development? These questions have been in the center attention of talent education for more decades, and now, this paper gives a possible answer.
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INNOVATION PORTFOLIOS OF AN INNOVATION CLUB
69-76Views:162The Innovation Club of the Hungarian K+F Studio Ltd. is a special talent development program for young adults, which program was realized in the frame of a project of National Talent Program (project code is NTP-PKTF-17-0017). One of the results of this program project is an e-book, which contains young adults' (n=42) innovational portfolios. This article summarizes the experiences of this program and book.
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SPECIAL TREATMENT, 2023. Vol. 9. (3.)
1-168Views:121Journal of Special Treatment, 2023. Vol. 9. (3.) - full text
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SPECIAL TREATMENT, 2018. Vol. 3. (1.)
1-111Views:120Special Treatment, 2017. Vol. 3. (1.) - full text
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SPECIAL TREATMENT, 2021. Vol. 7. (3.)
1-119Views:234Special Treatment, 2021. Vol. 7. (3.) - full text
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SPECIAL TREATMENT, 2020. Vol. 6. (3.)
1-119Views:274Special Treatment, 2020. Vol. 6. (3.) - full text
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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, 2015. Vol. 1. (1.)
1-108Views:191This is the full text of 2015/1 of the Journal of Különleges Bánásmód /Special Treatment/.
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SPECIAL TREATMENT, 2019. Vol. 5. (2.)
1-93Views:174Special Treatment, 2019. Vol. 5. (2.) - 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, 2017. Vol. 3. (2.)
1-122Views:136Special Treatment, 2017. Vol. 3. (2.) - full text
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SPECIAL TREATMENT, 2015. Vol. 1. (4.)
1-105Views:175Special Treatment, 2015. Vol. 1. (4.) - full text
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THE POSSIBILITIES OF MUSEUM PEDAGOGY AND TALENT DEVELOPMENT IN A VIRTUAL MUSEUM
89-99Views:418The present study compares the real and the virtual museums from viewpoints of foundation and operating, visitor experiences, safety and security, and museum services. At the end of the study, there are examples of the pedagogical (e.g. talent developmental) possibilities of a Virtual Museum from the aspect of education, development of cognitive abilities and personality, and the methodological development and the incentive of achievement.
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SPECIAL TREATMENT, 2016. Vol. 2. (3.)
1-104Views:138Special Treatment, 2016. Vol. 2. (3.) - full text
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SPECIAL TREATMENT, 2022. Vol. 8. (2.)
1-167Views:136Journal of Special Treatment, 2022. Vol. 8. (2.) - 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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BOOK OF LÁSZLÓ BALOGH ON THE BASIS OF INDIVIDUAL TALENT DEVELOPMENT PROGRAMS (RECENSION)
99-101Views:183The reviewed book is:
Balogh László (2016): Az egyéni tehetségfejlesztő programok alapjai. Didakt Kiadó, Debrecen. pp 303 ISBN 978-615-5212-39-0
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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, 2023. Vol. 9. (2.)
1-162Views:157Journal of Special Treatment, 2023. Vol. 9. (2.) - 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, 2018. Vol. 4. (2.)
1-98Views:142Special Treatment, 2018. Vol. 4. (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