Motivacija i ličnost. Front Cover. Abraham H. Maslow. Nolit, – pages Bibliographic information. QR code for Motivacija i ličnost. Abraham Maslow, Motivacija i ličnost. Harper and Bros, F. Herzberg, B. Mausner, B. Snyderman, Motivisanost za rad. John Willey & sons, ABRAHAM MASLOV – MOTIVACIJA I LIČNOST. ABRAHAM MASLOV – MOTIVACIJA I LIČNOST IZDAVAČ: NOLIT BEOGRAD STRANA: TVRDOG POVEZA.

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Connecting to methods, data analysis provides also an interesting overview on phases of recruitment into the interviewed enterprises.

Memory, 13 3—4— Researching in Learning and Education: On- line im Internet: Formal and informal occasions for sharing are the moments in which team reflection in ac- tion is expressed through decision-making and metacognitive commitment. Individual reading in 90 wpm rate would not be able to read and comprehend volumes of material, which is a requirement of modern job tasks.

In a society characterised by ease of access and transfer of information a new model of training is necessary that supports the endogenous dynamics of knowledge creation. Participating in the creation of new knowledge or acquiring existing knowl- edge are the two basic types of educational actions through which an organisa- tion manages the growth of its members.

Following that, many experts have developed the idea that ,aslov should help transition of the young graduates from the educational to the work context through specific learning and teaching strategies or educational actions, such as guidance provision at a micro, meso and macro level. Listening to What the Graduates Have to Say 13 periods of part-time work, or include various periods of activity or inactivity, such as licnodt or parental or training leave.

Abraham H. Lass – 100 Byk Roman 2

What matters most is not demonstrable behaviour; rather, this behaviour has to be supplemented by a rationale for ac- tion based on interpretations. The issue faced in the paper is which kind of learning is connected to that. A theory of action perspective. However, in both cases their legitimacy is given by the possibility that they be grafted on the wealth of knowledge of the organisation, or become part of the processes of knowledge production being carried out and which take place on a daily basis during normal production activities.


Therefore, we might propose that transformation is implicated in the proc- ess of transition and represents the threshold that allows the learner to gain new meaning and new perspectives.

Human Resource Development Quarterly, 8 4— Towards the European High- er Education Area. In addition to academic professionaliza- tion, we find non-academic qualification pathways in the form of non-formal continuing education opportunities.

Although vast majority of research suggest that there is enough evidence to support the claim that WM plays a significant role during development, it is unclear whether the same can be stated for adulthood as in this period of life reading and retrieval process become automatized.

In addition to this first major goal, the research also strives to: Log In Sign Up. As a consequence, it is not a product in itself but a pedagogical process that has much to do with reflection and transformative learning.

Journal of Applied Cognitive Psychology, The Academy of Management Review. In such an environment, learning has become imperative, and not only the one that refers to the formal education and school — because people learn every day Anita Woolfolk, Malcolm Hughes, Vivienne Walkup,but in any other, informal and empirical learning that takes place in various ways: On the other hand, support can be internal.

Two are the main questions that lead the first 5 months activities. At the same time, a focus on learning outcomes comes at the expense of a focus on content, which can be understood as the foundation of an academic education.

Access, Retention and Employability. To listen actively is to make oneself open and welcoming, it is to understand the verbal and non-verbal communication that the body expresses.

Motivaicja all, why is it necessary to know what drives young adults to follow some routes rather than others? The world of the social economy features a great deal of care for citizens, from tiny babies to non self-sufficient elderly people. From this point of view, there is a strong relationship between quality and evidence. As time goes by, i.

Journal of Memory and Language, 30 3— The model that could emerge from this investigation into a central study course for the edu- cational field could also be used as a comparison in other university contexts and similar areas.


Giselheid Wagner and Karin Reisinger describe the revision of wba curricula into curricula focused on learning outcomes see http: Doing justice to both aspects will be a challenging task.

Motivacija i ličnost – Abraham H. Maslow – Google Books

The enquiry followed a qualitative method. Lupou, Flexible Pathways Towards Professionalisation: Employability-related quality standards can focus on a variety of issues. Be- tween School and Work: XIor on educational systems that ensure that nobody is marginalised.

For us, the study of Transitions means to approach young adults in abrham most crucial period for the construction of a mature identity and enter into the do- mains of informal learning that are actually guided by processes so much hidden as distant in time.

It deals with the types of actions that can coexist within the same profes- sional role, but which may also be present in different moments of the activity of a same role. This is because qualifications—that is, evidence of completed edu- cation programmes—are considered equivalent to observable motivacijz and demonstrable skills, provided these masllov validated and certified at some point.

So, when conducting locnost that are concerned with these two types of variables especially in illiteratesspecial and additional caution have to be con- sidered in order to carefully equate all the intervening variables, as many cor- relations previously established in studies focusing on average literate adult, are often taking for granted. As a matter of fact, transitions motivacijz to transformative and developmental aspects of the human condition as well as macro-changes in society, in terms of the skills, knowledge and abilities that can be influenced by education and society.

Each of these subjects has a complex theoretical history and can easily be observed from a range of perspectives.