Suchergebnisse

The paper deals with the issue of personality in the context of the professions of an elite tennis player and a project manager. The objective of the conducted research is to find a set of personality characteristics typical for tennis and project management and to find out which personality characteristics of the analyzed professions are similar, or different. To confirm the hypothesis H: "The personality characteristics of an elite tennis player correspond to the demands of his profession, just as the personality characteristics of a project manager correspond to the demands of his profession, and there is demonstrably a correlation in the personality characteristics of elite tennis players and project managers, which corresponds to a correlation in the demands of these two professions," we will use the Cattell's 16 Personality Factor Test, the Spearman correlation analysis, the evaluation of the relevant test indicators difference in statistical significance using the Student t-test, and the comparative analysis. A comparison of the demands of the analyzed professions on a person and a comparison of the personality characteristics of the elite tennis players and the project managers results in the conclusion that the personalities of an elite tennis player and a project manager are somewhat similar, as well as a striking difference between them in the emotional area. The hypothesis was confirmed. An elite tennis player can be a good project manager. Doi: 10.28991/ESJ-2023-07-04-019 Full Text: PDF

In the Slovak Republic, the current school legislation in force defines inclusive education as joint education of children, pupils, students, or participants of education carried out based on the principle of equal opportunities and respect towards their educational needs, as well as individual characteristics, and promoting their active participation in schools' or school facilities' educational activities. In the proposed study, the concept of sustainable inclusive education is dealt with.

The paper discusses the effect of systematic work with pupils' self-evaluation during teaching professional subjects. It approximates the requirements for the student's current assessment, with an emphasis on motivation and educational goals of professional teaching. It points to the necessity, the need to get acquainted with the implementation of comprehensively developing evaluation in practice, using the book "Evaluation and student self-evaluation".