Personal Development

Are you a perfectionist?

by Ricci Fong

Fong, R. W. (2011, November). Are you a perfectionist?. The Gifted Bulletin, 4.

Imperfect "Perfectionism"?

by Ricci Fong

Fong, R. W. (2010, May). Imperfect "Perfectionism"?. Nurturing the Gifted, 3, 4-5.

Open Sensitive project

by Ury Smirnov

Pablished in Ideas4Future, 2009

Our sensuality is the goal, and the path, and the criterion. If the colors, smells and sounds of this world become... more Our sensuality is the goal, and the path, and the criterion. If the colors, smells and sounds of this world become brighter for you, bring you more joy then you are living right. If the reverse, you shy away from the path intended for you. Maybe you need to give up something or take something new again to start living life to the fullest and take from it everything that it offers.

Educación patrimonial de calidad para promover un aprendizaje a lo largo de la vida

by Janine Sprünker

ICOM CECA 2011 annual conference, Zagreb (Croatia),  16-21 September 2011.

Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). Por lo tanto, la función educativa del museo... more Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). Por lo tanto, la función educativa del museo debe apoyar esa finalidad, la cual coincide con la finalidad que tiene la educación formal (Departament d’Educació, 2007b). Sin embargo, para asegurar el desarrollo personal y social de las personas (Silverman, 2010), y en nuestro caso, del alumnado de la educación secundaria obligatoria, debemos tener en cuenta determinados elementos que proporcionarán una mayor calidad a la educación patrimonial. La presente comunicación presenta algunos resultados obtenidos del proyecto de investigación-acción "3c4learning", enmarcado en el grupo de investigación Museia, en el cual participaron dos museos, una institución cultural y tres institutos de secundaria de Cataluña. Uno de los objetivos fue definir los criterios de calidad de una educación patrimonial a través del uso de Internet, cuando esta tiene lugar a partir de la colaboración entre el profesorado y los gestores culturales.
Los criterios comprenden la fase de planificación, ejecución del proceso de enseñanza y aprendizaje y la evaluación. No establecer colaboración limita la calidad de la educación patrimonial porque, entre otros aspectos, se deben encajar los requisitos curriculares y los recursos disponibles, en el contexto socioeconómico del centro educativo, para aprovechar todas las potencialidades del contexto, de los recursos, de los profesionales y responder a las necesidades educativas específicas de un determinado alumnado. Los proyectos de educación patrimonial de calidad, desarrollan las competencias básicas.

Sometimes It’s Worth the Headaches: Working in Challenging Environments

by Larry Nash White

Published in Library Worlife: Volume 2, No. 12 • December 2005

(2009) Lectures Les managers de l’âme. Le développement personnel en entreprise, nouvelle pratique de pouvoir ? Une réédition en poche de l’ouvrage de Valérie Brunel (La Découverte, 2008)

by Samuel Lézé

review in french

Foubert, J. D., Nixon, M., Sisson, V. S., & Barnes, A. C. (2005). A longitudinal study of Chickering and Reisser’s vectors: Exploring gender differences and implications for refining the theory. Journal of College Student Development, 46, 461-471.

by John Foubert

A racially mixed random sample of 247 students
at a midsized public university in the Southeast
completed... more A racially mixed random sample of 247 students
at a midsized public university in the Southeast
completed the Student Development Task and
Lifestyle Inventory at the beginning of their first
year, beginning of their sophomore year, and end
of their senior year (Winston, Miller & Prince,
1987). Results showed partial support of
Chickering and Reisser’s theory of development
in that students progressed in their development
along three measured vectors throughout their
college career. Results contradicted the assumption
that developing purpose is a vector experienced
only toward the end of one’s college career.
Important gender differences also emerged,
particularly regarding issues of tolerance. Results
are discussed in light of reconsideration of the
theory and implications for student affairs
practice.

Foubert, J. D. & Grainger, L. (2006). Effects of membership in clubs and organizations on the psychosocial development of first-year and senior college students. NASPA Journal, 43, 166-182.

by John Foubert

Students at a midsized public university in the southeast
completed the Student Development Task and Lifestylemore Students at a midsized public university in the southeast
completed the Student Development Task and Lifestyle
Inventory at the beginning of their first year, beginning of
their sophomore year, and end of their senior year. More
involved students reported greater development in moving
through autonomy toward interdependence and establishing
and clarifying purpose. Uninvolved students had consistently
lower developmental scores. Students who joined
or led organizations reported more development than
those who just attended a meeting.