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One of the important aspects of organizational functioning is the adaptation process. Classically, the process is seen as adaptation to changes in the environment. and a factor for effective functioning. The publication presents the adaptation process as a cause of organizational aging – a classic problem of organizational development. As social systems, organizations go through stages analogous to biological systems. This presentation examines the specifics of the development process of organizations using a model representing the life cycle of an organizational system. The organization faces daily problems of different nature. In the stages of its life cycle, when it succeeds in dealing with problems, we see organizational growth. Over time, as a result of a declining ability to make adequate decisions, the organization reaches decline. There are a number of techniques for returning organizations to their creative period. In this context, this publication presents entrepreneurship as a tool for organizational renewal and modernization of educational systems. The conclusions drawn are supported by a study of a model organization Nikola Vaptsarov Naval Academy. The main research method applied is statistical analysis.

In recent years, cloud computing has motivated new learning tools based on the cloud to collaborate and share content with a large number of students. Thus, the main objective of this paper is to propose structural equation modeling explaining the educational usage of cloud-based tools (CBTs) in terms of their adoption and application in learning activities within a virtual course. The data analysis used a representative sample from Galileo University, Guatemala. The results of the study revealed that usefulness is one of the main reasons for the rapid adoption of CBTs. The study also showed that in terms of educational usage, there is a greater correlation with lower order thinking skills than that with higher order thinking skills of Bloom's taxonomy. Finally, the evidence from this study suggests that from a student perception, peer-to-peer communication and collaboration can be a strong motivation to use CBTs on learning activities. ; This work was supported in part by the Erasmus+ Programme of the European Union, Project MOOC-Maker, under Grant 561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP, in part by the Madrid Regional Government (Comunidad de Madrid) under Grant P2018/TCS-4307, and in part by the Spanish Ministry of Economy and Competitiveness/Ministry of Science, Innovation, and Universities through the Project RESET under Grant TIN2014-53199-C3-1-R and through the Project Smartlet under Grant TIN2017-85179-C3-1-R.

Despite the literacy rate in India going up to 74.04 per cent according to the 2011 census, significant challenges persist in providing quality education to the urban and rural masses in India. In this article, I argue that the substantial disparities in access to education as well as the delivery of cost-effective and quality education can be reduced to a great extent by involving the use of new information and communication technologies (ICTs) that rely on personal computers and databases, telecommunication networks, Internet and mobile phones, etc. for educating children and adults alike in an interactive, entertaining manner. Quality education cannot be merely achieved by the 'chalk-and talk' method anymore. Edutainment, a state-of-the-art concept of learning that combines education with entertain- ment, is rapidly gaining ground in India where the online gaming market is expected to reach $496 million by 2013. India is currently witnessing a revolution in edutainment. Even the government officials in India are promoting games that are transforming the serious activity of education into a fun-filled experience for the present multitasking media generation, thus creating a fast track for learning. Also, several studies have proven that entertainment education is both a theoretical and practical approach to education about sensitive topics that can bring about social change. Educational gaming is thus an effective tool for learning and social change in India.

The present paper focuses on a monographic project of investigation realised around a case study. The aim is to find out whether the Olympic ideology, as an educational instrument, is present in Secondary Education and baccalaureate taught in a secondary school in the Community of Madrid, through the teaching given by one of its Physical Education teachers. The methodological design has taken as point of departure the documentary analysis of the Olympic Charter in order to identify, as a primary source, the foundations of the Olympic ideology. After finding the similarities that may be implicit in its content with the current educational legislation as well as with the functions that physical activity can perform as an educational instrument according to Hernández Álvarez (1996), four values and four functions were selected as the object of study of this work and it was then investigated whether these aspects were present in the development of the teaching practice of the teacher who was the object of study. ; El presente artículo se centra en un proyecto monográfico de investigación realizado en torno a un estudio de caso. Con él se pretende conocer si el ideario olímpico como instrumento educativo está presente en la Educación Secundaria y el Bachillerato que se imparte en un Instituto de la Comunidad de Madrid, a través de las enseñanzas impartidas por uno de sus profesores de Educación Física. El diseño metodológico ha partido del análisis documental de la Carta Olímpica con el fin de identificar en ella, como fuente primaria, las bases del ideario olímpico. Tras encontrar los paralelismos que puede tener implícito su contenido con la legislación educativa actual y con las funciones que la actividad física puede desempeñar como instrumento educativo según el planteamiento de Hernández Álvarez (1996), se ha procedido a seleccionar cuatro valores y cuatro funciones como objeto de estudio de este trabajo y se ha procedido a indagar si estos aspectos estaban presentes en el desarrollo de la labor docente del ...

"This book considers the many uses of games and simulations, focusing specifically on their use in organizational and educational settings and providing perspectives on gaming for distance learning, gaming for rehabilitation, business simulators, and motivational games, this publication explores new and emerging trends in this ever-evolving area of research"--Provided by publisher

Il progetto è in sintonia con i nuovi scenari di ricerca, sia in ambito nazionale che internazionale, per l'inclusione e l'attiva partecipazione all'interno della società delle persone con disabilità e delle loro famiglie. Sebbene le molte problematiche ancora da superare, negli ultimi anni il tema dell'inclusione (scolastica e sociale) delle persone che presentano delle disabilità sta' attraendo l'attenzione di settori sempre più ampi di popolazione, quanto guadagnando sempre più spazio all'interno dei momenti di discussione circa le future politiche sociali. La ricerca analizza gli stakeholder primari e secondari responsabili dei processi di inclusione sociale e scolastica dei giovani disabili, supponendo, lo sport e l'educazione fisica quale strumento facilitatore di possibili azioni e cambiamenti volti a facilitare la vita delle persone disabili. L'adozione di questo approccio è presentato come denominatore comune di pratiche innovative sociali che a supporto dei processi inclusivi consentono il passaggio da un modello medico assistenziale a un approccio dei diritti civili alla disabilità. La base teorica di questa ipotesi trova sostegno in molti principi di Integrazione Scolastica e l'obiettivo principale delle ipotesi di ricerca è sulla partecipazione ed emancipazione come strategie volte ad affrontare i problemi esistenti relativi alla inclusione. Le esperienze studiate rappresentano esempi di promozione dell'inclusione nei sistemi scolastici : contribuendo al dibattito sull' "inclusive education", sostenendo processi di inclusione sociale rivolti a tutti coloro che si trovano in situazione di svantaggio psico-fisico e sensoriale. Nella seconda parte l'analisi di alcuni studi in materia di approcci partecipativi nelle aree di interesse come esempio del miglioramento dell'inclusione, attraverso il coinvolgimento degli stakeholder dell'inclusione. Proseguendo nella ricerca si tenta di indagare sul livello di pregiudizio dei giovani all'interno di ambienti scolastici e sportivi, partendo da questioni ancora aperte. ; The project is in tune with the new research scenarios, both nationally and internationally, for the inclusion and active participation in society of people with disabilities and their families. Although many problems still to be overcome, in recent years the issue of inclusion (educational and social) of people with disabilities is' attracting the attention of increasingly broad sectors of the population, since gaining more and more space inside opportunities for discussion about future social policies. The research analyzes the primary and secondary stakeholders responsible for the processes of social inclusion and education of young people with disabilities, assuming, sport and physical education as a facilitator instrument of possible actions and changes aimed at making life easier for disabled people. The adoption of this approach is presented as a common denominator of social innovative practices in support of inclusive processes allow the transition from a welfare approach to a medical model of civil rights to disability. The theoretical basis of this hypothesis finds support in many principles of Scholastic Integration and the main objective of the research hypothesis is on participation and empowerment as strategies to address existing problems relating to inclusion. The experiences studied are examples of inclusion promotion in school systems: contributing to the debate on ' "inclusive education", supporting processes of social inclusion aimed at all those who are in a state of psycho-physical and sensory handicap. In the second part of the analysis of several studies in the field of participatory approaches in the areas of interest as an example of improving the inclusion, through the involvement of stakeholder inclusion. Continuing research will try to investigate the level of injury for young people within school and sporting circles, starting from open questions.

In the modern post-industrial society, the problem of developing creative abilities of students using information technologies is especially relevant. At the moment, society needs specialists who can think differently, find creative solutions to problems, and skillfully work with information. The problem of studying the phenomenon of creativity is not new. Many researchers have presented this problem in different interpretations.

El presente artículo propone una reflexión sobre la mirada y lo visual como constituyentes y constructores de realidad cultural. Un estudio articulado a través del análisis cultural de ideas y conceptos claves como método de reflexión. La construcción de la realidad siempre ha sido un hecho político dirigido por los poderes fácticos, pero al entrar en juego, desde el siglo pasado, el potencial de la creación audiovisual y digital para generar mundos posibles, la situación ha mutado hacia un contexto donde la creación y colonización de mundos visuales (y por lo tanto, reales) es prioritaria para las estrategias políticas. Se propone tal fenómeno cultural como un hecho eminentemente ideológico: la mirada cobra una especial relevancia en un cosmos mediado por la imagen, el audiovisual, lo digital, a través de sus dispositivos. El mirar (el mundo), más que nunca, es un hecho político; la producción de imágenes generadas a través múltiples dispositivos se erige como el principal acto en la construcción de la mirada personal y colectiva. La construcción de imágenes depende de esa maquinaria (ideológica) de dispositivos e instrumentos dispuesta para su configuración, la política de generación de imágenes y la usabilidad de tales dispositivos, así como la producción icónica en sí. La mirada y su construcción mantienen profundas implicaciones pedagógicas, donde la imagen en movimiento deviene en poderoso instrumento de transformación educativa y, por extensión, social. ; This article proposes a reflection on the gaze and the visual as constituents and constructors of cultural reality. A study articulated through the cultural analysis of ideas and key concepts as a method of reflection. The construction of reality has always been a political fact directed by the factual powers, but when the potential of audiovisual and digital creation to generate possible worlds comes into play since the last century, the situation has mutated towards a context where the creation and colonization of visual (and therefore real) worlds is a priority for political strategies. Such a cultural phenomenon is proposed as an eminently ideological fact: the gaze takes on special relevance in a cosmos mediated by the image, the audiovisual, the digital, through its devices. The gaze (on the world), more than ever, is a political fact; the production of images generated through multiple devices stands as the main act in the construction of the personal and collective gaze. The construction of images depends on that (ideological) machinery of devices and instruments arranged for their configuration, the politics of image generation and the usability of such devices, as well as the iconic production itself. The gaze and its construction maintain profound pedagogical implications, where the moving image becomes a powerful instrument of educational and, by extension, social transformation.

For the non-appearance of violence in schools by students, as well as by other adult persons,is not interested only the family and the school but also the scientists and the whole society. Early prevention of violence in schools is not only a need of practice, but an interest of science and of the free and democratic society as well, in the full sense of the word. Therefore, the purpose and interest of the society is to educate the youth about a future life and work in society and for society. Understandably, advanced societies have open doors of progress, and they have come to where they are today thanks to the education and the right institutional education, and not with pressure, oppression and violence. Therefore, society must do its utmost to prevent the spread of violence in schools with all the available mechanisms.The purpose of this research is to ascertain which are the educational means, in particular the means of prevention, that take most part at school, the ways of using these tools and their impact on the reduction and prevention of violent behavior of students at school. The main objective of this study and research is the use of educational tools, in particular the means of obstruction and their impact on the progress of the teaching work.In our work the main position will have: Literature Consultation,Questionnaire compilation and implementation, interpretation of results,Research methods: Method of theoretical analysis, methodology of pedagogical-social documentation, statistical, conversational, comparing data.

Dysregulated trauma can propel people to abuse alcohol or drugs as medicine to feel balanced. People are not aware of what is happening in their body and may use substances as a way to dial down their overreactive sympathetic nervous systems. Since the advent of the Polyvagal Theory (founded by Porges), we now have a deeper understanding of the body's parasympathetic processes that contribute to freezing, disassociation, and mental collapse. These processes make it difficult, especially in early recovery, for people to communicate effectively and with self‐understanding. Yoga education taught by a trauma‐informed yoga therapist offers a process that can encourage the individual to participate more fully in helping the body heal and the nervous system regulate. We believe we can empower individuals, starting in the formative years, through education, tools of breath work, simple movement, and meditation practices. This is the essence of therapeutic yoga. Sex education is mandatory in most school systems, with an option to opt out. What if there were a mandatory education module taught in middle school for emotional self‐regulation and self‐empowerment? Trauma‐informed yoga education could help to mitigate the effects of trauma and may even lessen the likelihood of individuals developing addictions.

The article is devoted to the organization of an inclusive educational process in higher education institutions, which is not possible without the formation of a high-level methodological preparedness of the entire teaching staff of an educational institution. The subject of the analysis is the methodological preparedness of a teacher at a higher educational institution to work in an inclusive education environment. In order to examine the object of this research and clarify its internal content, the author considers the structure of methodological preparedness of a teacher at a higher educational institution in an inclusive education environment.

This paper highlights the role of language and communication in removing barriers, building bridges and promoting behaviours targeted at achieving already set minimum standards, guaranteeing quality assurance and supporting management functions of supervision and inspection in education in Nigeria. The paper recognizes that the stressful life and traumatic experiences teachers go through during supervision and inspection and government's inactions and reluctance to act on supervision and inspection reports which consequently undermine general conditions in the education industry owe their origins to ineffective articulation and conceptualization of ideas and concepts and their eventual communication by supervisors and inspectors. As measures to overcome this unfortunate development, the paper recommends among other things that unlike the present practice where "Godfatherism" is the basis of appointing supervisors and inspectors, ability to effectively communicate should be the yardstick for becoming a supervisor and inspector and basic rudiments of communication should take centre stage in the training of teachers who naturally are potential supervisors and inspectors. DOI:10.5901/mjss.2016.v7n3p420