Wyniki wyszukiwania - Biblioteka Nauki

1

Genetic programming modeling of the critical size of inclusions

100%

Kovačič M. , Šarler B.

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2011

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tom Vol. 11, No. 1

41-45

EN

Spring steel quality has a major impact on spring life. Spring steel quality depends also on the inclusions presence. 7 dynamically tested and broken springs (51CrV4) were analyzed. The dynamic test result is the number of the cycles before spring breakage. We were interested in dependency of the inclusion size and the distance from the surface of the inclusion on the spring tool life. In the paper the genetic programming method was used. In the proposed concept the mathematical models for spring life undergo adaptation. The results show that the proposed concept can be used in practice.

PL

Jakość stali sprężynowej decyduje o długości życia spręży-ny. Jakość tej stali zależy przede wszystkim od obecności wy-dzieleń. Analizowano 7 sprężyn ze stali 51CrV4 poddanych dynamicznym obciążeniom do zniszczenia. W próbach wy-znaczono liczbę cykli obciążenia do zniszczenia sprężyny. Celem pracy było wyznaczenie zależności pomiędzy wielkością cząstek wydzieleń i ich odległością od powierzchni a czasem życia sprężyny. Do wyznaczenia tej zależności wykorzystano programowanie genetyczne. W zaproponowanym rozwiązaniu pro-wadzona jest adaptacja modelu czasu życia sprężyny. Analiza wyników potwierdziła praktyczne zastosowanie opracowanego modelu.

2

Efficiency of inclusive physical education lessons for schoolchildren with minor deviations in health

100%

Ivanna B. , Eugene P.

Advances in Rehabilitation

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2014

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tom 28

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nr 3

13-19

EN

Introduction: Some contradictory data regarding the effects of inclusive physical education were revealed. The purpose of the research is to determine the efficiency of inclusive physical education for schoolchildren of I-III health groups of middle school age on the base of indices of complaints connected with health conditions, mental development, and physical activity. Material and methods: theoretical knowledge, sociological, educational, psycho diagnostics (degree of anxiety by Spielberger - Hanin, HAM: health, activity, mood) auto timing of motor activity (the Framingham method). The experimental group consisted of schoolchildren who were studying at secondary schools in inclusive terms - in these schools physical culture lessons for schoolchildren of I-III health groups were held both for practically healthy children and children with minor deviations in health status (with differentiation of tasks depending on the needs and capabilities of each child). The control group consisted of schoolchildren from the schools where the physical education lessons were conducted separately (segregatively) for schoolchildren of base, preparatory, and special medical groups. The study involved 1414 pupils of secondary school age (5-9 grades). The experimental group consisted of 694 individuals (320 girls and 374 boys) - the control one - 720 individuals (332 girls and 388 boys). Results: The trend toward the decreasing of the number of schoolchildren complaining of health condition with years of training in the experimental group confirmed the higher efficiency of inclusive physical education. Inclusive physical training lessons are less psychologically traumatic than segregative ones because schoolchildren from different medical groups in such terms suffer from the high level of anxiety less; low, often subjective, self-estimation, well-being, activity and mood are significantly higher. Positive changes in mental health are observed in the most tangible inclusive environment among schoolchildren with health deviations. Intensive everyday household physical activity and sports confirm the benefits of inclusive physical education. Conclusions: A high efficiency inclusive physical education student of I-III health groups was proved.

3

The Development of the Idea of the Inclusion of Children with Special Educational Needs in View of Pre-School Education and Primary School

100%

Lewkowicz I. , Jaszczyszyn E.

Journal of Preschool and Elementary School Education

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2015

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nr 8

59-74

XX

Modern views on education have evolved to regard it to be the right of every human being (regardless of gender, nationality, colour of skin, state of health or individual capabilities) to education. In order to provide the best conditions of education for students with various educational needs it is necessary to create a proper climate for working with them at school and in the family environment. What is needed here, is: a) a coalition of all entities responsible for providing psychological-educational assistance for a child and, b) a high level of education offered, c) development of schools and kindergartens, which will properly satisfy the needs of children with special educational needs. In this process it is necessary to create the legal basis for such actions, a climate of social acceptance, preparation of teachers and other staff working in educational institutions and organizing conditions and situations for direct contacts and interactions of children of diverse needs and development capabilities. Mutual relations can be maintained in a climate of acceptance, understanding, joy and sense of one’s personal development. Inclusive education is our hope for providing able-bodied students and students with special educational needs the sense of belonging to the same community, which is a school/kindergarten as well as to a globally organized human civilization.

4

ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ (НА ПРИКЛАДІ СУМСЬКОЇ ОБЛАСТІ)

100%

Дідоренко Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 6(40)

304-310

EN

The article defines the terms «inclusion», «inclusive education». It is found out that taking into account the global trends in education in Ukraine a form of joint training and education of children with disabilities and their healthy peers is increasingly spreading. The author reveals the researchers views on major issues of problems of implementation of inclusive education in Ukraine. It is noted that the study of the practice of the education of children with impaired mental and physical development revealed that the modern system of educational services is based on the principle of ensuring the fundamental right of children to education and the right to study in the community. The system provides for the education of children with special educational needs in terms of educational institution – inclusive education. The model of inclusive education and basic tasks of its implementation in the framework of our research is defined. The results of the analysis of the practice of inclusive education in the Sumy region (the results of the analysis of the dynamics of implementation of inclusive education, the number of the students with mental and physical impairments that are covered by the inclusive form of education in the Sumy region for three years) are analyzed. The results of the survey of the students, parents and teachers to implement inclusive form teaching students with mental and physical impairments in educational space are mentioned. Conducted within our research a special survey of the students, parents, teachers has found that only a third of them believe that the whole society humanely and mercifully put in the category of children with special educational needs. Based on these results the features of the introduction of this form of training at the regional level and the importance of the formation of social relations of its implementation are identified. As a result of analysis of the survey data, it was found that the vast majority of children showed a strong interest in theory readiness for collaborative learning with children with special needs. The main directions of improving the implementation of inclusive education at the regional level are improving the legal framework, the financial principles, the formation of material-technical base, methodology and staffing, creating a supportive environment at schools, overcoming professional and social stereotypes.

5

ПРОБЛЕМА ІНКЛЮЗИВНОГО НАВЧАННЯ У ВІТЧИЗНЯНОМУ ПЕДАГОГІЧНОМУ ДИСКУРСІ

100%

Аріщенко А.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 9(53)

132-137

EN

In the paper the problem of inclusive education in the national pedagogical discourse is revealed. The analysis of the scientific and educational literature concerning the views of national scientists on the definition of inclusive education is made. The questions of determining the key features of the integrated and inclusive education are discussed. In the article the purpose, the main objectives and the positive aspects of inclusive education are highlighted. In particular modern society recognizes that inclusion is a more humane and effective educational system that can meet the needs of all the categories of children and young people, regardless of the level of psychophysical development, and contributes to the creation of an inclusive society. By introducing inclusion in the educational process, it is possible to achieve the development of Ukrainian society that will allow every citizen regardless of age and gender, ethnicity, developmental ability participate in society and contribute to its development. Inclusive education should be understood as a comprehensive process to ensure equal access to quality education for persons with special educational needs by teaching them in educational institutions on the basis of personality-oriented teaching methods, taking into account individual characteristics. It should also be noted that among the priorities of inclusive education is the development and introduction of inclusive educational technologies in the context of an inclusive approach and model for special education services to students with special needs, including those with disabilities. While creating inclusive educational environment, students get used to the fact that the world and people in it are different, that everyone has the right to life, education and development. The international community believes that people with disabilities have the same rights as all others, and they should have equal opportunities in the implementation of these rights. Today the task of the state and society is to do so that all could get an education and to live fully, regardless of the health capabilities. Inclusive education system allows fully realize the educational rights of persons with special educational needs.

6

Education towards difference and inclusion. Two types of discourses – to positive pedagogy

100%

Kwieciński Z.

Journal of Gender and Power

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2014

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tom 2

29-36

EN

The main goal of this article is description of two educational discourses pertaining to differences, their acceptance and eradication or alleviation. The first is the special needs pedagogy, which has seen a dispute between the enthusiasts of institutional and social integration of the disabled with people, communities and institutions dominated by those within a given norm. The second is characteristic of the critical pedagogy and sociology – concerns people and social groups who are culturally and socially excluded and marginalised, both overtly and covertly.

7

ІНТЕГРАЦІЯ ТА ІНКЛЮЗІЯ: РІЗНІ ПІДХОДИ ДО РОЗВ’ЯЗАННЯ ОДНІЄЇ ПРОБЛЕМИ

88%

Польгун К.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 10(44)

265-270

EN

The article emphasizes the need to clarify the concepts of «integration» and «inclusion» considering their complexity and diversity. The essence of these concepts is defined. It has been found out that the most commonly used is determination of educational integration as a process and result of creating opportunities for students with learning impairments in regular secondary schools. It is shown that the concepts of «integration» and «inclusion» have both common and distinctive features. Different positions of scientists as for determining the correlation of the defined concepts are considered. Three main approaches to solving the definite problem are separated. It has been shown that the inclusion is seen as a wider process of integration which involves raising the level of access to education for all citizens through the creation of appropriate conditions to meet the diverse educational needs of all students at educational institutions of common type. It has been revealed that another position of scientists is related to understanding the inclusion as a stage in the development of education. The «integration» is indicated to involve joint training of healthy children and children with special needs, with the latter have to adapt to constant conditions established at the institution, while «inclusion» means a significant reorganization of the educational system to meet the needs of all students without exception. It has been established that the third position of researchers on correlation between «integration» and «inclusion» refers to understanding inclusion as a particular case of integration. Inclusion is correlated with full integration. Among the arguments over the legitimacy of the identification of the concepts explored is mismatch of the phrase «full integration» to the essence of the concept of «inclusion». It has been concluded that each of the reviewed scientific positions on the problem of the nature and interrelation of the concepts of «integration» and «inclusion» has its merit. The basis of differences between them is in different understanding of the term «integration». The most convincing opinion is recognized to be the one on understanding of integration and inclusion as two appropriate stages of education with both similarities and differences.

8

The effectiveness of sport within social intervention projects: a UK case study

88%

Crisp P.

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nr 1

55-65

9

Inclusion of children with neurological disorders in Indian education setting

88%

Nair H. B. , Krupa K.

Acta Neuropsychologica

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2023

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tom 21(2)

191-197

EN

The objective of this research is to look into the inclusion of chil- dren with neurological diseases in Indian education. According to the research, a substantial proportion of children in India have neurological disorders, and they frequently face barriers to education. The study examines the current situation of education for children with neurological problems in India, as well as the policies and laws that regulate their education. The review also looks at the difficulties that these children, their families, and educators have had in implementing inclusive education. Lastly, the report explores interventions and techniques that can help children with neurological disorders be included in Indian edu- cation settings with a concerted effort from all stakeholders involved in the education process.

10

МЕТОДОЛОГІЧНІ ОСНОВИ ДОСЛІДЖЕННЯ ПРОБЛЕМИ ІНКЛЮЗИВНОЇ ОСВІТИ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

88%

Кузава І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 6(50)

116-127

EN

In the article the modern stage of development in practice of training and education of research results related implementation of inclusive education of preschool children is characterized. The methodological bases of an investigated problem are grounded. The essence of the concepts of «methodology», «inclusion», «integration» is analyzed. The leading parameters of the pedagogical nature of the inclusive education of preschool children are outlined. The main differences of inclusive education from an integrated education are defined. The difference in the approaches is in the recognition of the need to change society to reflect and accommodate individual needs of children with mental and physical disabilities, and not their adaptation to its requirements. In author’s view, it will allow to evaluate and to comment on those issues in general, and to outline the prospects for further development of inclusive education in pre-school education in particular. It is stressed that methodological bases of inclusive education at preschool age are based on a multidisciplinary (medico-pedagogical and socio-psychological) approach in the organization of life of children. The trend in the convergence of pedagogical and medical assistance is in the strengthening of diagnostic activity of the teacher, realizing him/herself an assistant and advisor of the child. The author concludes that the methodology of inclusive education should be aimed at the transfer of theories, rules of education of persons with psychophysical disabilities concerning their healthy peers. Changes here occur at the level of attitudes, strategies of educational policy and cooperation in the team. Further consideration of approaches as methodological basis of our research will be aimed at analyzing the aspects that draw attention to the fact that as a result of timely correction and educational work children with different mental and physical disabilities are able to perceive and understand the world in which they live, however, requires the creation of appropriate correctional and developmental environment. In addition, the implementation of inclusive education will allow solving a number of problems of moral and ethical character, thereby contributing to the humanization of social relations.

11

Inclusion of sign language users via information and communication technology

88%

Dotter F. , Hilzensauer M.

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2006

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tom nr 2

41-51

EN

The paper addresses the situation of sign language users (mostly deaf people) in the context of inclusion as a political goal. For several reasons, there is often still some confusion with the terms of deaf and hearing impaired. In order to overcome this confusion, a survey is given over the needs of people who have a sign language as their preferred language as well as the needs of people who decide on preferring spoken language (mostly hard-of-hearing people). One should also doubt that the whole target group of people with disabilities in the hearing area consists of two separate groups only. Starting from the right of self-determination, the better solution seems to be the individual right of a person to choose any offers which are useful for her/him. As for other groups of people with special needs, ICT is seen as a big chance for improving their situation in terms of life and job chances. Several projects and experiences are reported.

12

Pola naprężeń w okolicy wierzchołkowej szczelin w materiałach niejednorodnych

75%

Molski K. , Mieczkowski G.

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2007

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tom Z. 4

89-90

PL

W pracy omówiono różne rodzaje cech osobliwych pól naprężeń, wywołanych obecnością wad w postaci wtrąceń i lokalnych pęknięć, występujących w materiałach wielofazowych. Analizy przeprowadzono w aspekcie obliczeń wytrzymałościowych. Dla wybranej grupy struktur geometrycznych podano kompleksowe rozwiązania analityczne. Wyznaczono wartości (rzeczywiste i zespolone) wykładników potęgowych λ determinujących charakter osobliwości oraz podano analityczne zależności opisujące poszczególne komponentów naprężeń i przemieszczeń w okolicy wierzchołkowej koncentratora. W opisie użyto uogólnionych współczynników intensywności naprężeń Kj. Uwzględniając różne cechy jakościowe członów osobliwych rozwiązań asymptotycznych – pojedynczych, wielokrotnych, rzeczywistych i zespolonych - podano metody wyznaczania i wartości współczynników Kj. Przedyskutowano zakres ważności rozwiązań analitycznych w zależności od użytej w opisie liczby wyrazów rozwiązania asymptotycznego. Wykorzystując metodę elementów skończonych dokonano numerycznej weryfikacji prezentowanych anlitycznych opisów pól naprężeń i przemieszczeń.

EN

Analytical solutions of the local stress and strain fields around the stress raisers are of great importance and helpful in predicting strength and durability of the structure. A great difficulty in obtaining such solutions appears for cracks and other types of sharp corners, especially for composite materials with the notch apex located on the bond. In such cases we may have various singular stress fields. Each solution may also consist of many singular terms represented by the real and/or complex exponents, depending on the material properties and the notch angle. In the paper stress field singularities at the tip of cracks and v-notches appearing in composite materials are obtained and analysed. The analytical solutions of stress and displacement field components are available in the polar coordinate system, as a function of independent, conveniently defined stress intensity factors and the coefficients of higher order terms. Particular numerical solutions to the problems are also obtained using the finite element method FEM, which served as a verification of the accuracy, determination of the range of validity of the analytical solutions and as a tool for obtaining numerical values of the stress intensity factors for different loading and geometrical conditions. Qualitative and quantitative features of the stress fields obtained for various cases are discussed.

13

Edukacja dla wszystkich. Pytania o integrację osób niepełnosprawnych

75%

Wiatr M.

Prakseologia

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2005

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nr 145

111-117

EN

The work concentrates on the integration of people with disability perceived in light of international documents and school practice. Selected international initiatives have been discussed that are geared to ensure disabled people the broadest possible participation in social life as well as counteract their discrimination. The conclusion verbalizes the fundamental questions related to the essence and purpose of integration.

14

Realia europejskiej polityki graniczno-migracyjnej. Kultura przyjmowania i inkluzji migrantów

75%

Bartz B.

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tom 25

79-100

EN

European immigration policy is a complex and dynamic field of science with interdisciplinary profile. It is based on humanitarian rights and international regulations concerning immigration and development of humanity. Unfortunately, the dynamics of migration in global and European scale, especially the inflow of immigrants, (according to ONZ - irregular immigrants) has reached in EU levels which make effective integration impossible. Europe needs immigrants but is unable to assimilate them. The author describes similar situations in EU and in neighbouring countries. Immigration policy focused on securing boarders against illegal immigrants is considered to be inhumane and generates criminal behaviours. Later chance for integration is extremely difficult.

15

PEER LEARNING AS A WAY OF DEVELOPING AN INCLUSIVE EDUCATIONAL ENVIRONMENT

75%

Šulková V. , Vančová A.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 7(51)

314-324

EN

The main topic of the paper is focused on the possibilities of improvement of inclusive educational environment where is educated a pupil with Down syndrome. Through longitudinal participative observation (2 school years) and ethnographically oriented research, we identified as a useful tool for this aim-creating and improving opportunities for his active participation and learning, peer tutoring/ learning and his participation in the cooperative peer group, which is organized during afternoon activities in school club of pupils. During his participation in the cooperative peer group he is doing his homework together with his classmates. If pupils have a problem, or they do not understand task request, we are there for offering an assistance and supervision. During these activities every pupil in the cooperative peer group has an opportunity to teach each other, help each other with homework. Our findings about benefits of using peer learning/ tutoring, creating cooperative peer groups in the inclusive education, confirm claims and conclusions of European agency for developmnet of special and inclusive education [3, 4, 5]. Another important tool, we used to applicate during learning in peer group, is Mediated Learning Experience based on Feuerstein Instrumental Enrichment [6]. We believe, that the way of mediation of knowledge is the base for creating pupil’s active approach to learning ant this is one of the aims of organization of cooperative peer groups [10]. According to findings of researches focused on academic achievements and social status of pupil with Down syndrome educated in the mainstream classroom [2, 8], which describe peer learning as an effective strategy in both sides of education (achievements, social status) we decided to verify this through sociometric test. The test included two positive questions (1. With whom would you like to sit in the school-desk? 2. Whom would you invite to your birthday party? and one negative question (3.Whom would you not invited to your birthday party?). Pupils should write 3 names of classmates into each question. Results of sociometric test in the class, where was educated pupil with Down syndrome and where were peer cooperative groups organized regularly, shown his social status as a popular. The same result we gain in the repeated test. The main finding: pupil with Down syndrome received only positive nominations and these nominations awarded classmates who were participating in cooperative peer group regularly. Practical importance and prospects of the use of peer learning is perceived as a unique opportunity for achieving better academic results and as well as a possibility to improve the social status of pupils with disabilities, so we recommend this as an effective inclusive strategy.

16

КОМПЕТЕНЦІЯ ФАХІВЦІВ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ

75%

Дегтяренко Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

|

nr 10(44)

250-257

EN

The article deals with the problem of implementation of inclusive education in Ukraine. The problem of formation of practical competence of teachers and heads of special and mass educational establishments was described. The author considers the factors and their causes, which affect the implementation of the theoretical foundations of inclusive education in practice, and which cause decline in the quality of its implementation. The author states that at the present stage of development of society, parents of children with impaired mental and physical development, which are customers of social services for children with special educational needs, seeking to integrate their children in the general educational environment. Therefore, in recent years our researchers directed their efforts in search of modern forms of integration of children with impaired mental and physical development in the educational environment. The factors that lead to the inefficient implementation of inclusive education were identified. It is stated that one of the components and key pedagogical problems of implementation of inclusive education is the formation of practical competence of teachers and leaders who will implement the theoretical foundations of inclusive education in practice. Detailed introduction to modern terminology layers of defectology as a science, the results of which are outlined above have found many inconsistencies and discrepancies even when the change in the name of scientific directly. Making changes in precise and unambiguous understanding of the whole system of defectology concepts causes difficulties in its application by the specialists who have special training. The definition of the term «competence», which is used in the study, was provided. Speaking about the competence of specialists, the author has in mind that it is a predetermined norm of educational attainment, which is the basis of professional behavior for teachers and school leaders. The author has provided the problem of insufficient competence of specialists, who involved in the provision of educational services for children with mental and physical impairments, and specialists, who involved in the implementation of this process. And this problem should be recognized as a pedagogical problem of implementation of inclusive education.

17

Inkluzja edukacyjna na etapie przedszkola w rozumieniu rodziców dzieci niepełnosprawnych

75%

Myśliwczyk I.

Problemy Wczesnej Edukacji

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2016

|

tom 12

|

nr 2(33)

166-180

EN

In the field of education we observe many positive changes in equalising educational opportunities for children and young people with disabilities. The most important changes have led to the inclusive paradigm which posits education of disabled children together with children with special educational needs. The article deals with issues related to educational inclusion, variously understood by parents of disabled children. Parents experiencing the disability of their children tend to normalize their lives, including education in a mainstream kindergarten. When talking about their children’s education, they unveiled personal meanings given to this event, showed their individual truths and the reality they experience. The stories they told were given a subjective meaning, which from their perspective is important and shapes their being.

18

A way of integrating deaf, hearing- and speech-impaired people into modern communication society

75%

Hilzensauer M.

|

2006

|

tom nr 2

32-40

EN

This article deals with the exclusion of deaf, hearing- and speech-impaired people from our modern communication society, as they are unable to use the phone. This situation leads to discrimination and disadvantages in their everyday lives. One solution to this problem is the implementation of so-called relay centers which act as go-betweens; with the aid of communications assistants and interpreters, a direct conversation with a hearing person becomes possible. The Center for Sign Language and Deaf Communication has developed a concept of such a relay center for Austria. The main innovations are the integrative technological approach (trying to integrate all possible communication devices) and the embedding into an Internet portal, including additional services for the target groups. An overview of the activities carried out during the 6-month preparatory project is given, and the results are described.

19

TRAINING OF PRIMARY SCHOOL TEACHERS FOR THE UKRAINIAN LANGUAGE LESSONS IN AN INCLUSIVE LEARNING ENVIRONMENT

75%

Lavrenova M. , Lalak N.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 1(55)

94-102

EN

The article is devoted to the problem of inclusive education in Ukraine. The authors analyze the researches in this field, and give recommendations to the future specialists how to work at inclusive educational establishment. The concept of inclusive education reflects one of major democratic ideas that all children are valued and active members of society. It is based on the principle of children’s rights to quality education. The philosophy of inclusive education is based on the conviction of the need to change the educational paradigm – the reform by combining two traditional systems (special and mass education) into a single educational system. In preparing future professionals to work in schools we should focus on the fact that school inclusion is not only due to the transfer of the child to the regular class, it is rather desired end result. Training specialists for teaching children in inclusive education in Ukraine is conducted according to industry standards of higher education. For example, with training in the direction of “Primary Education” at pedagogical universities the subject “Fundamentals of inclusive pedagogy” was introduced. As a result students who study this discipline should be able to practice the theoretical knowledge about the organization of the educational process in comprehensive school on inclusive principles; plan an individual curriculum; organize cooperation with families who have the child with disabilities; use effective methods of socialization of children. It is concluded that assessing the possibility of widespread introduction of inclusive education in Ukraine, most educators believe that today the country is only partially ready to implement the inclusion of a wide scale. In the study, we found out students and future teachers’ opinions. They see in it more advantages than disadvantages and agree to work in the new school. However implementation of inclusive education should be gradual and evolutionary, it will be more useful and not destroy the idea itself.

20

Vedení internacionalizace vysokých škol

75%

Janebová E.

Studia paedagogica

|

2009

|

nr 2

107-130

EN

The paper addresses the question how internationalization should be approached at universities. To mediate understanding of the concept of internationalization, the author opens the paper with a brief outline of the theoretical context and history of international education with focus on enducational policies of selected faculty in the Czech Republic, focusing on the role of institutional management, management of int units and the role of foreign contacts departments in the process of internationalization. The findings are discussed in theoretical context, which is also used of formulate recommendations for further developments in the given faculty.