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LATVIA UNIVERSITY OF AGRICULTUREINSTITUTE OF EDUCATION AND HOME ECONOMICS

Study program

HOME ENVIRONMENT AND VISUAL ART IN EDUCATION

(code 42141)

Self-evaluation Report

Program manager:S. ReihmaneE mail: [email protected] Phone: 26434414

Jelgava 2007

T A B L E O F C O N T E N T

1 The aim and objectives of the study programme………………………………..… 42 The organization of the study programme “Home Environment and Visual Art in Education”……………………………………………………………………………..83 The absracts of the study ……………………………………………………….…134 Assessment system………………………………………………………………...375 The practical implementation of the study programme………………………….…376 The perspective assessment of the programme…………………………………….39

6.1 The compliance of the study programme to the Standard of Professional Higher Education and to the Professional Standard …………...396.2. The results of the employers’ survey…………………………………....41

7 Students............................................................................................................438 Academic Staff………..……………………………………..….....................479 The sources of financing and the provision of infrastucture...........................5210 External relations.............................................................................................54

a. The collaboration with the employers ……………………………....54b. The collaboration and comparison with similar programmes………..55c. Comparison of the study programme with the same level study

programmes, implemented in other countries …………………..…..5611 Contract with the University of Latvia on ensurance of studies…………… 5712 The developmental plan of the study programme……………………………58

Pielikumi1. The decision of Senate on the launching of the study programme2. The Licence 3. Study subjects and CP (full-time and part-time studies)4. Information about academic staff5. The CVs of the academic staff6. The abstracts of the study courses7. The samples of a diploma and its appendix8. The study plan for the full-time and part-time studies at the study proramme9. Lists:

Study courses, CP, semester, academic staffAcademic staff

10. The comparision of the study programme Home Evironment and Visual Art with the similar study programmes

11. The Advertisment of the Study Programmes

Professional Higher Education Bachelor’s Study Programme“Home Environment and Visual Art in Education”

(the classification code of education: 42141)Self-evaluation

The study programme – “Home Environment and Visual Art in Education”The code of the programme – 42141The duration of the programme – 4 academic years of full-time studies or

5 academic years of part-time studiesAmount of credits – 160 CPRequirements for those, starting studies at the study programme – general

secondary education or 4-year secondary vocational educationQualification to be obtained – Teacher of Household/Home Economics and Visual ArtDegree to be obtained - Professional Bachelor in EducationRequirements for obtaining the diploma – to acquire general courses, courses in pedagogy, psychology, research methodology, teaching methodology of household, home economics and visual art, and professional specialization courses in household, home economics and visual art, to complete practice in amount of 26CP, to develop and defend the Bachelor’s Paper.The programme is implemented by – the Institute of Education and Home Economics at the Faculty of Engineering, Latvia University of Agriculture (LLU)Director of programme planning and studies – Mag. paed., Lect. S. ReihmaneThe study programme is approved by the LLU Senate on October 12, 2005.

Decision No. 5 – 135 (Appendix 1)Licence No.04056-27 (June 8, 2006) is valid until June 1, 2009 (Appendix 2)Contract with the University of Latvia on ensurance of studies (Chapter 11)

1. The aim and objectives of the study programme

Aim:The teachers of household/home economics and visual art with the developed professional, social and reflection competences, who would be able to solve the educational problems and who are aware of the significance of their professional activities for the development of pupils’ personalities, particularly in the rural environment, as well as the importance of lifelong education.Objectives: to ensure the provision of the study programme content, academic staff, methodological, material-technical, scientific and favourable study environment for the achievement of the aim of the study programme in order the new teacher could show his/her pedagogical competence as a result of studies: is able to organize the teaching/learning and educational process for the

achievement of pedagogical aims within the household/home economics subjects and the subject of visual art;

knows, understands, can evaluate, explain and creatively implement the curriculum of household/home economics and visual art basis of regulatory documentation and the insight regarding the significance and developmental perspective of these subjects;

can develop relations with pupils, their parents, colleagues full of respect in order to help the pupils to adapt to the school environment, thus facilitating the development of values acquisition by pupils, their self-realization and self-discipline;

can analyze and evaluate him/herself and his/her professional performance and draw conclusions to improve it;

can substantiate and solve the problems in the field of his/her studies/research; obtain and use relevant data in order to reflect on the significant social, scientific and ethical issues concerning the development of pupils’ individualities;

understands and is aware of the necessity of lifelong education, can substantiate it, as well as to provide pupils with the information on the possibilities to choose their future profession and career according to pupils’ interests and abilities.

The aim and objectives of the programme were defined more exactly according to the accreditation experts’ recommendations and the basic approaches of the EU Qualifications in the European higher education space 2000-2004.(www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QFEHEA.pdf)

The content of the programme Home Environment and Visual Art in Education

General courses in the field of natural sciences, social sciences and humanitarian sciences, for getting of comprehensive academic education and problem solving ability;

Pedagogic, Psychology, Didactics, Research Methodology, Methods of Home Economics and Visual Art, IT in Education and students have pedagogical and methodical practice in order to develop the necessary pedagogical, social and reflection competence;

Culture and Art, Food Chemistry, Physics - courses giving the necessary theoretical basis for studies;

Courses that are necessary to obtain the qualification of a teacher of Home Economics and Visual Art – Principles of Design, Technologies of Textiles, Applied Engineering Sciences, Nutrition, Home Economics, Sciences of Visual Art: Composition, Drawing, Form Design , Painting,Fin Art;

Elective courses; The students write and defend the bachelor paper including pedagogical

research in relation to household/home economics and Visual Art.

The results of studies in a form of knowledge, skills and attitude:The Standard of Teacher’s Profession (Reg. No. PS 0238, approved by the

Ministry of Education and Science - Decree No. 116 of February 27, 2004) provides for the study results to be achieved in a form of knowledge, skills and attitude as a result of the acquisition of higher education (WWW.izmpic.gov.lv):

Knowledge that lays the foundations for the development of skills and abilities, necessary for the performance of teacher’s professional duties, is obtained by studying the respective study courses. The table, presented below, shows the correspondence of the study courses of the study programme Home Environment and Visual Art in Education in order to ensure the acquisition of knowledge in conformity with the Standard of Teacher’s Profession.

The necessary knowledge, provided by the Standard of Teacher’s Profession

The respective study courses, practical training and their volume, where the students

acquire the necessary knowledgeNational educational system and teachers’ work regulatory documents and labour legislation

Introduction to Studies, Basics of Law, People Protection, School Management,General Pedagogy, Methodology of Household and Visual Art, incl. Term Paper, Visitation Practice, Teaching Practice.

Protection of children’s rights Basics of Law , School Management.Pedagogy and psychology • Teaching/learning theory and methodology • Educational activities or classroom management • Organization of teaching/learning (teaching/learning methods, a lesson, curriculum) • Assessment of achievements and self-evaluation • Organization of teaching/learning settings • Facilitation of communication and collaboration (development of social relations) • Methods of pedagogical research• Psychology (general, developmental, individual, social) • Special needs pedagogy • Branch pedagogy• Physiology of age stages

• General Pedagogy, General Psychology , Didactics;• Theory and Methodology of Upbringing ;• Methodology of Household , Methodology of Visual Art and Term Paper ;• Didactics and Methodology of Household and Visual Art, incl. Term Paper,• Methodological Practice, Pedagogical Practice;• Social Psychology, Adult Education;• Methodology of Pedagogical Research;• Psychology , incl. Term Paper;• Special Needs Pedagogy;• Pedagogy of Music and Art, Environmental Pedagogy;• Developmental Psychology.

Scientific discipline, corresponding to the subject • Subject

• Didactics of the subject • The basics of the content of teaching/learning integration

• The blocks of study courses: Home Economics, Nutrition, Technologies of Textiles/Applied Engineering, Visual Art, IT in Education , etc.• Methodology of Household, Methodology of Visual Art, Term Paper in the Methodology of Household and Visual Art, Methodological Practice, Pedagogical Practice.

Languages and communication • Information technologies • State language and foreign languages • Communication psychology

• Information Technologies, IT in Education ;• Foreign Language for Professional Purposes;• General Psychology,Social Psychology, Adult Education.

Social sciences • Ethics Educational management• Logic• History of culture • History • Philosophy • Basics of economics• Environmental and health education

• Sociology;• Philosophy, Ethics, Aesthetics;• School Management;•Culture and Art, Methodological Practice in Culture and Art;History of Pedagogy 2;• Philosophy, Ethics, Aesthetics 3;• Home Economics (the block of study courses) 5;• Ecology and Environmental Protection, Nutrition, Environmental Pedagogy, Human Protection.

Healthy way of living • Sports • Wholesome food • Individual hygiene • Prevention of addiction

• Sports;• Nutrition;• Hygiene and Microbiology,Home Maintenance;• Pedagogy, incl. Term Paper, Psychology, incl. Term Paper.

SkillsCommon skills in

the fieldGeneral skills/abilities Special professional skills

To plan teacher’s own pupils’ work

To organize the teaching / learning and educational work in conformity with the set aims and objectives

To assess and facilitate the pupils’ development and study progress, the efficiency of teacher’s own performance

To set the aims and to plan the process of their achievement

To obtain, analyze, select and use the information

To develop and choose the curriculum

To choose the means for the implementation of teaching/learning and educational process (content, methods, forms etc.)

To choose or develop teaching aids

To organize the teaching/learning environment

To identify the pupils’ individual characteristics

To communicate To work in a team To organize the

teaching/learning and educational process creatively

To apply various means for the implementation of teaching/learning and educational process, including means of information technologies

To identify and deal with problems

To collaborate with parents, colleagues, other specialists and society

To motivate and manage the pupils’ activities

To study the development of pupils’ personalities

To facilitate the pupils’ responsibilities

To teach learning skills To perform the analysis of

pedagogical activities To improve teacher’s own

professional skills To substantiate teacher’s own

view and to respect others’

For the teacher of elementary education

To ensure the opportunities for the acquisition of values, self-actualization and self-discipline

To provide information on the opportunities to choose a profession and a career

To help the pupils to adapt to the new social environment

To identify the pupils’ abilities and to facilitate the development of pupils’ talents

For the teacher of comprehensive secondary education

To ensure the opportunities for the pupils to act independently

To motivate the pupils for the lifelong learning and informed choice of career

To provide the advice on the pupils’ research

To facilitate the pupils’ skill to identify and deal with the problems independently

point of view To inform on the results of

teacher’s own performance To develop creative projects,

to perform research To assess the development of

pupils’ personalities To assess the pupils’ progress To develop the pupils’ self-

assessment skillsThe skills, necessary for the performance of a teacher’s professional responsibilties, are acquired by studying the respective study courses, fulfilling independent tasks and performing research, as well as developing Term Papers. The students show the acquired skills, while performing their practical training and developing Bachelor’s Paper.

AttitudeReadiness to continue studies on an ongoing basis in conformity wuth the latest pedagogical and psychological conclusions and the topicalities of profession within the common European educational space.Positive and supporting attitude towards pupils, other teachers, pedagogical staff and specialists, parents and society.Creative activities.Readiness for the working conditions – the subject to the plan of the organization of teaching/learning and educational process.Readiness for the work, which takes place during classes and out of them (during break, preparing for classes, correcting and grading pupils’ written asignments etc., visiting pupils at their home, going on an excursion and taking part in other extracurricular events together with pupils).Participation in the development of the standards of educational programmes and the curricula of subjects.

2 The organization of the professional higher education Bachelor’s study programme “Home Environment and Visual Art in Education”

The study programme Home Environment and Visual Art in Education is developed on the basis of the second level professional higher education study programme Home Economics-Education with the additional specialization in visual art (code: 43141; qualification: the teacher of home economics, household and visual art; accredited till December 31, 2007), implemented at the Institute of Education and Home Economics of the Faculty of Engineering, and it has been developed analogically to the professional higher education Bachelor’s study programme Home Environment and Information Technologies in Education implemented at the Institute of Education and Home Economics (Professional Bachelor’s degree in Education; the teacher of household/home economics and the teacher of information technologies at the elementary education level).

The structure of the study program Home Environment and Visual Art in Education is organized according to the regulations of the Cabinet of Ministers on the second level professional higher education state standard (No. 481, 20. 11. 2001) determining the structure of the compulsory contents of the program

The structure of the study programHome Environment and Visual Art in Education

Compulsory content units(according to the second level higher professional

education standard)

Minimum CP necessary

according to the CM regulations

CP in the study program Home Environment and

Visual Art in Education

General courses 20 20Theoretical courses of the branch 36 36

Professional specialization courses 60 60Elective courses 6 6

Practice 26 26Bachelor paper 12 12

Total: 160 160

Table 2Structure of theoretical studies

Kind of study courses(according to the second level higher

professional education standard)CP

Study program parts CP %

General courses 20 Compulsory part (A)

56 46Theoretical courses of the branch 36

Professional specialization courses 60 Compulsory elective part (B)

60 49

Elective courses 6 Elective part (C) 6 5Total theoretical courses: 122 100

Program CP in total 160 CP, including:theoretical courses – 122 CP,practical training (work placement) – 26 CP,bachelor work – 12 CP.

The main parts of the study programme

Study courses and blocks Amount in CP

General courses 20Natural Sciences 8.5Social Sciences 4.5The Humanities 7Theoretical Courses of the Branch and Information Technologies 36Introduction in Studies 0.5Pedagogics 10Directions of Pedagogy 8Research Methodology 3Psychology 7Information Technologies 2Culture and Art 5.5Professional Specialization Courses 60Methodology of Specialization Subjects 5Principles of Design 11Nutrition 6Home Economics 5Visual Art 24Elective Courses of Professional Specialization 9Elective Study Courses 6State examination: Bachelor’s Paper 12Practice 26

Total: 160

Practice

Title CPTechnologies of Textiles/Applied Engineering 7Nutrition 2Culture and Art 1Visual Art 1Visitation Practice 1Acquisition of Practical Skills 1Pedagogical Practice 13

Total: 26

Further education opportunities:The graduates of the programme may continue their studies at the Master’s

study programmes of pedagogy.

All study courses of the study program Home Environment and Visual Art in Education and executive academic staff can be found in appendices 9.

More detailed information on the study program can be found in appendices –study program Home Environment and Visual Art in Education curriculum, course annotations (Appendices 3, 8).

The Professional Higher Education Bachelor’s study programme Home Environment and Visual Art in Education is organized as full-time studies and part-time studies.1 CP corresponds to 40 hrs of studies (a week):out of which 16 hrs of full-time studies are regulated by the time-table of classes, but for part-time studies 5 hrs are regulated by the time-table of classes.The duration of studies Full-time studies - 4 academic years, i.e. 193 weeks:theoretical classes - 96 weeks;individual studies and examinations - 33 weeks;practice - 26 weeks;holidays - 38 weeks.Part-time studies - 5 academic years.The studies at the university are organized as sessions, when 3 times a year (every time - 2 weeks) the students have lectures, practical sessions and laboratory work, as well as different type of control – tests, examinatons, defence of Term Papers and Practice Reports. Within the period between the sessions the independent studies take place.The fulfillment of the objectives of the study programme is evaluated within the framework of the respective study course by assessing the students’ performance, knowledge and skills; by assessing the results of survey during the discussions with students; at the seminars on the assessment of study programme quality. Whether the aims and objectives of the programme had been achieved, is determined by assessing the students’ performance during the practice, as well as by assessing Bachelor’s Papers.

The compliance of the study plan to the aims and objectives of the structural unitOne of the main research trends of the Institute of Education and Home

Economics is the ecology of an individual’s development. The development of an individual’s personality is studied in pedagogy, taking into consideration the influence of different educational environmental factors. In the household the research is related to the understanding and ensuring of an individual’s living conditions quality. Therefore we can say that the specificity of the study programme Home Environment and Visual Art in Education is closely related to the research and educational philosophy implemented at the Institute of Education and Home Economics. The all-round study programme, developed at the Institute of Education and Home Economics, is directed towards the education of teachers, who would have a good knowledge of cultural environment, social environment informative environment, aesthetic environment, material-economic environment, nature environment, virtual environment, human-made environment, and would be able to evaluate the relationships in their pedagogical performance: the development of an individual’s personality within the interaction of these different environments, as well as the insight of living conditions quality and its ensuring possibilities within the interaction of an individual and environment.

The functioning of the internal quality mechanism

Organisation of studies and assessment of knowledge is reflected by the system of quality assurance and assessment. It consists of:- evaluation of the teaching quality,- evaluation of the subject programs.

The quality assessment system has three aims: the LLU strategic aim, study program and course aims. There are tasks for every aim. The aims and the tasks are related to the possibilities of the academic potential and material supply, stressing the future perspectives in accordance with the labour market demands.

The development of the study program is determined by the following LLU Senate decisions: Regulations on development of study programs for the common courses of the LLU study programs and on formation of the steering team for development of proposals for transition to the system of courses.

The Director of program planning and studies consulting the teachers of the program and administrators plans the study program. After that the Board of the institute or faculty, Board of Studies and Senate, confirms the program. Independent experts assess the study program and course programs. There is a leading teacher for every course.

During the implementation of the program regular feedback with employers, graduates and students about its quality is provided.

The quality of studies is assessed by the obtained results of the enquiry among the students, grades in examinations, evaluation of colleagues, methodical work. The enquiry is carried out after finishing the complete course of the subject and before the regular elections of the teacher (the LLU group of sociologists). The results of the enquiry among students are discussed at the faculty or institute board meetings in the case of elections for the teacher’s post.

It is determined by the LLU target program that self – assessment is a continuous process but a summarizing meeting is held once in two years. Employers, graduates, teachers and students participate in it. In between the meetings there are consultations and discussions about the quality of the program between the concerned parties. The program is improved considering the proposals of students and graduates as well as employers and the Director of program planning and studies himself/herself analysing the situation in the potential work places.

One of the document packages characterizing the quality management is the individual portfolio of the LLU teachers. The documents for it are selected considering 10 criteria: scientific biography; during the last 5 years: publications, presentations at conferences, participation at exhibitions, research work, defended diploma/bachelor, master papers under supervision of the teacher; participation in teaching academic courses; results of enquiries among students about the work of the teacher; administrative responsibilities at the LLU and outside it; other research, educational, publishing and creative activities. The individual practice is separately evaluated during the elections in academic posts.

3. The absracts of the study

General courses 20 CPand

Theoretical courses of the branch 36 CP

FOOD CHEMISTRYPĀRTIKAS ĶĪMIJA

Programma

LLU Pārtikas tehnoloģijas fakultāte Ķīmijas katedraLUA Faculty of Food Technology, Department of Chemistry

KIMI Pārtikas ķīmija. Food chemistry.Atbildīgais pasniedzējs - doc. Māra Kūka.Priekšmeta apjoms - 3 KP (48 h: lekcijas 16 h, laboratorijas darbi 32 h).Kontroles veids - eksāmens.Obligāts Tehniskās fakultātes Izglītības un mājsaimniecības institūta

studiju programmas Mājas vide un vizuālā māksla izglītībā studentiem pilna laika: II kursa 3. semestris nepilna laika: II kursa 3., 4. semestris

Monofunctional organic compounds in foodstuffs. Hydrocarbon derivatives with oxygen and nitrogen containing functional groups. Carbonyl compounds. Carboxylic acid and their derivates. Organic compounds with identical and different functional groups in foodstuffs. Food elements. Carbohydrates. Lipids. Peptides and proteins. Enzymes. Vitamins. Water. Mineral substances. Food additions.

BASICS OF PHYSICSFIZIKAS PAMATI

ProgrammaInformācijas tehnoloģiju fakultāte, Fizikas katedra.

Faculty of Information Technologies, Department of Physics

FIZI 101Fizikas pamati. Basics of Physics.Lekt., Mg.sc. I. Pelēce1.5 KP (24h): lekcijas 16h, praktiskie darbi 8h.Ieskaite ar atzīmiObligātais Mājas vide un vizuālā māksla izglītībā studentiempilna laika studijās: II k. 3. semestrīnepilna laika studijās: II k. 3. semestrī

The mechanics: motion, force, energy; flexibility. The temperature and heat: the scales of temperature, the heat exchange; the laws of gases; the physical state exchanges of substances. The electrical and magnetic phenomena: the electrical field and current. The optics and elements of atomic structure: geometrical optics.

MATHEMATICSMATEMĀTIKA

Informācijas tehnoloģiju fakultāte, Matemātikas katedra.Faculty of Information Tehnology, Department of Mathematics.

Studiju priekšmeta anotācija.MATE Matemātika, Prof., Dr. h. silv. R. Ozoliņš 2 KP(32h), lekcijas 16 h, praktiskie darbi 16h. Ieskaite ar atzīmi. Obligāta studiju programmā Mājas vide un vizuālā māksla izglītībā

1. kursa 1 sem., ieskaite ar atzīmi.

Evolution of number conception, complex quantities. Analytical geometry on plane. Function, limit of function. Derivative and differential of function, applications. Primitive function, definite integral, applications. Main concepts of differential equations. Composition of differential equations.

ECOLOGY AND ENVIRONMENTAL PROTECTIONEKOLOĢIJA UN VIDES AIZSARDZĪBA

Lauku inženieru fakultāte, Vides un ūdenssaimniecības katedra

VIDE Ekoloģija un vides aizsardzība. Doc., Mag. sc. ing. U.Kļaviņš 2.0 KP (32 h): lekcijas 24 h, pr.d. 8 h. EksāmensObligāts Mājas vide un vizuālā māksla izglītībā specialitātēPilna laika: 4. kursa 7. semestrīNepilna laika: 5. kursa 9. semestrī

Studying the Environment. Classifying environmental problems. Environment and sustainable society. Environmental improvement - interplay of the social and technological problemsThe Ecological Background. The levels of organization in ecology. Structure of the ecosystems. The biotic and abiotic factors in ecosystems. Production and consumption in ecosystems. The productivity of system and energy flow. Biogeochemical cycles. Succession and stability of ecosystems. Diversity in the ecosystems. The organization of populations. Population dynamics. The ecological niche. The human population and urban problems. The biosphere.The Environmental Protection. Historical overview of the use of resources, resource conservation and environmental protection. Resource management. Managing wildlife. Loss of biodiversity. Pollution. Chemicals in the environment. Solid wastes and wastewater. Climate change and ozone depletion. Economics and environment. Politics and environment..

BASICS OF JURISPRUDENCE

TIESĪBU PAMATI

Ekonomikas fakultāte. Ekonomikas katedra.Faculty of Economics, Department of Economics

EKON Tiesību pamati. Doc., Dr. oec. E. Špakovica1 KP (16h) 16 lekc. Ieskaite ar atzīmi.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Pilna laika: 3. kursa 6. semestrī.Nepilna laika: 4. kursa 7.semetrī.

Understanding of national state and the rights, principles of the power division, branches of jurisprudence. Hierarchy of the legislative deeds. Constitution. Institutions of legislation and government, administrative action, administrative liability. Concept of the civil rights, family rights, business rights, heritage rights, liability rights. Children rights and Protection. Juridical control of employment relations, employment disputes and their settlement order. Vacations. Concept of criminal rights, criminal action. Individuality of land property. Education legislation.

PEOPLE PROTECTIONCILVĒKA AIZSARDZĪBA

Meža fakultāte, Darba vides katedra

Studiju priekšmeta anotācija:DVID Cilvēka aizsardzība, Prof., Dr. h. med. I. J. Žukovskis, Doc., Dr. sc. ing. D.Kanaška2 KP (32), lekc. 16 h, prakt.d. 16 h. Ieskaite ar atzīmi.Obl. Visām LLU fakultātēm akadēmiskajā un profesionālajā izglītībā Mājas vide un vizuālā māksla izglītībā studentiem Pilna laika: 2. kursa 3. semestrī Nepilna laika: 2. kursa 3. semestrī .

International and Latvian labour protection and emergences conventions, rules and regulations. Labour protection training order. Labour environment supervision and inspection. Electro safety. Fire safety. Inspection of labour safety conditions.

Emergency situations in Latvia (risk awareness, preventive measures, preparation, response, elimination of consequences).

People duties, rights, behaviour and protection in emergency situations.

SOCIOLOGYSOCIOLOĢIJA

ProgrammaLLU Sociālo Zinātņu fakultāte, Socioloģijas katedra

SOCI Socioloģija. Sociology. Lekt., Mg.sc.soc.1,5 KP, 16 h lekcijas, 8 h semināri. Ieskaite ar atzīmi.Obligāts TF Izglītības un mājsaimniecības institūta studiju programmas Mājas

vide un vizuālā māksla izglītībā Pilna laika: 3. kursam 5. semestrī.

Nepilna laika: 3. kursam 5., 6. semestrī.

Subject of sociology. Short history or sociology. Methodology and organization of social survey. Culture. Social interaction. Social structure of contemporary society. Social stratification. Social mobility. Formal organization of society Ethnic groups and relations. Political power. State. Political parties. Political regimes and democracy. Social institutions: economics, family, education, gender, religion. Social policy. Social problems.

PHILOSOPHY, ETICS, AESTETHETICS

FILOZOFIJA, ĒTIKA, ESTĒTIKAP r o g r a m m a

LLU Sociālo zinātņu fakultāte, Filozofijas katedra.Faculty of Social Sciences, Department of Philosophy.

Studiju priekšmeta anotācija:FILO Filozofija, ētika, estētika. Lekt., Mag. phil. J. Vuguls

3 KP (48h), lekcijas 24h, semināri 24h, eksāmens.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Pilna laika: 1. kurss 1. semestrisNepilna laika: 3. kurss 5., 6. semestris

Students will acquire knowledge on the history of philosophical thought, development of ethical ideas and conceptions, knowledge about the ethical and aesthetical values. During the study course students will elaborate skills of analyzing ethical and aesthetical ideas in nowadays. There are lectures and discussions in seminars, group work and presentations as the methods are used in study course.

PROFESSIONAL LANGUAGE

PROFESIONĀLĀ SVEŠVALODAP r o g r a m m a

Sociālo zinātņu fakultāte, Valodu katedraFaculty of Social Sciences, Department of Languages

Studiju priekšmeta anotācija:VALO Profesionālā angļu valoda. English for Professional Purposes.

Lekt., Mag.paed. A.PētersoneProfesionālā vācu valoda. German for Professional Purposes.Lekt., Mag.paed. N.Ogurcova4 KP (64h) praktiskie darbi. Ieskaite.Eksāmens.Obligātais Mājas vide un vizuālā māksla izglītībā studentiemPilna laika:1. kursa 1. (ieskaite) un 2. semestrī (eksāmens).Nepilna laika:1. kursa 1. un 2. semestrī (ieskaite), 2. kursa 3. semestrī (eksāmens).

The program envisages mastering of language skills for professional (pedagogical, computering and crafts) purposes in various forms and levels of communication – reading, speaking, listening and writing.

INTRODUCTION IN STUDIES

IEVADS STUDIJĀSP r o g r a m m a

Tehniskā fakultāteFaculty of Engineering

Studiju priekšmeta anotācija:LTEH Ievads studijās. Introduction in studies.

Profesors, Dr., sc. ing. Dekāns0,5 KP (8h), praktiskie darbi 8h.Ieskaite.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem1. kursa 1. semestrī.

Higher education in the world, in Latvia and LUA. The Republic of Latvia education system and teaching regulative documentation The history of development of the LUA and Faculty of Engineering, current structure and administration. The study programs and subprograms at the FE. The organisation of the study process. The history of Jelgava and Yelgava Palace

PEDAGOGICS (EDUCATION)

PEDAGOĢIJAP r o g r a m m a

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-Economics

Studiju priekšmeta anotācija:IZMA Pedagoģija 10KP.

Vadošais mācībspēks Asoc.prof., Dr.paed. A.Aizsila.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem. General Pedagogics (Education)Lekt., Mag. paed. I. Andersone2KP (32h): 16 lekc., 16 prakt.d., eksāmens.1. kurss 1. semestrisHistory of pedagogics (education).Asoc. prof., Dr. paed. A.Aizsila2 KP (32h): 16 lekc., 16 prakt.d., ieskaite ar atzīmi.Pilna laika: 1. kursa 2. semestrīNepilna laika: 1. kursa 2. semestrī, 2. kursa 3. semestrī.Didaktics.Asoc. prof., Dr. paed. B. Briede, Asoc. prof., Dr. paed. A.Zeidmane3 KP (48h): 24 lekc., 24 prakt.d., eksāmens.Pilna laika: 2. kursa 3. semestrīNepilna laika: 2. kursa 3.,4. semestrīTheory and methodology of upbringing.Mag. Paed., lektore I.Soika2KP (32), lekcijas 16h, prakt. darbi 16h. ieskaite ar atzīmi .Pilna laika: 2. kursa 4. semestrīNepilna laika: 3. kursa 5.,6. semestrīCourse Paper in Pedagogy 1KP II k. 4. semestrī (pilna laika studijās). IV k. 7. semestrī (nepilna laika studijās)

The subject of general pedagogy is directed to gaining insight in pedagogical terms and content, general pedagogy connection to other branches of pedagogy, their aims and objectives. The principal pedagogical concepts’ acquisition. Pedagogy as a science and art, its connection with other sciences. Pedagogy research methods, education, self-education, peculiarities of age stages development, as well as educational work organization in Latvia and the concept ‘contemporary teacher’ understanding. During the lessons the students develop an electronic dictionary of pedagogical terms and concepts used during the study, as well as elaborate a pedagogy research plan (preparing a presentation, using MS Power Point).

The subject of history of education. The history of development of schools. The development of education according to the East and Antique society needs. The classical heritage of pedagogics. The pedagogical thought in Europe, Russia, Latvia. The historical influence of the study of pedagogics, also schools and opinions nowadays.

Students understand coherences of the teaching/learning process in the course of didactics. There are looked over and analysed problems as well as promoted the

students skill to find, formulate, evaluate and solve problems. The students improve presentation skills in scientific style during discussions, seminars. The usage of teaching methods and visual material is emphasized in practical works. Professional competence of the teacher: knowledge, skills, reflection. Teachers’ roles. Teacher development and responsibility. Teacher stress and burnout. Social status of teaching. Theories and models of teaching: paradigms for research in teaching; humanization of studies: humanistic paradigm, criteria and features of humanity in studies. Theories of teaching: behaviouristic, cognitive development, information processing, social psychological, linguistic and sociolinguistic. Constructive learning theory. Didactic models: cognitive, pragmatic, communicative, task oriented, process oriented. Studies nowadays, modern methods and techniques: cooperative, reflective, problem etc. influence of interactive methods on knowledge, skills and socialization of pupils.

Reference of the process of upbringing and its main relation. Principles of upbringing. Aims and methods of upbringing. Forms of upbringing and either conformity to peculiarities of age stages of development. Work and upbringing. Career guidance. Preparation of self-upbringing. Interaction and coherence among upbringing, studies and personal development. Pupils social organizations. Learning class guide duties, documentation and specific features of upbringing in school.

DIRECTIONS OF PEDAGOGY

PEDAGOĢIJAS VIRZIENIP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Pedagoģijas virzieni. 8KP.

Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Vadošais mācībspēks Prof., Dr.paed. B.Briede.Adult education.Prof., Dr.paed. B.Briede, lekt., Mag.paed. I. Apsīte 2 KP (32h), lekcijas 16h, praktiskie darbi 16h. Eksāmens.IV k. 7. semestrī (pilna laika studijās).IV k. 8. un V k. 9. semestrī (nepilna laika studijās).School managementDocētājs V.Ļaudams.2KP (32 h), t.sk. lekcijas 16 h, praktiskie darbi 16 h. Ieskaite ar atzīmi.III kursa 5. semestrī (pilna laika studijās).IV kursa 7., 8. semestrī (nepilna laika studijās).Special pedagogy.Mag. paed., lektore A Zvīgule2 KP (32h), lekcijas 16h, praktiskie darbi 16h. Ieskaite ar atzīmi.III k. 6. semestrī (pilna laika studijās).IV kursa 8. semestrī, V k. 9. semestrī (nepilna laika studijās).The pedagogy of art and music.Doc. Dr. Paed. N.Lūse, Mag paed., lektore I. Andersone1 KP (16h), lekcijas 16h. IeskaiteIV k. 7. semestrī (pilna laika studijās).

V k. 9. semestrī (nepilna laika studijās).Environmental pedagogy.Mag. paed., lektore V.Vanovska1 KP (16h), lekcijas 16h. Ieskaite ar atzīmi.IV k. 7. semestrī (pilna laika studijās).V k. 9. semestrī (nepilna laika studijās).

Adult education, its relevance, the main concepts, peculiarities. Icebreakers of the group. Basic skills for adult’s www.basic-skills.co.uk, usage of the European Association for Education of adults (EAEA) home page www.eaea.org. The structure and directions of the Latvian Adult Education Association (LPIA) and usage of its home page www.laea.lv. Adult education resources in Latvia www.liis.lv. Importance of life-long learning nowadays. Usage of the EU Portal http://europa.eu.int/index_lv.htm. European portfolio and CV and usage of their home pages: http://europa.eu.int/eures and www.europortfolio.org. Project programmes in adult education and distance learning, and usage of the home page: http://europa.eu.int/comm/education/programmes, www.minerva. European Social foundation projects and usage of the home page: www.esfondi.lv. Self-upbringing. Self-education. Learning skills. Development of social, professional and reflection competence. Adult groups: functions, peculiarities, dynamic, effectiveness, communication peculiarities in them. The link of communication with individual study ability: the structure of learning and its styles (Kolb test). Teacher’s competence. Teaching methods in adult groups. Presentation in front of the group and assessment criteria. Assessment of adult education courses.

School management as a part of education science. The basic principles and the research methods of school management. The guiding of education in Latvia. The document of schoolwork. The participation of teachers in school guiding. The theories of guiding that using in school management. The process of decision taking. The style of guiding. Evaluation of teacher’s knowledge and skills. The rights and duties of teachers. The criterions of teacher’s knowledge and skills.

Special pedagogic as a branch of science of pedagogy and its relevance. Terminology. Description of abnormalities in philosophy, sociology and art. Theory of degeneration, role of heredity. Prevalence of disorders and difficulties in studies and behaviour. Social and biological risk factors and their destructive impact on children and adults.

Information technologies in special education – in special schools with mental retarded students, specific computer in tiflopedagogic.

Educating of children with special needs. Variety of teaching methods, their classification according to the dominating disorders. Specifying teaching methods for sight and hearing disability, deaf-and-dumb, mental retarded, badly sick (oncological, AID) children. Ideas of Valdorfpedagogics and Montesori. Preparation of children and adolescence for maximally independent life. Inculcation of computers in special education.

The content of the study subject includes systematically surrounded theoretical knowledge’s of the essence of Pedagogy of Art, its methods and forms in Education. The holistic approach of five art forms (literature, drama, dance, music, visual art) is cultivated together with learning the role of Arts Education in family and different stages of curricula. From the approach of humanistic pedagogy the basic knowledge’s have been studied which help to distinguish the comprehension of Art concept in development of European culturally – orientated personality. Study Pedagogy of Art

http://www.piapa.lv/

http://www.minerva/

http://europa.eu.int/comm/education/programmes

http://www.europortfolio.org/

http://europa.eu.int/eures

http://europa.eu.int/index_lv.htm

http://www.liis.lv/

http://www.laea.lv/

http://www.eaea.org/

http://www.basic-skills.co.uk/

in our changing society makes the progress of student’s valuable worldview and the intelligent person’s preparation adequate to European teacher’s competence.

The students will be given information on the influence of music and singing on child’s mental, intellectual and emotional development as well as games and exercises helping to develop the child’s ear, feeling of rhythm, voice and physical development. During the lessons the students will get information and prepare an account of music usage in the study process, upbringing classes, school educational environment with the help of IT audiovisual presentations and materials. The students create Internet address lists where they can find useful information about the usage of music in pedagogy and upbringing.

Environmental pedagogy introduce with educational influence of environment to personality progression, gives theoretical and practical knowledge and skills to descry environmental problems and include society in its solving. The study course includes acquirement of teaching methods to help teacher integrate themes about environmental education in own pedagogical work.

RESEARCH IN EDUCATION

P E D A G O Ģ I S K O P Ē T Ī J U M U M E T O D O L O Ģ I J A

Studiju priekšmeta programma Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsPedagoģisko pētījumu metodoloģija. Research in Education.L.Pēks, Dr.paed., profesors un V.Tomsons, Mg.paed., docents3 KP (48 h kontaktstundas, t.sk. 24 h lekc. un 24 h pr.d.). Eksāmens.Obl. profesionālās augstākās izglītības bakalaura studiju programmas Mājas vide un

informātika izglītībā un Mājas vide un vizuālā māksla izglītībā studentiem pilna laika studijās 3. kursa 6.semestrī nepilna laika –4. kursa 7., 8.semestrī.

Bachelor students require knowledge, skills and reflection abilities including the aspects of:

ethics of researches, pedagogical measurements, philosophical aspects; theoretical, empirical (experimental) kinds of researches and methods

(observation, inquiring, content analysis, testing, experiments) and their usage;

methods of descriptive statistics for data processing, correlation analysis, inferential statistics;

Bachelor thesis design; possibilities of computers usage and suitability in researches designing of

Bachelor thesis;They must ensure Bachelor student’s competence in cooperation with scientific supervisor as well as by means of tutorials to do research on Bachelor’s level.

Students have an idea about the possibilities to continue research in Master’s and Doctor’s degree studies.

PSYCHOLOGY

PSIHOLOĢIJAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Psiholoģija 7.0 KP.

Vadošais mācībspēks Dr. Psych., docente A.Vecgrāve.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem..General Psychology.Mag. psych., lektore R.Baltušīte.2KP (32), lekcijas 16h, prakt. darbi 16h., eksāmens.1. kursa 1. semestrīPsychology of personality development.Dr. Psych., docente A.Vecgrāve. 2KP (32), lekcijas 16h, prakt. darbi 16h. Ieskaite ar atzīmi.Pilna laika:1. kursa 2. semestrīNepilna laika:1. kursa 2. semestrī, 2. kursa 3. semestrīSocial psychology.Mag. psych., lekt. R. Baltušīte, Mag. paed., lekt. I.Apsīte.2KP (32), lekcijas 16h, prakt. darbi 16h. ieskaite ar atzīmi.Pilna laika: 2. kursa 3. semestrīNepilna laika: 2. kursa 4. semestrī, 3. kursa 5. semestrīCourse Paper in Psychology 1.0 KPPilna laika: 2. kursa 3. semestrīNepilna laika: 3. kursa 5. semestrī

The students gain insight in the essence of psychology and the subject’s importance. The history of psychological science, its essence and structure. Research methods in Psychology. Human CNS development and its role in mental activity. Functional assimetry and its role in human activity . Cognition and its nature. Subjective and objective cognition. Levels of cognition. Dreams. Feelings and perception. Sensory deprivation. Perception and feeling separation. Attention types and their meaning in perception, thinking process and human communication. Memory biochemistry and associative memory theories. Memory improvement factors. The best methods of memorization. Language and thought. Thinking and other psychical processes. The concept of imagination and imagination types. Imagination and creativity correlation. Intellectuality. Intelligence. Intelligence models. Intelligence and human achievements. Feelings and emotions. Types of emotional experience. Stress management. Volition structure, peculiarities, will weakness. Volition development and self-upbringing. Personality criteria. Personality theories. Ego-conception and its structure. Temperament and character. Individual style of activity. Character accentuation. Phobia and eating disorders. Individual activities: needs and reasons. A deep insight and realizing possibility of psychology application in studies, career development, personal problems solving, protecting psychical health is developed in the result.

Studying developmental psychology the learners acquire knowledge about human physical, cognitive and personal development of all age stages, from different theories point of view.

CULTURE AND ART

KULTŪRA UN MĀKSLAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Kultūra un māksla 5,5 KP

Vadošais mācībspēks Dr. art., doc. N.Lūse.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Mākslas un kultūras vēsture. History of art and civilization(culture).Etnography and Applied Art.Mag. paed., lekt. S. Reihmane, Mag.paed., lektore L.Ozolniece.2.5KP (40h), lekcijas 20h, prakt. darbi 20h. Ieskaite ar atzīmi.Pilna laika: 1. kursa 1. semestrī.Nepilna laika: 1. kursa 1., 2. semestrī. Stylistic of Eropean Arts.Dr. art., docente N.Lūse.1.5 KP (24 h): lekcijas 16h, prakt. darbi 8h. Ieskaite ar atzīmi.Pilna laika: 1. kursa 2. semestrīNepilna laika: 2. kursa 3. semestrī. Course Paper in Culture and Art 1.5 KPPilna laika: 1. kursa 2. semestrīNepilna laika: 2. kursa 4. semestrī.

The subject acquaints with principal trends of art culture different stages of society development. Stylistic problems of five European art forms - literature, drama, dance, music, visual arts - are analyzed in connection with historical and cultural development in Europe from the 18th to the beginning of the 21st century. Such styles as Baroque, Classicism, Romanticism, Impressionism, Avangardism and Postmodernism are related to great historical periods of European historical background. The characteristics of ethnographical traditions in different regions of Latvia, the development of the ethnographical pattern, folk and professional crafts are also studied within the subject’s framework. Creative usage of Information Technologies is included in the students’ independent work performance, for example, ethnographical pattern drawing and presentation of research materials.

Cooperating in various learning activities, the students acquire necessary basic knowledge for their future working life in the multicultural society.

Computer Sciences

DATORZINĪBAS

APPLICATION SOFTWARE

(LIETIŠĶO PROGRAMMU PAKETES)

Programma

Informācijas tehnoloģiju fakultāte, Informātikas katedra

Faculty of Information technology, Department of Informatics

Studiju priekšmeta anotācija.DASI Datorzinības: Lietišķo programmu paketes. Application software.

Doc. Mg.sc.ing., Mg.paed. I.Dukulis, asist. Bc.sc.ing. T.Saukuma 2 KP (32h): lekcijas 16h, prakt. darbi 16h, ieskaite ar atzīmi.Obligātais Mājas vide un vizuālā māksla izglītībā studentiemPilna laika: 1. kursa 1.semestrī.

Nepilna laika: 1. kursa 1., 2. semestrī.

The general principles of integrated software packages. The use of Microsoft Word in document processing. The possibilities of spreadsheet program Microsoft Excel. The basic principles of presentation preparation by using Microsoft PowerPoint. Recording, testing, editing and using macros.

Professional specialization courses 60CP(Professional specialization elective courses 9 CP)

METHODS OF HOME ECONOMICS AND VISUAL ART

MĀJTURĪBAS UN VIZUĀLĀS MĀKSLAS METODIKAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Mājturības un vizuālās mākslas metodika. 5 KP

Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Methods of Home Economics.Assoc. Prof., Dr. paed. V.Dišlere.1,5 KP (24h): lekc. 16 h, prakt. d. 8 h. Ieskaite ar atzīmi.pilna laika: II k. 4. semestrī .nepilna laika: III k. 5. semestrī .Methods of Visual Art.Lekt., Mag. paed. L. Rasnača2.0 KP (32h): lekc. 16 h, prakt. d. 16 h. Eksāmens.pilna laika: III k. 5. semestrī nepilna laika: III k. 6.semestrī Course paper in Methodology of Home Economics and Visual Art 1.5 KPIII k. 5. semestrī (pilna laika studijās).IV k. 6. semestrī (nepilna laika studijās).

The development trends in Home Economics in Latvia and abroad. The normative base for teaching Home Economics, development of thematic and calendar plans. Intersubjects links. The didactic principles of teaching Home Economics, the aims and tasks of the lessons of Home Economics and Household, preparation and planning of lessons, analysis of lessons, control and assessment of the pupils’ knowledge.

The strategy of Visual Art in Latvia. The peculiarities of learning the course Visual Art. The state education standards in Visual Art for primary school and secondary school, the methodical and technical supply necessary for their implementation. Curriculum developed by LIIS and exercises for every session. The suggested methodical materials and teaching aids. Visual aids for acquisition of theoretical knowledge. Preparation of methodical and handout materials. Preparation of exercises, tests and control works and assessment criteria. Intersubjects links.

BASICS OF DESIGN

DIZAINA PAMATIP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Dizaina pamati 11 KP

Vadošais mācībspēks Lekt. Mag. art. I.Spulle.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem. Composition and colour traning.Lekt. Mag. art. I.Spulle.3 KP (48h) 24 lekc., 24 pr.d. Eksāmens.Pilna laika: 1. kursa 1., 2. semestrī, 2. kursa 3. semestrī. Nepilna laika: 1. kursa 1., 2. semestrī, 2. kursa 3. semestrī. Drawing.Lekt. Mag. art. I.Spulle., Asist. I.Paulsone2 KP (32h) 32 lab.d., Iesk. (a).Pilna laika: 1.k. 1., 2. sem.Nepilna laika: 1.k. 1., 2. sem.Technocal Drawing.Profesors Mehānikas institūta direktors G,Uzkliņģis.2 KP (32h) 16 lekc., 16 pr.d. Iesk. (a).Pilna laika: 1.k. 2. sem.Nepilna laika: 2. kursa 3., 4. semestrīComputer graphic.ITF Datoru sistēmu katedra, I.Viļumsone.2 KP (32h) 16 lekc., 16 pr.d. Iesk. (a).Pilna laika: 2. kursa 3. semestrī.Nepilna laika: 2. kursa 3., 4. semestrī.Interior Design.Lekt., Mag.paed. G.Gaiķe2 KP (32h) 16 lekc., 16 pr.d. Eksāmens.Pilna laika: 2. kursa 4. semestrī.Nepilna laika: 3. kursa 6., 4. kursa 7. semestrī.

Composition and colour training is very wide, it embraces conception of line, rhythm, colour, place, shape, and size, materials and their usage diversity. Also materials and means by the help of which it is possible to learn composition as a subject are different (paper, natural materials, colour, household objects etc, as well as IT computer graphic programs’ offered opportunities, for example: CorelDraw, Adobe Photoshop, Adobe Illustrator etc). This is not only learning colour, line, place and other many different mutual links, but also gaining insight into worldview in general.

The subject familiarises with the rules of perspective, its application in fine arts, drawing of simple and more complex object and different techniques. It develops imagination creative thinking in space. The man’s visual aspects, natures in large dimension (landscape) and in miniature have been studied.

Drawings instruments. Alphabet of lines. Mechanical lettering. Geometric construction. Parallel lines. Division of lines. Constructing triangle. Circles. Regular

polygon. Tangency. Curves. Axonometric and orthographic projecting. Orthographic views of a point, a line and plane. Geometric colid. Development of a surface. Surface intersection of a plane. Intersection between surfaces. Mechanical drawing. Three principal projection planes. Dimensioning. Screws. Threaded Fasteners. Assembly drawing. Specification. Detail working drawing. Freehand detail sketch. Building Drawings.

The aim of the Computer graphic: Students acquire knowledge’s and skills in basic algoritms of Computer Graphic; models and pallets of colours; object modeling and deformation.

In the course Interior Design, questions about structure of the living- space, perception of light, matter and colour, about styles and fashion, about the principles of arranging it have been studied.

NUTRITION

UZTURSP r o g r a m m a

Pārtikas tehnoloģijas fakultāte, Uztura katedraFaculty of Food Technology, Department of Nutrition

Studiju priekšmeta anotācija:UZTR Uzturs. Vadošais mācībspēks Dr.h.sc.ing., prof. I.Skrupskis

6 KP (80h), lekcijas 48h, lab. darbi 8h, prakt. darbi 24h. Kursa darbs 1KP IV k. 7. semestrī (pilna un nepilna laika studijās).Obligātais Mājas vide un vizuālā māksla izglītībā studentiem. Nutrition Studies.Dr.sc.ing., docents V. Rozenbergs2,0 KP ( 32 h). Lekcijas - 16 h. Praktiskie darbi - 16 h. Ieskaite ar atzīmi.Pilna laika: 2.kursa. 4.semestrī.Nepilna laika: 3.kursa 5. semestrī.Hygiene and microbiology.Profesore L.Skudra, lektore D.Kļava1 KP (16 h), 8 h lekcijas, 8 h laboratorijas darbi.Pilna laika: 2.k. 4. sem. Nepilna laika: 2 k. 4. un 3. k. 5. semestrī Food tehnology.Dr.h.sc.ing., prof. I.Skrupskis1 KP (16h), 16h lekcijas. Ieskaite ar atzīmi.Pilna laika: 3.k. 5. sem. Nepilna laika: 3. kursa 5.,6. sem.Table etiquette.lektore, Mg. sc. ing. G. Skudra1KP (16h); 8 lekcijas; 8 praktiskie darbi. Ieskaite ar atzīmi. Pilna laika: 3. kursa 5. semestrī. Nepilna laika: 3. kursa 5., 6. sem.

The students develop and master skills in healthy nutrition and get knowledge about its principles that are necessary for the teachers of home economics and housekeeping. The program is composed of two subprograms – nutrition physiologic issues and goods studies. Human breathing, circulation of blood, metabolism systems. Human digestion. Protein, fat, carbohydrates, mineral substances and vitamin importance in nutrition. Eating disorders and their prevention opportunities. Flora and Fauna products: description, storage, and chemical composition. Spicery and spice herbs. Supplements, mushrooms, teas, pharmacologically active substances. Dietic therapy, mother and child nutrition. An interactive computer program for the student knowledge control and self-control is used in nutrition study syllabus.

The students can obtained the knowledge about classical microbiology and microbiology of food products, also about basically principles of hygiene and sanitary in food production enterprises in the subject “Hygiene and microbiology”. Students give a basic knowledge about structure of microorganism cell, microorganism tacsonomy, properties, growing conditions etc. Also their receives the information about influence of microorganisms to quality of food products. In laboratory and practical works students can get practical skills about methods determination of microorganims and sanitary-hygiene testing methods.

„Food Technology” provides basic knowledge about all food group basic technology, the students are given the information about correct technological approaches in food cooking, nutrient modification in food processing, and food storage. The students are taught to calculate nutritional value and analyse it, to make a menu, to calculate nutrition expenses. The students use computer programs MS Word un MS Excel in their description and calculations. They are acquainted with Latvian national typical food and nutrition traditions.

The main task of the study subject is to teach practical table laying and service for students and to develop their pedagogical skills for teaching pupils the basic things of the table etiquette in the future job life. The student main aim is to learn the main principles of dining etiquette and setting table, to master skills in guest welcoming and service, and to develop skills for teaching the subject of housekeeping in schools. The practical task is to work out an appropriate menu, table setting and service according to the reason of the guest visit and money limit. The student main aim is to learn the main principles of dining etiquette and setting table, to master skills in guest welcoming and service, and to develop skills for teaching the subject of housekeeping in schools. The practical task is to work out an appropriate menu, table setting and service according to the reason of the guest visit and money limit.

HOME ECONOMICSMĀJAS EKONOMIKA

Programma

LLU Tehniskā Fakultāte Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-Economisc

Studiju priekšmeta anotācija:IZMA Mājas ekonomika. Vadošais mācībspēks lektore A.Pridāne

5 KP (80h), lekcijas 40h, prakt. darbi 40hObligātais Mājas vide un vizuālā māksla izglītībā studentiem.Home economics.Lektore, Mag. paed. A.Pridāne2 KP (32h), lekc. - 16 h, prakt. darbi - 16 h. Ieskaite ar atzīmiPilna laika: 2. kursa 3. semestrī.Nepilna laika: 2. kursa 4. semestrī, 3. kursa 5. sem.Household appliances.Doc., Dr. sc. ing. O. Rubenis1.5 KP (24h), lekc. - 8 h, lab. darbi - 16 h. Ieskaite ar atzīmiPilna laika: 2. kursa 4. semestrī.Nepilna laika: 3. kursa 5., 6. sem.Home maintenance. Doc., Dr. paed. I. Līce1.5 KP (24h), lekcijas - 8 h, laboratorijas darbi - 16 h. Ieskaite ar atzīmi.Pilna laika: 3. kursa 5. semestrī.Nepilna laika: 4. kursa 7. sem.

The essence of Householding, Housekeeping, Home Economics, differences and similarities. The students gain insight into economy regularity that influences private housekeeping economics. The student’s aim is to understand the role of qualitative home environment in individual development, to learn, plan, manage and organize private and public householding. To use available resources, services and Technologies (including Information Technologies) efficiently. The students evaluate their own activities and accept appropriate decisions. To enable the students realize their role as consumers, to teach laws that ensure consumer protection. To prepare the prospective pedagogues for teaching the subject at school. To provide the students with interactive learning material exposure and knowledge how it can be used during the lessons of home economics.

Energy types used in the household, their transformation and application in the household. Providing of proper home environment, using modern equipment. Basic principles of household appliances function, requirements for selection and economics use of the appliances. The use of household appliances considering requirements of human and environmental protection.

Home maintenance includes washing, cleaning, and care. Positive result of these jobs depends mainly on the proper use and mutual suitability of detergent, tool and treated material. Therefore it is necessary to know properties of each component. It is possible to reach the desirable result only considering ecologic, economic and efficient work organisation. The essence of Householding, Housekeeping, Home Economics, differences and similarities. The students gain insight into economy

regularity that influences private housekeeping economics. The student’s aim is to understand the role of qualitative home environment in individual development, to learn, plan, manage and organize private and public householding. To use available resources, services and Technologies (including Information Technologies) efficiently. The students evaluate their own activities and accept appropriate decisions. To enable the students realize their role as consumers, to teach laws that ensure consumer protection. To prepare the prospective pedagogues for teaching the subject at school. To provide the students with interactive learning material exposure and knowledge how it can be used during the lessons of home economics.

SCIENCES OF VISUAL ARTVIZUĀLĀS MĀKSLAS ZINĪBAS

DrawingLekt., Mag. paed. G. Gaiķe8,0 KP (128 h: praktiskie darbi):Pilna laika un nepilna laika studijās:

1,0 KP, ieskaite ar atzīmi , I kursa 1. semetrī2,0 KP, ieskaite ar atzīmi, I kursa 2. sem.2,0 KP, ieskaite ar atzīmi, II kursa 3. sem.1,0 KP, ieskaite ar atzīmi, II kursa 4. sem.2,0 KP, eksāmens, III kursa 5. sem

Study subjectc acquaints with the rules of perspective, its usage in fine arts, construction of simple and complicated things, adumbration, forming roominess, as also helps to know different techniques (penciling, charcoal drawing, sanging painting, felt-tipped marker), develops imagination, dimensional and creative thinjing. Visual aspect of human, parts of body studies in gyps and models, scenery both small and big dimension, also forms of architecture has foreseen to study in this study subject. Both short-term and long0term works (sketchy)has foreseen to do increasing level of coplexity step by step.

Composition Lekt., Mag. art. I. Spulle8,0 KP (128 h: praktiskie darbi):2,0 KP, ieskaite ar atzīmi,

Pilna laika: 1. kursa 1. sem.Nepilna laika: 1. kursa 1. sem.

2,0 KP, ieskaite ar atzīmi, Pilna laika: 1.kursa 2. sem. Nepilna laika: 1.kursa 2. sem., 2. kursa 3. sem.

2,0 KP, ieskaite ar atzīmi,Pilna laika: 2. kursa 3. sem., Nepilna laika: 2. kursa 4. semestris

2,0 KP, eksāmens, Pilna laika: 2. kursa 4. sem.

Nepilna laika: 3. kursa 5., 6. semestris

Composition includes the possibilitys of varieties in the rhythm of lines, in colours, size, form and materials. Studing the basic compositional principles, perception of form, different materials and possibilities of construction, modelling and visual element composing in environment and space.

Form design Lekt., Mag. art. I. Spulle3,0 KP (48 h: 8 lekcijas, 40 praktiskie darbi):1,0 KP, ieskaite,

Pilna laika un nepilna laika studijās: 2. kursa 4. sem. 2,0 KP, ieskaite ar atzīmi,

Pilna laika studijās: 3.kursa 5. sem.Nepilna laika: 3. kursa 5.,6. semestrī.

Students will develop the sense of form and understanding of proportions, different constructions relief and sithesys. The study course provides the competence to use different materials, visual modelling elements and possibilities of construction in environment and space.

PaintingLekt., Mag. art. I. Spulle3,0 KP (48 h: 8 lekcijas, 40 praktiskie darbi):1,0 KP, ieskaite

Pilna laika un nepilna laika studijās: 3. kursa 5. sem.2,0 KP, ieskaite ar atzīmi

Pilna laika studijās: 3.kursa 6. sem., Nepilna laika studijās : 3. kursa 6. sem., 4. kursa 7. sem.

The course includes themes on perception of colour,meaning of colours and tonality.The course covers painting techniques, mixed and modern art, technical skills and tools.

Fine artLekt., Mag. art. I. Spulle2,0 KP (24 h: 4 lekcijas, 20 praktiskie darbi):1,0 KP, ieskaite

Pilna laika studijās: 3. kursa 5. sem.,Nepilna laika studijās: 4. kursa 7. sem.

1,0 KP, ieskaite ar atzīmi Pilna laika studijās: 3.kursa 6. sem.,

Nepilna laika studijās: 4. kursa 8. sem.

The course fine arts on three different art styles- painting, graphicart and sculpture. The course covers perception of colours, lines, forms and different painting ,graphicart, sculpture technics ,technical skills.

Professional specialization elective courses 9 CP

Technologies of Textiles 7 KP or Applied Engineering Sciences 7 KP,Electve subjects 2 KP

TEHNOLOGIES OF TEXTILES

TEKSTILIZSTRĀDĀJUMU TEHNOLOĢIJASP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Tekstilizstrādājumu tehnoloģijas. Doc., Dr. paed. I.Līce.

7 KP (112h), lekcijas 56h, prakt. darbi 56h.Obligātās izvēles Mājas vide un vizuālā māksla izglītībā studentiem.Materials of textiles. Doc. Dr. paed. I.Līce.1 KP (16h) 8 lekc., 8 pr.d. Iesk.(a). Pilna laika: 2. kursa 3. semestrīNepilna laika: 2. kursa 3., 4. semestrīModelling.Lekt., Mag. Paed. S. Reihmane1,0 KP(16h) 4h lekc., 12 pr. d. Iesk.(a).Pilna laika: 3. kursa 5. semestrīNepilna laika: 3. kursa 5., 6. sem.Needleworks (embroidering, knitting, crocheting).Lekt., Mag.paed. Z.Beitere, G.Gaiķe.1,5 KP (24h) 12 lekc., 12 pr.d. Iesk.(a).Pilna laika: 2. kursa 4. semestrīNepilna laika: 2. kursa 4.sem., 3. kursa 5. semestrīSewingLekt., Mag. Paed. S. Reihmane2 KP(32h) 16 h lekc., 16 pr. d. Eksāmens.Pilna laika: 3. kursa 6. semestrī.Nepilna laika: 4. kursa 7., 8. semestrīWeaving.Lekt., Mag. Paed. L.Ozolniece1,5 KP(24h) 8 h lekc., 16 pr. d., Iesk.(a).Pilna laika: 3. kursa 5. semestrī.Nepilna laika: 4. kursa 7. semestrī

Study subject introduces textiles, their production, manufacturing procedures, and the most important peculiarities, as well as various textile technologies – weaving, sewing, embroidery, knitting and crochet manual training technological peculiarities, their synthesis opportunities. The subject provides the opportunities to improve skills in

traditional textile technologies approaches’ acquisition. Realizing textile as a national cultural heritage, and importance of its integration into the modern settings. The subject provides opportunities also to acquire nonconventional manual techniques, producing materials that would rouse the interest and motivate the students to produce textiles during the lessons the students’ knowledge of Information Technologies is applied for textile composition creation, GRAFIS software is used for pattern design as well. Theoretical knowledge and practical work contribute to home economics subject organization in school within the matter of textile and textile Technologies. Attention is paid to the student creativity development.

APPLIED ENGINEERING SCIENCES

LIETIŠĶĀS INŽENIERZINĪBASP r o g r a m m a

Tehniskā fakultāte, Spēkratu institūtsThe Faculty of Engineering, Motor Vehicle Institute

Studiju priekšmeta anotācija:SPEK Lietišķās inženierzinības. Vadošais mācībspēks Doc. J.Avotiņš.

7 KP (112h), lekcijas 56h, prakt. darbi 56h.Obligātās izvēles Mājas vide un vizuālā māksla izglītībā studentiem.Wood mechanical processing.Meža fakultāte, Kokapstrādes katedra. Asist. M.Arbidāns.3KP(48 h), lekcijas 24 h, lab.darbi - 24 h, iesk. ar atzīmi. Pilna laika: 2.kursa 3., 4.sem.Nepilna laika: 2.kursa 3., 4.sem., 3. kursa 5. sem.Metal processing. Tehniskās fakultāte, Spēkratu institūts Doc. J.Avotiņš.2KP(32 h), lekcijas 16 h, lab.darbi - 16 h, eksāmens. Pilna laika: 3.kursa 6.sem.Nepilna laika: 4. kursa 7., 8. sem.Building work. Lauku inženieru fakultāte, Arhitektūras un būvniecības katedra. Lekt. M.Žodziņa2,0 KP (32h): lekc. 16 h., pr.d. 16 h. Ieskaite ar atzīmi.Pilna laika: 3.kursa 5.semNepilna laika: 4. kursa 7. sem.

Wood mechanical processing tools and machinery. Basics of cutting theory. Components of wood structure. Timber species. Wood physical and mechanical properties. Wood damages and insects. Wood processing products. Wood constructions and design. Joints and fittings in wood constructions. Classification of furniture. Technology of wood products.

Science of materials and treatment. Technical measurement. Production of casting. Pressure processing basics und types. Production of forgings. Welding processes and thermal cutting. Accuracy and surface quality of processing. Basics of interchange. Metal processing by cutting. Metal cutting machines, equipment, tools

and technology. Technology of turning, milling, grinding und locksmith works. Basics of engineering technology.

The main task of building is development of people life and work environment. Understanding of building process. Chronological sequence of building work. Building process, material, technologies. Elementary calculations of strength. Finish work, preparing to exploitation.

Elective Subjects

VISUAL ADVERTISEMENTREKLĀMDIZAINS

Programma

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsFaculty of Engineering, Institute of Education and Home Economics

Studiju priekšmeta anotācija :IZMA Reklāmdizains. Visual advertisement

Mag.art., lektore I. Spulle2,0 KP ( 32 h ): lekcijas 6 h; praktiskie darbi 26 h.Ieskaite ar atzīmi.Pilna laika:4. kursa 7. semestris.Nepilna laika:5. kursa 9. semestris.Izvēles priekšmets Tehniskās fakultātes Mājas vide un vizuālā māksla izglītībā studentiem

The subject comprises the essence of the advertisement and rules for effective making of it. Possibilities of its using, draft making, modelling, text and visual element composing in environment.

INFORMATION TECHNOLOGIES IN EDUCATION

IT IZGLĪTĪBĀP r o g r a m m a


Studiju priekšmeta anotācija:IZMA IT izglītībā. Information technologies in education.

Asist., Mag paed. N. Vronska2 KP: prakt. d. 32 h, ieskaite ar atzīmi.Pilna laika:4. kursa 7. semestris.Nepilna laika:5. kursa 9. semestris.Izvēles Mājas vide un vizuālā māksla izglītībā studentiem.

Educational process includes information technologies more and more. The teacher can effectively integrate information and communication technologies (IKT) in educational process when he knows about technical opportunities of a computer and about software.

Information technologies and global computer network take the important place and are used both in administration of educational process, and in the organization of work of students which generally is connected with development of new information technologies.

Introducing information and communication technologies in education, it is possible to use all technological advantages: to unite the text, 3-dimension the graphic arts, immobile and mobile pictures, audio and video files in multi environment; to create tests; to use various computer programs which vary, facilitate and improve educational process.

Glass PaintingPorcelāna un stikla apgleznošana

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-EconomicsIZMA Glass Painting

Mg. art. I. Spulle2 KP (32h): lekc.16h, prakt. darbi 16h.) Ieskaite ar atzīmi.Specialitātes izvēles Mājas vide un vizuālā māksla izglītībā studentiemIII kursa 5. semestrī (pilna laika studijās).IV kursa 7. semestrī (nepilna laika studijās).

Different technical approaches can be used in painting and decorating tht glass. Studying tht basic compositional principles, it is important to see and learn thte main regularities and to give them an individual point of view. Composition includes the possibility of varieties in the rhythm of lines, in colours, size, form and materials.

BatikBatika

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-EconomicsIZMA Batik

Dr.paed., doc. I. Līce2 KP (32h): lekc.16h, prakt. darbi 16h.) Ieskaite ar atzīmi.Specialitātes izvēles Mājas vide un vizuālā māksla izglītībā studentiemIII kursa 5. semestrī (pilna laika studijās).IV kursa 7. semestrī (nepilna laika studijās).

The subject familiarises students with batik as one of the applied art, gives practical skills and develops the artistic growth. During the course of study the students learn how to dye, apply ti and wax techniques of batik. They learn about performance of the techniques.

Silk PaintingZīda apgleznošana

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-EconomicsIZMA Silk Painting


The subjects acquaints the students with silk painting as one of the oldest adornment fashion. It gives wide practical skills in all techniques of silk painting and develops the artistic growth. During the course of study the students learn composition, silk painting and think about their individuality in art.

Electives Courses (part C) 6 KP

3.0 KP, ieskate ar atzīmi,Pilna laika studijās: 3. kurss 5. semestrīNepilna laika studijās: 4. kurss 7. semestrī

3.0 KP, ieskate ar atzīmi,Pilna laika studijās: 4. kurss 7. semestrīNepilna laika studijās: 5. kurss 9. semestrī

Sport 3KP

0.75 KP, ieskaite, Pilna laika studijās: 1. kurss 1. semestrī




4 Assessment systemThe forms of knowledge control – examinations, tests and tests, assessed with a grade, Term Papers, besides – not nore than 2 Term Papers in a term, 6 tests and 4 examinations.The requirements for obtaining a diploma – the successful acquisition of the programme, passed State examination: developed and defended Bachelor’s Paper.The study results are assessed inconformity with the decision of the LLU Senate On uniform assessment of the qualitative results of studies.The results of studies are assessed by two characteristics:- qualitative – the grade in the 10 grade system,- quantitative – credit points (CP) according to the amount of course credit points.The frequency of assessing is implemented according to the procedure provided by the study plan – tests, examinations and Term Papers. In between the final assessment there is intermediate assessment carried out in control works, reports, projects, seminars etc.

5 The practical implementation of the study programme

Study methods and forms, the use of computers, multimedia and Internet

Lectures, practical sessions and laboratory works are the common study forms at the university. There are dialogical methods applied more often and wider within the study process than before; the research work is takes a very significant place within the studies – mostly during the practical training and when developing research papers, besides the role of research could be also extended towards the theoretical study courses. Special attention within the study process is paid to the integration of IT in the study courses, which are related to the home environment, as well as pedagogy and psychology. Multimedia and other information technologies are also widely applied in the study courses related to IT, as well as for the development and presentation of term papers, reports on practical training and Bachelor Papers.

At present two large lecture rooms (No. 336 and No. 431) of the Institute of Education and Home Economics are equipped with a computer and a data projector. Multimedia is used for the implementation of study process by many members of the teaching staff of the Institute of Education and Home Economics, for example, for the study courses of IT in Education (N.Vronska), Methodology of Pedagogical Research (V.Tomsons), School Management (V.Laudams), Culture and Art (N.Luse), Home Economics (A.Pridane), etc. Multimedia is also used in all the study courses, where it is possible and necessary. The students present the results of their individual studies or research, as well as defend their reports on the practical training, using multimedia.

There are 15 computers in the computer room at the Institute of Education and Home Economics; they all are connected to the INTERNET. Although the originally the computer room was arranged to ensure the access to the computers for the students for the individual studies, since the academic year 2004/2005 classes in several study courses also take place there, for example, the practical sessions of such study courses as IT in Education (N.Vronska), Adult Education (B.Briede), Pedagogy of Art (N.Luse), Culture and Art (L.Ozolniece), Modelling (S.Reihmane), etc.

The integration of home economics and informatics: There has been purchased the software GRAFIS, which is applied in the part of

sewing and modelling. There had been developed interactive programme for the study course Food (Doc.

V.Rozenbergs), where household is integrated with the information technologies. There has been developed the programme (a study course and software) in

ethnography (lect. L.Ozolniece), where the information technologies and the ethnographic part of home economics are integrated.

The blocks of study courses Food, Home Economics, Applied Engineering, etc. provide that the students use MS Excel for the calculation necessary for their studies and development of term papers.

The students use the existing standard software, for example, Corel Draw, Adobe Photoshop, Adobe Illustrator for the study course Composition and Colours, Design of Interior and other study courses for designing a composition or creative self-realization.

There is a requirement to use ICT, when developing teaching and visual aids during the methodological and pedagogical practice. Thus the students consolidate their knowledge and skills, acquired at the study course IT in Education.

The Bachelor’s Paper must contain the part on methodology, which should reflect the theme under the research in the aspect of both methodology of household and methodology of information technologies. There are mostly issues of subject integration dealt with.

The research work of the academic staff

There has increased the number of the teaching staff with the doctoral degree, involved in the implementation of the study programme, - two members of the teaching staff of the Institute of Education and Home Economics (I.Lice and I.Katane) have received doctoral degree in pedagogy in 2005.

More than a half (54%) of the lecturers with the Master’s degree, involved in the implementation of programme (18 people), continue their doctoral studies; 8 of them have completed the theoretical part of doctoral programme.

Three members of teaching staff (S.Reihmane, A.Pridane and Z.Beitere) continue their doctoral research on the topicalities of the content and teaching of household. There is a considerable number of Master’s Papers defended on the household education.

The Institute of Education and Home Economics implements the scientific project funded by the Ministry of Education and Science “Professional and further education for the rural areas of Latvia within the European Union context”, where one of the project results is planned: to study the perspective of the development of household/home economics and visual art teachers’ education within the context of the European Union.

On April 27-28, 2006, the international scientific conference “Rural Environment. Education. Personality.” organized by the Institute of Education and Home Economics, took place. The main topics of the conference were: the ecology of education; the quality of living conditions within the context of home environment, home economics and household; didactics, especially the application of IT, cross curricular links, integration; the development of professional education; the education to acquire the competence in the rural environment; the psychology of education.

Information about the research work of the academic staff can be found in the chapter 8.2.

The research work of the students

It is planned to involve the students of all years in the students annual scientific conference “Self-perfection today and tomorrow”, where the reports are presented on the research performed in relation to the Term Papers in Pedagogics, Psychology, Methodology of Household, Methodology of Visual Art or issues related to the content of studies.

6 The perspective assessment of the programme

6.1 The compliance of the study programme to the Standard of Professional Higher Education and to the Professional Standard

The structure of the study programme Home Environment and Visual Art in Education is developed in compliance with the “Regulations on the State Standards of the Second Level Professional Higher Education”, issued by the Cabinet (Regulations No. 481 of November 20, 2001), which provide the structure of the compulsory content of the programme. The compliance with the State Standard of Professional Higher Education

The compulsory units of the content(in compliance with the standard)

The minimum amount of CP, necessary in compliance with the

Regulations, issued by the Cabinet

The amount of CP in the study programmeHome Environment

and Visual Art in Education

General courses 20 20Theoretical courses of the branch 36 36Courses of professional specialization 60 60Elective courses 6 6Practical training 26 26State examinations, incl. Bachelor’s Paper 12 12

Total: 160 160

The compliance of the study programme Home Environment and Visual Art in Education with the Standard of Teacher’s Profession (Reg.No. PS 0238, approved by the decree No. 116, issued by the Ministry of Education and Science on February 27, 2004) (WWW.izmpic.gov.lv).Within the implementation of study programme special attention is paid to the graduate’s ability to perform his/her responsibilities and tasks qualitatively and professionally in compliance with the Standard of Teacher’s Profession and the job description provided by it, as well as that he/she would have acquired the necessary knowledge and general and professional skills:

To ensure the readiness to perform teacher’s responsibilities and tasks; there have been developed corresponding tasks and evaluation criteria of the practical trainings of methodology and teaching practice.

Skills, necessary for a teacher, are acquired by studying the respective study courses, performing individual, research work, as well as developing term papers. The acquired skills the students show during the practical training and in their Bachelor’s Paper.

Knowledge, which lays the foundation for the development of teacher’s professional skills and ability to perform teacher’s responsibilities and tasks, is acquired by studying the respective study courses. The following table shows the conformity of the study courses, included into the study programme Home Environment and Visual Art in Education, in order to ensure the acquisition of knowledge in compliance with the Standard of Teacher’s Profession.

The necessary knowledge, provided by the Standard of Teacher’s Profession

The respective study courses, practical training and their volume, where the students

acquire the necessary knowledgeNational educational system and teachers’ work regulatory documents and labour legislation

Introduction to Studies 0.5CP, Basics of Law 1CP, People Protection 2CP, School Management 2CP,General Pedagogy 2CP, Methodology of Household and Visual Art 5CP, incl. Term Paper1.5CP, Visitation Practice 1CP, Teaching Practice 13CP.

Protection of children’s rights Basics of Law 1CP, School Management 2CP.Pedagogy and psychology • Teaching/learning theory and methodology • Educational activities or classroom management • Organization of teaching/learning (teaching/learning methods, a lesson, curriculum) • Assessment of achievements and self-evaluation • Organization of teaching/learning settings • Facilitation of communication and collaboration (development of social relations) • Methods of pedagogical research• Psychology (general, developmental, individual, social) • Special needs pedagogy • Branch pedagogy• Physiology of age stages

• General Pedagogy 2CP, General Psychology 2CP, Didactics 3CP;• Theory and Methodology of Upbringing 2CP;• Methodology of Household 1.5KP, Methodology of Visual Art 2CP and Term Paper 1.5CP;• Didactics 3CP and Methodology of Household and Visual Art, incl. Term Paper 5CP,• Methodological Practice, Pedagogical Practice;• Social Psychology 2CP, Adult Education 2CP;• Methodology of Pedagogical Research 3CP;• Psychology 7CP, incl. Term Paper 1CP;• Special Needs Pedagogy 2CP;• Pedagogy of Music and Art 1CP, Environmental Pedagogy 1CP;• Developmental Psychology 2CP.

Scientific discipline, corresponding to the subject • Subject

• Didactics of the subject • The basics of the content of teaching/learning integration

• The blocks of study courses: Home Economics 5CP, Nutrition 6CP, Technologies of Textiles/Applied Engineering 7CP, Visual Art 24CP, IT in Education 4-6CP, etc.• Methodology of Household 1.5CP, Methodology of Visual Art 2CP, Term Paper in the Methodology of Household and Visual Art 1.5CP, Methodological Practice, Pedagogical Practice.

Languages and communication • Information technologies • State language and foreign languages • Communication psychology

• Information Technologies 2CP, IT in Education 2CP;• Foreign Language for Professional Purposes 4CP;• General Psychology 2CP,Social Psychology 2CP, Adult Education 2CP.

Social sciences • Ethics Educational management• Logic• History of culture • History • Philosophy • Basics of economics• Environmental and health education

• Sociology 1.5 CP;• Philosophy, Ethics, Aesthetics 3CP;• School Management 2CP;•Culture and Art 4CP, Methodological Practice in Culture and Art 1KP;History of Pedagogy 2CP;• Philosophy, Ethics, Aesthetics 3CP;• Home Economics (the block of study courses) 5CP;• Ecology and Environmental Protection 2CP, Nutrition 6CP, Environmental Pedagogy 1CP, Human Protection 2CP.

Healthy way of living • Sports • Wholesome food • Individual hygiene • Prevention of addiction

• Sports 3CP;• Nutrition 6CP;• Hygiene and Microbiology 1CP,Home Maintenance 1.5CP;• Pedagogy 10CP, incl. Term Paper 1CP, Psychology 7CP, incl. Term Paper 1CP.

6.2. The results of the employers’ survey

The employers were consulted already at the beginning of the programme development. The necessity for this study programme, providing the qualification of a teacher of Home Economics and Visual Art, was coordinated at the General Education Department of the Ministry of Education and Science and Education Syllabus and Examination Center, and the compliance of the planned programme content with the content of definite courses and requirements for teaching at school was specified.During the development of the study programme, the representatives from Jelgava City and District school boards were enquired, including school inspectors, directors and representatives of educational establishments, heads of Home Economics and Visual Art methodical associations.Conclusions drawn as a result of consultations at the Ministry of Education and Science and with the employers:Training of specialists in the spheres of home environment and visual art in Latvia is first of all determined by the necessity to maintain the cultural heritage, since home environment is one of the characteristic parts of cultural environment and living space.The combination of the spheres of home environment and visual art in a programme of a higher educational establishment is one of the possibilities for the future education specialists to understand and teach how it would be possible to ensure maintenance of the national cultural heritage, its investigation and up–dated inclusion in active circulation of culture, since the cultural process unites the cultural heritage and creation of new values in live circulation, it unites the past and the present providing continuity and development of culture in the future (Basic Trends of Latvian State Cultural Policy/ Ministry of Culture, Republic of Latvia. – R.: Elpa, 1996 – 56 pp.).

The Centre for Curriculum Development and Examinations (ISEC) has developed the draft of the conception of universal compulsory secondary education curriculum. The implementation of the new curriculum is planned to start in the study-year 2008/2009. There is a section in the universal compulsory secondary education curriculum: Art (literature, music, visual art). This will create a demand for the educators in the field of visual art.

Since the implementation of the study programme was started in the study-year 2007/2008, the first full-time students will graduate the programme at the end of the study-year 2011/2012. The part-time studies are being organized on the basis of the second level professional higher education study programme Home Economics-Education with the additional specialization in visual art, implemented at the Institute of Education and Home Economic (accredited till December 31, 2007), by re-organizing this programme into the new study programme Home Environment and Visual Art in Education. Thus the first part-time students will graduate this programme in the study-year 2007/2008. Therefore it is impossible to perform the traditional survey of employers regarding the correspondence of the study programme graduates to the requirements set by the labour market. However, already since the development of the study programme, as well as since the study-year 2003/2004 at the Institute of Education and Home Economics, where the analogical professional higher education Bachelor’s study programme Home Environment and Visual Art in Education (Professional Bachelor’s degree in Education; the teacher of household/home economics and the teacher of information technologies at the elementary education level) is implemented, there has collaboration with employers carried out, as well as the representatives of the institute take into consideration the assessment and recommendations provided by the employers:

during the seminars, where the quality of the study programme is assessed, concerning the ensuring and evaluation of pedagogical practice, in the study-year 2005/2006 the members of the State Examination

Commission assessed the Bachelor’s Papers developed by thes students studying at the analogical higher education Bachelor’s study programme Home Environment and Visual Art in Education (Professional Bachelor’s degree in Education; the teacher of household/home economics and the teacher of information technologies at the elementary education level), the defence of these Papers, and on the basis of it the conclusions were made regarding the prospective graduates’ competence – preparedness for a teacher’s professional responsibilties.

The main conclusions of employers: there is still shortage of household teachers (especially those, who could teach

optional technologies II – woodworking, metal-working, etc.), the combination of home environment and visual art in one programme enables

the students to have a full-time job at rural schools, where there are no parallel classes mostly;

the diversity of study courses included in the study programme is positive, because the graduate will have extensive knowledge, therefore it will be easier for him/her to adapt to the school environment, to be flexible towards different responsibilties, as well as to take an active part in the ensuring of interest related education by offering pupils something new and attractive;

the supervisors of practical training at schools acknowledge that the students mostly have sufficient knowledge and skills to teach the subjects of household andvisual art;

the supervisors of the practical training suggest to pay more attention to the development of students’ insight concerning the educational aspects or teacher’s work at school already before the students start their practical training, as well as suggest to plan the practical training during the 4th study year so that the student already at the beginning of the academic year in collaboration with the teacher-supervisor of practical training would prepare all the documentation, necessary for the organization of teaching/learning process. These suggestions had been taken into consideration, when planning the organization of study process for the next academic year;

teachers–supervisors of the practical training point out that there exist different levels of students’ motivation.

7 StudentsThe number of students in the programme

The implementation of the full-time studies was started in the study-year 2007/2008.

It is planned to enroll 10 students on budget places in the 1st year (there are 25 budget places envisaged for both analogical study programmes Home Environment and Visual Art in Education and Home Environment and Information Technologies in Education).

The part-time studies are being organized on the basis of the second level professional higher education study programme Home Economics-Education with the additional specialization in visual art, implemented at the Institute of Education and Home Economic (accredited till December 31, 2007), by re-organizing this programme into the new study programme Home Environment and Visual Art in Education.

There are 25 places envisaged for both analogical study programmes Home Environment and Visual Art in Education and Home Environment and Information Technologies in Education for the 1st year in the study-year 2007/2008.

In the study-year 2006/2007: the 1st year – 10 students

the 2nd year – 14 students

the 3rd year – 42 students

the 4th year – 13 students

Total: 79 students

The analysis of the students’ surveyThe results of the survey on the part-time students’ employment

Study-year 2006/2007

Professional employment The distribution of students’ answersYear 1 Year 2 Year 3 Year 4 Total

Teacher of general education: 19Household/Home Economics 2 3 9 2 16Visual Art 1 1 2Health Studies 1 1

Teaher of vocational education: 6Cookery Technology 1 1Household 1 1Needlework 1 1Construction 1 1Joinery 2 2

Teacher of special education: 14Vocational Training (Trade Education) 2 2 1 5Household 1 1 2Life Training 1 1Educational Classes (at a boarding-school)

1 1

Evening Educational Classes (at a boarding-school)

1 1

Latvian 1 1Mathematics 1 1Needlework 1 1Natural Sciences 1 1Teacher of interest related education: 10

Floristics 1 1 2Needlework 1 1 2Studies of Applique 1 1Drawing 1 1Sewing 1 1Driving 1Art (Ceramics, Languages, Composition) 1 1Woodcarving 1 1

Other professions: 18Builder 1 1The head of the library staff 1 1Tailor 1 1 2Tailor – designer 1 1 2Headmaster’s deputy in economy management

2 2

Hostel manager 1 1

Secretary/administrator 1 1Social worker 1 1Coffee-bar manager 1 1Entrepreneur 1 1Festival direction 1 1Student 2 1 1 4

According to the data of the survey on the students’ professional employment, we can conclude that 28 % of students are teachers of general education, 25 % out of are teachers of Household and 3 % are teachers of Visual Art.

The teachers of vocational education – 9 % (school subjects: Household, Needlework, Cookery Technology, Construction, Joinery).

Teachers of special education – 21 % (work is mostly related to the subjects of vocational training and household).

Teachers of interest related education – 16 %.Representatives of other professions – 26 %.

Out of them:42 % - residents of cities and towns,58 % - residents of rural regions.

The summary of the answers to the question “What profession is related to your future plans?”:

Teaher’s profession – 85 % of students,Methodist, school management – 2 % of students,No Teaher’s profession – 13 %.

The summary of the answers to the question “Have you planned to continue your studies at a Master’s study programme?”:

Yes – 46 % of students;No – 31 % of students;May be – 21 % of students;I don’t know - 2 % of students.

The participation of students in the improvement of study process

At the end of each term the students assess the content, the organizational quality of classes, the teaching staff of each study course. The assessment provided by the students is summarized by the leading member of the staff, delivering the respective srudy course. There is analysis performed on the students’ assessment, as well as the conclusions drawn in order to promote the positive changes of studies.

Once a study-year the director of the programme performs the survey of students’ opinion regarding the quality of the study programme on the whole.

The main conclusions resulting from the students’ survey regarding the quality of the study programme on the whole:

The students are satisfied with the content of the study programme on the whole. In general the studies are considered to be interesting. As the most positive the

students emphasize that the study programme comprises the study courses related to both household and visual art; there is a possibility to integrate both fields during the study process, as well as the research work; after the completion of studies there is a possibility to receive the qualification of the teacher of household/home economics and the teacher of visual art.

Majority of students indicate that the programme corresponds or partially corresponds to their prior views.

It is indicated that the studies are very intensive. As the most difficult study courses the students have mentioned Physics, Mathematics.

Students indicate also the shortcomings of the study process organization: the time-table of lectures is not always optimal, as well as there is no constructive communication between students and some members of teaching staff and other personnel.

At the same time the students note many study courses and members of teaching staff as especially successful regarding the implementation of study process, because the content of the study courses, methodology applied and the teaching staff’s professional and communication skills are of very high level. More often the students have mentioned the following study courses: IT in Education, Methodology of Household and Visual Art, Didactics, School Management, Social Psychology, Adult Education, Environmental Pedagogy, Ecology, Pedagogy of Music and Art, Composition and the Studies of Colours, Weaving, Food Chemistry, Home Economics, Construction, Computer Graphics etc.

The students appreciate the administration of the study programme and indicate that the dean is very strict, the employees at the dean’s office are very professional, the director of the institute is responsive, the director of the programme pays attention to the students’ questions and takes into consideration their suggestions, and tries to solve the most urgent issues as soon as possible.

The material-technical and informative supply is considered to be appropriate and sufficient. As the positive factor is stressed the wide range of possibilities offered by the library of the Institute of Education and Home Economics, which are suitable for the research. The students appreciate also the enlargement and modernization of the computer room of the Institute of Education and Home Economics.

The collaboration with the scientific advisors is evaluated positively. The students are also satisfied that they can choose their research topics freely – related to their professional activities or interests, and, of course, within the framework of themes studied.

The students suggest that for the evaluation of the programme and the continuous improvement of quality in addition to the survey there could be used also: discussions with the students’ groups; meetings together with the administration (this form has been already used, since the director of the programme meets the part-time students during every period of exams, but the full-time students – time after time); survey by means of internet or a mailbox for the suggestions in the internet (these are important proposals); the director of the programme could visit some lecturers on the students’ request (we have agreed with the students that there is such possibility).

The teaching staff ensure the feedback from the students, thus obtaining the information on their preparedness, interests, possibilities to perform individual tasks etc., which should be taken into consideration, when implementing the study process.

As already mentioned above, the director of the study programme performs the students’ survey on a regular basis by enquiring and analyzing the ontained information, as well as regularly meets the groups of students, discussing the issues topical for the students and trying to find the solution of problems as soon as possible.

The representatives of students also participate in the seminars on the assessment of the study programme quality, for example, when the strategic planning takes place, as well as in the seminars on the issues related to the practice.

There is very active Student Union at the Latvia University of Agriculture, including the Faculty of Engineering.

The students have an opportunity to ask questions and receive answers to them, as well as to make suggestions, which are taken into account, considered and evaluated.

8 Academic staffThe number, positions, scientific and academic degrees of the academic staffThere are 49 members of the teaching staff involved in the implementation of the study programme in total, out of which 43 % have doctoral or habilitated doctor’s degree, master”s degree 53 %.

The academic staff, involved in the implementation of study programme Home Environment and Visual Art in Education

Position Number %Professors 8 16Associate Professors 4 8Assistant Professors 14 29Lecturers 20 41Assistants 3 6

Total: 49 100

Scientific degrees Number %

Habilitated Doctors 4 8Doctors 17 35Master 26 53Bachelor 2 4

Total: 49 100

In the study programme are :8 Dr paed. 1 Dr. art.

In the study programme are working 96 % elected academic staff

Information abaut elected academic staff Appendices 4, The CV s of the academic staff Appendices 5

List of the academic staff Appendices 9

Project management

The Institute of Education and Home Economics implements the scientific project funded by the Ministry of Education and Science “Professional and further education for the rural areas of Latvia within the European Union context”, the project leader is the director of the Institute of Education and Home Economics Professor B.Briede.

In the autumn of 2005 there was approved the project, submitted for the open tender of the European Social Fund. The implementation of the project (within the framework of the activity, financed by the ESF (3.2.6.3.) “The support for the implementation of the practical training for the students of professional and higher education”), was started on November 1, 2005. The aim of the project was to improve the quality of students’ practical training “The innovative and traditional provision at the base schools of pedagogical practice for the qualitative professional education of future teachers of household and information technologies within the modern educational process”. The project was concluded on July 31, 2006. Project leader was the lecturer of the Institute of Education and Home Economics I.Andersone. The following members of the teaching staff of the Institute of Education and Home Economics at the Latvia University of Agriculture were included in the working group of the project - I.Katane, I.Apsite, Z.Beitere, A.Pridane, U.Pekša. Project funding was 8500 LVL.

Since January 2007 the Institute of Education and Home Economics implements the project related to the organization students’ practical training: “The innovative and the traditional in a modern school”; the project is envisaged till May 2008. Project leader is the lecturer of the Institute of Education and Home Economics I.Andersone. The following members of the teaching staff of the Institute of Education and Home Economics at the Latvia University of Agriculture are included in the working group of project - I.Katane, I.Apsite, Z.Beitere, A.Pridane, U.Pekša. Project funding is 25 000 LVL.

For the purpose of the advertising of the study programmes implemented at the Institute of Education and Home Economics, the ESF project “The activities of career guidance and consultation at the educational institutions” is being implemented. The duration of the project: October 2006 – September 2007. Project leader is the lecturer of the Institute of Education and Home Economics I.Soika. The following members of the teaching staff of the Institute of Education and Home Economics at the Latvia University of Agriculture are included in the working group of project - S. Reihmane, A. Aizsila, A. Pridane, I. Apsite. Project funding is 10 000 LVL.

The conformity of the academic staff’s qualification to the aims and objectives of the Institute Academic staff has publications in all scientific trends and research approbation in scientific conferences and seminars, as well in practice.

Research trend Education ecology in the context of life-long learning in rural areas.

1 The thesis by Irena Katane (defended in 2005) contains rural school education environment evaluation model and it had been tested at seven rural schools of Latvia. The experiment enabled to obtain optimal evaluation of particular schoolwork and was acknowledged by external experts as an untraditional approach to school self-assessment. 2 Results of education ecology research are being implemented into study process of Bachelor, Master and Doctor’s degree programmes and in the study course Didactics of Tertiary Education. 3 Assoc. Prof. I.Katane and Prof. L.Peks have published the first work in the set of the Institute of Education and Home Economics’ monographic issues Education Ecology. Title of the work: Education Ecology: Cross-disciplinary Trend in the Research of Nowadays Education. Jelgava, 2006.

Research trend Professional education in the rural areas of Latvia in the context of the EU. 1. I.Andersone and I.Katane manage the project The innovative and traditional in

nowadays education process for becoming educators, household and IT specialists’ qualitative professional education supply at base schools of pedagogical practice. The project relates to the ESF activity Support of vocational and higher education students’ teaching/learning practice realisation (activity 3.2.6.3) since 2005.

2. The staff of the Institute of Education and Home Economics has been participating in two Leonardo da Vinci projects since 2003: Development of career advisers’ education programmes, partner countries: Austria, Denmark, Latvia, Finland (lect. T.Seja – project leader); Leonardo da Vinci Language Competencies Project: CLIL.Axis (Assoc. Prof. A.Zeidmane).

3 Network of European Tertiary Level Educators. Socrates programme project GRANT AGREEMENT: 114053-CP-1-2004-1-UK-ERASMUS-TN; Coordinating Institution - University of Southampton (UK), 31 partner institutions participate, 2004. – 2007. Baiba Briede – leader from the LLU. One of the project results: reference points for teaching competence and professional development on tertiary level education; evaluation of each partner institution’s professional development course. 4 ESF national programme project Supply of career education programmes in the education system (lect. T.Seja - manager) in co-operation with the University of Daugavpils, University of Latvia, Liepaja Pedagogical Academy et al. Master’s study programme and methodological supply has been worked out on the basis of the research.5 Two research projects on farmers, foresters and entrepreneurs’ continuing education quality evaluation and future forecasts have started in co-operation with the Ministry of Agriculture (Rural Development Department).

Research trend Getting of competence in the rural environment. 1 The LLU research project (planned for three years) No. 2005/2 05.2 Professional and continuing education for the rural areas of Latvia in the context of the EU. 2005 - 2008 – leader Baiba Briede (participate doctor students L.Alondere, Z.Beitere, A.Feldmane, L.Krastina, A.Ostrovska, S.Reihmane, I.Soika, N.Vronska); academic staff - I.Katane un L.Peks. Planned results: the model of young people’s career development promotion for the rural secondary vocational education establishments; substantiation of the activities of rural educational establishments for the promotion of

continuing education of various rural social groups; proceedings on professional (vocational) and career development problems in rural areas, etc. 2 Maija Sirvide in her thesis (defended in 2003) worked out the model of agricultural advisers’ continuing education, and it has been introduced in the Latvian Rural Advisory and Training Centre and acknowledged by the Ministry of Agriculture. The advisers’ competence levels developed within the framework of the model serve as a basis the for systemic organising of continuing education and substantiation of the content of adviser’s education. The salaries of advisers are determined according to the competence levels. 3 L.Krastina, who has completed the theoretical part of doctoral studies, has also peformed the research on the model of rural entrepreneurs’ (farmers etc.) continuing education, emphasizing the social competence. This research is also a profound contribution to the rural development, because the experience and research results by obtained by L. Krastina are being highly evaluated by the Ministry of Agriculture and Latvian Rural Advisory and Training Centre in the process of planning education content and guidelines for the social groups of rural residents. 4 Within the framework of NOVA-BOVA network, in co-operation with the Danish University of Education, the members of the academic staff develop their competence in teaching at tertiary education level, taking as a basis the rural developmental problems and the application of IT (doctoral student N.Vronska, acad. staff - I.Katane, B.Briede).

Research trend Life quality in the context of home environment/household/home economics (as well as didactics of exact subjects)Four projects in the field of consumer sciences: SOCRATES/ ERASMUS – 3 CONSUMER CITIZENSHIP NETWORK (CCN) 2003-2006-2009, 25 European countries (Assoc. Prof. V.Dislere and Assist. Prof. I. Lice – participants); SOCRATES/ GRUNDTVIG – 4 CONSUMER EDUCATION FOR ADULTS- NETWORK (CEA – N) 2003-2006-2009, 14 European countries (Assoc. Prof. V.Dislere – participant of the steering group); Nordic-Baltic project, Consumer Education in the Baltics, Phase 2, 2003-2004; countries: Norway, Sweeden, Estonia, Lithuania, Latvia (Assoc. Prof. V.Dislere – leader of the group from Latvia); SOCRATES/GDRUNDTVIG-2 Empowering Rural Consumer 2004-2007, countries: Latvia, Estonia, Austria (Assoc. Prof. V.Dislere – project leader).Research results in household: subject didactics for left-handed pupils (the doctoral student, who has finished the theoretical part of the doctoral part - E.Pelsa). Methodological model of textile teaching for the development of elementary school pupils’ creative skills (Dr. paed. I.Lice).

Academic staff and doctoral students improve scientific competence within the following activities and organisations:

1 Co-operation with The Latvian Rural Advisory and Training Center in the research and carrying out the professional development programmes.

2 Staff and students’ Exchange programs. Co-operation with the EU higher education establishments within Socrates/Erasmus programmes: Helsinki, Munich, Fulda (University of Applied Sciences) (Germany), Metropoliten (London) universities un Laurea Polytechnic (Finland) (coordinator Assoc.Prof. V.Dislere), as well as Agrarpadagogische Akademie Wien (coordinator lect. T.Seja).

3 The Institute of Education and Home Economics organises scientific research conferences Rural Environment. Education. Personality on a regular basis and publishes reviewed proceedings.

4 Doctoral Studies Department of the LLU organises international scientific conference Science for Rural Development where there is a section for doctoral students and academic staff of pedagogy. Reviewed proceedings are published.

5 Academic staff and doctoral students have a guaranteed possibility to publish articles in the journal Journal of Science Education (ISSN 0124 - 5481) www.colciencias.gov.co/rec. The journal is cited in ERIC and ERA data bases. Baiba Briede is a member of its support and consultative committee.

6 Academic staff is a member of three large international pedagogical organisations:

1 International Organization for Science and Technology Education – IOSTE.

2 International Federation of Home Economics (IFHE).

3 European Network of learning and teaching in Agriculture and rural development www.enter-enter./net/organisation.html.

7 The LLU is a member of NOVA – BOVA Nordic countries agricultural higher schools co-operation net.

The Individual Portfolio is one of the sets of documents, which reflects the continuity of the assessment process. Documents of the Portfolio are selected according to 10 criteria: Curriculum Vitae; published works, presenting reports at conferences, taking part in scientific research work, scientific supervision of Bachelor and Master’s Papers within last five years; participating in the delivery of academic courses; results of students’ questionnaires on the academic staff’s performance; administrative duties at the LLU and outside it; other kinds of activities in the field of science, education, publishing and creative work. The Portfolio is assessed particularly in the case of electing for the post and determing salary.

The choice, renewal and politicy of continuing professional development of academic staff

Academic staff is chosen according to the scientific trends and courses. The members of the academic staff must work in one of the trends of scientific research - Dr. paed. performs activities in the trends determined by the Institute of Education and Home Economics. The choice of academic staff is carried out, considering 10 criteria mentioned in Chapter 7.6.2. It is very important nowadays that a member of the academic staff is not only delivers a study course, but is also able to participate in designing the study courses, managing projects, performing research successfully, and he or she needs also to have bureaucratic competence. The choice is also based on the principles of education ecology: the development of heterogeneous (all-round education, experience, age, gender, etc) and sustainable social environment. It means that the academic staff needs to have extensive competence and flexibility. The average age of academic staff – 50 years. The programme needs also younger staff members, and we have to promote persons with doctor’s degree to work at the university. The Institute of Education and Home Economics tries try to support financially the members of staff regarding their participation in conferences with publications in proceedings and the courses or seminars of professional development. There are seminars on research methodology for the academic staff are organized at

http://www.enter-enter./net/organisation.html

http://www.colciencias.gov.co/rec

the Institute of Education and Home Economics on a regular basis, as well as there are lectures on the themes related to the research trends of the Institute of Education and Home Economics delivered. The Institute of Education and Home Economics supports the work of the academic staff at schools, councils, commissions, etc.

9 The sources of financing and the provision of infrastructure The full-time studies are financed by the state budget.

There are 25 budget places envisaged for both analogical study programmes Home Environment and Visual Art in Education and Home Environment and Information Technologies in Education in total, out of which – 10 budget places are envisaged for the study programme Home Environment and Visual Art in Education.

The costs per a student of full-time studies per annum are calculated according to the following formula:(the base costs of the study place * cost coefficient of the study thematic field * the coefficient of the study level) + social security costs of the study place, where the cost coefficient of the study thematic field in the teachers’ education is 1.1; the coefficient of the study level in undergraduate studies is 1.0, but other costs change every year, and they have the tendency to increase according to the indicators of the development of national economy. The financing allocated for a student, studying for a teacher, to ensure the studies within a study-year is almost 900 LVL. The students of part-time studies should pay tuition fee.The costs per a student of part-time studies per annum are calculated according to the following formula:(the base costs of the study place * cost coefficient of the study thematic field * the coefficient of the study level), where the cost coefficient of the study thematic field in the teachers’ education is 0.55; the coefficient of the study level in undergraduate studies is 1.0. The study costs per a student of part-time studies a year are almost 400 LVL. The tuition fee, determined by the decision of the Senate of the Latvia University of Agriculture, covers the study costs only partially.

The tuition fee, determined by the LLU for the students of the study programme Home Environment and Visual Art in Education

for the study-year 2007/2008: full-time students - 800 LVL,part-time students - 600 LVL

The deficit of finance is partially covered by the provision of studies received from different projects: the computer room, the library, the funding for the publishing of methodological materials, the field-research and participation of the teaching staff in conferences, etc. (see Project management).

The decision of the Senate of the Latvia University of Agriculture provides the procedure of the financing of studies, which, for example, envisages the conclusion of a bilateral contract with the students, who must pay their tuition fee, the payment or withdraw of scholarship to the students making good progress or those unsuccessful, etc.

The students may receive the study credit to cover the paymnt for their tuition fee.

The student’s credit is envisaged for the students’ daily needs. Only the students of full-time studies may receive this credit. The sum may be up to 120 LVL per month.

The students, whose studies are financed from the state budget and who have successfully and in due course passed the examinations provided by the study programme, may be granted a scholarship for 10 months a year (there is no scholarship granted for July and August) on the basis of the decision made by the Scholarship Committee of a faculty.

The students may apply for and be granted different scholarships, for example, the scholarship of Janis Cakste; the scholarship of Janis and Millija Kavusi’s Educational and Culture Foundation, etc.

Undergraduate students, who study at the Latvia University of Agriculture and whose tuition fee is covered from the state budget, have an opportunity to receive the compensation to cover the transportation costs, when using public transport to go from and to the Latvia University of Agriculture from his/her place of residence.

The methodological, informative and material-technical provision of the study programme.

The members of the teaching staff improve the methodological provision of the study courses they deliver, paying special attention to the application of ICT within the study process.

Most of the study programme is implemented at the premises of the Institute of Education and Home Economics (with the area of 415.5 m2).

The literature, necessary for the studies, and the suggested supplementary literature in English, German, Russian and Latvian are available at the Fundamental Library of the Latvia University of Agriculture and the library of the Institute of Education and Home Economics.

The library stock of the library of the Institute of Education and Home Economics every year is supplemented with the latest titles, necessary to the students for their studies. At the end of 2005 the library has been supplemented with 2000 sources of literature – the latest publications, issued in the Western countries, Latvia and Russia in the field of pedagogy, psychology, household and information technologies. The library stock was supplemented, using the funding from the project “Professional and further education for the rural areas of Latvia within the European Union context”, implemented by the Institute of Education and Home Economics and financed by the Ministry of Education and Science.

Since 2004 the Institute of Education and Home Economics has purchased 17 new computers. At present the computer room of the institute is equipped with 15 computers. At the end of 2005 there has been purchased additional multimedia equipment. At present two large lecture rooms (336 and 431) are equipped with a computer and a data projector.

All the computers in the computer room of the Institute of Education and Home Economics are connected to the INTERNET. The software is the following: Microsoft Windows XP Professional (sp2); Microsoft Office 2003 Pro; Tildes birojs 2002; CorelDraw 11; Adobe Photoshop 6.0; Adobe Illustrator; Norton Antivirus 2003; WinRar 3.2; Acrobat Reader; Pascal; Nero 6; Powersim Studio 2005; Grafis (modelling software). Powersim Studio 2005 is software, applied for the study or analysis of a situation (also in education), when designing mathematical models and

performing the computer simulation. Such situation models can be used for making decisions at all the organizational levels of education. The students are envisaged to be introduced to this software within the study course IT in Education, as well as within the elective course.

Table 17Technical provision of the Institute of Education and Home Economics, used for

the implementation of the study programme Home Environment and Visuala Art in Education

Technical provision of studies NumberOverhead 8Multimedia 2Computers with the INTERNET connection(including those in the computer room)

23(15)

Printers 4Scanner 1Xerox 1Video camera 1TV set 1Video-recorder 1

There are 8 agreements concluded with the schools of Jelgava City and District within the framework of the project “The innovative and traditional provision at the base schools of pedagogical practice for the qualitative professional education of future teachers of household and information technologies within the modern educational process”, carried out by the financial supply of ESF. There was implemented the students’ practical training at these schools regarding both subjects – household and information technologies during the academic year 2005/2006. There were 4 seminars organized within the project with the participation of the teachers of household and information technologies, who supervised students’ practical training, and the students, who performed the practical training at schools. The seminars included the presentations of reports by the teaching staff of the Institute of Education and Home Economics, the specialists of household and information technologies in the field of education, the teachers-supervisors of practical training and the defence of the reports on practical training by the students. There was the teaching aid “A school in culture and culture in a school” by Assistant Professor, Dr.paed. I.Katane published within the framework of the project, as well as there will be published methodological materials, developed by the participants of the project, which are envisaged as the auxiliary materials for the students during their pedagogical practice. The funding, received for the implementation of the project, is 8500 LVL.

10 External relationsThe collaboration with the employers

In February 2006 there was held the seminar regarding the strategic planning of the Institute of Education and Home Economics with the participation of both the representatives from the administration of Jelgava City and District schools, and the representatives of the Department of Education of Municipality. There was expressed

the support and presented suggestions regarding the implementation and further quality improvement of the study programme.

There had been established close collaboration with the administration of schools, involved in the implementation of the above-mentioned project, financed by ESF (in relation to the ensuring of students’ practical training), and the teachers-supervisors of practical training within the project. The activities, carried out within the project, oriented towards the quality improvement of practical training, are purposeful and suitable for the quality improvement of the study programme on the whole, because the teachers and the representatives of school administration have provided several suggestions, ideas and initiatives, how to improve the planning of the study programme, as well as the content of separate study courses to facilitate the qualitative education of future teachers more purposefully.

There were following representatives of employers included in the State Examination Commission, which assessed the Bachelor’s Papers developed by the students of the analogical study programme Home Environment and Information Technologies in Education (the study-year 2005/2006): A. Kampuse - the senior specialist in the field of household/home economics at the Centre for Curriculum Development and Examinations of the Ministry of Education and Science of the Republic of Latvia, Dz. Meirovica – the methodologist at the Department of Education of Jelgava District, D. Supe – the teacher of household and information technologies at Svete Elementary School, D. Latkovska – the manager of the couture “Tēma” and the representative of pupils’ interest related education centre “Junda”, P. Vucenlazdans – the Professor at Rezekne Higher Education Institution. There is collaboration with the above mentioned representatives planned also within the study programme Home Environment and Visual Art in Education, as well as it is planned to include in the State Examination Commission several representatives of employers, related to the visual art in the sphere of education.

Close collaboration with the employers is developed also by taking into consideration the point of view of those school administration representatives, who study at the Master’s study programme of pedagogy, as well as by keeping in touch with the graduates of the Master’s study programme of pedagogy, implemented at the Latvia University of Agriculture.

Mediated collaboration with the employers is developed, taking into account that many part-time students work as teachers. During discussions and through surveys these students communicate their employers’ point of view. The students’ ability to perform teachers’ functions in conformity with the requirements of school administration, while being the undergraduates, also confirms the quality of studies.

The collaboration with the employers has been developed also concerning advertising. The personnel of the Institute of Education and Home Economics advertise our study programme by visiting particular schools and meeting pupils – the potential students. Such meetings are possible only due to the support of the school administration. The school administration, in its turn, provides the teaching staff of the university with the information concerning the vacancies, which could be of graduates or undergraduates’ interest.

The collaboration and comparison with similar programmes

There is a collaboration with the University of Latvia, Faculty of Pedagogics and Psihology where the study programmes Teacher of Visual Art and Teacher of Home Economics are implemented.

At the Daugavpils University the study programme, where the students are trained in the speciality of a teacher of Home Economics and the students are offered a possibility to choose several fields to obtain an additional qualification, as well as to become a teacher of Information Technologies. There is a close co–operation at conferences, seminars, and joint projects with the Daugavpils University.Experience is exchanged at conferences, seminars and projects with Rezekne Higher Education Institution and Liepaja Academy of Pedagog, where there are similar study trends developed.

At Bishop Burton College (Great Britain) there is the university level study programme Crafts and Information Tehnologies implemented. The Institute of Education and Home Economics has a long–term co–operation with this educational establishment. The exchange of experience is planned in relation to the given study programmes.

The exchange of teachers and students in SOCRATES/ERASMUS contracts

No Co–operation partner 2000/2001

2001/2002

2002/2003

2003/2004

2004/2005

2005/2006

2006/2007

1 University of Helsinki X X X X X X X2 University of Munster (Germany) X X X X X X X3 LAUREA Polytechnic (Finland) X X X X X4 London Metropolitan University X X X X X5 Fulda University (Germany) X X X6 Wien Agrar Pedagogische Akademie

(Austria)X X X X X X X

7 Vilnius Pedagogical University (Lithuania)

X

8 University of Iceland X

Comparison of the study programme with the same level study programmes, implemented in other countries (Appendix 10)

The Department of Home Economics of Göteborg University (Sweden) implements a study program of pedagogics, in the result of which the qualification of a teacher of two or several subjects is obtained: a teacher of Household and Mathematics or a teacher of Household and the Swedish language, or a teacher of Household and Religion, or a teacher of Household and History and Social sciences.

The Department of Home Economics (household) and Handicrafts at the Faculty of Pedagogy of the University of Helsinki (Finland) implements the studies for the teachers of household. In order to receive the teacher’s qualification, it necessary to study for at least 5.3 years and to be awarded Master’s degree. Basic subject to be taught at school is Home Economics (thus the graduate of the study programme is a teacher of only 1 school subject). The students are advised to take the other subject (to become the teacher of 2 school subjects). There is a possibility of to be educated as a teacher of three school subject, but this opportunity is rarely chosen, because in this case the student should study for a longer period of time. When the students decide on their major and minor subjects, any combination of subjects, that is taught at schools and which can be studied at the University of Helsinki, is possible.

In Slovenia, at the University of Ljubljana, studying at the Faculty of Education, Departments of Biology, Chemistry and Home Economics in the teacher training programmes, the qualification of a teacher of Biology, Chemistry and Home

Economics (Household) is obtained. Usually it is a qualification of a teacher of two subjects.

In Estonia, at Tallinn Pedagogical University, at the Faculty of Mathematics and Natural Sciences in co–operation of the Departments of Crafts and Professional Education, Computer Science, Natural Sciences and Mathematics, the students studying Crafts, Home Economics and Information Technologies and their methodology have a possibility to obtain the qualification of a teacher of Household and Information Technologies.Conclusions on the comparison of the programme with the same level programmes of teachers’ education, implemented in other countries: There is different insight into the essence of the subject of household/home

economics in Europe and Latvia. In Europe the subject Home Economics comprises mainly the aspects of healthy food, as well as the studies of consumerism, environmental education, the solution of issues related to the practical and social problems of a family. In Latvia the content of household at a school is provided by the standards of elementary education and comprehensive secondary education, which is based on the national traditions and traditional insight that the household comprises both the fields of food and management, as well as aesthetics and the skills of craftsman. The insight into the household in Latvia is connected also to the preservation of cultural traditions, the development of working habits, the development of skills, necessary for making useful and/or aesthetic things, which is important for both the ensuring of home environment quality and the pupils’ choice, made regarding their career, because any production is based on the insight into the technology, how the things are made. This difference in understanding is characteristic also to the content of the professional specialization courses of the study programmes compared.

The household in Europe has the status of science. There is a possibility to study at the Master’s programmes of household. There are studies carried out in Latvia in the field of household, including also the research performed by the teaching staff of the Institute of Education and Home Economics, however, household is not an independent scientific discipline. Thus the studies are mostly carried out in the field of household education or the field of crafts, or the field of art.

For example, the University of Helsinki (Finland) is characterized by several interesting methods of study process organization, which are relatively seldom applied at the Latvia University of Agriculture. The studies of each theme envisage the solution of practical and real-life oriented problems, which manifests as the practical research performed by students. Relatively less there is used such type of study process as a lecture, while more often - seminars, discussions close collaboration between the teaching staff and the group of students for the solution of problems to be studied within the particular theme. There is a great number of field-trips.

The organization of study process. In Europe the acquisition of one study course is mainly organized in several stages, gradually increasing the level of complexity, and thus there is a relatively small total number of study courses, but significant - their volume, consequently – there is a narrow specialization within the study process. Higher education in Latvia traditionally is oriented towards the acquisition of general, theoretical knowledge and skills, necessary in a particular sector, as well as the obtaining of wide range of information regarding the professional specialization sphere, so that the academically educated new specialist would obtain good theoretical and informative basis as soon as possible

and thus also the flexible ability to adapt to the labour market and professional activities, but not the narrow highly qualified specialization. Therefore the study programme comprises relatively great proportion of general education courses, which is provided by the State Standard of Professional Higher Education. The problem of the fragmentation of study courses in the study programme Home Environment and Visual Art in Education is solved by combining separate study courses in thematic blocks, within which separate parts are logically interconnected, and it is also possible to implement more profound studies of a particular study course on the basis of previous parts studied in the block of study courses.

All three study programmes compared have the same duration of studies – 4 study years. But in Finland, to qualify for the teacher’s position, the person should be awarded Master’s degree and study at least 5.3 years.

The structure of the content of studies in the compared programmes corresponds to a great extent.

There is a tendency that at the University of Ljubljana and Tallinn Pedagogical University the practical training constitutes comparatively less part of the study programmes implemented, but at Göteborg University the practical training was not mentioned separately in the description of the implemented programme. In the study programme Home Environment and Visual Art in Education the practical training in amount of 26 CP is planned in compliance with the Regulations of the Cabinet of Ministers on the Second Level Professional Higher Education State Standard (Regulations No. 481 of November 20, 2001).

The experience of several higher educational establishments shows that, when studying in one study programme, it is possible to obtain the qualification of a teacher of at least two subjects.

For obtaining the qualification of a teacher of the second subject, the planned amount of CP is analogous in all study programmes compared.

Academic staff, which has worked at the educational establishments abroad

Within the framework of the project, implemented by the Institute of Education and Home Economics and financed by the Ministry of Education and Science “Professional and further education for the rural areas of Latvia within the European Union context” 3 members of the teaching staff of the Institute of Education and Home Economics performed research in London in September 2005 (I.Katane, S.Reihmane, Z.Beitere). The research was carried out at British Library (British Library: www.bl.uk, The British Library, St Pancras, 96 Euston Road, London, NW1 2DB) and the Senate House Library of London (Senate House Library: www.ull.ac.uk, Malet Street, London WC1E 7HU).

1 Doctoral student Olga Turuseva – the business trip: March 1, 2006 – May 29, 2006. University of Geneva, Switzerland. Source of finance: GEBERT RÜF STIFTUNG (Swiss Baltic Net).2 Doctoral student N.Vronska, Assist. Prof. I.Katane and Prof. B.Briede – the business trip: May 9, 2006 – May 11, 2006. University of Life Sciences (Tartu, Estonia). Source of finance: NOVA-BOVA net.

http://www.ull.ac.uk/

http://www.bl.uk/

The results of SOCRATES/ERASMUS agreement implementation from the academic year 2003/2004 till the academic year 2005/2006 – the academic staff of the Latvia University of Agriculture, which has delivered lectures abroad:University of Helsinki 06/07: Inita Soika and Aija Pridane.University of Helsinki 05/06: Nora Luse.LAUREA Polytechnic (Finland) 05/06: Anda Zvigule.Wien Agrar Pedagogische Akademie (Austria) 05/06: Anita Vecgrave un Zane Beitere.University of Munster (Germany) 05/06: Inita Soika and Aija Pridane.University of Helsinki 04/05: Silvija Reihmane and Zane Beitere.LAUREA Polytechnic (Finland) 04/05: Nora Luse.London Metropolitan University 04/05: Talivaldis Seja.Wien Agrar Pedagogische Akademie (Austria) 04/05: Inita Soika, Anda Zvigule and Aija Pridane.University of Helsinki 03/04: Baiba Briede.University of Munster (Germany) 03/04: Talivaldis Seja and Anita Vecgrave.In total 10 members of the academic staff from the Institute of Education and Home Economics have delivered lectures at the higher educational establishments abroad.

Number of foreign guest lecturers in the programmeGuest lecturers from Erasmus projects and the higher educational establishments of co-operation networks are involved in the implementation of the study programme. From 2003 to 2006 the lectures were delivered by Prof. Monique Montagne - the developmental tendencies of pedagogy (Ecole National de Formation Agronomique de Toulouse, France), Prof. Erich Ribolitz - philosophy of education (Agrarpadagogische Akademie Wien), Prof. Christie Wogowitz, Gabriele Kampel - didactics (Agrarpadagogische Akademie Wien), Prof. Anne Liebhard-Wallner - tendencies of education development in Austria (Agrarpadagogische Akademie Wien), Prof. Claudia Schmid - pedagogical psychology and sociology (Agrarpadagogische Akademie Wien), Prof. Barbara Fraytag-Leyer - consumer sciences (University of Applied Sciences in Fulda, Germany), Prof. Regina Bigga - developmental tendencies of consumer sciences, household, home economics (University of Munster). In total: eight guest lecturers.

11. Contract with the University of Latvia on ensurance of studies

12 The developmental plan of the study programme

The main further trends to develop the quality of studies that have been stated during the self–assessment:

assurance of continuous and intensive cross curricular links within the study process;

orientation of studies and Bachelor’s Papers towards the unified theoretical basis – personality development ecology;

development of integration of the fields of home economics and visual art within research and studies;

diversification and improvement of the methods of studies; intensification of the application of information technologies and the use of

distance learning and e-study forms; more often studies abroad; improvement of the structure of academic staff; wider involvement of guest lecturers; student participation in preparation and procedure of academic and scientific

activities organised by the institute; participation in competitions for grants.

Hindering factors:

Material supply for the students (not all of them have a personal computer, the necessary programs and INTERNET) due to what it is more complicated to work independently outside the higher educational establishment.

The students have different preliminary knowledge of the sciences – most of the students have not studied physics and chemistry at a secondary school, the preliminary knowledge in the field of information technologies also differs significantly.

Promoting factors:

The implementation of the analogical professional higher education Bachelor’s study programme Home Environment and Information Technologies in Education implemented at the Institute of Education and Home Economics (Professional Bachelor’s degree in Education; the teacher of household/home economics and the teacher of information technologies at the elementary education level) since the study-year 2003/2004.

the qualification of the teacher of two school subjects enables the graduates of the study programme to have a full-time job at rural schools, where there are no parallel classes mostly.

The Centre for Curriculum Development and Examinations (ISEC) has developed the draft of the conception of universal compulsory secondary education curriculum. The implementation of the new curriculum is planned to start in the study-year 2008/2009. There is a section in the universal compulsory secondary education curriculum: Art (literature, music, visual art). This will create a demand for the educators in the field of visual art.

The participation of almost all the faculties of the LLU enables to implement such a study programme; the varied teaching staff (the university lecturers with the Master and Doctor’s degree in Pedagogy, Psychology, Art, Engineering and the specialists of other fields).

Co-operation with all the higher educational establishments of Latvia, where there are study programmes of pedagogy implemented.

The co-operation with the methodical associations of Home Economics and Visual Art;

Co-operation with the employers regarding the assessment and improvement of the analogical study Home Environment and Information Technologies in Education, well-established collaboration with the base schools of students’ practical training, the administration and teachers of these schools – the supervisors of students’ practice, the improved organization, implementation of students’ practice and the assessment of its results.

Active participation of the Institute of Education and Home Economics in the attraction of the EU funds and the finance of other projects for the improvement of the material-technical, methodological, informative, scientific provision of studies.

The active and concerned participation of students in the research, related to the integration of household and visual art fields in education.

The average age of Associate Professors, involved in the implementation of the study programme, is 48 years, and they are comparatively young future Professors in the academic situation of Latvia; the average age of Masters is 35 years, one third of them continue studies in the post–graduate programme.

Active participation in the international conferences and projects.The LLU is a university type higher educational establishment, and its status determines the varied development of scientific disciplines for the rural areas of Latvia. The study programme and the university environment on the whole are directed towards the promotion of highly qualified specialists to stay in the countryside, thus diminishing the difference between Riga, the large cities and the rural environment.

The developmental plan of the study programme Home Environment and Visual Art in Education

Objectives:

1. To educate the teachers of household/home economics and visual art with the developed professional, social and reflection competences, who would be able to solve the educational problems and who are aware of the significance of their professional activities for the development of pupils’ personalities, particularly in the rural environment, as well as the importance of life-long education.

2. To advance the research towards the united theoretical basis – the ecology of personality development; to develop the cross curricular links within the study process by emphasizing the research and implementation of the integration of the fields of household and visual art.

3. To improve and develop the content of studies on an ongoing basis and according to the latest tendencies in the fields of education, household and

visual art.4. To activate more the research study method.5. To improve the collaboration with the employers regarding the organization

of the students’ practical training.6. To co–operate with the higher educational establishments of Latvia

(Daugavpils University, University of Latvia, Riga Teacher Training and Educational Management Academy, Rezekne Higher Education Institution, Liepaja Academy of Pedagogy):within the State Examination Commissions,guest lecturing,development of course and study programmes,organisation and participation in conferences.

7. To improve the collaboration with the faculties, institutes, departments of the Latvia University of Agriculture regarding the implementation of the programme.

8. Development of the scientific and academic potential and approach to the characteristics of the higher educational establishments of the EU Member States.

9. Exchange of students and teachers within Erasmus and other programmes.10. Active participation in the work of international educational organisations:

Association for Teacher Education in Europe; International Organisation for Science and Technology Education, International Federation of Home Economics.

11. Organisation of international scientific conferences and publishing of the conference proceedings in pedagogics.

12. To take part in the development and implementation of projects, and thus, by attracting the finances from the EU and other funds, to implement the study programme and carry out the scientific research, which meets the aims and objectives of the Institute of Education and Home Economics, as well as to improve the material-technical, methodological, informative provision of studies.

13. To improve the material-technical supply of IT at the Institute of Education and Home Economics.

14. To use the computer classrooms of the Institute of Education and Home Economics with INTERNET connection and use all sources of information at the LLU library.

15. To purchase the necessary literature for the programme every year.16. To continue the development of the advertising of programme. To promote

positive pedagogical environment by renovating and improving rooms.17. Self–assessment and the preparation of the self–assessment report.18. To submit the programme to the accreditation committee repeatedly.

Appendices

Appendix 1

The decision of Senate on the launching of the study programme

The second level professional higher education study programme Home Economics-Education with the additional specialization in visual art (code: 43141), implemented at the Institute of Education and Home Economics of the Faculty of Engineering, the gradutes of obtain the qualification of the teacher of home economics, household and visual art or the qualification of the teacher of sport, is accredited till 2007.

The disadvantage of the above mentioned study programme is the fact that the graduates are not awarded Bachelor’s degree, but only a qualification. Therefore the graduates are not eligible to enter the Master’s study programme, i.e. they are not provided an opportunity to continue their studies in the respective scientific discipline.

The above mentioned programme is being reorganized into a new study programme Home Environment and Visual Art in Education, which it has been developed analogically to the professional higher education Bachelor’s study programme Home Environment and Information Technologies in Education. The reorganized study programme provides that the graduates would be awarded professional Bachelor’s degree in Education – the graduates will be eligible to continue their studies in the professional teachers’ education study programme or in the academic Master’s study programme in Education and obtain the qualification of the teacher of household/home economics and visual art.

The connection between the programme and other study programes:The study programme Home Environment and Visual Art in Education is a re-

organized study programme Home Economics-Education and it has been developed analogically to the study programme Home Environment and Information Technologies in Education.

The comparison of the amount of the main content parts in the study programmesHome Economics - Education and Home Environment and Visual Art in Education

Home Economics-Education with the additional specialization in visual art

or sportsHome Environment and Visual Art in

EducationThe trends of content CP % The trends of content CP %General courses 23.5 15 General courses 20 12Theoretical courses of the branch: Pedagogics - Psychology

35 22 Theoretical courses of the branch: Pedagogics – Psychology, including Bachelor’s Paper

48 30

Professional specialization courses:Home Economics, Household, including Qualification Paper;Specialization in Visual ArtElective courses

59

14

29

37

9

17

Professional specialization courses: Home Economics, Household;

Visual Art

Compulsory Elective courses

25.5

25.5

9

16

16

6

Elective Courses of free option

6 4

Practice 26 16Total: 160.5 100 Total: 160 100

Appendix 2The licence, the accreditation statement

Appendices3Study programme Home Environment and Visual Art in Education

Full-time studies

Nr. Title of course CPControl and CP

1. study year 2. study year 3. study year 4. study year1. sem. 2. sem. 3. sem. 4. sem. 5. sem. 6. sem. 7. sem. 8. sem.

General and Theoretical Courses of the Branch (part A)

56

1. Natural Sciences1.1 Food Chemistry 3 3.0 (E)1.2. Basics of Physics 1.5 1.5 (Ia)1.3. Mathematics 2 2.0 (Ia)1.4. Ecology and Environmental protection 2 2.0 (E)

2. Social Sciences2.1. Basic of Law 1 1.0 (Ia)2.2. People Protection 2 2.0 (Ia)2.3. Sociology 1.5 1.5 (Ia)

3. Humanitarian Sciences3.1. Philosophy, Ethics, Aesthetics 3.0 3.0 (E)3.2. Professional English/German 4.0 2.0 (I) 2.0 (E)

4. Introduction in Studies 0.5 0.5 (I)5. Pedagogy

5.1. General Pedagogy 2 2.0 (E)5.2. History of Pedagogy 2 2.0 (Ia)5.3. Didactics 3 3.0 (E)5.4. Theory and Methodology of Upbringing 2 2.0 (Ia)5.5. Course Paper in Pedagogy 1 1.0 (D)

Directions of Pedagogy5.6. School Management 2 2.0 (Ia)5.7. Special Pedagogy 2 2.0 (Ia)5.8. Adult Education 2 2.0 (E)5.9. Pedagogy of Art and Music 1 1.0 (I)5.10. Environmental Pedagogy 1 1.0 (Ia)

6. Research in Education 33.0 (E)

7. Psyshology7.1. General Psycchology 2 2.0 (E)7.2. Developmental Psycchology 2 2.0 (Ia)7.3. Social Psycchology 2 2.0 (Ia)7.4. Course Paper in Psychology 1 1.0 (D)

8. Culture and Art

5.5 2.5 (Ia) 1.5 (Ia)1.5 (D)

9. Computer Sciences 2 2.0 (Ia)Professional Specialization Courses (part B) 60

10. Methodology of:Home Economics Visual ArtCourse Paper in Methodology

5

1.5 (Ia) 2.0 (E)1.5 (D)

11. Principles of Design11.1. Drawing 2 1.0 (I) 1.0 (Ia)11.2. Technical Drawing 2 2.0 (Ia)11.3. Composition and Colour Studies 3 1.0 (I) 1.0 (I) 1.0 (E)11.4. Computer Graphic 2 2.0 (Ia)11.5. Interior Design 2 2.0 (E)

12. NutritionNutrition Studies 2 2.0 (Ia)Hygiene and Mikrobiology 1 1.0 (I)Food Technology;Course Paper in Food Technology

2 1.0 (Ia) 1.0 (D)Table Etiquette 1 1.0 (Ia)

13. Home EconomicsHome Economics 2 2.0 (Ia)Household Appliances 1.5 1.5 (Ia)Home Maintenance 1.5 1.5 (Ia)

14. Visual Art Sciences14.1. Drawing 8 1.0 (Ia) 2.0 (Ia) 2.0 (Ia) 1.0 (Ia) 2.0 (E)14.2. Composition 8 2.0 (Ia) 2.0 (Ia) 2.0 (Ia) 2.0 (E)14.3. Form Design 3 1.0 (I) 2.0 (Ia)14.4. Painting 3 1.0 (I) 2.0 (Ia)14.5. Fine Art 2

1.0 (I) 1.0 (Ia)

15. Professional Specialization Elective Courses 915.1. Technologies of Textiles

Materials of Textiles 1 1.0 (Ia)Needleworks 1.5 1.5 (Ia)Modelling 1 1.0 (Ia)Weaving 1.5 1.5 (Ia)Sewing 2 2.0 (E)

15.2. Applied Engineering SciencesWood Processing 3 1.0 2.0 (Ia)Metal Processing 2 2.0 (E)Building Work 2 2.0 (Ia)

16. Elective Subjects 2.0 (Ia)16.1. IT in Education 216.2. Visual Advertisment 216.3. Batic 216.4. Glass painting 216.5. Silk painting 2

17. Elective Courses (part C) 6 3.0 (Ia) 3.0 (Ia)17.1. Sport 3 0.75 (I) O.75 (I) 0.75 (I) 0.75 (I)

18. Bachelor Paper 12 12.0 (D)19. Practice 26

19.1. Technologies of Textiles/ Applied Engineering Sciences Teaching Methodical Practice

7 3.0 (Ia) 3.0 (Ia) 1.0 (Ia)

19.2. Teaching Methodical Practice in Food Technology

2 2.0 (Ia)

19.3. Teaching Methodical Practice in Culture Art Studies

1 1.0 (Ia)

19.4. Teaching Methodical Practice in Visual Art 1 1.0 (Ia)19.5. Visitation Practice 1 1.0 (I)19.6. Practice of Acquisition of Practical Skills 1 1.0 (I)19.7. Pedagogical Practice 13 7.0 (Ia) 6.0 (Ia)

Kopā: 160 22 18 23.5 19.5/20

22/21.5 24 19 12

Study programme Home Environment and Visual Art in EducationPart-time studies

No. Title of course CP

Control and CP1. study year 2. study year 3. study year 4. study year 5. study year

1. sem. 2. sem. 3. sem. 4. sem. 5. sem. 6. sem. 7. sem. 8. sem. 9. sem. 10. sem.General and Theoretical Courses of the Branch

(part A)56

1. Natural Sciences1.1 Food Chemistry 3 2.0 1.0 (E)1.2. Basics of Physics 1.5 1.5 (Ia)1.3. Mathematics 2 2.0 (Ia)1.4. Ecology and Environmental protection 2 2.0 (E)

2. Social Sciences2.1. Basic of Law 1 1.0 (Ia)2.2. People Protection 2 2.0 (Ia)2.3. Sociology 1.5 1.5 (Ia)

3. Humanitarian Sciences3.1. Philosophy, Ethics, Aesthetics 3.0 1.0 2.0 (E)3.2. Professional English/German 4.0 1.0 1.0 (I) 2.0 (E)

4. Introduction in Studies 0.5 0.5 (I)5. Pedagogy

5.2. General Pedagogy 2 2.0 (E)5.3. History of Pedagogy 2 1.0 (I) 1.0 (Ia)5.4. Didactics 3 2.0 1.0 (E)5.5. Theory and Methodology of Upbringing 2 1.0 1.0 (Ia)5.6. Course Paper in Pedagogy 1 1.0 (D)

Directions of Pedagogy5.7. School Management 2 1.0 1.0 (Ia)5.8. Special Pedagogy 2 1.0 1.0 (Ia)5.9. Adult Education 2 1.5 0.5 (E)5.10. Pedagogy of Art and Music 1 1.0 (I)5.11. Environmental Pedagogy 1 1.0 (Ia)

6. Research in Education 3 2.0 1.0 (E)

7. Psyshology

7.1. General Psycchology 2 2.0 (E)7.2. Developmental Psycchology 2 1.0 1.0 (Ia)7.3. Social Psycchology 2 1.5 0.5 (Ia)7.4. Course Paper in Psychology 1 1.0 (D)

8. Culture and Art 5.5 1.0 1.5 (Ia) 1.5 (Ia) 1.5 (D)9. Computer Sciences 2 2.0(Ia)

Professional Specialization Courses (part B) 6010. Methodology of:

Home Economics Visual ArtCourse Paper in Methodology

51.5 (Ia)

2.0 (E) 1.5 (D)

11. Principles of Design11.1. Drawing 2 1.0 (I) 1.0 (Ia)11.2. Technical Drawing 2 1.5 0.5 (Ia)11.3. Composition and Colour Studies 3 1.0 (I) 1.0 (I) 1.0 (E)11.4. Computer Graphic 2 1.5 0.5 (Ia)11.5. Interior Design 2 1.5 0.5 (E)

12. NutritionNutrition Studies 2 2.0(Ia)Hygiene and Mikrobiology 1 0.5 0.5(I)

Food Technology;Course Paper in Food Technology

1 0.5 0.5 (Ia)0.5 0.5 (D)

Table Etiquette 1 0.5 0.5 (Ia)13. Home Economics

Home Economics 2 1.5 0.5 (Ia)Household Appliances 1.5 1.0 0.5 (Ia)Home Maintenance 1.5 1.5 (Ia)

14. Visual Art Sciences14.1. Drawing 8 1.0 (Ia) 2.0 (Ia) 2.0 (Ia) 1.0 (Ia) 2.0 (E)14.2. Composition 8 2.0 (Ia) 1.0 1.0 (Ia) 2.0 (Ia) 1.0 1.0 (E)14.3. Fotrm Design 3 1.0 (I) 1.0 1.0 (Ia)14.4. Painting 3 1.0(I) 1.0 1.0 (Ia)14.5. Fine Art 2 1.0 (I) 1.0 (Ia)

15. Professional Specialization Elective Courses 915.1. Technologies of Textiles

Materials of Textiles 1 0.5 0.5 (Ia)Needleworks 1.5 0.5 1.0 (Ia)

Modelling 1 0.5 0.5 (Ia)Weaving 1.5 1.5 (Ia)Sewing 2 1.0 1.0 (E)

15.2. Applied Engineering SciencesWood Processing 3 0.5 1.0 1.5 (Ia)Metal Processing 2 1.0 1.0 (E)Building Work 2 2.0 (Ia)

16. Elective Subjects 2.0 (Ia)16.1. IT in Education 216.2. Visual Advertisment 216.3. Batic 216.4. Glass painting 216.5. Silk Painting 2

17. Elective Courses (part C) 6 3.0 (Ia) 3.0 (Ia)18. Bachelor Paper 12 12.0 (D)19. Practice 26

19.1. Technologies of Textiles/ Applied Engineering Sciences Teaching Methodical Practice:

Needleworks / Wood Processing 3 1.0 1.0 1.0 (Ia)Weaving / Metal Processing 1.5 1.0 0.5 (Ia)/

-Sewing / Metal Processing 1.5 1.0 0.5 (Ia)

Technologies of Textiles/ Applied Engineering Sciences

1 1.0 (Ia)

19.2. Teaching Methodical Practice in Food Technology

2 2.0 (Ia)

19.3. Teaching Methodical Practice in Culture Art Studies

1 0.5 0.5 (Ia)

19.4. Teaching Methodical Practice in Visual Art 1 1.0 (Ia)19.5. Visitation Practice 1 1.0 (I)19.6. Practice of Acquisition of Practical Skills 1 1.0 (I)19.7. Pedagogical Practice 13 7 (Ia) 6 (Ia)

Kopā: 160 16.5 10 21.5 15 18,5 16.5/16

16/16.5 15 19 12

Appendices 4

Academic staff involved in the implementation of the study programmeHome Environment and Visual Art in Education

Position Number %elected 25 51

emeritus 4 8guest lecturers 20 41

Total: 49 100

Position Number %elected + emeritus (Doctors) 15+ 3 52 + 10

elected Msc 11 38Kopā: 29 100

VIss ievēlētais akadēmiskais personāls 100 % strādā LLU

No Name Faculty, department Position, scientific or academic degree Elected or guest lecturers

Work places

1. Aizsila A. TF, IZMA Asoc.prof., Dr.paed. elected main work2. Andersone I. TF, IZMA Lekt., Mag.paed. elected main work3. Apsīte I. TF, IZMA Lekt., Mag.paed. guest lecturer main work4. Arbidāns M. MF, KOKA Asist, Bc.paed. guest lecturer main work5. Avotiņš J. TF, SPEK Doc., Mag.sc.ing.,

Mag. paed.emeritus main work

6. Baltušīte R. TF, IZMA Lekt., Mag.philol. guest lecturer main work7. Beitere Z. TF, IZMA Lekt., Mag.paed. elected main work8. Briede B. TF, IZMA Prof., Dr.paed. elected main work9. Dekāns TF Prof., Dr. elected main work10. Dukulis I. TF Doc., Mag.ing., Mag.paed. elected main work11. Dišlere V. TF, IZMA Asoc.prof., Dr.paed. elected main work12. Gaiķe G. TF, IZMA Lekt., Mag.paed. guest lecturer main work13. Kanaška D. MF, DVID Doc., Dr.sc.ing. guest lecturer main work14. Katane I. TF, IZMA Asoc.prof., Dr.paed. elected main work15. Kļava D. PTF. PATE Doc., Dr.sc.ing. elected main work16. Kļaviņš U. LIF, VIDE Doc., Mag.sc.ing. guest lecturer main work

No Name Faculty, department Position, scientific or academic degree Elected or guest lecturers

Work places

17. Kūka M. PTF, KIMI Doc.,Dr.sc.ing. elected main work18. Līce I. TF, IZMA Doc., Dr.paed. elected main work19. Lūse N. TF, IZMA Doc., Dr.art., Dr. paed. elected main work20. Ļaudams V. TF, IZMA Lekt., Mag.soc. guest lecturer additional work21. Millere J. SZF, SOCI Lekt., Mg. sc.soc. guest lecturer main work22. Ogurcova N. SZF, VALO Lekt., Mag.paed. elected main work23. Ozoliņš R. ITF, MATE Prof., Dr.habil.sc.ing. emeritus main work24. Ozolniece L. TF, IZMA Lekt., Mag. paed elected main work25. Pēks L. TF, IZMA Prof., Dr.paed., Dr.sc.ing. emeritus main work26. Pētersone A. SZF, VALO Lekt., Mag.paed. guest lecturer main work27. Pridāne A. TF, IZMA Lekt., Mag. paed. guest lecturer additional work28. Rasnača L. TF, IZMA Lekt., Mag. paed. guest lecturer additional work29. Reihmane S. TF, IZMA Lekt., Mag.paed elected main work30. Rozenbergs V. PTF, UZTR Doc., Dr.sc.ing., Mag. paed. elected main work31. Rubenis O. PTF, PATE Doc., Dr.sc.ing. guest lecturer main work32. Skrupskis I. PTF, UZTR Prof., Dr.hab.sc.ing elected main work33. Skudra G. PTF, UZTR Lekt., Mag.sc.ing.. guest lecturer main work34. Skudra L. PTF, PATE Prof., Dr.sc.ing. elected main work35. Soika I. TF, IZMA Lekt, Mag paed. elected main work36. Spulle I. TF, IZMA Lekt., Mag.art. elected main work37. Špakovica E. EF, EKON Doc., Dr. oec. elected main work38. Tomsons V. TF, IZMA Doc., Mag.paed. guest lecturer main work39. Uzkliņģis G. TF, MEHA Prof., Dr.habil.sc.ing. emeritus main work40. Vanovska V. TF, IZMA Lekt. Mag. paed. elected main work41. Vecgrāve A. TF, IZMA Doc., Dr.psych. elected main work42. Viļumsone I. ITF, DASI Asistente guest lecturer main work43. Vronska N. ITF, DASI Asist., Mag. paed. guest lecturer main work44. Vuguls J. SZF, FILO Doc., Mag.phil. guest lecturer main work45. Zeidmane A. ITF, FIZI Asoc.prof., Dr.paed. elected main work

46. Pelēce I. ITF, FIZI Lekt., Mag. dabaszin. elected main work47. Zvīgule A. TF, IZMA Lekt. Mag. paed. guest lecturer main work48. Žodziņa M. LIF, ARBU Lekt., Mag.sc.ing. elected main work49. Žukovskis I. MF, DVID Prof., Dr.hab.med. guest lecturer main work

Appendices 5

The CVs of the academic staff

CURRICULUM VITAE

PERSONAL INFORMATIONName ANITA AIZSILADate, place of birth 30.09.1943., Jelgava, LatviaID number 300943-10007Home address, phone Ausekļa iela 58a, Jelgava LV 3000, Latvia, +371 3024177Place of work, position Latvia University of Agriculture, Institute of Education and

Home Economics, assoc.prof.Address, phone J.Čakstes bulv. 5, Jelgava LV 3000, Latvia, +371 3080694

EDUCATION, ACADEMIC POSITIONName of institution Daugavpils UniversitāteYear 2002Qualification, degree School pedagogy/educational science, assoc.prof.Official statement Council of Professors, protocol Nr.2, 26.06.2002.

Name of institution Latvia University of AgricultureYear 1999Qualification, degree DocentOfficial statement HI council, Docent diploma – DOC Nr.021, 01.06.1999.

Name of institution Daugavpils Pedagoģiskā UniversitāteYear 1998Qualification, degree Teaching methodology/educational science, Dr.paed.Official statement DPU doctorate council, Diploma G-D Nr.000055,

29.01.1998.

EMPLOYMENTName of institution Latvia University of Agriculture, Institute of Education and

Home EconomicsYear 2002 - Position assoc.prof

Name of institution Latvia University of Agriculture, Institute of Education and Home Economics

Year 2000 - 2002Position Docent

Name of institution Latvia University of Agriculture, Department of EducationYear 1998 - 2000Position Docent

ACADEMIC COURSESSubject History of Pedagogic/Education (bachelor programs)Credit 3

Subject Pedagogical idea in Latvia (bachelor programs)Credit 3

Subject Educational sociology (master programs)

Credit 1

Subject Research/teaching methodology (master and PhD programs)Credit 6

Subject Further education program for teachers “Basic course in Pedagogy/Education”

Credit 60

RESEARCH WORKTeaching methodologySchool pedagogyVocational educationAssessment of knowledge/learning

PROJECTSCo-operational project between schools in Latvia, Poland, Lithuania, Estonia, Byelorussia, Russia, Israel, Germany, Italy and UkraineExchange program of university teaching staff with Vienna Agrar-pedagogy academy, Austria

PUBLICATIONS20 articles in reviewed quotable editions12 study/training aids16 articles in international editions9 other publications28 presentations in international conferences10 presentations in other conferences(titles of articles are supplemented)

CURRICULUM VITAE

Inga AndersoneName Surname

Jelgava District, Eleja 1971Place of birth Year of birth

LLU, Faculty of Technical, Institute of Educational and Home Economics, LecturerWork place and position

Work address:J. Čakstes bulv. 5

JelgavaLV – 3000

Phone: 3080694, 29210782Fax: 3020762

E-mail:[email protected]

[email protected]

EducationHigher education, Master’s studies, doctoral studies. Educational Establishment, country

Study period Speciality Qualification

Latvia University of Agriculture, Doctoral studies

1996 Pedagogy

Latvia University of Agriculture, Master studies

1994-1996 Pedagogy MA

Liepāja University of Pedagogy 1992-1996 Preschol Pedagogy and Psychology

Preschol teacher and

Preschol teacher of

music

Research degreesInstitution awarding degree Year Speciality Degree Diploma No.

Latvia University of Agriculture, Postgraduate Programme

1997 - 2000

Pedagogy - -

Employment

Since 2006 – Projects leaderSince 2000 – LLU Institute of Educational and Home Economics, - Head of department of Educational Interests.Since 2000 – LLU, Dapartment of Pedagogy, Interests of scholastic, - Head of Department.1999-2000 - LLU, Dapartment of Pedagogy – Lecturer.1996-1999 - LLU, Dapartment of Pedagogy – Assistant.1996-1999 – Jelgava, Craft Mastermind school – Teacher of Psychology and Communication

mailto:[email protected]

Psychology.1996-1997 – Jelgava District, Parish of Sesava, Leader of Children Ensemble.

Scientific research interests

Completed studies in the doctoral programmer, the promotion exams had been passed.International Projects

2006. CIMERA Project Multilingual education in Georgia 2005.University regions Education. Latvia University of Agriculture and Finland

project Since 2004 – Project LAPSA, Project Co-operative Teaching. 1996-1999 – Denmark Board of Education and Latvia Board of Education project

Professional Education implementation in Latvia DELATE – 1, DELATE –2. Since 2000 – Attendance in European Educational fund prop up International

Project “Continuing education development of Industrial education teachers, Latvia and Lithuania.”

To direct master’s labour:2000. – 1, 2001. – 1, 2002. – 5, 2003. - 2, 2004. – 2, 2005 – 4; 2006 – 4;

Contributions at conferences (last three years)

2 international conferences in Hungary and Lithuania 17 international conferences in Latvia5 conferences in Latvia

Courses delivered

Pedagogy of art and - 1 KPGeneral Pedagogy 2 - KPPedagogy of Preschool and School 2 - KPPedagogy of Preschool and Primary school 4 – 7 KPVisitation practice 1 – KPVisitation practice 1 - KPPractice 16 – KPMusic 2 - KP

Number of publications: …….

23, incl. 10 in internationally acknowleadged issues.

Publications

1. Andersone I. ESF atbalstītais pedagoģiskās prakses projekts LLU TF Izglītības un mājsaimniecības institūtā. // Palīgs jaunajam skolotājam. 1.daļa. No teorijas uz pedagoģisko praksi. Jelgava: LLU TF IMI 2006, 9.- 16.lpp.2. Andersone I. Hospitācijas prakse, tās pamatojums pedagoģiskās prakses kontekstā.// Palīgs jaunajam skolotājam. 1.daļa. No teorijas uz pedagoģisko praksi. Jelgava: LLU TF IMI 2006, 53.- 60.lpp.3. Andersone I. Mūzika - sadarbības un kompetences veicinātāja // Lauku vide Izglītība

Personība: LLU Starptautiskās zinātniskās konferences rakstos, 2003.g. martā 4. Andersone I., Balama V. Music and Language in Communication Culture // Changing education in a changingsociety Starptautiskās zinātniskās konferences rakstos, Klaipēdas universitātē 2001. gada maijs. 5. Andersone I. Usage of cooperative learning in the subject of mucis // 2nd International conference of PfD Students. Starptautiskās zinātniskās konferences rakstos, Ungārijā Miškolcas universitātē 1999, 1 -8. lpp.

Continuing education, in-service training (last three years)

2005 - PHARESs project (University for Development of the Region – UDeR), Rovaniemi Polytechnic, Finland2003 – Humane and personal access in child educational process,. Jelgava, Education administration – 1 week.2002 – Art therapy and Art pedagogy, Art and music teachers society VIDE INTRA – 3 weeks.2001 – Higher school pedagogical and professional studies program development, Liepaja Academy of Pedagogy – 1 week.1999 – Cooperative learning, Soross Fund-Latvia – 2 days.1998 – PHARESs project, Communication in teaching process, PIC, Riga – 1 week.1998 – Observation and assessing principles in Learning process in academy, RTU – 36 h.1997 – Studio of Lilita Ozoliņa – 2 months.1997 – Personal psychology, Jelgava, School-board – 36 h.1997 – Seminar, Attachment theory, Latvia Family Center, Riga – 12 h.1997 – Adolescent in family and school, Riga, Psychometric Center – 14 h.

Academic and social societies (membership)

Since 2004 International cooperative learning associationSince 2001 – Latvia Scientists’ Association.1997 – 1998 Latvia Psychotherapeutics Association.

Languages: Reading skills Writing skills Speaking skillsexcellent good average excellent good average excellent good

average

Latvian X X X

Russian X X X

German X X X

English

________________

01.02.2007. /Inga Andersone/(Datums) (Paraksts)

CURRICULUM VITAE

Ilze ApsīteName Surname

Rīga District, Saulkrasti 180671-10518Place of birth Identity No18.06.1971 Latvian

Date, month, year Nationalitysingle

Marital statusLLU, Institute of Education and Home Economics, Lecturer

Work place and position

Work address: Home address: Čakste Bulv. 5 Pērnavas Str. 18-9

Jelgava JelgavaLV - 3001 LV - 3004

Telephone 3080694 Telephone 26331474Fax:E-mail: [email protected]

Education

Higher education, Master’s course, doctoral studies. Ed. Establishments, country

Study period

Speciality Qualification

Latvia University of Agriculture 1994-1996 Pedagogy MALatvia University of Agriculture 1989-1994 Teacher of

Home Economics

Bachelor of Pedagogy

Research degrees

Institution awarding degree Year Speciality Degree Diploma No.


1997-2000 Pedagogy - -

Employment

From 2000 – LLU, Institute of Education and Home Economics – Docent, Lecturer1999-2000 – LLU, Department of Pedagogy – Lecturer.1997-1999 - LLU, Department of Pedagogy – Assistant.1996-1999 - Riga Pedagogy and Education Management Academy - Rector`s assistant in Studies.

1996 – Jelgava Evening-Shift Secondary School – Teacher of Psychology1996–1997 – LLU, Department of Home Economics - Lecturer.1995–1996 – LLU, Department of Home Economics - Assistant.


Completed studies in the doctoral programme, the promotion exams had been passed. Doctor’s dissertation “Development of Reflection in Teacher Education at Higher School” had been handed in to the Promotion Council of The University of Daugavpils in November 2002.International Projects 1998-2000 – Soross Fund – Latvia programme “Changes in Education”. Co-ordinator of

the project “Step by Step” at the LLU. Since 2001 – participated in the research project granted the financial support from Latvia

Council of Sciences “Education of Teachers Changes Towards the Sustainable Development”. The Manager of the project is Assoc. Prof. I. Salīte (Daugavpils University of Pedagogy). There are three higher establishments in Latvia involved in the project: Daugavpils University of Pedagogy, Liepaja Academy of Pedagogy and Latvia University of Agriculture.

Contributions at conferences

2 international conferences in Hungary and Lithuania.19 international conferences in Latvia.7 conferences in Latvia.

Courses delivered

Since 2006. Adult education2001-2003 - Communication in studies.1999-2006 - Pedagogy and psychology of interpersonal relations.1997-1999 - General psychology.1996-1999 - Introduction into pedagogy.1995-1997 - Legislation of education.1995-1997 – Macrame.1995-1996 – Embroidery.

Number of publications: 29, incl. 12 in internationally acknowledged issues.

Publications

1. Apsīte I. Development of teachers competence in student-centred environment // Izglītības zinātnes un pedagoģija mūsdienu pasaulē: LU zinātniskie raksti J.Krastiņa redakcijā, 635. sējums. - Rīga, LU, 2001. - 133.-140.lpp.

2. Andersone I., Apsīte I. Pedagoga kompetences nosacījumi // Sadarbība un kompetence izglītībā: Starptautiskās zinātniskās konferences rakstos 15.-18.lpp., 2000.g. maijā.

3. Apsīte I. Teachers’ self-esteem in Latvia today // 2nd international conference of PHD students, section proceedings - humanities, University of Miskolc, Hungary, august 1999.

In-service training

October 2006. – June 2007. RTU, Riga. Courses financed by the ESF “Development of Quality for Higher Education & Research”01.03.2006. Sertificate: IZM ISEC methodologist.May 2001 – Liepāja Academy of Pedagogy, Liepāja. Courses financed by the Ministry of Education and Science “The Development of Professional Pedagogical Study Programmes at the University Level”. Duration of courses – 1 week.December 2000 – Līgatne. Seminar “Evaluation of the activities and the planning of activities to be implemented in 2001” for the managers of the project “Step by Step” organized within Soross – Latvia Fund programme “Changes in Education”. Duration of seminar – 2 days.December 2000 – Līgatne. Seminar “Constructive Research” for the teaching staff of University level organized within Soross – Latvia Fund programme “Changes in Education”. Duration of seminar – 3 days.


1997 – Association of the Scientists of Pedagogy.1997-1998 – Latvia Psychotherapeutists Association.1998-1999 – International Association of School Psychologists.Since 2001 – Latvia Scientists’ Association.Since 2002 – Association “Development of Thinking”.

Since 2006 - Member of the National Examination Commission in the study programme “Home Environment and Information Technologies in Education”.Since study year 2002/2003 – Manager of the study programme “Home Environment and Information Technologies in Education”.2000-2002 – Member of the Council of Institute of Education and Home Economics and Convent of Latvia University of Agriculture.2000-2002 – Member of the National Examination Commission in Home Economics and Pedagogy.1997 and 1999-2002 – Chairperson of the National Qualification Commission in Home Economics at Kandava State Agricultural Technical School.

Languages: Reading skills Writing skills Speaking skills excellent good average excellent good average excellent good average

Latvian

Russian

English

31.01.2007.

CURRICULUM VITAE

Mareks ArbidānsName Surname

Jēkabpils 1976Place of birth Year of birth

Latvian University of Agriculture, Department of Wood Processing, AsistentWork place and position

Work address:Dobeles iela 41a

Phone: 3029184Fax: 3029184

E-mail:

Education

Higher education, Master’s studies, doctoral studies. Educational Establishment, country


Higter education 1994-1998 Pedagogycal bacalaur

Teacher of handicraft

Research degrees


Employment

1998 – 1999 at Jelgava Primary School Nr.4, 2005.04.01.-2005.11.31 SIA LATBALTIKA, 2000 – today Latvian University of Agriculture Department of Wood Processing



Courses delivered


Publications



Awards

Number of patents, inventions etc.


average

Latvian

Russian

German

English

________________

CURRICULUM VITAE

Jānis AvotiņšName Surname

Valka District, Vijciems Parish 110536-10018Place of birth Identity No11.05.1936 Latvian

Date, month, year Nationalitymarried

Marital statusLLU, Faculty of Technics, Institute of Car, Docent, Head of department of Technology

MaterialsWork place and position

Work address: Home address:J. Čakstes Bulv. 5 Brīvības Bulv. 28 - 18

Jelgava JelgavaLV - 3001 LV - 3001

Telephone 3080696 Telephone 3021052Fax:

E-mail:

Education


Study period


Latvia University of Agriculture, Faculty of Agriculture Mechanization

1958-1963 Engineer – Mechanic.

Employment

1987-2003 – LLU, Faculty of Technics, Institute of Car ( Diploma No. 027622 ) - Docent.1986-1989 – LLA, President of Trade-union committee.1978-1986 – LLA, Faculty of Agriculture Mechanization – Deputy Dean.1972-1978 – LLA, Faculty of Agriculture Mechanization - President of Trade-union.1963-1968 – LLA, Faculty of Agriculture Mechanization, Department of Auto Maintenance and Metal Technic – Assistant.


Research about engineers preparation and exploitation.

Courses delivered

Material teaching – woodcraft methods specific character.Metal working – household specific.Material technique of construction Machines for metal twiddle.Machines for metal twiddle digital control – alternative courses.

Number of publications: 30, incl. 1 textbooks, 1 reports of scientific works, 25 teaching aids, 4 transaction.

Publications

1. Konstrukciju materiālu tehnoloģija. Tehnoloģisko procesu izstrāde: metodiskie norādījumi kursa darbam / sast. J. Avotiņš – Jelgava, LLU, 1998. – 69 lpp.2. J. Avotiņš. Konstrukciju materiālu tehnoloģija 1. daļa Materiālu karstā apstrāde. – Jelgava: LLU. 2000. – 127 lpp.3. J. Avotiņš. Konstrukciju materiālu tehnoloģija 2. daļa Apstrāde griežot. – Jelgava: LLU. 2001. – 221 lpp.

In-service training (last three years)

1998 – LLU, Institute of informatics, ”Computer teaching courses ( Excel )”


LLU Member of Convent


Latvian

Russian

English

CURRICULUM VITAE

ZANE BEITEREName SurnameRiga 1976

Place of birth Year of birthLatvia University of Agriculture, Faculty of Engineering, vice- dean, Institution of

Education and Home Economics, lecturerWork place and position

Work address:Čakstes bulv. 5

Jelgava LV-3001

Phone: +371 3080685Fax: +371 3020762

E-mail: [email protected]

Education



Doctoral studies, Latvia University of Agriculture

2004- Pedagogy

Master’s course, Latvia University of Agriculture

1998-2000 Pedagogy Master

Higher education, Latvia University of Agriculture

1994-1998 Home-economics

Teacher

Research degrees


Latvia University of Agriculture, Latvia

2000 education master 001572

Employment

Since 2005 April Latvia University of Agriculture, Faculty of Engineering Vice- deanSince 2001 September Latvia University of Agriculture, Institute of Education and

Home Economics Lecturer1999- 2001 Latvia University of Agriculture, Institute of Education and Home Economics

Teaching Master2000- 2002 Jelgava’s nursery school “Zemenīte Teacher1999- 2000 Jelgava district,Vilces elementary school Teacher of Home Economics1998- 1999 Jelgava’s youth center “Junda” Teacher of Hobby Group


The Household teacher’s competence in context of European CulturePedagogical aspects of adult’s role in chidren playing



o Katane I., Aizsila A., Beitere Z. Skolotāju kompetences un tālākizglītība kā prioritātes mūsdienu lauku skolu attīstībā// International Conference “New Dimensions in the Development of Society” in Jelgava, June 15-16,

o Katane I., Aizsila A., Beitere Z. Teachers’ competence and further education as priorities for sustainable development of rural schools in Latvia// International Scientific JTET Conference „Sustainable Development. Culture. Education” in Finland, University of Helsinki, May 31.- June 3., 2006

o Beitere Z., Volāne E., Vronska N. Mājturības (rokdarbu) mācība pamatizglītības satura reformas kontekstā.// International Scientific Conference „Rural Environment. Education. Personality.” in Jelgava, April 27- 28, 2006

Courses delivered

Methodology of EmbroideryNeedlework Teaching Methodical PractiseSocial pedagogics

Number of publications: 4

Publications

o Aizsila A., Beitere Z., Katane I. Skolotāju izglītība un kompetences mūsdienās: no teorijas uz praksi//Methodical materials “Palīgs jaunajam skolotājam”, Jelgava, 2006, 103.- 114.lpp

o Katane I., Aizsila A., Beitere Z. Skolotāju kompetences un tālākizglītība kā prioritātes mūsdienu lauku skolu attīstībā//Proceedings of the International Scientific Conference „New Dimensions in the Development of Society”. Jelgava, Latvia, June 15- 16, 2006, 187. -205.p.

o Katane I., Aizsila A., Beitere Z. Teachers’ competence and further education as priorities for sustainable development of rural schools in Latvia// Journal of Teacher Education and Training. Vol.6, 2006, Institute of Sustainable Education, Daugavpils University, ISSN 1407- 8724, 41.- 59.p.

o Beitere Z., Volāne E., Vronska N. Mājturības (rokdarbu) mācība pamatizglītības satura reformas kontekstā.// Journal of Science Education. Vol. 7, 2006, Special Issue. Proceedings of hte International Conference „Rural Environment. Education. Personality”. REEP 2006. Jelgava, Latvia, April 27- 28., 14.- 17.p


o Assistant manager in ESF project “LUA, Faculty of Engineering web page output”, since 2006 October

o Advisor in ESF project “Innovative and traditional in the Process of Education”, 2005 November- 2006 September

o Participant in International Conference „Main Tendencies of Education Development in the World Nowadays”, Moscow Academy of Education, scientific work in Academies Library and State Library of Moscow, October 26- November 1, 2006

o Socrates/Erasmus teacher exchange programme in Austria, Vienna, Agrarpädagogische Akademie Wien, May 22-26, 2006

o Scientific work in London Libraries within the framework of LUA scientific Project „Professional and rural further education for Latvia rural in the context of EU”,

September 7- 14, 2005o Socrates/Erasmus teacher exchange programme in Finland, University of Helsinki,

April 30- May 7, 2005o 2005, 27-28 January, Latvia Society of Adult Education, Seminar „Identity

competence”


Orgcommittee member of International Scientific Conference „Rural Environment. Education. Personality.” in Jelgava, April 27- 28, 2006Latvia University of Agriculture, Faculty of Engineering, member of Faculty council since 2005Latvia University of Agriculture, scientific secretary of Master’s examination committee since 2001Latvia University of Agriculture, Faculty of Engineering, Member of enrolment committee since 2000Member of Jury commission in Latvia State 9., 10. Home economics Olympiads in Jelgava.

Awards

-


-


average

Latvian (native)

Russian

German

English

________________

12.02.2007.

CURRICULUM VITAE

Baiba BriedeName Surname

Jelgava 1956Place of birth Year of birth

Latvia University of Agriculture (LLU), Faculty of Engineering, Institute of Education and Home Economics, director, professor


Work address:Čakstes bulv. 5, Jelgava, LV-3001

Phone: 3080693; 29263418Fax: 3020762


Education



Pēteris Stučka Latvia State University 1976 - 1982

The English language and

literature

Philologist, lecturer

University of Latvia 1991 -1994 The Doctor Programme of

Pedagogy

Research degrees


University of Latvia 1996 Pedagogy Dr. paed. C-D Nr. 001364

EmploymentThe Main Editorial Office of Encyclopaedia, the youngest editor (1980-1982). The Latvian Academy of Agriculture, Department of Languages, laboratory assistant, assistant (1983-1986). Rural Technical Service of Kuldīga, secretary (1986-1988). The Latvian Academy of Agriculture, Fundamental Library, librarian (1988). Latvia University of Agriculture, Department of Languages, assistant University of Latvia, The doctor programme of pedagogy, doctor student from LLU (1991-1994). LLU Department of Pedagogy, assistant, lecturer (1996), assistant professor (1996-1998.) LLU Department of Pedagogy, head (1999-2000). LLU Faculty of Engineering, Institute of Education and Home Economics, director (since 2000 ). LLU Faculty of Engineering, Institute of Education and Home Economics, associate professor (1998-2004). LLU Faculty of Engineering, Institute of Education and Home Economics, associate professor (since 2004).


Leading of the scientific direction Getting of Competence in Rural Environment at the Institute of Education and Home Economics

Coordination or participation in international research projects and programmes Network of European Tertiary Level Educators. Socrates programme. GRANT AGREEMENT:

114053-CP-1-2004-1-UK-ERASMUS-TN Coordinating Institution - University of Southampton (UK), 2004 - 2007- coordinator from LLU

Webb Memorial Trust Foundation - project for agricultural school senior staff and school development, partner countries - Latvia, UK, 2000 - 2001, coordinator from LLU

Webb Memorial Trust Foundation project Development of Teaching/Learning Methodology of Agricultural School Teachers, partner countries - Latvia, UK, 2000 - 2001, coordinator from LLU

Reshaping the Structure and Focus of Teacher/Trainer Training in Latvia and Lithuania - the in-service training programme of The Finnish component of the donor co-operation project between European Training Foundation, Ministry of Education of Finland, and Ministry of Education of Denmark Organisational development in VET Schools, partner countries - Latvia, Lithuania, Finland, Denmark, 2000. - 2001., participant

TEMPUS project Nr. S _JEP-09710-95 Practically Oriented Further Education of Agricultural School Teachers, partner countries - Latvia, UK, Italy, 1995 ... 1998 – coordinator from Latvia

Coordination or participation in research projects and programmes financed by the Council of Sciences of Latvia, Ministry of Education, Ministry of Agriculture, etc.

LLU research project No. 2005/2 05.2 Professional and Further Education for the Countryside of Latvia in the Context of European Union, 2005 - 2008. - coordinator.

Learning 4 Sharing! Nordic - Baltic module-based further training project. Partners - Nordic Folk Academy, Latvian Adult Education Association, Lithuanianian Association of Adult Education, Estonian Non-formal Adult Education Association, 2000 – 2002, participant

DELATE II project Vocational Pedagogical Teacher Training for Teachers at Professional Education Schools, project partners – Denmark, Latvia, 1998 – 1999, participant

Scientific Advising of Doctor Theses (PhD) Defended – Maija Laitāne Further Education for Acquiring the Competence of Agricultural

Adviser PhD students – Aija Pridāne, Ludmila Krastiņa, Inita Soika, Antra Bērziņa, Anita Ostrovska, Līga

Miķelsone, Irīna Kazuša, Tatjana Šinkus


1. Briede B., Krastiņa L. Competence Research Aspects, Kinds and Components. International scientific conference Rural Environment. Education. Personality, Jelgava, Latvia, April 27 – 28, 2006

2. Pridāne A., Briede B. Criteria of Life Quality in Household in General and Higher education. International scientific conference Rural Environment. Education. Personality, Jelgava, Latvia, April 27

3. Briede B., Katane I. Organisation and Evaluation of Students Pedagogical Practice// ENTEP conference,University of Latvia, Riga, May 13th, 2005.

4. Briede B., Pēks L., Sirvide M. //starptautisks seminārs The Role of Education in the Process of Transition: from Consumer society to Knowledge Society, Čehijas Lauksaimniecības universitāte,

Izglītības katedra, Prāga 2005. g. 20. - 22. maijs5. Briede B., Pēks L. Work of the Adviser in the Context of Education Ecology // international

conference Influence of Agricultural and Rural Advisers operation Synergy of the Rural development processes, 25th - 28th April, 2005, Saulkrasti

6. Briede B., Pēks L. Maģistra studijas un darba izstrādāšana. 3. starptautiskā konference Pedagoģija: teorija un prakse, 2004. gada 15. oktobris, Liepājas Pedagoģijas akadēmija

7. Briede B. Dialogue in the Context of Intercultural Competence // the 3rd International Conference Languages, Technologies and Cultural Diversity. - Kaunas: Kaunas University of Technology, June 18 - 20, 2004

8. Briede B. Education for Getting Competence from Constructivists Perspective in the Context of Environment. The International Scientific Conference Research for Rural development 2004.- May 19th - 22nd , 2004, Jelgava, Latvia University of Agriculture

9. Briede B. Promotion of Dialogue Relations at School as a Means of Human Welfare. Starptautiska konference Scientific Achievements for Wellbeing and Development of Society, 2004. gada 4.-5. marts, Rēzeknes augstskola

Courses deliveredDevelopmental Tendencies of Pedagogy (Doctor studies) – 2 - 4 CPDevelopmental Tendencies of Didactics (Master studies) – 3 CPDidactics (Bachelor studies) – 3 CPDidactics of Tertiary Education – 4 CPApplied Communication (optional in all Bachelor programmes at LLU) – 3 CPAdult Education (Bachelor programme) – 2 CPCommunication theories in Advising (Master studies) – 2 CP


Publications

1. Briede B., Krastiņa L. Competence Research Aspects, Kinds and Components// Journal of Science Education, Vol. 7, Special Issue, 2006, 20 – 22 p.

2. Pridāne A., Briede B. Criteria of Life Quality in Household in General and Higher education // Journal of Science Education, Vol. 7, Special Issue, 2006, 56 – 59 p.

3. Apsīte I., Briede B., Pēks L. Izglītības ekoloģija - teorija un prakse// Proceedings of International Scientific Conferences Development of Thinking and Education 2001. - 2004. - Rīga, 2005, 19. - 32. p.

4. Briede B. Content, Criteria and Checking of the Portfolio for Providing Professional Development // Journal of Science Education, Vol. 6, Special Issue, 2005, 17-18 p.

5. Briede B., L.Pēks Evaluation and Assessment of Informal Learning // Journal of Science Education, Vol. 6, Special Issue, 2005, 15 - 17 p.

Continuing education, in-service training (last three years)1. The NOVA-BOVA course Problem Based Learning (PBL) and Information Technology (ICT

), Estonian University of Life Sciences, Tartu, Estonia, may 9-11, 2006

2. International seminar for tertiary level educators in the frame of the project Network of European Tertiary Level Educator, Gratz, March 29th – April 1st, 2006

3. International seminar for tertiary level educators in the frame of the project Network of European Tertiary Level Educator, Budapest, September 21st- 23rd, 2005

4. International seminar The Role of Education in the Process of Transition: from Consumer Society to Knowledge Society, Czech Agricultural University, Department of Education, May 20th – 22nd, 2005

Academic and social societies (membership)1. Member of the Journal Journal of Science Education Committee of Support and Committee of

Advisers2. Member of Latvian Union of Scientists since 20013. Member of Latvian Higher Schools Professor Association (LAPA) since 20004. Member of the Latvian Adult Education Association5. Member of the Council of Studies at LLU since 20026. Director of the Institute of education and Home Economics at LLU since 2000 7. Member of the Council of Science at LLU since 2000 8. Member of the Convention at LLU since 19999. Member of the Promotion Council of Pedagogy of the University of Daugavpils since 2005

Awards



average

Latvian + + +

Russian + + +

German +

English + + +

________________

January 11th, 2007

Curriculum vitae assoc.prof., Dr.paed. Vija Dislere

Latviannationality

Latvia University of Agriculture, The Institution of Education and Home EconomicsTitle and occupation

Address:Katolu 1 - 28Jelgava, LV-3001, LATVIAPhone (office) +371 3080692;

mob: +371 9217322e-mail: Vija. [email protected]

Scientific qualification: doctor of EducationEducation:

Training institution Duration Speciality Qualification

Daugavpils Pedagogical University 1997 Education doctor

Latvia University of Agriculture 1994. y. -1995. y. Education master

Latvia State University, Riga 1975. y. -1980. y. mathematics mathematician

Experience:Duration Establishment Occupation

since 2000 Latvia University of Agriculture, Institution of Education and Home Economics

Associate professor, teacher trainer

1997 - 2000 Latvia University of Agriculture, Department of Nutrition and Home Economics

Docent, teacher trainer

1991 - 1998 Children and youth centre “Junda” textile teacher1984 - 1996 Jelgava Culture Centre textile teacher for adult further

education 1980 - 1990 Latvia University of Agriculture assistant of mathematics

Scientific Duties and Equivalent Posts:-Member of Consultative Council of Home Economics study subjects in Latvia Ministry of Education and

Science, since 1999.-Member of Senate Latvia University of Agriculture since 2001-2004.-Study program manager in Home Economics-Education in LLU since 1999.-Erasmus/Socrates coordinator within HE collaborating with Finland, German and England since 1999.-Member of the ESF project “Improving competence of the academic teaching staff and school teachers”.

2006-2007-Member of the ESF project Innovative and traditional in the process of education, providing qualitative professional education for teachers in home economics and informatics in the schools which provide pedagogical practice for LLU students. 2005.-A chair of the Socrates/Grundtvig-2 international scientific research project “Empowering Rural Consumers” (EmRuCo) 2004-2007

-Member of steering group in European project “Consumer Education For Adults- Network” ( CEA-N) 2003-2006.

-A chair of Latvian group of EUROPEAN COMMISSION Health and Consumer Protection Directorate General project “Development On Line Consumer Education Tools for Adults”(DOLCETA) 2005 – 2006. -A chair of the PHARE project “University for the development of the region” (UDeR), LLU 2005-2006.-Partnership in European project “Consumer Citizenship Network”( CCN) 2003-2009.-A chair of Soroptimist Latvian group in international project Five –0 “Zonta and Soroptimist International

clubs for Latvia Rural Women” 2003/2004. -A chair of Latvian group in Nordic- Baltic project “Consumer Education, Phase -2” 2003/2004.-Partnership in Nordic- Baltic project “Consumer Education” 2001/2002.-Partnership in Nordic-Baltic project “A School for All” 2000/2003.-IFHE coordinator between Baltic countries 1998- 2002.-A member of editorial board and organizing committee of International conference “Rural Environment.

Education. Personality”. LLU, Jelgava, April 27-28, 2006.

-A member of editorial board and organizing committee of International conference “Rural Environment. Education. Personality”. LLU, Jelgava, March 27-28, 2003.

-A member of editorial board and organizing committee of International conference “The Space of Creation” in Siauliai university on November 21 – 22, 2002.

-Editor of four teaching aids 2002/2006.-Member of Convention Latvia University of Agriculture since 1997.-Visiting lecturer / SOCRATES : Helsinki university 2000, Muenster university 2002, London Metropolitan University 2003.-Member of Faculty of Food Technology Council 1998- 2000.-Member of Faculty of Engineering Council since 2000.-A Chair of the Scientific Organizing Committee; International conference “Current Issues of Training in

Home Economics”, Jelgava, 1998.-A Chair of the International Organizing Committee of the First Baltic Olympiad of Home Economics for

school students 2000. -A member of Organizing Committee of Latvia State Olympiad of Home Economics for school

students 1997 – 2002. Chair of Organizing Committee 1999-2002.

Directions of Scientific Work:Human life quality in the context of home economics and teaching/learning of separate

integrated subjects - consumer education The Theory of Adult Training

Directions of Methodological Work:Methodology of Qualification Works (Diploma work)Co-ordinate students' practice Methodology of Composing Training Books and Teaching Aids

Training course:Methodology of Training Home Economics, DidacticHuman life quality in the context of crafts and home –economicsCurrent events in home economicsAdult EducationConsumer educationSpecial optional course Decorative Embroidery.

Languages: Latvian, English, Russian

Additional education:Duration Training Speciality Qualification

institution

1.09.2006-8.01.2007

LR Asssociation of Holistic and Natural Medicine

Psychology:NLP basic course

Certificate Nr.0517

13-19.12.2006 Riga Technical University Improving competence of the academic teaching staff for competent using of e-study methodology

Certificate Nr.002406

9.08.- 28.12.2005

LLU PHARE project “University for the development of the region” cycle of seminars

International project management

Certificate

1.07.2005 Latvia Ministry of Education and Science and Latvia University of Agriculture and Socrates/ Grundtvig–4 project Consumer education for adults (CEAN)

Latvian consumers in the European network

Certificate

25.04.2002 Latvia Ministry of Education and Science, Riga

Development of organization of further education

28.05.-01.06.2001 (1 week)

Latvia Ministry of Education and Science and Liepaja Academy of Education

Development of professional study programs in university education

Certificate

1 month - 1999 UNDP –United Nations Development programme in Latvia; Woman institution for further education, Riga

entrepreneurship Certificate

1993 -1995 Latvian Chamber of Craft, Riga

Tailor Diploma of master of craft

1993 -1995 Latvian Chamber of Craft, Riga

decorative embroidery

Diploma of master of craft

Associations:

since 2000 NGO Soroptimist International Riga Club Chair 2002/2003

since 1998 NGO The Latvian Association of the Teachers of Practical Subjects/ IFHE Latvia/

Chair 2001-2006; member of board

since 1998 IFHE- International Federation of Home Economics Member;representative of Baltic Countries

1998-2002

since 2000 European network of Consumer Education member

since 1999 IOSTE– International Organization for Science and Technology Education

member

Number of Publications: 48 ( including 29 international)The Main Publications:

1. V.Dislere M.Schuh, S.Valdmaa Rural consumer awareness in Latvia, Austria, Estonia (28-30)// Journal of Science Education, Vol. 7, 2006, Special Issue Proceedings of the International Conference “Rural Environment. Education. Personality. ”REEP 2006, Jelgava, Latvia, April 27-28, 2006. , 72 pages.

2. S.Bailey, M.Kitson (Eds), V.Dislere (coauthor) Guidelines for Consumer Education for Adults, Supporting Adult Educators and Consumer Policy makers, Socrates/Grundtvig 4 – Project CEAN – Consumer Education for Adults Network 2003-2006, London.

3. 1.V.Dislere, M.Kitson, H.Harrison Common Aspects and Differences of Adult Consumer Education in Latvia and the United Kingdom (28-35)//Scientific articles of the fourth international conference Person. Colour. Nature. Music. May 18-21, 2005, Daugavpils: Saule, 537 pages.

4. V.Dislere Consumer Citizenship for Life Quality in Latvia (70-78)// Using, choosing or creating the future. Proceedings of the 1st International Scientific Conference of the Consumer Citizenship Network, 2004, Paris, France, 276 pages

5. V.Dislere Adult Further Education Motivation within Home Economics Teachers // Rural environment. Education. Personality. Proceedings of the International Scientific Conference, March 27 - 28, 2003, Jelgava, LLU, Latvia

6. V.Dislere Necessity for Further Education Within Consumer Science (358. – 361.)// Personality. Time. Communication. Pedagogy and Psychology. Proceedings of the International Scientific Conference February 27-28, 2003, Rezekne, Latvia – 408 pages.

7. V.Dislere “Modularization and international cooperation possibilities within Home Economics education in Latvia” (113.-118.p.)// Eva Brinkmann Berufsbildung in der Hauswirtschaft – MODULARISIERUNG UND Zertifizierung im gestuften Qualifizierungssystem. genesis- Stand – Vision – Provokation, Hochschultage 2002 wbw.,Collogne, Germany, 152 pages.

8. V.Dislere “Adult professional qualification within nowadays educational technologies”(159.-164.)//International scientific conference Part II “Decade of Reform: achievements, Challenges, Problems” 02. – 04. 05.2002, Riga,- 404.

9. Dislere V., Liepina I. Professional development within home economics teacher training.// Science and technology Education: Preparing Future Citizens, 29.04.- 2.05.2001 Cyprus, 95- 99pages.

10.Dislere V. Education and healthy Lifestyle in Latvia.// Reports from European Conference “Home Economics in the New Millenium”-from a cultural, consumer and health perspective, November 23 – 25th, Norway, 2000- 41–45p

11.V.Dislere Description of Teacher education in Home Economics in Latvia, (74-75p); Development of Home Economics in Latvia, (206 – 209p), Home economics in 100 years. Home Economics in the 21st Century. History- Perspectives – Challenges. The Royal Danish School of Educational Studies, Copenhagen, 2000 - 228 pages.

12.V.Dislere, A.Biedris Vocational Training for Home Economics in Latvia (326-330), Families 2000: Education for Families and Households Focusing on Competencies for everyday Living and on the professionalization of services; European Perspectives; Third European Conference, 26. – 28. 09. 1999 in Bonn // Irmhild Kettschau...(Hrsg.). Red. Mitarb.: Ingrid Ute Leonhauser...-Baltmannsweiler: Schneider-Verl. Hohengehren, 2000

13.V. Dislere, D. Grasmane. Teaching Home Economics in Latvia. –Stockholm, Hushållsläraren, Journal for Home Economics teachers, 1999 - Nr. 3, - 20 –21 p.

05.02.2007 /Vija Dislere/

CURRICULUM VITAE

Guna GaiķeName SurnameMalta 1967

Place of birth Year of birth

Latvia University of Agriculture, The Institution of Education and Home EkonomicsWork place and position

Work address:Čakstes 5, Jelgava, LV- 3001

Phone: 3080692Fax:

E-mail:

Education



Latvia University

Latvia University of Agriculture

1985- 1990

1997- 2000

Drafting, fine arts and handicraftPedagogy

Teacher

Master

Research degrees


Employment

13 year in Latvia University of Agriculture


Textile methodology


Courses delivered

Knitting, chrochet, designer of Interior

Number of publications: …14….

Publications


The asociation of the teacher of the practical subject


Awards



average

Latvian

Russian

German

English

________________

CURRICULUM VITAE

DAINA KANAŠKAName Surname


Latvia University of Agriculture, Faculty of Forestry, Department of Labour Environment, assistant of professor


Work address:Akadēmijas 11

JelgavaLatvia

Phone: 3026059Fax: 3021619


Education



Latvia Academia of Agriculture 1979-1984 Car and car economy

Engineer-mechanic

Latvia Academia of Agriculture 1986-1989 Labour protection

Research degrees


University of Leningrad 1991 Labour protection

Technical science candidate


1992 Labour protection engineering ensure

Technical science doctor

G-D 000031

Employment


Labour Protection.


Courses delivered

People protection.


Publications

1. D.Kanaška, V.Škrabaks To platform protection cars to abolish arbitrary to let down the.car box. Agriculture university of Peterburga article, 1990.

2. D.Kanaška, V.Škrabaks To platform protection of cars engineering behavior. Agriculture university of Peterburga article, 1989.

3. D.Kanaška, V.Kupļevskis The risk hazards estimate in agriculture. Agriculture university of Peterburga science article, 1991.

4. A.Šķēle, J.Staša, E.Mitrevics, D.Kanaška For safety and health. Agriculture Latvia 1998. Nr.6.


1.Course of management in “Baltija management”.2. Course of datorprogramms in “Bokova”.4.Hight Education Didactics Courses of Study, LUA


Awards



average

Latvian X X X

Russian X X X

German

English X X X

________________

CURRICULUM VITAE

Name, surname: IRĒNA KATANE

Birth date and place: 05.10.1962., Latvia

Nationality: Latvian (woman)

Family status: merried, 2 children

Work place: Latvia University of Agriculture, Institute of Education and Home Economics

Position: assistant professor

Home address: Garozas iela 36 – 22Jelgava, LV 3002

Phone:30 28438; Mob. phone: 9759861


Address: J.Čakstes bulv. 5 , Jelgava, LV 3001 Phone.: 30 80694 Fax : 27238 E-mail: [email protected]

Education

Education establishmentTime of study Professional line

Qualification/ scientific degree

Latvia University of Agriculture, Doctoral programme in Pedagogy

2000 – 2005 Pedagogy Dr. paed.

Latvia University of Agriculture, Master Course in Pedagogy

1997-2000 Pedagogy Master of pedagogy

Jāz.Vītols Music Academy, Master Course in Music Pedagogy

1997-2000 Music pedagogy Master of art

Daugavpils Pedagogical institute1983-1987 Music pedagogy Music mistress at

secondary school

Foreign Languages (skills): Russian – excellent, English – enough good

Pedagogical and academic experience: in total - 25 years, including 18 years in school pedagogy: working as subhead and music mistress at rural schools, as art director of various musical collective bodies, including adult musical collective bodies at rural recreation/cultural centres; as music educator at academies of music, as well as centres of interests (non-formal education) for kids and young people; 7 years in higher education (HE): academic work at Latvia University of Agriculture.



Since the 1999th - Assistant, since the 2001st - Lecturer, since the 2004th - Assistant professor at Latvia University of Agriculture, Institute of Education and Home Economics, but since the 2007th – Coordinator in Further/Continuing Education at Faculty of Engineering (Latvia University of Agriculture).

Pedagogical activity:

1. Didactics – further education course Pedagogy Background (since 2002./2003) at Latvia University of Agriculture (LUA), Institute of Education and Home Economic (IEHE )

2. Didactics - further education course Home economics and pedagogy (since 2002./2003), at LUA IEHE

3. Didactics - pedagogy Master course (since 1999/2000) at LUA IEHE.4. Didactics – course of lectures in project DELATE (vocational pedagogy study

programme), LUA IEHE (1999/ 2000; 2000/2001; 2001/2002; 2002/2003).5. Education Ecology – pedagogy Master course and Doctoral study programme in

pedagogy (since 2006/2007) at LUA IEHE.6. Pedagogy and Psychology - pedagogy Master course (since 2001/2002) at LUA IEHE.7. Pedagogical Interface – pedagogy Master course (since 2000/2001) at LUA IEHE.8. Pedagogical Interface – selective subject for students of other faculties (since

2000/2001) at LUA IEHE9. Pedagogical Practice – for students (in various pedagogical study programs) at Latvia

University of Agriculture, Institute of Education and Home Economic (IEHE ).10. Reviewing of Master’s papers – pedagogy Master course (since 1999/2000) at LUA

IEHE.11. Pedagogical disciplines – doctoral study program (since 2005).12. Pedagogy and Psychology - pedagogy Master course (since 2000).13. Pedagogy and Psychology – for other faculties’ Master courses (since 2004).14. Supervising of Master’s papers – pedagogy Master course LUA IEHE, (since

2000/2001)15. Supervising of Doctoral dissertation – pedagogy science (since 2005).

Study aids1. Katane I. (2006). Skola kultūrā un kultūra skolā. Jelgava: LLU IMI, 116 lpp.

2. Katane I., Pēks L. (2006). Izglītības ekoloģija: starpdisciplinārs virziens mūsdienu izglītības pētniecībā. Monogrāfisko pētījumu sērija Izglītības ekoloģija. Jelgava: LLU IMI, 55 lpp.

3. Katane I. (red). (2006). Palīgs jaunajam skolotājam. 1.daļa. No Teorijas uz pedagoģisko praksi. Jelgava: LLU TF IMI, 248 lpp.

4. Katane I. (red). (2006). Palīgs jaunajam skolotājam. 2.daļa. Pedagoģiskā pieredze. Jelgava: LLU TF IMI, 136 lpp.

5. Katane I. (2006) Pedagoģijas teorētiskie pamati. Rīga: BUTS, 272 lpp.

Scientific activity

The acquired Master Degrees in 2000: 1) in Pedagogy at Latvia University of Agriculture and 2) in Art at Jāzeps Vītols Latvian Academy of Music; Doctor’s Degree in Pedagogy at Daugavpils University in 2005.

Member of Latvian Union of Scientists; member of the International Union of Humane Pedagogy. Since the 2003rd until 2005th she is a head of laboratory of Humane Pedagogy in Jelgava.

Member of committee of Latvia Association „Thinking Development”. Member of organizing committee of the International scientific conferences „Rural

Environment. Education. Personality” (2003). Member of scientific committee: Journal of Science Education, Volume 7 (Bogota, Columbia) and organizing committee of the international scientific conference „Rural Environment. Education. Personality” (2006).

Scientific interests: educational ecology, including the ecology of human development, the ecology of social systems’ development, arts ecology; school pedagogy, including general and subject didactics; social and pedagogical synergetics.

Publications

In total: 46 publications, including 34 scientific papers. Major publicationsKatane I. (2006). Daudzkomponentu izglītības vides modelis. Journal Science of Education.

Vol. 7, pp. 31-33 (Columbia, Bogota). ISSN 0124 – 5481Katane I. (2005). Education Ecology as Philosophically Methodological Basis, New

Perspectives for Interdisciplinary Research of Education Environment. ATEE Spring University 2005. Changing Education in a Changing Society: Europe 15+10. Volume I. Lithuania, Klaipeda University, pp. 108-118. ISSN 1822-2196

Katane I. (2006). The Impact of Globalisation on Sustainability of Rural Schools in Latvia. Acta Paedagogica Vilnensia. Volume 16. Vilnius University. ISSN 1392 – 5016

Katane I. (2006). Sustainable development and changeability of rural school as an educational environment in Latvia. In Pipere A. (ed.). Education and Sustainable Development: First Steps Toward Changes Volume 1. Daugavpils University, Institute of Sustainable Education. ISBN – 9984-24-303-1

Katane I. (2006). Modern Rural School as an Open, Inclusive Educational Environment in Latvia. Journal Science of Education. Vol. 7, pp. 34-36 (Columbia, Bogota). ISSN 0124 – 5481

Katane I. (2001a). Various aspects of education reform in Latvia. ATEE Spring University 2001. Realising Educational Problems. Lithuania, Klaipeda University, pp.193 – 199. ISBN 9955-418-49-4 UDK 371.1 (06)

Katane, I., Aizsila, A., Beitere, Z. (2006). Teacher Competence and Further Education as Priorities for Sustainable Development of Rural Schools in Latvia. Journal of Teacher Education and Training. Daugavpils University, Institute of Sustainable Education. ISSN 1407 – 8724

Katane I. (2002). Change of values and paradigms of education in Latvia nowadays. Proceedings of the International Scientific Conference „Communication and

Community”. Latvia, Jelgava: Latvia University of Agriculture, pp. 243 – 248. ISBN 9984-596-47-8 UDK 316.77(063)+81’27(063)

Katane I. (2002). Development of Pupil’s Personality in Pedagogical Environment of Rural School. Proceedings of the International Scientific Conference “Research for Rural Development”. Latvia, Jelgava: Latvia University of Agriculture, pp.215-222. ISBN 9984-596-54-0

Katane I. (2004). Development of Latvia Rural School as Education Environment in Eco- and Chrono- Systems. Proceedings of the International Scientific Conference “Research for Rural Development 2004”. Latvia, Jelgava: Latvia University of Agriculture, pp.231 – 239. ISBN 9984-596-86-9

Katane I. (2005). Rural School as Multidimensional Education Environment: Conceptual Model in Aspect of Education Ecology. Scientific Articles of the Fourth International Conference “Person. Color. Nature. Music”. Latvia, Daugavpils: Daugavpils University, pp. 173-188. ISBN – 9984-14-267-1

Katane I., Sēja T. (2003). Development of Creative Personality in Art Education in the Context of Rural Educational Environment. Proceedings of the 3rd International Conference “Person. Color. Nature. Music”. Latvia, Daugavpils: Daugavpils University, pp.39 – 46. ISBN 9984-14-191-8

Reports in the International Scientific Conferences: in total- 29 reports.

Major reportsChange of values and paradigms of education in Latvia nowadays. In the International

Scientific Conference „Communication and Community”. May 17-18, 2001. Latvia, Jelgava: Latvia University of Agriculture.

Development of Creative Personality in Art Education in the Context of Rural Educational Environment (co-author – Tālivaldis Sēja). In the 3rd International Scientific Conference „Person. Color. Nature. Music”. May 15-18, 2002. Latvia, Daugavpils: Daugavpils University.

Development of Latvia Rural School as Education Environment in Eco- and Chrono- Systems. In the International Scientific Conference “Research for Rural Development”. May 19-21,

2004. Latvia, Jelgava: Latvia University of Agriculture.Development of Pupil’s Personality in Pedagogical Environment of Rural School. In the International scientific Conference „Research for Rural Development 2002”. May 22- 24,

2002. Latvia, Jelgava: Latvia University of Agriculture.Educational Ecology (co-author - Ludis Pēks). In the Plenary Session of the International

scientific Conference „Rural Environment. Education. Personality” April 27-28, 2006. Latvia, Jelgava: Latvia University of Agriculture.

Ecology as Philosophically Methodological Basis: New Perspectives for Interdisciplinary Research of Education Environment. In the International Scientific Conference “ATEE Spring University 2005. Changing Education in a Changing Society: Europe 15+10”. May 5-7, 2005. Lithuania, Klaipeda: University of Klaipeda.

The Sustainable Development of the Latvian Rural School as Educational Environment System in Contradictions of Globalisation. In the International Scientific Conference “Educational Policy Transformations: Migration, Borrowings, Glocalisation”. November 11-12, 2005. Lithuania, Vilnius University, Faculty of Philosophy, the Department of Education and the Education Policy Centre.

Changes in Agricultural Education in Latvia in the Context of Consolidation of Europe (co-author - Tālivaldis Sēja). In the International Scientific Conference “Globalization and Integration Challenges in the Rural Areas of East and Central Europe”. May 15-16, 2003. Lithuania, Kaunas: Lithuanian University of Agriculture.

Model of Multicomponent Educational Environment. In the International Scientific Conference „Rural Environment. Education. Personality”. April 27-28, 2006. Latvia,

Jelgava: Latvia University of Agriculture.Modern Rural School as an Open, Inclusive Educational Environment in Latvia. In the International Scientific Conference „Rural Environment. Education. Personality”. April

27-28, 2006. Latvia, Jelgava: Latvia University of Agriculture.

Teacher Competence and Further Education as Priorities for Sustainable Development of Rural Schools in Latvia” (co-authors - Anita Aizsila, Zane Beitere). In the Fourth International Conference JTET (Journal of Teacher Education and Training) “Sustainable Development, Culture and Education”. May 31 – Juny 3, Finland, Helsinki: University of Helsinki.

Signature: .........................................03.02.2007. /Irēna Katane/

CURRICULUM VITAE

Uldis KļaviņšName Surname

Madona 1938Place of birth Year of birth

Department of Water Management and Environmental Engineering, Docent Work place and position

Work address:19 Akademijas str.

JelgavaLV - 3001

Phone: +371 3029908Fax: +371 3022180


Education



Latvia University of Agriculture(LUA) 1961-1966 Land Reclamation

Engineer (BSc)

Latvia University of Agriculture (LUA) 1972-1976 Land Reclamation and water management

MSc

Research degrees


- - - - -

Employment

1967-1974 Researcher at the Department of Land Reclamation of LUA1970-1971 Assistant at the department of Civil Engineering, LUA1971-1974 Researcher at the Department of Land Reclamation of LUA1974-1980 Educational Assistant at the Department of Land Reclamation of LUA1980-1991 Senior lecturer at the Department of Land Reclamation of LUA1991 Docent at the Department of Environmental Engineering and Water Management of LUA


Water reclamation systems in polders (water balance, system maintenance and design. (1972-1977)Monitoring of point source pollution from agriculture (manure handling in large animal farms), from 1997From year 2003 supervision of part time master degrees students


2006. Agricultural impact on shallow groundwater in Latvia. Scientific conference Environment and water management problems. V.Vircavs, K.Abramenko, U.Kļaviņš

Courses delivered

Obligatory courses: “Land reclamation” (part II, drainage) for water management and environmental engineering, land use planning specialty students; “Ecology and environmental protection” for food technology, catering and hotel management, food science, programming and home environment and informatics in education specialty students. Optional courses: “Planning of rural environment” and “Polder systems” for water management and environmental engineering students

Number of publications: 37 – including - co-author of 2 book, 16 articles, 3 scientifical reports, 16 teaching aids

Publications

1. Sauka O., Bušmanis P., Labrencis V., Barbars J. Lauksaimniecības hidrotehniskā meliorācija: Māc. grām. - R. : Zvaigzne, - 1987. - 297. lpp., (personīgi 50 lpp.)2. Bušmanis P., Jansons V., Sudārs R., Kļaviņš U., Kiršteina D. Organiskā mēslojuma saimniecības stāvoklis un ietekme uz vidi Latvijā // Ražība. – 2001. – Jūn. – 27.-33.lpp.3. Sudārs R., Jansons V., Bušmanis P., Kļaviņš U. Kūtsmēslu apsaimniekošana // Ražība.- 2001.-Okt.-27.-30.lpp.4. . Meliorācija: Mācību līdzeklis / Sast. U. Kļaviņš, R. Sudārs.– Jelgava, Jelgavas tipogrāfija, 2002. – 186.lpp.5. Ekoloģija un vides aizsardzība: Mācību līdzeklis/ Sast. J.Švarcbahs, R. Sudārs, V.Jansons, U.Kļaviņš, A. Zīverts, E.Dreimanis, P.Bušmanis. – Jelgava, Jelgavas tipogrāfija, 2001./2005./2006..-225 lpp.


-


Association of Land Reclamation (panel for certification of the engineers)

Awards

-


-


average

Latvian X X X

Russian X X X

German X X X

English

________________

12.03.2007.CURRICULUM VITAE

Mara KukaName Surname

Jelgava, Latvia 1946Place of birth Year of birth

Latvia University of Agriculture, Dozent at the Department of ChemistryWork place and position

Work address:Liela Street 2, Jelgava LV 3001

Phone: +371 3005645Fax: + 371 3022829


Education



Latvia University, studentLatvia University of Agriculture

1964 – 19691992

ChemistryEngineering

ChemistMg.sc.ing.

Research degrees


Latvia Academy of Sciences, Institute of Wood Chemistry

1993 Engineering Dr.sc.ing No788642 (01.07.69.)

Employment

1997– Docent at the Department of Chemistry (LLU)1978 – 1997 Lecturer at the Department of Chemistry (LLU)1969 – 1978 Assistant at the Department of Chemistry (LLU)


Research of Wood ModificationResearch of Food QualityResearch of Water Quality

Contributions at conferences (last three years)1. Bluka A., Vucāne S., Kūka M. (2004) The quality investigations of linseed oil. PTF starptautiskā zinātniski-

praktiskā konference “Pārtikas produktu inovatīvās attīstības tendences”. Jelgava: LLU, lpp. 215. – 218.2. Čakste I., Bakmanis G., Kūka M., Kūka P. (2004) The investigations of thermostability of plastic dishes and

films. PTF starptautiskā zinātniski-praktiskā konference “Pārtikas produktu inovatīvās attīstības tendences”. Jelgava: LLU, lpp. 252. – 256.

3. PTF starptautiskā zinātniski – praktiskā konference ”Jaunākās tehnoloģijas tradicionālā pārtikā”, Jelgava, LLU, 11.05.2005.:a. Kūka M., Kūka P., Čakste I. Параметры молока разных сельскохозяйственных животных;b. Dimiņš F., Kūka P., Kūka M. Инвертаза и пролин как критерии качества меда.

4. LLU PTF un Latvijas Lauksaimniecības un meža zinātņu akadēmijas Pārtikas un Veterinārmedicīnas Zinātņu nodaļas Starptautiskā zinātniskā konference „Pārtikas produktu inovatīvās attīstības tendences”, Jelgava, LLU, 10.05.2006.: Dimiņš F., Kūka P., Kūka M. Enzīmi kā medus kvalitātes rādītāji.

5. International Research Conference „The Role of Chemistry and Physics in the Development of Agricultural tehnologies”. Kaunas, Lithuanian university of Agriculture, 14.10.2004: Vucāne S., Kūka M. Changes of UV-Absorbtion by Oxidation of Polyunsaturated Fats.

6. International Research Conference „The Role of Chemistry and Physics in the Development of Agricultural tehnologies”. Kaunas, Lithuanian university of Agriculture, 2004: Čakste I., Beitelis Ē., Kūka M., Kūka P. Aluminium Ion Migration in Foodstuff from Packaging of Aluminium.

7. 6–ая Международная конференция «Интермёд–2005», Москва, 21.04.2005:Диминьш Ф., Кука П., Кука М. Инвертаза и пролин как вспомогательные критерии качества меда.

8. XIII International scientific conference ”Progress in Technology of Vegetable Fats”, Szczyrk, Poland, 01. – 03.06.2005: Kūka M., Čakste I. The quality investigation of vegetable oils produced in Latvia.

9. Intrafood 2005 Congress „Innovations in traditional Foods”, Valensia, Spain, 25 – 28.10.2005. Vucāne S., Cinkmanis I., Kūka M. Investigations of the quality of vegetable oils.

10. 2nd International Symposium “ Recent Advances in Food Analysis”, Prague, Czech Republic, 02 – 04.11.2005. Vucāne S., Cinkmanis I., Kūka M. Quality of vegetable oils.

11. 3rd Central European Congress on Food „CEFood 2006”, Sofia, Bulgaria, 22 – 24 05.2006.:a) Bluka A., Kūka M., Čakste I. The oxidising and polymerisation processes of polyunsaturated oils produced in Latvia;b) Vucāne S., Kūka M., Cinkmanis I., Čakste I. Antioxidative activity of plants;c) Vucāne S., Kūka M., Cinkmanis I. Fatty acid content in vegetable oils on the Latvian market.

Courses delivered

ChemistryOrganic chemistryBiochemistryFood chemistry

Number of publications: 85…….

Publications

1. Bluka A., Vucāne S., Kūka M. (2004) The quality investigations of linseed oil. Faculty of Food Technology, Scientific practical conference “Pārtikas produktu inovatīvās attīstības tendences”. Jelgava: LLU, pp. 215. – 218.

2. Kūka M., Čakste I. The quality investigation of vegetable oils produced in Latvia. XIII International scientific conference ”Progress in Technology of Vegetable Fats”, Szczyrk, Poland, 01 – 03.06.2005. Proceedings. Warszawa, 2005, - pp. 93 - 98.

3. Vucāne S., Cinkmanis I., Kūka M. Investigations of the quality of vegetable oils. Intrafood 2005 Congress „Innovations in traditional Foods”, Valensia, Spain, 25 – 28.10.2005. Proceedings. London, Elsevier, Vol. 1, 2005, - pp.277 - 280.

4. Dimiņš F., Kūka P., Kūka M., Čakste I. The criteria of honey quality and its changes during storage and thermal treatment. LLU Raksti. Jelgava: LLU, 2006, Nr.16 (311), 73. – 78.lpp


LLU certificate Nr.000093 „Didactics of higher school“.

Academic and social societies (membership)Council secretary of Faculty of Food Technology (till september of 2005)Council member of Faculty of Food TechnologyChemistry section leader of Pupils scientific society in Jelgava

AwardsJoint-stock company GRINDEX gratitude ATZINĪBAS RAKSTS (29.11.2002.)Jelgava town council gratitude Pateicības raksts (26.05.2005.)LLU gratitude ATZINĪBAS RAKSTS (Nr.135., 02.05.2006.).


14 patents


average

Latvian

Russian

German

English

________________

CURRICULUM VITAE

IVETA LĪCEName Surname

jELGAVA 1957Place of birth Year of birth

Latvia University of Agriculture Institute of Education and Home Economics, assist.professor


Work address:J.Čakstes bulv.5

JelgavaLatvia

Phone: 29118178Fax: 3020762


EducationHigher education, Master’s studies, doctoral studies. Educational Establishment, country Study period Speciality Qualification

Doctoral programme 1998. - 2003. PedagogyMaster studies 1993. – 1995. PedagogyLatvia University of Agriculture 2002. – 2003. Pedagogy Teacher of Home

EconomicsLiepaja Pedagogical Institute 1979. – 1985. Latvian language

and literatureTeacher

Riga Secondary School of Applied Art 1965. - 1977. Art weaving Artist - masterJelgava Secondary School N2 1965. – 1973. student

Research degreesInstitution awarding degree Year Speciality Degree Diploma No.

Daugavpils University Promotional Council of Pedagogy Branch

2005. Pedagogy Doctor of pedagogy

D Nr 0006

EmploymentLUA Institute of Education and Home EconomicsJelgava Primary School N4

since 2000. Assistant professor Teacher of Home Economics

LUA Department of Nutrition and Home Economics 1993. –2000. LecturerLUA Department of Nutrition and Home Economics 1992. –1993. AssistantJelgava Secondary School N1 1982. – 1995. Teacher of Home EconomicsJelgava Secondary School N2 1977. –1982. Teacher of Home EconomicsOther:2006. Head of working group preparing profession standard of Home ServantSince 2006. Freelance methodolist of Ministry of Education and Science Centre for Curriculum

Development and ExaminationsSince 2005. Leader of Methodical Commission of Jelgava Home Economics teachersSince 2005 Leader of students school practiceSince 2004 Juror of scientific conferences of students and masters of Engineering Faculty

Since 2001 Member of examination jury in study programmes Home Economics –Education and Home Environment and Information Technologies in Education

2000. Member of organizing committee of the First Baltic Olympiad of Home Economics for school students

Since 1999.-2001. Member of organizing committee of competition “Zeltene of Zemgale” 15.03.99.-15.06.99. TEMPUS PHARE Individual Mobility Grant, Contract N IMG-998-LV-1010.

Helsinki UniversitySince 1998. Member of IFHE /International Federation of Home Economics/Since 1996.-2000. Member of Convention Latvia University of AgricultureSince 1993.-2003. Member of organizing committee of Latvia State Olympiad of Home Economics for

School studentsSince 1995. Member of Latvian Association of Teacher of Practical Subjects Since 1990. Master of Applied Art in Weaving1981.- 1992. Leader of National Applied Art Studio “Nakotne” Since 1972. Member of National Applied Art Studio “Atspole”.

Scientific research interests Methodology of textile technologyPupils’ creative action at Home EconomicsThe acquiring and understanding of traditional cultural heritageDidactic of Home EconomicsDevelopment competences of Home Economics teachers

Contributions at conferences (last three years)1. Līce I. Creative action in Textile Education // Rural Environment. Education.Personality: International

Scientific Conference, Jelgava, April 27-28, 2006.2. Līce I. Tekstilijas kā tautas kultūrmantojuma apliecinātājas // Sabiedrība un kultūra: 9.starptautiskā

zinātniskā konference, Liepāja, 2006.gada 27.-28.aprīlis.3. Līce I. Development of Students’ Creative Action Skills in Textile Education // Person. Color. Nature.

Music: The Fourth International Scientifics Conference, Daugavpils, May 18-21, 2005.4. Līce I. Some Views about Consumer Education in Home Economics // International Seminar EmRuCo,

Viena, Austria, May 12 – 15, 2005. 5. Līce I. Creative Action in Standard of Home Economics in Latvia // Joy of Creation – Manual-Creative

Education: International Conference, Tallin, Estonia, November 11-12, 2005. 6. Līce I. Tekstilmācības metodikas pilnveides aspekti // Teorija un prakse skolotāju izglītībā: starptautiskā

zinātniskā konference, Rīga, 2004.gada 5.-6.aprīlis.

Courses deliveredTextile MaterialBatikSilk paytingTextile ScienceHome maintenance

Number of publications: ……19.

Publications1. Līce I. Development of Students’ Creative Action Skills in Textile Education // Person. Colour. Nature.

Music: The Fourth International Scientifics Conference: Proceedings. – Daugavpils: DU, 2005. – 194-203p.2. Līce I. Tekstilmācības metodikas pilnveides aspekti // Teorija un prakse skolotāju izglītībā: starptautiskā

zinātniskā konference: konferences materiāli. – Rīga: RPIVA, 2004. – 200.-209.lpp. 3. Līce I. Historical Development of the Subject “Home Economics” at General Education Schools in

Latvia // Rural Environment Education Personality: International Scientific Conference: Proceedings: - Jelgava: LUA, 2003. – 126-131p.

4. Līce I. Mājturības priekšmeta attīstības pirmsākumi // Pedagoģija: teorija un prakse: Starptautiskās

zinātniskā konference: rakstu krājums III 3.daļa. – Liepāja: LiePa, 2003. -81.-92.lpp. 5. Līce I. Ethnographic Textiles in the Modern Environment // Current Themes In Craft Research: Research in

Sloyd Education and Craft Science A:4. – Finland: Nordic Forum for Research and Development in Craft and Design, 2002. –53-71p.

6. Līce I. Creative Work in Textile Design // The Spaces of Creation: International Research and Practical Conference: Proceedings. – Siauliai: Siauliai University, 2002. – 58-63p

Continuing education, in-service training (last three years)- Professional programme for teacher „Izglītības satura reformas īstenošana pamatizglītības priekšmetos – pedagogu profesionālās meistarības pilnveides kursi mājturības skolotājiem“ (programmas kods A2-9014136433). Rīga, 2006.

- Professional programme for teacher „Izglītības satura reformas īstenošana pamatizglītības priekšmetos – pedagogu profesionālās meistarības pilnveides kursi mājturības skolotājiem“ (programmas kods A2-9014136453). Jelgava, 2006- Further education programme for teacher „Pieeja un darba paņēmieni vienādu iespēju nodrošināšanai zēniem un meitenēm” (programmas kods A2 – 9014310080). Rīga, Latvija, 2006. - Further education programme „Latvijas patērētāji Eiropas sadarbības tīklā”. Rīga, Latvija, 2005.

Academic and social societies (membership)-Elected us assist.professor Institute of Education and Home Economics; May 17 2006-Member of Internacional Federation of Home Economics;-Scientific Committee of scientific international conference Rural Environment. Education. Personality (Jelgava, 2006) -Member of the board of Latvian Association of Teacher of Practical Subjects


average

Latvian X X X

Russian X X X

English X X X

10.02.07(Date) (Signature)

CURRICULUM VITAE

NORA LUSEName Surname

Riga 1952


Latvia University of Agriculture, lecturerWork place and position

Jelgava, Liela iela 2, LV- 3001Work address:

Phone: # 29739 858Fax: # 733 6758


Education



Latvia State Conservatoire and Moscow State Conservatoire – Student.

Moscow State Conservatoire – Postgraduate Student.Latvia University – Doctoral Student.

1971-1976

1976-1980

1998-2001

Piano

Art

Pedagogy

Pedagogue, Concert Master, Soloist.

Research degrees


Lithuania State Conservatoire

Latvia University

19852003 Art of Music

Pedagogy

Dr.art.Dr.paed.

H-D000033C-D001653

Employment

Latvia Academy of Music, lecturer (1981-1998)Latvia University of Agriculture, lecturer (2000-2007)Principal of Music Teachers’ Program (A2) Courses (2004-2007)


Pedagogy of ArtMasters Thesis (Zvirbule, Kerzuma, Cernavska, Damme, Beitane, Ivanova, Jansone)Doctoral Thesis (Cernavska, Dunska, Hofmane)


LU 65th Conference in Riga (8.02.2007.) – paper Pedagogy of Art in Teachers’ EducationLU of Agriculture Annual Conference in Jelgava (19.01.2007.) – paper Interactive Discussion in Teachers’ EducationXI International Creativity Conference in Riga (10.-11.11.2006.) – paper Pedagogy of Arts: Creative Unity of Music and LiteratureV International Scientific Conference in Siauliai (27.10.2006.) – paper Art Education in a Digital Environment39th International Baltic Musicological Conference in Riga (7.-11.10.2006.) – paper Cultivating a Pianistic Language: Ivanovs’ Five Piano Preludes

ATEE: Spring University Conference in Riga (2.-3.06.2006.) – paper Using Digital Environment for Developing Teachers’ Research Literacy

12th International Scientific Conference in Jelgava (17.-20.05.2006.) – paper Training Academic Writing in University Students

International Conference in Siauliai (12.-13.05.2006.) – paper Developing European Cultural Literacy in University Students

LU of Agriculture Annual Conference in Jelgava (27.01.2006.) – paper Rural Music Teachers’ Education X International Creativity Conference in Riga (11.-12.11.2005.) – paper Dialogue in Piano Ensemble11th International Scientific Conference in Jelgava (18.-21.05.2005.) – paper Arts Education as Pedagogical ProblemLU of Agriculture Annual Conference in Jelgava (14.01.2005.) – paper Integrative Exercises for Arts Education

Courses delivered

Stylistic of European Art (1.5 ) for BachelorsRural Tourism: Ethno-Tourism (1.5 ) for BachelorsPedagogy of Art (1 ) for Bachelors and MastersCultural Studies (2 ) for MastersAcademic Writing (1) for Doctoral StudiesDialogue in Pedagogy(1) for Doctoral StudiesIntegrative Approach in Pedagogy(1) for Doctoral Studies


Publications

Luse N. Development of Students’ Performing Skills//LU Raksti, 700.sēj., 2006, 206-216 pp.Luse N. Training Academic Writing in University Students//12th International Scientific Conference Proceedings, Jelgava, 2006, 318-320 pp.Luse N. Latvian Pianists-Pedagogues. – Riga, 2003.-97 p.Luse N. Models in Piano Pedagogue//Moscow Pedagogical University Scientific Papers, 2002, 106-112 pp.Luse N. Development of Students’ Creativity in Jakov Flier Piano Class//Moscow State Conservatoire Scientific Papers, 2002, 135-139 pp.


ERASMUS lecturer at Vilnius Pedagogical University (4-8 December,2006)ERASMUS lecturer at Helsinki University (28 Nov-2 Dec 2005)ERASMUS lecturer at Laurea Polytechnic Tuusulanjārvi Institute in Finland (22-26 Nov 2004)


Member of Latvia Scientists Society (1999)

Member of Performing Artists Society (1999)Member of Piano Teachers Association (1998)Member of Baltic Pedagogue History Association (2002)Member of Museums Society (2005)Member of Latvia Composers Society (2007)

Awards

Laureate of International Piano Competition, Vercelli, Italy, 1980Diploma of International Piano Competition, Ragusa-Ibla, Italy, 1994Ludis Berzins Award, 2003LU of Agriculture Annual Conference Award, 2004 and 2005


Piano Recordings in Latvia Radio Collections (Vitols, Zilinskis, Brahms, Liszt, Prokofiev, Mūthel) total 4 hours 20 min.


average

Latvian

Russian

English

_Czech_______________

Nora LūseCURRICULUM VITAE

Jolanta MillereName Surname

Latvia, Riga 1972Place of birth Year of birth

University of Agricultural of Latvia, Faculty of Social scienceWork place and position

Work address:Lielā iela 2, Jelgava, Latvia

Phone: 29709966Fax:


[email protected]

Education




University of Agricultural of Latvia, Faculty of Social science

1999 – 2003

Sociology of organization and public

administration

Bachelor degree of Sociology

University of Agricultural of Latvia, Faculty of Social science

2004 – 2006

Sociology of organization and public

administration

Master degree of Sociology

Research degrees


University of Agricultural of Latvia

2006 Sociology Mg. Sc. Soc.

Employment

University of Agricultural of Latvia, Social science faculty, administration of seminar and lecture from 2004 -


Social rights science, social politic, Rights sociology


Latvia, Liepāja, „Society and culture” 2006Latvia, Jelgava, „ New dimensions in the development of society ” 2005Latvija, Jelgava, „ New dimensions in the development of society” 2006

Courses delivered

Social lawmaking of Latvia, Theory of Sociology


Publications

„Persons possibilities of self-realization in late socialization period”„possibilities of getting status of refugee in Latvia”


Academical Didactics - 2006 year (72 hours)


Awards



average

Latvian x x x

Russian x x x

German

English x x x

________________

CURRICULUM VITAE

Rudolfs OzolinsName Surname

Jelgava, Latvia 250431-10009Place of birth Identity No25.04.1931. Latvian

Date, month, year Nationalitymarried

Marital statusLatvia University of Agriculture, Department of Mathematics, professor (Emeritus)


Work address: Home address:Liela str. 2 – 271,

Jelgava, LV - 3001Kr. Helmana str. 5 – 22,

Jelgava, LV - 3004

Telephone 3005652 Telephone 3026323Fax: -


Education


Study period


Full-time Student at Latvia Academy of Agriculture, Faculty of Forestry

1950-1955 Forestry Forester-engineer

Correspondence Student at Latvian State University, Faculty of Physics and Mathematics

1958-1962 Mathematics Teacher of mathematics

Research degrees



1992 Forestry sciences Dr. silv. G-Dr Nr. 000021


1994 Forestry sciences Dr. habil. silv.

GD Nr. 000283

Employment

1955-1957 Forester-engineer of Smiltene and Saldus timber industry enterprises;1957-1963 Teacher of mathematics at Saldus secondary school;1963-1995 Lecturer assistant, lecturer, assistant-professor at Latvia University of Agriculture 1995-2004 Professor at Latvia University of Agriculture, Department of Mathematics;2004- Professor (Emeritus) at Department of Mathematics.


Mathematical form models of tree trunks.Assortment structure analysis of forest stand by using mathematical modeling.Virtual restoration of forest stands by results of measuring stumps.

Courses delivered

MathematicsTheory of probabilityMathematical statisticsApplying of mathematical methods


Publications

Ozoliņš, Rūdolfs. Mathematical form and assortment structure models of tree trunks // Modelling Regeneration Success and Early Growth of Forest Stands: Proceeding from the IUFRO Conference, Copenhagen 10 - 13 June, 1996 / Danish Forest and Landscape Institute. - Copenhagen, 1996 - P. 567 - 572.Ozolins, Rudolfs. Mathematical form models of tree trunks // Integrated tools for natural recourses inventories in the 21st century : proceedings of conference held at Boise, Idaho, August 16-20, 1998. – St.Paul, Minnosota, 2000. –p.399 –406 :Fig., Tab.*.Ozoliņš, Rūdolfs. Some unusual methods in ordinary courses of mathematical statistics // Fourth Nordic-Baltic Agrometrics Conference, Uppsala, Sweden, June 15-17, 2003 : conference proceedings / Swedish University of Agricultural Sciences. – Uppsala : SLU, 2003. – P. 103-108*


Member of Latvian Agriculture and Forest Sciences academyMember of Latvian Mathematical Society

Awards

Gold Honour Sign of the Three Stars Order, October 28, 1999.Title of state Emeritus Scientist, June 8, 2004. Title of professor Emeritus, November 10, 2004.Certificate of approval from the Cabinet of republic Latvia, January 7, 2007.The highest award of forest branch for contribution in lifetime – “Gold cone”, 26.01. 2007.


Latvian

Russian

German

English

CURRICULUM VITAE

Ligita OzolnieceName Surname


LLU, Faculty of Technical, Institute of Educational and Home Economics, LecturerWork place and position

Work address:J. Čakstes bulv. 5,

Jelgava LV-3001

Phone: 3080692, 26749894Fax: -


Education



Latvia University of Agriculture 2004 - 2006 Household Pedagogy

Teacher education-home economics, household

Latvia University of Agriculture 1992 - 1995 Pedagogy Mag. paed.

Latvia University of Agriculture 1975 - 1980 Woodworking technology

Engineer - technologist

Research degrees



1997 - 2001 Pedagogy - -

EmploymentOf 2007 January ESF project: “Development of staff competences of enterprisees and

institutions for forming environment” - Lecturer.Since 1999 LLU, Dapartment of Pedagogy – Lecturer.1992 - 1999 LLU, Faculty of Food Technology Department of Nutrition and Home Economics – Lecturer.1989 - 1991 LLU, Faculty of Food Technology Department of Nutrition and Home Economics – Assistant.1981 - 1989 LLA LMF Department of cattle-breeding mechanics – Engineer.

Scientific research interests Completed studies in the doctoral programmer, the promotion exams had been passed.

International Projects: ESF project: “Improving competence of the academic teaching staff of LLU and school

teachers” from 2006.g., - trainee.

ESF project: PIAA activities 3.2.5.2. “Training the academic teaching staff for competent using of e-studies methods for beginners”, from 2006. g. – participant.

To direct master’s labour:2006 – 1.Supervision of bachelor thesis: 2; Qualification works: 48.

Contributions at conferences (last three years)2 international conferences in Latvia

Courses deliveredStudy subjects:

Technologies of Textiles – Weaving – 1,5 KP (home economics – ped.)Pedagogical Practical Training in Technologies of Textiles - Weaving – 1,5 KP (home economics – ped.)Technologies of Textiles – Weaving (optional) – 1,0 KP (home economics – ped.)Ethnography and applied arts – 1KP (home economics – ped.)Culture and art internships – 1KP (home economics – ped.)

Ethnography and applied arts – 1,0KP (house settings)Culture and art internships – 1KP (house settings)Technologies of Textiles – Weaving – 1,5 KP (house settings)Pedagogical Practical Training in Technologies of Textiles - Weaving – 1,5 KP (house settings)Technologies of Textiles – Weaving (optional) – 1,0 KP (house settings)

Tourism – Insurance – 0,35KPHealth sciences – 1KPWeaving (optional) – 3.0KPBasics of Insurance Theory (optional) – 2,0KPEthnography and applied arts (optional) – 2,0KP

Number of Publications: 7 ( including 1 methodological material) .

The Main Publications1. Paper. “The Role of the Acquisition of Weaving Miniature Textiles in the Pupils Overall Development” ,

International Scientific Conference “Theory and Practice in Teacher Training II”, Riga Teacher Training and Educational Management Academy, April 5th-6th, 2004.

2. Paper: “Aspects of Applied textile methodology”. International Scientific conference “Rural settings. Education. Personality.”, LUA Technical Faculty, Education and Home Economics Institute, 2003. 27-28.March.

3. L. Ozolniece. Handicraft exercise book for preparatory school. Cues. Strings. Cloth weaves. – Riga, Latvia. Zvaigzne ABC, 1999. – p.55.

4. Paper: “Research on structure of weaving study subject in Latvia University of Agriculture”, Latvia University of Agriculture International Scientifically-Practical Conference “Pedagogical topicalities in household”, 1998. 24. - 25.September.

Continuing education, in-service training (last three years) ESF project “Improving competence of the academic teaching staff of LLU and school

teachers“, 2006.-2007.g. - trainee.

Diploma about professional qualification of the teacher of home economics, household. Latvia University of Agriculture, 2006.

Certificate for professional development in the program “Didactics of higher school”, Latvia University of Agriculture, 2006.

Sertificate “Managemant of innovations”, ESF project „Training the academic teaching staff for competent using of e-studies methods for beginners”, 2006.g.

Certificate for participation in cooperation project between Latvia Ministry of Education and United Nations Development Program “Coordinated support for health and development of youth in Latvia” realized life long learning program: “Life skills in sexual and reproductive health education, HIV/AIDS prevention”, Jelgava, 2003.

Certificate for attended courses “Basics of webpage development with Microsoft FrontPage 2000”, Latvia University of Agriculture, 2002.


Leader of the. National Applied Art Studio “Live” in the Livberze distric and National Applied Art Studio “Nakotne” in Gluda district since 2004.g.

Non-governmental organization “Latvia General Education Schools methodological union in practical subjects.” Member of 1999.

Diploma “Master of craft”, 1990.

Awards



average

Latvian X X X

Russian X X X

German X X X

English

________________

07.02.2007. L.Ozolniece

CURRICULUM VITAE

Ludis PēksName SurnameLatvia 1933


Latvia University of Agriculture. Professor Emeritus of the Institute of Education and Home-Economics


Work address:J. Čakstes bulv. 5

JelgavaLV-3001

Phone: 3080694Fax: 3020762


Education



Post graduate studies for Doctor’s degree Academy of Agriculture

1971 Pedagogy Doctor’s degree

Academy of Agriculture the Faculty of Farm Mechanisation

1960; Farm Mechanisation

engineer-mechanic

Research degrees


Daugavpils Pedagogical University

1992 Education Dr. paed G-D Nr.000030


1992 Farm Mechanisation

Dr.Sc.ing. G-D Nr. 000060

Employment

Professor Emeritus of the Institute of Education and Home-Economics2000.... Professor

EmeritusInstitute of Education and Home-Economics

1986.... 2000.

Professor Faculty of Farm Mechanisation

1987.... 99. Heed of the Department

Faculty of Farm Mechanisation

1977.... 87. Sub-dean Faculty of Farm Mechanisation1960.... 86. Assistant…

assistant professorFaculty of Farm Mechanisation

1952.... 55. Teacher Vocational school Jāņumuiža


Ecology of Education


1. International scientific conference Rural Environment. Education. Personality, Jelgava, Latvia, April 27 – 28, 2006. Member of Programme committee and Scientific committee. Chief of session Educational Ecology

2. Changes to Transformative Education and Ecological Models of Management of Education International scientific conference Rural Environment. Education. Personality, Jelgava, Latvia, April 27 – 28, 2006

3. Educational Ecology International scientific conference Rural Environment. Education. Personality, Jelgava, Latvia, April 27 – 28, 2006 (Pēks L.& Katane I.)

4. Institutional Evaluation techniques in Education, Greece, Samos, 1-3. July, 2005, uzstāšanās ar referātu Evaluation and Assessment of Informal learning (Pēks L. & B.Briede),

5. Ecology of Education in Vocational Education in Rural Areas. The Role of Education in the process of Transition: from Consumer Society to knowledge Society, Prague no 19.05.05. – 22.05.05. (Pēks L. & B.Briede, Sirvide M.)

6. Work of the Adviser in the Context of Education Ecology // international conference proceedings Influence of Agricultural and Rural Advisers operation Synergy of the Rural development processes, 25th - 28th April, 2005, Saulkrasti (Pēks L. & B.Briede).

Courses delivered

Lectures and practical works in pedagogy, and methodology of pedagogical researches in the Doctor and Master study programmes as well as in the Course of Teachers Further Education


Publications

1. Changes to Transformative Education and Ecological Models of Management of Education // Journal of Science Education, Vol. 7, Special Issue, 2006, 50 - 52 p.

2. Izglītības ekoloģija: starpdisciplinārs virziens izglītības pētniecībā. Sērija “Izglītības ekoloģija”. Jelgava: LLU, IMI, 2006, 48 lpp. Līdzaut. Katane I.

3. Izglītības ekoloģija - teorija un prakse//Starptautisko zinātnisko konferenču Domāšanas attīstība un izglītība raksti 2001. - 2004. - Rīga, 2005, 19. - 32. lpp. Līdzaut. Apsīte I., Briede B.

4. Evaluation and Assessment of Informal Learning // Journal of Science Education, Vol. 6, Special Issue, 2005, 15 - 17 p. Līdzaut. Briede B.

5. Work of the Adviser in the Context of Education Ecology // international conference proceedings Influence of Agricultural and Rural Advisers operation Synergy of the Rural development processes, 25th - 28th April, 2005, Saulkrasti Līdzaut. Briede B.


Expert training programme Assessment of VET institution, 2004


Board Member in the Association of Pedagogy;Member in the Association of Professors;

Member of Psychotherapy Association;Member of Latvia’s Pedagogical and Psychological Researches Co-ordination Soviet (1980 ... 1992);Member of the Baltic Republics Teaching Technical Aids Usage Co-ordination Soviet (1975 ... 1980).

Awards


average

Latvian x x x

Russian x x x

German x x x

English x x

________________

13/01/2007CURRICULUM VITAE

Aija PētersoneName Surname

Jelgava region 1959Place of birth Year of birth

Latvia University of Agriculture, Faculty of Social Sciences, Department of Languages, Lecturer


Work address:Lielā street 2

JelgavaLV - 3001

Phone: 3005650, 28899542Fax:

E-mail:

Education



University of Latvia 1977 - 1982

English Language and Literature

Philologist, teacher,

translator

Latvia University of Agriculture 1992 - 1995

Pedagogics Master’s Degree

Research degrees



1995 Pedagogics Master 000926

Employment

1982 – 1985. Kuldīga secondary school No. 1, teacher of English1985 – 1982. LUA library, editor1991 – up to date. LUA Faculty of Social Sciences, Department of Languages, lecturer


Foreign Language Teaching Methods


Communicative Approach in Teaching Foreign Languages. Homo Ruralis, LLU, 1998.

Courses delivered

Professional English, Faculty of Engineering Professional English, Faculty of Food TechnologyEnglish GrammarPractical training


Publications

Short Insight into Danish Folk High School. / Cultural university papers, Copenhagen – 1996, 308 – 321 P


1. August 20 – 22, 2004 4th Baltic IATE and LATE 12 year anniversary conference, Riga2. September – December 2004 Professional development programme “Innovations in Higher Education”, LUA, Faculty of Engineering, Institute of Education and Home Management.3. April 21, 2006 Longman conference “ The Role of Teacher when Teaching Adult Students”, Riga4. June 15 – 16, 2006 Latvia University of Agriculture, Faculty of Social Sciences, International conference ‘ New Dimensions in the Development of Society’.5. August 18 – 20, 2006 5th Baltic IATEFL and LATE Conference ‘Exploring the Relationship: Learning., Teaching and Assessment’


Since 1993 Member of Latvian Association of English Teachers

Awards



average

Latvian

Russian

German

English

________________

May 7 , 2007

Curriculum vitaeName; surname: Aija PridaneDate of birth: year 1956 the 5th of OctoberNationality: LatvianEducationThe place of graduation The year of graduation Specialisation

Latvian University of Agriculture

2003. The home economics teacher

Master of Latvian University of Agriculture

1996 pedagogical

Latvian University 1981 juornalisticsQualification- The master of pedagodical juornalist

Pedagogical work

From year 1991 teachers work at Yelgava Secondary School No 4

From year 1997 lecture`s work at University if Agriculture

Before that (from 1979) teacher`s work at children hood ”Game”.

Another experience:

Studies in the Doctoral Programme at the University of Agriculture. Has been passed an exam in the

pedagogical at the Daugavpils` Promotional Cuonsil, on 21. 03. 2002., has been passend an exsam in

German lanquage on 06.06.02.

Activites at professional and social organizations:

The leader of Yelgava Methodical Counsil From 1995.

The member of the consultations comission for teachers at home economics from 1996.

Cuorses:

English language course at Elementary level. “Līderis”6.06.06.

Life Skills for sustainable development- Consumer Education in Latvia”. 04.11.2004, 1.07.2005.

“The development of the establishing programma at home- economics at the Primary Sshool. ISEC,

nr. 9014136110., 11.06.03.

Humanitarie and private attitude to children in the process of education. MIC, nr. 336-9-03. 18.02. 03.

How to organizean effectively the process of teaching at the lessons of Home- economics. MIC

nr.2053, 12.06.02.

Methodical supporting for a young teachers. PIAC No. 01- 19-11, 17. 09. 2001.

The skills improvement for leaders of Methodical Counsil. MIC nr.29, 11.11.2000.

The creation of Model for work between scho s and Universities. LatvianAssociation of Pedagogical

and Soroces fond programme. 23.02.2000.

“The changes in education.” 1999.18.10.

Yelgava House of Culture- Florists Courses, the May 1999.

Coputer courses, LLU March of 1999 March.

Special awords:

The certificate of ISEC for a long work with ISEC for development in educational reforms 1999.1.11.,

2006.01.03.

IZM Rewarding papers year 1997, 19th of August, 2000., 28th March

Participation at the Competitions in Yelgava town`s teachers whose made their own papers (works).

Yelgava Scools Counsil`s rewarding papers:

for the 1 st place on 30th of Apri l1999;

for the 1 st place on 28th of April 2000.

Skills

Work with computer.

Germany and Russian- fluenty.

Interests

Publishing house “Zvaigzne ABC ” pressend:

Activity book home economics gor 5th, 6th., 7th., 8th.,9th classes.

International scientific conference

International scientific conference „Criteria og Quality of Living its Position in Standart of Nome

Economics and in Education Programme of University” Yelgava, LUA The faculty of Technologies.

Vol.7, Speciall Issue. Journal of Science Education, Proceeding of the International Conference ”

Rual Enviroment. Education. Personality”. REEP 2006., 53p.

International scientific conference” Criteria of Life Quality in Household in General and Hogher

Education” Jelgava, LUA The faculty of Technologies. Vol.7, Speciall Issue. Journal of Science

Education, Proceeding of the International Conference ” Rual Enviroment. Education. Personality”.

REEP 2006., 56p.

Latvian Association “The development of thinking” International scientific practical conference. The

development and education of thinking. The significance of creative action in students development of

personality in lessons of home economics. Dobele. 2002.

The Latvian Ministry of Education and science. The Pedagogical faculty of Rezekne Higher School.

Personality. Tense. Communication. International scientific conference. The studies oriented on

action. 94.p. Articles, Rezekne 2001. The book II.

Latvian University of Agriculture The faculty of Pedagogy. The co-operation and competence in

procedur of education. International scientific conference. The book The development of home

economics.Yelgava 2000. 285p.

12.06. 2006.

Aija Pridāne

CURRICULUM VITAEMg. paed., lecturer Silvija Reihmane

Latvia University of Agriculture, The Institution of Education and Home Economics

Address:home: Smilšu 21 office: Čakstes 5-437,

Jelgava, LV-3001, Latvia Jelgava, LV-3001, LatviaPhone +371 26434414 +371 3080692

Scientific qualification: master of EducationEducation:

Training institution Duration Speciality QualificationLatvia University of Agriculture 1992-1999 Pedagogy Mg.paed.Riga Technical University 1987-1992 Technology for

sewmade products

Engineer

Experience:Duration Establishment Occupation


Lecturer

1995-1998 Latvia University of Agriculture, Department of Nutrition and Home Economics

Lecturer

1992-1995 Latvia University of Agriculture, Department of Nutrition and Home Economics

Assistant

Conferences:2004 Silvija Reihmane „Elements of Distance Education and E-studies Content in Higer

Education Establishments”/ Latvia University of Agriculture international scientific

conference „Research for Rural Development 2004”, Jelgava2004 Silvija Reihmane „Metodiskie mācību materiāli apģērbzinībās”, LLU mācību

metodiskā konference2004 Silvija Reihmane „Elements of Distance Education and E-studies for Adult

Education”, international scientific conference „Teorija un prakse skolotāju izglītībā II”, 2004., Rīga, RPIVA.

2003 Silvija Reihmane „Teaching Aids for Subject of Clothing Sciences”, LLU mācību metodiskā konference

2002 Silvija Reihmane and students, eksponāts izstādē „Vizuāli metodiskais līdzeklis tekstilmozaīkā”, Internacional Research and Practical Conference „The Spaces of Creation” Devoted to the 35th Anniversary of the Faculty of Arts, Šauļu universitāte, Lietuva

1999 Structure of Subject of Clothing Sciences in LUA/ Daugavpils Pedagogical university 7th annual scientific conference

1999 Teaching of Clofing Sciences in LUA/ Challenges of preparation of professional pedagogue: 4th annual and 1st international scientific – practical conference, Rēzekne

Directions of Scientific Work:Doctoral thesis „Meaning of Teaching Aids for Increase of Study Effectiveness in Clothing Sciences”1999. Master thesis „Development of Experimental Subject in Clothing Sciences in LUA”

The Main Publicatins:1. Silvija Reihmane „Elements of Distance Education and E-studies Content in Higer Education

Establishments”/ Latvia University of Agriculture international scientific conference „Research for Rural Development 2005”, Jelgava, 245. – 249. p.

2. Silvija Reihmane „Elements of Distance Education and E-studies for Adult Education”, international scientific conference „Teorija un prakse skolotāju izglītībā II”, 2004., Rīga, RPIVA, , 2004., 354. – 356. p.

3. Structure of Subject of Clothing Sciences in LUA/ Daugavpils Pedagogical university 7th annual scientific conference, collections of reports. A9. Pedagogy and pshychology sciences. – Daugavpils, DPU „Saule”, 1999. -137.-138.p.

4. Teaching of Clofing Sciences in LUA/ Challenges of preparation of professional pedagogue: 4th annual and 1st international scientific – practical conference, Rēzekne, RA, 1999. -191.p.

Languages:language reading writing speaking

Latvian native native nativeRussian fluent good fluentEnglish good good average

30.04.2007. /Silvija Reihmane/

CURRICULUM VITAE

Ojars RubenisName SurnameLatvia 1940


Latvia University of Agriculture, Faculty of Food Technology/ Assistant professorWork place and position

Work address:Liela str.2Jelgava,

Faculty of food technologyPhone: 30 05644, 30 05645

Fax:E-mail: [email protected]

Education



Latvian Academy of Agriculture 1959 - 1965

Technologist of Food Processing

Engineer - technologist

Research degrees


Latvia University of AgriculturePromotion Council H - 7

1997 Food technology Dr. sc. ing. GD Nr. 000372

Employment

Olaine Chemical Reactives factory (1966 – 1971);State Company “Practical Biochemistry Centre”, Engineer, scientific worker (1971-1992);Latvia University of Agriculture, Faculty of Food Technology, Assistant professor (1992 – until now)


PHARE, Nr 2003/004 – 979 – 06 – 03/22/0010, promotion of the professional and further education in the regions of Latvia.Non-residual processing technology of yeast biomass.Development of technologies for obtaining new food products.


Courses delivered

Heat engineering, food technological equipment, household techniques


Publications

1. Rubenis O., Andersons P., Latvietis J., Remeze I. Ekstrahēta lopbarības rauga (pēc RNS izdalīšanas) izlietošana cāļu un sivēnu ēdināšanā. – Jelgava. LLU raksti. - 1995. 1. (278) - 27 – 32. lpp.2. Rubenis O. Rauga biomasas bezatlikumu pārstrādes tehnoloģija. Dr. inž. Disertācijas kopsavilkums. Jelgava. LLU, 1997. – 34 lpp.3. Mācību grāmata. „Pārtikas rūpniecības tehnoloģiskās iekārtas./ L. Dukaļskas red. – L. Dukaļska, R. Galoburda, E. Sturmoviča, O. Rubenis, G. Brēmers. Jelgava, LLU, PTF, 2000. – 524 lpp. .4. Rubenis O. Mārrutku bezatlikumu pārstrādes tehnoloģija. Zinātniski - praktiska konference „Pārtikas un uztura attīstības virzieni nākotnē”. Jelgava. LLU, PTF 2001, 61 – 62 lpp.5. Rubenis O. Rauga ribonukleīnskābes (RNS) attīrīšana no piemaisījumiem. Starptautiski zinātniski – praktiska konference „Jaunākās tendences kvalitatīvas pārtikas ražošanā.” Jelgava, LLU, PTF, 2002, 167 – 177 lpp.


Expert in labour protection, SIA “Midams”, Series PB No.001434 (10.06.2004. – 31.08.2004.)


Participating in preparing a document package for licensing the curriculum for fourth level part time studies in LLU extensions in technical schools of Smiltene and Kandava:a) hotel serviceb) catering serviceA member of the stock – taking commission in FFT.A member of the commission of evaluating the spirit supply for LLU.

Awards


Languages: Reading skills Writing skills Speaking skillsexcellent good average excellent good average excellent good average

Latvian

Russian

German

English

________________

15.05.07.

CURRICULUM VITAE

Imants Atis SkrupskisName SurnameRiga 1948


Latvia University of Agriculture, professorWork place and position

Work address:Liela str. 2, Jelgava, Latvia, LV 3001

Phone: +371-3005647Fax: +371-3022829


Education



- Latvia Academy of Agriculture

- Latvia Academy of Agriculture

1965-1971

1973-1977

Technology and organization of catering

Technology and organization of catering

Engineer technologist

Part-time post-graduate

course

Research degrees


- Habilitation and Promotion Council H-1, LUA

- Habilitation and Promotion Council on Engineering Sciences H-7, LUA

1992

1996

Food technology

Food technology

Dr.sc.ing.

Dr.hab.sc.ing.

G-DN 000067

G-DhN 000028

Employment

Since 2006 Latvia University of Agriculture, Department of Nutrition, professor;1998 - 2006 Latvia University of Agriculture, Faculty of Food Technology, head of the study programme “Catering and hotel management”;2000 – 2006 Latvia University of Agriculture, head of the Department of Nutrition, professor;1991 – 2000 Latvia University of Agriculture, head of the Department of Catering and

Household, assistant professor, professor;1983 – 1991 Latvia Academy of Agriculture, Department of Food Technology, senior lecturer, assistant professor;1977 – 1983 Latvia University, Department of Science of Commodities, head of the laboratory, senior lecturer;1972 – 1977 ,,Trade department” Ltd., Jelgava, technologist, deputy director, director;1971 – 1972 Union of Consumer Associations of Jelgava, engineer - technologist


Application of artificial cold in preservation of plant origin products and improvement of their nutritional value


International scientific conference “Social capital”, Jelgava, June 13 -14, 2002International scientific conference “Countryside, education, personality”, Jelgava, March 27 –28, 2003

Courses delivered

Nutrition physiology, Nutrition studies, Nutrition science, Tendencies in development of nutrition science, Basis of scientific work, Research work, Freezing of foodstuffs, Cooking technology (general part)


Publications

1. Aboltins A., Palabinskis J., Skrupskis I. Results of Modelling the Treatment of Granular Agricultural Produce. Acta Horticulturae, Number 476, 1998. – 85-91 pp.

2. Galoburda R., Kārkliņa D., Skrupskis I., Zeibote I. Mājturības pamati. (kr. val.) R.: Zvaigzne ABC, 2001. – 210 lpp.

3. Skrupskis L, Āboltiņš, Iļjins U. Durable Storage Possibility of fruit and berries. Acta Horticultural 599. - Leuven, ISHS. 2003. - 719. - 724. pp.

4. Iļjins U., Skrupskis I., Āboltiņš A. Theoretical investigations of the thawing of frozen fruits and berries. International conference Advances in the refrigeration systems, food technologies and cold chain. Sofia, Bulgaria, 1998/6. – 298.-302. pp.

5. S.Kampuse, K.Kampuss,I.Skrupskis, B.Skrebele Quality Evaluation of Red and White Currant

Cultivars. Acta Horticulturae 682.-Verona, ISHS.2005.-623.-630.pp.


2004 - Latvia University of Agriculture, University didactics;2005 - Latvia University of Agriculture, Consumers of Latvia in cooperation network of Europe


- Member of Latvian Academy of Agricultural and Forestry Sciences;- Member of International Academy of Refrigeration;- Member of Latvian Union of Scientists, council member;- Member of Professors` Association;- Member of Convention and Senate (till 2007) of Latvia University of Agriculture;- Member of Assembly of the Faculty of Food Technology, Latvia University of Agriculture;- Expert of Latvian Council of Science;- Member of Council of Science, Latvia University of Agriculture;- Expert of Food Science Promotion Council sector, Food processes and equipment sub-sector, LUA;- Member of Food and Veterinary medicine Professors` Council;- Methodological Association of Practical study subjects of Latvia – president till 2001, vice-president till 2006;- Member of Jelgava Local Government Commission on Ownership privatization.

Awards

- Recognition paper of Latvian Academy of Agricultural and Forestry Sciences, Mortgage bank, Latvia University of Agriculture for conducting scientific work.- Gratitude of Latvia University of Agriculture for long-term and irreproachable work at the university and in relation with 50th anniversary of the Faculty of Food Technology.


A.a 5043. 600 18. 09.1992. A.a 5043. 603 18. 09. 1992. RU 2021732 30. 10. 1994. Latvia 11963 04.11.1997. LR Patent LV 11963 B Method of freezing black currants. 20.04.1998. Latvia P-98-158 29.07.1998. LR Patent LV 12412 B Stabilization method of pickled herrings with jellies in

mayonnaise sauce. 20.03.2000.


average

Latvian X X X

Russian X X X

German

English X X X

________________

C U R R I C U L U M V I T A E

Līga SkudraFirst name Surname

GulbenePlace of birth Identity number

12.07.42.Date of birth

Position Latvia University of AgricultureDepartment of Food Technology, profesor

Mailing address: Home address:Lielā iela 2 str. Puķu 5- 85Jelgava JelgavaDepartment of Food Technology LV 3001, LatviaLV 3001, Latvia +371 30 05641 3020708FAX: +371 30 27238

EDUCATION

Undergraduate, graduate and postgraduate studies, university,

state

Time of study Speciality Qualification

University of Latvia 1960-1965 Biology Biology - Microbiology

SCIENTIFIC QUALIFICATION

Name of organisation, institute, state

Year Speciality Degree of science

Number of diploma

Certifying Commission of LUA

1993 Biotechnology Dr.sc.ing. G-D No 000299

Other studies

Subject of course Organized by Dur. in hours Certificate

Microbiology of meat and meat products

Bonn University 1992, 3 weeks Certifikate

Microbiology of Dairy products

Norway University of Agriculture

1993, 2 weeks Certifikate

Biotechnology Ghent University 1994, 5 weeks Certificate

1 2 0 7 4 2 - 1 0 0 5 0

Microbiology of Dairy products

Helsinki University of agriculture

1995, 1week Certificate

Food microbiology Wageningen University

1997, 1 week Certificate

Food microbiology Ireland Agricultural University

1997, 1 week

Copernic project CIPA-CT94-0120 “Shelf life pediction of food products”

Slovenia, Ireland, Holland

1996, 1week

1997, 1 week

FIELD OF INTERESTS AND PEDAGOGICAL ACTIVITIES

Pedagogical activities: lecture courses to the students and post-graduates of the Faculty of food technology: Introduction of Biology, Food Products Microbiology, Microbiology and Hygiene, Food Biotechnology;

Supervision of bachelor, masters and doctoral students of Food science.

Co–ordinator of master study programs “Technology of Food products”

Scientific activities: The investigations of Food products microbiology quality and microbiologynew products technology.

Number of publications: 87, included articles, thesis reports, etc.

Major scientific publications:1. L.Skudra, A.Blija, E.Sturmoviča, L:.Dukaļska, A.Āboltiņš, D.Kārkliņa, Studies on Whey

Fermentation Using Lactic Acid Bacteria L acidophilus and L. bulgaricus, Acta Biotechnology, 18 (1998), 3, 277-278.

2. D.Kārkliņa, V.Kreicbergs, L.Skudra, L.Dukaļska, A.Rukmanis, I.Ciproviča, I.Burtniece – Possibilities to use oat by hydrolysers for the production of new and improved products. In: 10th World Congress of Food Science and Technology, Sydney, Australia, 1999, pp52-53.

3. L.Skudra, L.Dukaļska, A.Ivanova, E.Strautniecee, D.Kārkliņa – Schelf life Extension of sauerkraut by sous vide Packing. In: 10th World Congress of Food Science and Technology, Sydney, Australia, 1999, pp51.

4. D.Kārkliņa, V.Kreicbergs, L.Skudra, R.Galoburda, M.Beķers, U.Viesturs – Polyfunctional Foodproduct from oats, Euro Food Chem&Functional Food. A.New challenge for the food chemist, Budapest, Hungary, 1999, pp.632-633.

4. D.Kārkliņa, L.Skudra, U.Viesturs – Some New Food Biotechnology for obtaining of Dry Preparation of Dietary Fibber. In: Bali First – Asian Australian Drying conference, 24-27 October, 1999.

5. L.Dukaļska, L.Skudra, D.Kārkliņa, E.Kopštāle, I.Pudāne – Investigations of the Obtaining of Dry Powder from Vegetables and from Processing by – Products of them. In: Industrial Heat Engineering, “Logos” Ukraine, Kiev, in Begell House Inc. Publishers, New-York USA vol. 21 No.2-3, 1999, pp.62-67.

6. L.Skudra, L.Dukaļska, G.Skudra, D.Kārkliņa –Svaigu dārzeņu kvalitātes nodrošinājums iepakojumā vakuumā un CO2 vidē. Zin. konf. “Pārtikas un uztura attīstības virzieni nākotnē”, Jelgava, 2001.

7. E.Kamoliņa, L.Dukaļska, P.Rivža, L.Skudra – Scaigu modificētā vidē iepakotu

varavīksnes foreļu kvalitātes mikrobioloģiskie aspekti. Zin. Konf. “Jaunākās tendences kvalitatīvas pārtikas ražošanā”, Jelgava, 2002.

Number of patents, licences: P-96463 Nr. 12062 P-97269 Nr. 12303 LV- 122601 B

Languages Read Write Speak

Russian

German

English

18.02.2007.Signature

Curriculum vitae

Name: Inita Surname: Soika

Place of birth: Yelgava, Latvia Identity No: 041265 - 10021

Date, month, year: 4 December, 1965 Nationality: latvian

Marital status: married, two children


Work address: Home address:Lecturer

Institute of Education and Home Economic

Latvian Agriculture UniversityYelgava, Cakstes bulv. 5-437

LV- 3001

“Dzelmes”Svete, Yelgava region

Lv - 3010

Telephone 3080692 Telephone 9811439Fax: 3027238 -

E-mail: [email protected] -

ExcelExcelExcel GoodGoodGood FairFair ExcelExcelExcel GoodGoodGood FairFairFair ExcelExcelExcel GoodGoodGood Fair Fair Fair

x

x

x x

xx

Education:

Scientific qualification: Master of Education


Study period


Latvia University of Agriculture Master’s study program

1997-2000 Pedagogy Master

Latvia University Further education program

1996-1997 Pedagogy Teacher of Christian Ethic and Morality

Sunday school Teachers Courses of Latvian Lutheran Church

1993-1994 pedagogy Teacher of Sunday school

Latvia University of AgricultureBachelor’s study program

1984-1989 Land use planning

Engineer

Research degrees:


Doctoral studies of Pedagogy in Latvia Agriculture University

Since 2001 pedagogy - -

Experience:

Duration Establishment Occupation1989-1991 Collective farm “Zalenieki” of

Yelgava districtEngineer of Land Use Planning

1993-1998 Department of Melioration of Yelgava RARA

Inspector

1997-2001 Elementary school of Zalenieki Teacher2000-2001 Institute of Education and Home

Economic LUAAssistant

2001-2006 Institute of Education and Home Economic LUA

Lecturer

Scientific research interests:

Participation in the SOCRATES/ ERASMUS program: lecturer’s short time appointment to the higher schools of EU countries:

April of 2007 quest lectures in the Helsinki university (Finland);

April of 2005 quest lectures in the Vienna Agrarian Pedagogy Academy (Austria);

December of 2005 quest lectures in the Munster University (Germany)

Since 2005 - participation in the project of ESF National program of the Ministry of Education and Science 3.2.7.1. project “Fostering the Implementation of Vocational Guidance Provisions and Careers Education in the Education sector”

2005 - participation in the international project ‘Leonardo da Vinci’: National program of the Ministry of Education and Science “Fostering the Implementation of Vocational Guidance Provisions and Careers Education in the Education sector”

Since 2001 - Doctoral thesis: “Dialogue as a Pedagogical Tool of Motivation of Vocational School Students for Studies at a Higher School”

2000-2002 participation in the international project “ Transformation of Accents and Structure in the Vocational School Teachers Training. Third component. Participant counties: Latvia, Lithuania, Finland.

1997 – Master thesis: “Ethical Development of Personality in the Primary school”

Pedagogical activities:

Supervision of study course “Theory and Methods of Upbringing” in the1. Bachelor’s study program of Pedagogy;2. Further programs of Pedagogy;3. Training of Vocational schools’ Teachers

Supervising of study course of Professional Specialization “Social Sciences” in the Pedagogy Master study program LUA (IEHE) from 2002./2003Supervising of Bachelor’s papers – pedagogy Bachelor course LUA (IEHE) from 2001./2002Supervising of Master’s papers – pedagogy Master course LUA (IEHE) from 2001./2002Reviewing of Master’s papers – pedagogy Master course LUA (IEHE), from 2001./2002Reviewing of Bachelor’s papers – pedagogy Bachelor course LUA (IEHE), from 2001./2002Supervising of study course of Professional Specialization “Communication in Countryside Tourism” for Bachelor’s study program of Agriculture entrepreneurship LUA from 2002./2003

Contributions at conferences:

THE 4TH NORDIC CONFERENCE ON SOCIODINSMIC COUNSELLING 2006 MAY 17-19, LABOUR INSTITUTE,JYVASKYLA, FINLAND: PRESENTATION “DEVELOPMENT OF THE SYSTEM OF EDUCATION FOR CAREER GUIDANCE COUNSELLORS IN LATVIA”.AUTHORS: MAG. PAED.INITA SOIKA, DR. PAED. ZENTA ANSPOKA

INTERNATIONAL CONFERENCE “RURAL ENVIRONMENT. EDUCATION. PERSONALITY.” 2006,APRIL OF 27-28, JELGAVA, LAU(IEHE). PROCEEDING “AUDZĒKŅU MOTIVĒŠANA KARJERAS ATTĪSTĪBAI LAUKU PROFESIONĀLAJĀS IZGLĪTĪBAS IESTĀDĒS”. AUTHORS MG.PAED. INITA SOIKA,MG.PAED. ALOĪDA ĶIRSE-

INTERNATIONAL SCIENTIFIC CONFERENCE “RESEARCH FOR RURAL DEVELOPMENT”, 19-22 MAY, 2004 PROCEEDING “MOTIVATION OF COUNTRYSIDE VOCATIONAL SCHOOL STUDENTS FOR HIGHER EDUCATION”. AUTHOR: MAG.PAED. INITA SOIKA. – JELGAVA

INTERNATIONAL SCIENTIFIC CONFERENCE “ECONOMY FOR RURAL DEVELOPMENT”, 15-17 APRIL OF 2004, JELGAVA, LAU FACYLTY OF ECONOMIC, PROCEEDING “TRANSFORMATION OF VOCATIONAL EDUCATION IN THE RURAL ENVIRONMENT”. AUTHORS: DR.ING. PROF. PĒTERIS BUŠMANIS UN MAG.PAED. INITA SOIKA.

INTERNATIONAL SCIENTIFIC CONFERENCE “RURAL ENVIRONMENT. EDUCATION. PERSONALITY.” 27-28 MARCH OF 2003 JELGAVA, LUA (IEHE) “LAUKU ARODIZGLĪTĪBAS MAINĪBA”; AUTORI: DR.ING. PROF. PĒTERIS BUŠMANIS UN MAG.PAED. INITA SOIKA.

INTERNATIONAL SCIENTIFIC CONFERENCE “SOCIAL CAPITĀL” 13-14 JUNY OF 2002, JELGAVA, LAU PROCEEDING “PERSONĪBAS ATTĪSTĪBU VEICINOŠIE FAKTORI LAUKU PEDAGOĢISKAJĀ VIDĒ”. AUTHORS: MAG.PAED. INITA SOIKA UN MAG.PAED., MAG.ART. IRĒNA KATANE.

INTERNATIONAL SCIENTIFIC CONFERENCE “RESEARCH FOR RURAL DEVELOPMENT”, 23-25. MAY OF 2001, JELGAVA, LAU; PROCEEDING “AUDZINĀŠANAS LOMA MĀCĪBU PROCESĀ UN TĀ VEICINĀŠANAS IESPĒJAS”. AUTHORS: MAG.PAED. INITA SOIKA.

Number of publications:

1.INTERNATIONAL CONFERENCE “RURAL ENVIRONMENT. EDUCATION. PERSONALITY.”, 27-28APRIL OF 2006, JELGAVA, LAU (IEHE). PROCEEDING “AUDZĒKŅU MOTIVĒŠANA KARJERAS ATTĪSTĪBAI LAUKU PROFESIONĀLAJĀS IZGLĪTĪBAS IESTĀDĒS”. AUTHORS MG.PAED. INITA SOIKA,MG.PAED. ALOĪDA ĶIRSE- JOURNALOF SCIENCE EDUCATION,VOL.7,2006, SPECIAL ISSUE 36-39P.

2.INTERNATIONAL SCIENTIFIC CONFERENCE “RESEARCH FOR RURAL DEVELOPMENT”, LAU19-22 MAY, 2004 PROCEEDING “MOTIVATION OF COUNTRYSIDE VOCATIONAL SCHOOL STUDENTS FOR HIGHER EDUCATION”. AUTHOR: MAG.PAED. INITA SOIKA. – JELGAVA -231-239P.

3.INTERNATIONAL SCIENTIFIC CONFERENCE “ECONOMY FOR RURAL DEVELOPMENT”, 15-17 APRIL OF 2004, JELGAVA, LAU FACYLTY OF ECONOMIC, PROCEEDING “TRANSFORMATION OF VOCATIONAL EDUCATION IN THE RURAL ENVIRONMENT”. AUTHORS: DR.ING. PROF. PĒTERIS BUŠMANIS UN MAG.PAED. INITA SOIKA.

4.INTERNATIONAL SCIENTIFIC CONFERENCE “RURAL ENVIRONMENT. EDUCATION. PERSONALITY.” 27-28 MARCH OF 2003 JELGAVA, LAU (IEHE) “LAUKU ARODIZGLĪTĪBAS MAINĪBA”; AUTORI: DR.ING. PROF. PĒTERIS BUŠMANIS UN MAG.PAED. INITA SOIKA.

5.INTERNATIONAL SCIENTIFIC CONFERENCE “SOCIAL CAPITĀL” 13-14 JUNE OF 2002, JELGAVA, LAU PROCEEDING “PERSONĪBAS ATTĪSTĪBU VEICINOŠIE FAKTORI LAUKU PEDAGOĢISKAJĀ VIDĒ”. AUTHORS: MAG.PAED. INITA SOIKA UN MAG.PAED., MAG.ART. IRĒNA KATANE.

6.INTERNATIONAL SCIENTIFIC CONFERENCE “RESEARCH FOR RURAL DEVELOPMENT”, 23-25. MAY OF 2001, JELGAVA, LAU; PROCEEDING “AUDZINĀŠANAS LOMA MĀCĪBU PROCESĀ UN TĀ VEICINĀŠANAS IESPĒJAS”. AUTHORS: MAG.PAED. INITA SOIKA.


Since 2001 - Member of Latvia Agriculture University Convention Since 1997 - Member of Latvia Christian Teachers ‘ Association

Languages: Reading skills Writing skills Speaking skills

excellent good average excellent good average excellent good average

Latvian

Russian

English

May 7, 2007 /Inita Soika/CURRICULUM VITAE

IVANDA SPULLEName Surname

Jelgava 1971.26.05.Place of birth Year of birth

Latvia University of Agriculture, The Institution of Education and Home EconomicsWork place and position

Čakstes 5 - 437, Jelgava, LV-3001

Work address:

Phone: +371 3080692Fax:


Education



Latvia Academy of Arts 1995 – 1997

Arts Master

Latvia Academy of Arts, P. Martinson pottery master-workshop

1995 – 1997

pottery Artist

Latvia Academy of Arts, Department of Applied and Decorative arts pottery section

1991 – 1995

pottery Bachelor

Scientific research interests Methodology of porcelain painting for younger school-age children;Glass and cloth painting methodology for students;Directions for personal development in art;Theory of adult training.

Experience:

Associations:

since 2000 Union of Artists in Latvia member

since 1999 Union of Visual and Applied arts pedagogues member

Publications1. Spulle I., Paulsone I. Associations works in visual art. International conference “The spaces of creation” Lithuania, Siaulai university

21.-22.November, 2002.2. Spulle I., Black –white composition. Paper relief composition. Lecture course in Finland Helsinki University. 22. – 29. April, 2002.3. Spulle I. Methodology of Porcelain Painting in Primary School. International Conference “Changes of Home Economics

and Technology Content in School: The Reality and Perspectives”, November 23. – 24th Siauliai, 2000. – 97.-98.p.4. Lice I., Spulle I. Teaching materials in Home Economics European Conference “Home Economics in The New

Millennium” From a cultural, consumer and health perspective Norway 23.-24 November 2000.5. Spulle I. Basic principles in composition of pottery and porcelain painting methodology. Pedagogical topicalities in

Home economics. International conference report papers. Jelgava, LUA, 1998., 222. – 224.p.6. Lice I., Spulle I. Development possibilities and criteria for new pedagogues in tie-dying. 2nd international conference

“Natural Sciences and Teacher Training”. Daugavpils, 2000.7. Brūvere I., Spulle I. Visual arts – process in development of idea, image and personality. Conference material “Science

and Practice 21st century” Jelgava LUA 2000.

Other experience: Leader of seminar “Composition and glass painting” 2001 march. Leader of seminar “Glass painting and paper folding in festive decorations” 1999. Author of illustrations in book G.Micāne “Še, kur līgo priežu meži” 1998. Master of pottery in Global gathering camp of Latvians “3x3” Jelgava, 1996. Member of pottery symposium “Roja-Raku” – 2.,3.,4 1998 – 2000. Member of porcelain symposium in Zvārtava 1999. Participation in total in 56 art exhibitions, of which 9were personal exihibitions (Latvia, Sweden, Taiwan, Norway). Works are in private collections in Latvia, Norway, Germany, Sweden.

Rewards and honorary titles:April 2002 by city of Jelgava Culture Council annual prize “Best culture servant 2001”

Scientific Duties and Equivalent Posts:Member of Jury commission in Latvia State 7., 8., 9. Home economics Olympiads in Jelgava.


since Union of Artists in Latvia

Duration Establishment Occupation


Lecturer

1998 - 2000 Latvia University of Agriculture, Department of Nutrition and Home Economics

Lecturer

1992 – 1998

Children and youth centre “Junda” Pottery and Porcelain painting coterie teacher, manager of pottery workshop

1989 – 1991

R/A “Pottery of Latvia” Ceramist

2000

since 1999

Union of Visual and Applied arts pedagogues

Languages: language reading writing speakingLatvian native native nativeEnglish good good goodRussian fluent fluent fluent

2007.11.02. Ivanda Spulle CURRICULUM VITAE

EVELINA SPAKOVICAName Surname


Latvia University of Agriculture, Faculty of Economics, DocentWork place and position

2 Liela street , Jelgava, Latvia LV 3000Work address:

Phone: 29640116Fax: +371 30 84987

E-mail: Evelina.Spakovica @llu.lv

Education

Higher education, Master’s studies, doctoral studies. Educational

Establishment, countryStudy period Speciality Qualification

Higher education, LUA, LatviaMaster’s studies, LUA, Latvia

Doctoral studies, LUA, Latvia

1994-1998 1998-2000 2000-2003

LegislationBusiness and management Regional Economics

Economics Economics

Economics

Research degrees


LUA, Latvia

LUA, Latvia

1998

2000

Legislation

Business and

Bachelour degreeMaster’s

001713

001517

LUA, Latvia 2004management Regional Economics

degree Doctor of Economics

0010

Employment

2006 - Latvia University of Agriculture, Faculty of Economics , Docent


Executor of research grants ( Latvian Council of Science and Ministry of Education and Sciences):1. State grant LZP 01-0867 “Development of Artificial Intelligence Systems in Agriculture” (2000-2004);2. State grant LZP 05-1594 “Development of Artificial Intelligence Systems in Agriculture” (2005-2007); 3. State grant LZP 01-0798 “Conformity Control for Protection of Interests and Rights of Consumers” (2000-2004);4. State grant LZP 05-1595 “Intelligent technologies for consumer interests and rights protection” (2005-2007).


1.1. International Scientific Conference “Economic Science for Rural Development”. Presentation: “Patērētāju interešu aizsardzība reģionālajā aspektā”, LLU, Jelgava, 2003, April 9-10.

1.2. International Scientific Conference “Tirgus ekonomikas valstis integrācijas apstākļos: problēmas, perspektīvas”. Presentations: “Latvijas patērētāju interešu aizsardzības kopējie principi Eiropas Savienībā integrācijas kontekstā”, “Patērētāju interešu aizsardzības novērtējums reģionālajā skatījumā” un “Intelligent Technologies for Consumer’s Rights and Interest Protection”. Ekonomikas un kultūras augstskola (EKA), Riga, 2003.27.-28.05.

1.3. International Scientific Conference “Motor Vehicle, Logistics, Alternative Fuels”. Presentations: “Управление качеством товаров и услуг в интересах потребителей”, “Application of artificial intelligence for quality control of agricultural production” LLU, Jelgava, 2003, April 24.

1.4. International Scientific Conference “Advanced Technologies for Energy Producing and Effective Utilization”. Presentation: Artificial Tongue - Intelligent Instrument for Consumer Protection. LLU, Jelgava, 2004, June 28-29.

1.5. Presentation: „Intelligent Technology for the Conformity Assessment of Agricultural Products”. International Scientific Conference „International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering (CISSE 2005)”, University of Bridgeport (USA) 2005.16.12.

1.6. Presentation: Latvijas patērētāju aizsardzības tiesiskās bāzes attīstība. International Scientific Conference “Ekonomikas zinātne – lauku attīstībai”, Jelgava, 2006.

1.7. Presentation: Intelligent Technologies for the Risk Assessing in the Chain of Agricultural Production. V International Scientific Conference “Inženierzinātne - lauku attīstībai”, Jelgava, 2006.

1.8. Presentation: Development of Intelligent Technologies for Consumers Protection in the Food Market. International Scientific Conference Animals. Health. Food Hygiene”, LLU, Jelgava, 2006.10.11.

1.9. Presentation: Lauksaimnieciskās produkcijas atbilstības kontroles intelektuālie modeļi. International Scientific Conference”Animals. Health. Food Hygiene”, LLU, Jelgava, 2006.10.11.

Courses delivered

Consumer’s rights protection, Bases of legislation


Publications

1.1. Spakovica E., Moskvin G. Intelligent sensometrical tool for the conformity assessment of agricultural products. Proceedings of the 2004 CIGR International Conference. Beijing, China, 11- 14 October 2004, CD Paper, 14 p.

1.2. Spakovica E., Moskvin G. "Artificial tongue"- intelligent technology for consumer’s protection. Proceedings of the International Conference ISOT/JASTS 2004, Kyoto, Japan, July 5 - 9, 2004, Japan, CD Paper Number P117, 9 p.

1.3. Špakoviča E. Interests of consumers and their protection in regional aspect./ Promocijas darba kopsavilkums, Jelgava, 2004., 63 lpp.

1.4. Špakoviča E. Latvijas patērētāju aizsardzības tiesiskās bāzes attīstība. “Ekonomikas zinātne – lauku attīstībai”, Jelgava, 2006., 248.lpp.

1.5. Spakovica E., Moskvin G. Intelligent Technology for the Conformity Assessment of Agricultural Products.//Advances in Computer, Information, and Systems Sciences, and Engineering. Proceedings of IETA 2005, TeNe 2005 and EIAE 2005, Hardcover ISBN: 1-4020-5260-X, Springer - Berlin- Heidelberg -New York, 2006 XV, 489 p.


2006 – training Didactics in Higher educational institutions


-


-

Languages: Reading skills Writing skills Speaking skillsexcellent good average excellent good average excellent good average

Latvian

Russian

German

English

________________

11.03.2007.

CURRICULUM VITAEVilnis TomsonsName SurnameLatvia 1963

Place of birth Year of birthLatvia University of Agriculture, Deputy vice-rector, assistant professor


Work address:Liela iela 2

Jelgava, LV-3001Latvia

Telephone: 3005686Fax: 3027238


Education

Higher education, Master’s course, doctoral studies. Ed. Establishments,

country


Doctoral Studies, LLU, Latvia 2004- Education (3rd Year Doctoral Student)

Distance Education University (Hagen, Germany)

1999-2001

Psychology of social processes

Certificate

Master course, LLU, Latvia 1990-1992

Education Master of Education

Latvia University of Agriculture (LLU), Latvia

1983-1988

Automobile Transport

Engineer

Research degrees

Institution awarding degree Year Speciality Degree Diploma No.Latvia University of Agriculture 1992 Education Master 000129

Employment

1. Institute of Education and Home Economics of LLU, assistant professor since 20022. Institute of Education and Home Economics of LLU, lecturer (2000.- 2002.)3. Deputy vice-rector (academic) of LLU since 19964. Department of Education of LLU, lecturer (1995.- 2000.)5. Department of Education of LLU, assistant (1991.-1995.)6. Continuing Education institute of LLU, guest lecturer (1991.-1995.)7. Adult education teacher at several organizations and educational

establishmentssince 1991

8. Department of Machine Maintenance and Technology of Metals of LLU, assistant

(1989.-1991.)

Years within the LLU – 18 years (since 1989)


Research interests

Sustainability of Lifelong and Lifewide learning CompetencesContinuing and adult educationDevelopment of study books and materials (specially for distance education)Higher education study process


1. Tomsons V. “The Main Factors Influencing Sustainability of Competences” at International Scientific Conference “Research for Rural Development 2006”, Jelgava, LLU, Latvia, 17.-20.05.2006.

2. Tomsons V. “Theoretical frame for research on sustainability of competences” at International Scientific Conference “Rural Environment. Education. Personality”, LLU, Latvia, 27.-28.04.2006.

3. Tomsons V. “Competence in Higher Education in a multi-dimensional Aspect” at International Scientific Conference “Research for Rural Development 2005”, Jelgava, LLU, Latvia, 18.-21.05.2005.

4. Tomsons V. Improvement of the course “Research in Education” at International Scientific Conference “Rural Environment. Education. Personality”, LLU, Latvia, 27.-28.03.2003.

5. Tomsons V. Improvement of the course “Research in Education” at annual didactical conference of LLU “Organization of independent studies”, Jelgava, Latvia, 2003

6. Tomsons V. “Perspective of part-time studies at LLU”, annual didactical conference of LLU “Part-time studies”, Jelgava, Latvia, 2002

Courses delivered

1. “Research in Education”, 3 CP (credit points), for 3rd study year students of the Study Programme Home Environment and Informatics in Education, since 1999

2. “Applied Psychology”, 1,5 CP, for 1st study year students of the Veterinary Medicine Study Programme, since 1996


Publications

1. Tomsons V. Theoretical frame for research on sustainability of competences// Rural Environment. Education. Personality. REEP 2006: in Journal of Science Education. Vol.7 [Special Issue], 2006.- 64.-65.lpp.

2. Tomsons V. Competence in Higher Education in a multi-dimensional Aspect // Research for Rural Development 2005: Proceedings of the International Scientific Conference.- Jelgava :LLU, 2005.- 238.-244.lpp.

3. Tomsons V. Improvement of the course “Research in Education”: final paper of continuing education programme “Higher Education Didactics”.- Jelgava :LLU, 2003.- 47 p.

4. Tomsons V. Improvement of the course “Research in Education”// Organization of independent studies: Reports of annual didactical conference of LLU.- Jelgava :LLU, 2003.- p. 4.-9.

5. Bušmanis P., Tomsons V. Computerization of study process.// Information – part of educational environment: Reports of annual didactical conference of LLU.- Jelgava :LLU, 2001.- p. 4.-8.

6. Špona A., Tomsons V. Students evaluate.- Riga, 1996.- 22.p.


1. Studies at the Continuing Education Programme “Didactics of Higher Education”, Institute of Home-Econimics-Education, LLU, Latvia, 2002

2. 3rd Workshop of Administrators of the Baltic Universities, Tartu, Estonia, 6.-7.05.2002.


Deputy Chairman of LLU Study Council Head of the Editorial Board of LLU Web PortalMember of LLU Museum’s Council

Languages: Reading skills Writing skills Speaking skills excellent good average excellent good average excellent good

average

Latvian (native)

Russian

German

English

CURRICULUM VITAE

VIZMA VANOVSKAName Surname

Nīkrāce, Latvia. 1959Place of birth Year of birth

Institute of Education and Home Economics at the Latvia University of Agriculture,lecturer

work place and position

Work address:Čakstes bulvāris 5, Jelgava, LV-3001

LatviaPhone: 3080702


Education



Latvia University of Agriculture 1992 Pedagogy Master degreeLatvia University of Agriculture 1990 Veterinary Veterinary-

researcherLatvia University 1983 Biology Biologist,

teacher of biology and chemistry

Research degrees


Employment

1990. - 2007. Lecturer in the Institute of Education and Home Economics, LUA.1988. - 1990. Postgraduate studies in Faculty of Veterinarmedicine, LUA.1986. - 1988. Assistant in the Department of Animal physiology, LUA.1984. - 1986. Laboratory assistant in Methodological center, LUA.1983. – 1984. Laboratory assistant in Agrochemical laboratory „Ezerciems”.


International projects:2005.-2006. -EQUAL project “Reducing Causes of Professional Segregation”2005.-2007.-European Social Fund project “Fostering the Implementation of Vocational guidance and careers Education in the Education Sector”


1.The international scientific conference „Rural environment. Education. Personality”.-Jelgava, 2003. 2. International conference “ Eco Balt 2005”.- Riga, 2005.

Courses delivered

Applied psychology PsychologyEnvironmental pedagogy


Publications

1. Ķirse A.,Vanovska V. The colours of the sounds. International conference ”Human and Power”. Jelgava, LUA, 1995.2. Vanovska V. Communication improvements for external students. International conference „Homo ruralis” Jelgava, LUA, 1998.3. Čukure A., Ķirse A., Vanovska V. Student motivation for qualitative work. Methodology conference” LUA in millenium”, Jelgava, 2000.4. Vanovska V. The topicality of environmental education at the studies in the Latvia University of Agriculture. The international scientific conference „Rural environment. Education. Personality”.-Jelgava, 2003. 5. Vanovska V. Competence extension of home economics teacher in environmental education integration in home economics. International conference “ Eco Balt 2005”.- Riga, 2005.



Latvia University of Agriculture, scientific secretary of Master’s examination committee since 1999.

Awҳards



average

Latvian X X X

Russian X X X

German X X X

English X X X

________________

CURRICULUM VITAE

Nataļja VronskaName Surname

Jelgava 120879 - 10005Place of birth Year of birth

Latvian University of Agriculture, Faculty of Information Technologies,LUA FIT Department of System Control Assistant


Work address:LV-3001 Jelgava

Liela iela 2

Phone: 3022037Fax: 3023095


Education

Higher education, Master’s course, doctoral studies. Ed. Establishments,

country

Study period Speciality

Latvian University of Agriculture,Latvia(Graduate Study)

1997-2002Teacher of Home Economics

with the right to study in a Master Study Program

Latvian University of Agriculture,Latvia(Master Study Program of Pedagogy)

2002-2004 Master Degree of Pedagogy(Mag.paed.)

Latvian University of Agriculture,Latvia(Doctor Study Program of Pedagogy)

2004-2008 Doctor of Pedagogy (Dr.paed.)

Research degrees


-

Employment

LUA FIT Department of System Control - assistant


Information Technologies and work with them Home Economics, household Preparations of the Test Information Technology in Education


Student’s Scientific Conference, Jelgava, Latvia University of Agriculture, April-May 2004.

8. International Scientific Seminar – Conference „Modern Information Technologies” Republic of Belarus, Braslav, 02.-09.June 2005.

International scientific conference “Rural Environment. Education. Personality”, Jelgava, Latvia University of Agriculture, April 27-28, 2006.

5. International scientific methodical conference „ Modern Technologies of an Assessing of Quality of Education” Russia, Pskov, 11.-14.October 2006.

International scientific conference “Information Technologies for Rural Development” Latvia, Jelgava, 19.-20.October 2006.

International scientific conference „Using Information & Communication Technologies” Lithuania, Siauliai, 01.- 02. December 2006.

Courses delivered

-

Number of publications: 7 publications, methodical material in a subject „Information Technologies in Education”.

Publications

Natalia Vronska (2004) The Method of Computer Using within Home Economics Studies // Student’s Scientific Conference Thesis – Jelgava, Latvia University of Agriculture: 134 p.

Natalia Vronska (2005) Information Technologies on Lessons of Home Economics // magazine „News of the Belarus Engineering Academy” Nr.1 (19)/2 - Belarus: 100-104 p.

Natalia Vronska (2006) Household (handicrafts) learning in the context of reform in content of elementary education // Journal of Science Education Vol.7– Jelgava, Latvia University of Agriculture: 14.-17 p.

Natalia Vronska (2006) Use of Computer Technologies at Assessing of Student's Work Quality // Modern Technologies of an Assessing of Quality of Education – Pskov,

Pskov Pedagogical State University: 165 – 167p.

Natalia Vronska (2006) Information Technologies in Household and Home Economics Lessons // Information Technologies for Rural Development – Jelgava, Latvia University of Agriculture: 100.-103 p.

Natalia Vronska (2006) Use of Information and Communication Technologies in Education // Information&Communication Technology in Natural Science Education - 2006 – Siauliai, Siauliai University: 110-112 p.


Adobe Photoshop course (diploma No. 0206063) NOVA-BOVA course in Modern Pedagogy “Problem Based Learning (PBL) and

Information Technology (ICT) in Teaching” Tartu, Estonian University, 9-11 May 2006.

Participation in the International scientific conference „Information and Communication

Technology in Future’s Education” Latvia, Auce, 26.October 2006.

Participation in the 5.International scientific conference „Teacher Training in the 21st

Century: Changes and Perspectives” Lithuania, Siaulia University.


-

Awards

-


-


average

Latvian

Russian

English

(Date) (Signature)

CURRICULUM VITAE

Juris VugulsName Surname

Sigulda 1968Place of birth Year of birth


Work address:Lielā iela 2

JelgavaLV_ 3001

Phone: 3005649Fax:


Education



Master’s course, LU, Latvia 1995-1998 philosophy philosopherDoctoral studies, LU, Latvia 1998 -

nowphilosophy

Research degrees


Council of LU Faculty of History and Philosophy

1998. philosophy Mgr. 003882

Employment

2002- current date: as docent, in Department of Philosophy, Faculty of Social Sciences, LUA; lector of Baltic Russian Institute;2000-2002: lector, Department of Philosophy, Faculty of Social Sciences, LUA; lector, Department of Manual Training, Faculty of Pedagogy and Psychology, LU; lector, Institute of Women’s Right;1998-1999: assistant, Department of Philosophy, Humanitarian Institute, LUA;1997-1998: trainee assistant, Department of Philosophy, Humanitarian Institute, LUA;1997-1998: trainee assistant, Department of Philosophy, Humanitarian Institute, LUA;1991-1999: forester, Forestry of Jelgava, LUA FTS (Forestry of Training and Study;)1990-1991: power worker, Forestry of Jelgava, LUA FTS (Forestry of Training and Study);1987-1988: duty in arm


Philosophy of culture and religion;Religion and communication;Religion and social sciences


“Problem of relations between necessity and fashion in philosophy”. Conference of LUA FSS “New ideas in development of society” Jun 2005.“Alienation and W. Dilthey’s philosophy of life. Conference of LUA FSS “Social integration in an expanding Europe” 21.-22. May 2004.“Otherness as society-forming element in religious scene of universe”. Conference of LUA FSS “The social capital”. Jun 13 – 14, 2002.

Courses delivered

Lectures, practical works, course works for Bsc. in following subjects:Philosophy; History of philosophyEthicsEstheticsRhetoricEthics of businessLogicsReligions of worldSociology of culture


Publications

1. Problem of relations between necessity and fashion in philosophy.// New ideas in development of society, Proceedings of the international scientific conference. 16-17 June 2005. Jelgava: LU, 2005. pg.178. –184.

2. Alienation and W. Dilthey’s philosophy of life // Social integration in an expanding Europe, Proceedings of the international scientific conference. 21-22 May 2004. Jelgava: LU, 2004. pg.193. –199.

3. Otherness as society-forming element in religious scene of universe // The Social capital, Proceedings of the international scientific conference. 13. – 14. june 2002. – Jelgava: LU, 2002. pg.148. –154.

4. Differences between processes of understanding in sacred and profane scene of universe// Personality. Time. Communication. Proceedings of the international scientific practical conference 1. – 2. march. 2001. – Rezekne: Rezekne Higher educational institution, 2001. volume II pg.227. – 231.

5. Towards understanding of the sign and the symbol in the doctrine of hesychasm // Religious – Philosophical Articles. – R.: FSI, 2001. – volume VII pg.362. – 401.


01. August to 07. December, 2002 - The High Education Didactics courses of study, Institute of Pedagogy and Psychology, LU, Riga


Awards



average

Latvian

Russian

German

English

________________

CURRICULUM VITAE

Anda ZeidmaneName Surname


Latvia University of Agriculture, Department of Physics and Institute Education and

Home Economics ( part time)Assistant Professor


Work address:Lielā street 2, Jelgava LV 3001

Phone: 3005675Fax:


Education

Higher education, Master’s studies, doctoral studies. Educational

Establishment, country


Doctorate in Pedagogy, Latvia University of Agriculture

1993-1996 pedagogy Doctor degree of Pedagogy (Dr. paed.)

Master study program in Pedagogy, Latvia University of Agriculture

1991-1994 pedagogy MA Degree of Pedagogy (Education)

Faculty of Physics and Mathematics, University of Latvia

1975-1980 physics Diploma of University of physicist and teacher

Research degrees

Institution awarding Year Specialit Degree Diploma

degree y No.University of Daugavpils 1996 Pedagog

yDoctor degree of

Pedagogy (Dr. paed)G-D

Nr.00047Latvia University of

Agriculture1994 Pedagog

yMA Degree of

PedagogyNr. 000126

Employment

Job Title Job place2002 to present

1997 - 20021984 - 1997 1983 - 1984 1980 - 1983

Associated Professor

Assistant ProfessorLecturerSenior laboratory assistantTeacher of Physics

Department of Physics, Latvia University of Agriculture (LUA)Department of Physics, LUADepartment of Physics, LUADepartment of Physics, LUAJelgava Secondary School No 1


Science education, engineering education Problems of comprehensive education Teaching methods of Science education Learning motivation Educational Psychology


14. Iljins U., Zeidmane A. Using Information Technologies in the Assessment Individually Work in the Large Students Group. International Scientific – practical Conference “Information and Communication Technology in the Process of natural Science Education” Siauliai University, Lithuania, December 1-2, 2006

15. Zeidmane A. Science Education Problems in Latvia. Presentation of 35th International IGIP Symposium “Engineering Education – the Priority for Global Development” Tallinn, 18 -21.09.2006

16. Malinovska L., Zeidmane A. CLIL Cross-cultural Dimensions. Presentation of the International Scientific Conference “New Dimensions in the Development of Society”, Jelgava, LLU, June 15-16, 2006

17. Malinovsks L., Zeidmane A. Necessary Competences for Introduction of CLIL at the Latvia University of Agriculture. Jurnal of Science Education. International Conference „Rural Environment. Education. Personality” Jelgava, Latvia, April 27- 28, 2006

18. Zeidmane A. Smadzeņu kreisās puslodes informācijas apstrādes veida attīstības problēmas Latvijā. Referāts LFSA 7. konferencē, veltītai Starptautiskajam fizikas gadam, LLU 7 - 8. oktobris, 2005.

19. Zeidmane A. Smadzeņu kreisās puslodes informācijas apstrādes veida attīstības problēmas. Referāts Latvijas Fizikas biedrības 9. zinātniskā konferencē, Daugavpils, 15-16.septembris, 2005

20. Зейдмане А.Р., Малиновска Л.Г. Интегрированное обучение содержанию и языку как способ формирования профессиональной культуры. Международная научно - практическая конференция: „Профессиональная культура специалиста” Материалы конференции . Барановичи. Белорусь, 08.04.2005.

21. Malinovska L. Zeidmane A. Advantages and Disadvantages of Application of CLIL Teaching Physiscs at the Latvia University of Agriculture. 3rd International Scientific Conference: Teachers’ Training in the 21st Century: Changes and Perspectives. Lithuania, Siauliai University, 6th -7th December, 2004.

22. Malinovska L. Zeidmane A.CLIL (Content and Language Integrated Learning) – a Prerequisite for Successful Integration in the EU. Stenda referāts Starptautiskā zinātniskā konferencē: Sociālā integrācija paplašinātajā Eiropā. 20 – 21.05.2004

23. Zeidmane A. Malinovska L. Introduction of CLIL in the Course of Physics. Presentation of the International Scientific Conference: The Roll of Chemistry and Physics in the Development of Agricultural Technologies”. Lithuania, Kaunas, LŽŪU, 14.-15.10.2004.

24. Zeidmane A. Nacionālās identitātes kopšana skolā un augstskolā. Referāts Starptautiskā konferencē “Teorija un prakse skolotāju izglītībā II”. Rīga, RPIVA, 5-6. aprīlis, 2004.

25. Зейдмане Анда . Проблемы обучения курса физики в Латвии. Presentation of the International Scientific Conference: „ The Development and Perspectives of General and Higher Education (Physics, Mathematics and Computer sciences)”. Lithuania, University of Siauliai, 28-29.11.2004.

Courses delivered

General PhysicsIntroduction in the Studies (motivation, cognition skills)Didactic, bachelor’s level and master’s levelPhilosophy of Education, doctoral levelIntroduce in Theory of Cognitive Skills

Number of publications: …35

Publications

1. Zeidmane A. (2006) Science Education Problems in Latvia. Proceedings of 35th

International IGIP Symposium “Engineering Education – the Priority for Global Development” Tallin, 18-21.09, CD pp 266-277 P.

2. Malinovska L., Zeidmane A. (2006). Necessary Competences for Introduction of CLIL at the Latvia University of Agriculture (44-47)// Journal of Science Education, Vol. 7, 2006, Special Issue Proceedings of the International Conference “Rural Environment. Education. Personality. ”REEP 2006, 44-47 p.

3. Zeidmane A. Malinovska L (2004). Introduction of CLIL in the Course of Physics. Proceedings of the International Scientific Conference: The Roll of Chemistry and Physics in the Development of Agricultural Technologies”. Lithuania, Kaunas, LŽŪU, 34.-44.lpp

4. Зейдмане Анда (2004) Проблемы обучения курса физики в Латвии. Proceedings of the International Scientific Conference: „ The Development and Perspectives of General and Higher Education (Physics, Mathematics and Computer sciences)”. Lithuania,University of Siauliai, , 15.-22 lpp

5. Zeidmane A (2003) Method of study modules in physics // Journal of Science Education. Vol.4.No.2,2003, Bogota, Columbia, 83-86 P


Certificate about attending the professional workshops at Dronten Professional Agricultural University from 15th – 19th of January 2007Topic covered: * education in European context * organization, internationalization and didactic


1. Commission of Masters Paper Dependence, member, 1997 to present

2. Counsil of convent of Latvia university of Agriculture

3. Council of Faculty of Rural Engineering, member 1998 – 2001

4. Council of Faculty of Information Technology, 2001 to present

5. Member of IGIP

Awards



average

Latvian X X X

Russian X X X

German

English X X X

________________

12.03.2007 ________________________CURRICULUM VITAE

Ilze PeleceName SurnameLatvia 1966


LUA, Department of Physics, LecturerWork place and position

Work address:Liela 2, Jelgava,Latvia, LV-3000

Phone: 3005675Fax:


Education



Higher education:LU, Faculty of Physics and Mathematics

1984 – 1989. Physics Physicist, lecturer

Master’s studies:LU, Faculty of Physics and Mathematics

1999 – 2001. Physics Master of sciences

Research degrees


Employment1. From 2002.g. – Lecturer at Department of Physics2. From 1998. g. – LUA, Assistant at Department of Physics3. From 1989.g. - Institute of Inorganic Chemistry, engineer

Scientific research interests Solar radiation and meteorological conditions

Contributions at conferences (last three years)1. I. Pelēce. „Global warming in Latvia and its influence on crop yields” (Poster) NJF seminar

„Adaptation of Crops and Cropping Systems to Climate Change”, Odense, Denmark November 7-8, 2005.

2. I. Pelēce. „Influence of Sun activity on the course of meteorological elements in Latvia.” (Poster) International research conference „The role of chemistry and physics in the development of agricultural technologies”, Kaunas, October 14, 2004.

3. R. Kroģere, I. Pelēce. „Augseku produktivitāte stacionāros izmēģinājumos.” Research conference „Lauksaimniecības zinātne praksei” Jelgavā, 2004. g. 5. un 6. februārī.

Courses deliveredBasics of Physics (1,5 KP)Physics (1,5 KP)Agrometeorology (2 KP)


Publications1. V. Pandalons, I. Pelēce. Meteoroloģijas terminu vārdnīca. Jelgava, 2003. 150 lpp.2. R. Kroģere, I. Pelēce. „Augsekas produktivitāte stacionārā izmēģinājumā saistībā ar meteoroloģiskajiem

apstākļiem.” Agronomijas Vēstis Nr6 (2004), 87-93 lpp.



Awards



average

Latvian X X X

Russian X X X

German

English X X X

________________

CURRICULUM VITAE

ANDA ZVIGULEName Surname

Tukums, Latvia. 1959Place of birth Year of birth

Institute of Education and Home Economics at the Latvia University of Agriculture,lecturer

work place and position

Work address:Čakstes bulvāris 5, Jelgava, LV-3001

LatviaPhone: 3080702


Education



Latvia University of Agriculture 2002 Pedagogy Master degree

Latvia University 1994 Pedagogy and psycology

Teacher of psycology

Latvia University of Medicine 1994– 1995

2001-2002

Sport Medicine

Emergancy Medicine

Setificate of Sport Physician

First Aid Teacher

University of Tartu 1982 Medicin Physician

Research degrees



2002 Pedagogy Pedagogy 000136

Employment

1994. - 2007. Lecturer in the Institute of Education and Home Economics, LUA.1988. – 2007. Sport physicion in Jelgava Sport school1997. – 2007. First Aid lecturer


International projects:2005.-2006. -EQUAL project “Reducing Causes of Professional Segregation”2005.-2007.-European Social Fund project “Fostering the Implementation of Vocational guidance and careers Education in the Education Sector”


1.The international scientific conference „Rural environment. Education. Personality”.-Jelgava, 2003. 2. International conference “ Eco Balt 2005”.- Riga, 2005.3. International conference “Society, Integration, Education”. – Rezekne, 2007.

Courses delivered

Applied psychology Psychology

Special educationSocionicsWork protection in home economics

Publications

1. Constitututional types and profession. International conference „ Enviroment, Education, Personality” Jelgava, 20032. Inclusion in rural schools. International conference “Society, Integration, Education”. – Rezekne, 2007.


90.Europa - Lehrerseminar- Strasbūrā- 2000.Psihology for pedagogs.-Hagen university, -1999g.Socrates/Erasmus programm Germany, Fulda university – 1 week, 2003Socrates/Erasmus programm Ausria, Vien Agrarpedagogical university – 1 week 2004Socrates/Erasmus programm Finlad, Laurea university, Helsinki – 1week, 2005Socrates/Erasmus programm Iceland,, Reikjavikas university – 1 week, 2006


average

Latvian X X X

Russian X X X

German X X X

English X X X

Estonian______________X X X

CURRICULUM VITAE

Maija ŽodziņaName Surname

Tukums district 050445-10030Birthplace Personal code

05.04.1945. latvianDate, month, year Nationality

Marital statusLatvian University of Agriculture, Department of Architecture and

BuildingWork place and position

Work address: Home address:Akadēmijas 19 Brīvības bulvāris 28-2

Jelgava, LV-3001 Jelgava, LV-3004

Telephone

30-28791 Telephone 3028244

Fax: 2022180E-mail: [email protected]

Education

Higher education, Master’s course, doctoral studies. Ed.

Establishments, countryStudy period


LAA Faculty of Water and Land Reclamation

1967.-1972.

Hidro - Land Reclamation

engineer hidrotech

nicLLU 1992. M.sc.ing. Master

Work Experience

LLU Department of Architecture and Building from 1972.

Scientific Research Interests

Planning of Agricultural Buildings.Advisor of Agricultural buildings.


S.Štrausa, M.Žodziņa. Referāts “Engineering and economical analysis of systems for livestock buildings” „New Trends in Farm Buildings” International Symposium of the CIGR 2nd Technical Section Portugāle, Evora 02.-06.2004.g.Newers tendences in swine house designing in Latvia. 5-th International Conference on Construction, Technology and Environment in Livestock Farming in Hohenheim, 2001.06.-07.03.

Lectures courses

Civil EngineeringAgricultural Buildings Industrial ConstructionsBuilding of Public Hoyses

Number of Publications: 30

Publications (not more than 5):

1. Monograph “Historical development of country side houses”. Jelgava, 1997. – 28 p.2. Walss heating. Magazine “Lopkopis un piensaimnieks” Nr. 7 1998. – 2 p.3. Methodical instruction “Animal house”. Jelgava, LLU., 1999. – 24 p.4. Lection abstract “Wood-block houses”. Jelgava, LLU, 1999. – 12 p.5. Flat roofs. Magazine “Mans īpašums” Nr. 8 2000. – 2 p.


Academic and Social societies (membership)

Membership of Latvian Builders Society from 1993.

Languages: Reading skills Writing skillsSpeaking skills free good fair free good fair free

good fairLatvian X X XRussian X X XGermanEnglish X X X

05.03..2007.CURRICULUM VITAE

INGOLFS JĀNIS ŽUKOVSKISName SurnameRīga 1938


Latvia University of Agriculture, Faculty of Forestry, Department of Labour Environment, professorWork place and position

Work address:Akadēmijas 11

JelgavaLatvia

Phone: 3026059Fax: 3021619

E-mail:

Education



Latvia Academia of Medical 1958-1962 Medical Physician

Research degrees


Institute of Medical Radiology (Moscow)

1978 Oncology Transfluiology

Dr.hab.med. A-Dh000224

Employment

At 1997 – LUA, faculty of Forestry, Department of Labour Environment, professor


1986 –Medical of sports.1998.- Ergonomics. 1999.- Medical of health. 2000. Medical of accident.


2005.06.06.- International medical congress in Riga, Latvia.2005.06.10.- Conference of family doc in Baltia.2006.11.08. – International scientificy conference.

Courses delivered

People protection.

People in emergences.Health of reproduction workers.


Publications

1. Possibilities of general practicioners in health promotion. Proceeding of first conference of family doc in Baltia. Tartu, 1989.- p.p.32-35.

2. Problems basketballs of psihology. Proceeding conference in association of medical sport in Latvia. Rīga 2006.-p.p.24.

3. Dymanic of foot patalogy in juniors of basketball. Proceeding conference in association of sport medical in Baltia.Rīga, 2006-p.p.12.



Awards

2006.13.06. scientificy Emeritus.



average

Latvian X X X

Russian X X X

German

English X X X

________________

Appendices 6

The abstracts of the study courses for the study programme Home

Environment and Visual Art in Education

General courses 20 CPand

Theoretical courses of the branch 36 CPFOOD CHEMISTRY

PĀRTIKAS ĶĪMIJA

Programma

LLU Pārtikas tehnoloģijas fakultāte Ķīmijas katedraLUA Faculty of Food Technology, Department of Chemistry

KIMI Pārtikas ķīmija. Food chemistry.Atbildīgais pasniedzējs - doc. Māra Kūka.Priekšmeta apjoms - 3 KP (48 h: lekcijas 16 h, laboratorijas darbi 32 h).Kontroles veids - eksāmens.Obligāts Tehniskās fakultātes Izglītības un mājsaimniecības institūta studiju programmas Mājas

vide un vizuālā māksla izglītībā studentiem pilna laika: II kursa 3. semestris nepilna laika: II kursa 3., 4. semestris

Monofunctional organic compounds in foodstuffs. Hydrocarbon derivatives with oxygen and nitrogen containing functional groups. Carbonyl compounds. Carboxylic acid and their derivates. Organic compounds with identical and different functional groups in foodstuffs. Food elements. Carbohydrates. Lipids. Peptides and proteins. Enzymes. Vitamins. Water. Mineral substances. Food additions.

LiteratūraPamatliteratūra1. Baltess V. Pārtikas ķīmija. – Rīga: Latvijas universitāte, 1998. - 478 lpp.2. Meirovics L. Organiskā ķīmija. - R.: Zvaigzne, 1992. - 524 lpp.3. Matiseks R. , Šnēpels F. M. , Šteinere G. Pārtikas analītiskā ķīmija. – Rīga: Latvijas universitāte, 1998. – 456

lpp.Papildliteratūra1. Belitz H. D., Grosch W. Lehrbuch der Lebensmittelchemie. – Berlin etc.: Springer – Verlag, 1992. – 966 S. 2. Franzke C. Lehrbuch der Lebensmittelchemie. Lebensmittelinhaltsstoffe. – Berlin: Akademie – Verlag

Berlin, 1990. – 322 S.3. Нечаев А., Граубенберг С., Кочеткова А. и др. Пищевая химия. – Санкт-Петербург: Гиорд, 2001. –

592 с.4. Vollhardt K.P.C., Schore N.E. Organische Chemie. Zweite Auflage. - Weinheim: VCH Verl., 1995. - 1330

S.5. Нечаев А., Еременко Т. Органическая химияю – Москва: Высшая школа, 1985. – 463 с.6. Organisko savienojumu izdalīšanas un attīrīšanas metodes. Metodiskie norādījumi laboratorijas darbiem /

LLU; Sast. M. Kūka, I. Čakste,P. Kūka. - Jelgava: 1997. - 31 lpp.

7. Organiskā ķīmija. Laboratorijas darbu apraksti / LLU; Sast.N. Jansons, A. Morozovs. - Jelgava: 1992. - 27 lpp.

BASICS OF PHYSICSFIZIKAS PAMATI

ProgrammaInformācijas tehnoloģiju fakultāte, Fizikas katedra.

Faculty of Information Technologies, Department of Physics

FIZI 101Fizikas pamati. Basics of Physics.Lekt., Mg.sc. I. Pelēce1.5 KP (24h): lekcijas 16h, praktiskie darbi 8h.Ieskaite ar atzīmiObligātais Mājas vide un vizuālā māksla izglītībā studentiempilna laika studijās: II k. 3. semestrīnepilna laika studijās: II k. 3. semestrī

The mechanics: motion, force, energy; flexibility. The temperature and heat: the scales of temperature, the heat exchange; the laws of gases; the physical state exchanges of substances. The electrical and magnetic phenomena: the electrical field and current. The optics and elements of atomic structure: geometrical optics.Literatūras sarakstsPamatliteratūra.1. Fizika, Valtera redakcijā, Rīga, Zvaigzne, 1992., 733 lpp.2. Fizika, A.Apinis, Rīga, Zvaigzne, 1972., 708 lpp.3. Fizika, R. Grabovskis, Rīga, Zvaigzne, 1983., 646 lpp.Papildliteratūra.1. Optika, O. Students, Rīga, Zvaigzne, 1971., 413 lpp.2. Uzdevumu krājums fizikā, V.Volkenšteins, Rīga, Zvaigzne, 1968., 353.lpp.3. Fizikas praktikums, L.Jansons, A. Zambrāns, A. Badūns,u.c. Rīga, Zvaigzne, 1979.,504.lpp

MATHEMATICSMATEMĀTIKA

Informācijas tehnoloģiju fakultāte, Matemātikas katedra.Faculty of Information Tehnology, Department of Mathematics.

Studiju priekšmeta anotācija.MATE Matemātika, Prof., Dr. h. silv. R. Ozoliņš 2 KP(32h), lekcijas 16 h, praktiskie darbi 16h. Ieskaite ar atzīmi. Obligāta studiju programmā Mājas vide un vizuālā māksla izglītībā

1. kursa 1 sem., ieskaite ar atzīmi.

Evolution of number conception, complex quantities. Analytical geometry on plane. Function, limit of function. Derivative and differential of function, applications. Primitive function, definite integral, applications. Main concepts of differential equations. Composition of differential equations.

Mācību literatūra.

1. E.Kronbergs, P.Rivža, Dz.Bože. Augstākā matemātika I, II daļa - Rīga: Zvaigzne, 1988.2. N.Brāzma, A.Brigmane, J.Rāts. Augstākā matemātika. 2.izd. Rīga: Zvaigzne, 1970.3. Uzdevumu krājums matemātikā. /Dz.Bože, L.Biezā, B.Siliņa, A.Strence/. Rīga: Zvaigzne, 1986.

ECOLOGY AND ENVIRONMENTAL PROTECTIONEKOLOĢIJA UN VIDES AIZSARDZĪBA

Lauku inženieru fakultāte, Vides un ūdenssaimniecības katedra

VIDE Ekoloģija un vides aizsardzība. Doc., Mag. sc. ing. U.Kļaviņš 2.0 KP (32 h): lekcijas 24 h, pr.d. 8 h. EksāmensObligāts Mājas vide un vizuālā māksla izglītībā specialitātēPilna laika: 4. kursa 7. semestrīNepilna laika: 5. kursa 9. semestrī

Studying the Environment. Classifying environmental problems. Environment and sustainable society. Environmental improvement - interplay of the social and technological problemsThe Ecological Background. The levels of organization in ecology. Structure of the ecosystems. The biotic and abiotic factors in ecosystems. Production and consumption in ecosystems. The productivity of system and energy flow. Biogeochemical cycles. Succession and stability of ecosystems. Diversity in the ecosystems. The organization of populations. Population dynamics. The ecological niche. The human population and urban problems. The biosphere.The Environmental Protection. Historical overview of the use of resources, resource conservation and environmental protection. Resource management. Managing wildlife. Loss of biodiversity. Pollution. Chemicals in the environment. Solid wastes and wastewater. Climate change and ozone depletion. Economics and environment. Politics and environment..Mācību un metodiskās literatūras saraksts.1. I. Liepa, A. Mauriņš, E. Vimba. Ekoloģija un dabas aizsardzība. - R: Zvaigzne, 1991.

300 lpp.2. Vides aizsardzības politikas plāns Latvijai. - R: 1995. 65 lpp.

3. LR likums “Par vides aizsardzību”. - R: 1991. un “Grozījumi likumā “ Par vides aizsardzību” “- R. 1997.4. LR likums “Par dabas resursu nodokli”. - R:1995.5. LR likums “Par īpaši aizsargājamām teritorijām” - R: 1993.

6. LR likums “Par aizsargjoslām”. - R: 1997.7. Ekoloģijas un vides aizsardzības definīcijas un skaidrojumi. -Jelgava:LLU, 1996.50 lpp.8. J.Švarcbahs, R.Sudārs, V.Jansons, U.Kļaviņš, Ē.Dreimanis, P.Bušmanis. Ekoloģija un vides aizsardzība.

Mācību līdzeklis. LLU Vides un ūdenssaimniecības katedra. Jelgava 2001. 201. lpp. 9. Environmental Science. Understanding, protecting, and managing the environment in the Baltic Sea Region.

The Baltic University Press, Uppsala 2003. pp. 824. 10. Lars Ryden, Pawel Migula and Magnus Andersson. Environmental Science. Uppsala: The Baltic University

Press, 2003, 824 p.11. Hartmut Bick. Oekologie. Stuttgart; New York: Fischer, 1989. 327 S.12. Vides vēstis. Vides aizsardzības kluba žurnāls. R: "Gandrs"National Geographic. Official Journal of the National Geographic Society

BASICS OF JURISPRUDENCE TIESĪBU PAMATI

Ekonomikas fakultāte. Ekonomikas katedra.Faculty of Economics, Department of Economics

EKON Tiesību pamati. Doc., Dr. oec. E. Špakovica1 KP (16h) 16 lekc. Ieskaite ar atzīmi.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Pilna laika: 3. kursa 6. semestrī.Nepilna laika: 4. kursa 7.semetrī.

Understanding of national state and the rights, principles of the power division, branches of jurisprudence. Hierarchy of the legislative deeds. Constitution. Institutions of legislation and government, administrative action, administrative liability. Concept of the civil rights, family rights, business rights, heritage rights, liability rights.

Children rights and Protection. Juridical control of employment relations, employment disputes and their settlement order. Vacations. Concept of criminal rights, criminal action. Individuality of land property. Education legislation.LiteratūraPamata mācību līdzekļi:1. Vītiņš V. Vispārejais tiesību pārskats. Verdikts. - 1993.2. Latvijas Republikas Satversme LR Saeimas un MK Ziņotājs. 1994.gada Nr. 6.3. Latvijas Republikas Konstitucionālais likums par Latvijas valstisko statusu.4. Latvijas Republikas Konstitucionālais likums " Cilvēka un pilsoņa tiesības un pienākumi".5. Likums par tiesu varu. 1993., Nr 1.,2.6. LR Administratīvo pārkāpumu kodekss. R., 1994.7. LR Darba likuma kodekss. R.: Skolotāju darba birojs. 1994.8. Civillikums. R., 1938.9. Latvijas kriminālkodekss. Rīga, Pilnīgi atklāti, 1994.10. LR Civilprocesakodekss R., 1992.11. LR likums par pašvaldībām. 1995.g. Ziņotājs Nr. 12.Papildliteratūra:1. Likums par darba koplīgumiem. Rīga, 1991. 26.03.2. Nolikums par darba strīdu komisijām LR AP 1992.g. 02.04.3. Likums par darba aizsardzību. "Diena" 1993.g. 28.05.4. Komentāri saistību tiesībām civillikumā. Torgāns. Rīga 1994. 5. Lietu tiesības. J.Rozenfelds. Rīga 1994.6. LR likums par pašvaldībām 1995.g. Ziņotājs Nr 12.

PEOPLE PROTECTIONCILVĒKA AIZSARDZĪBA

Meža fakultāte, Darba vides katedra

Studiju priekšmeta anotācija:DVID Cilvēka aizsardzība, Prof., Dr. h. med. I. J. Žukovskis, Doc., Dr. sc. ing. D.Kanaška2 KP (32), lekc. 16 h, prakt.d. 16 h. Ieskaite ar atzīmi.Obl. Visām LLU fakultātēm akadēmiskajā un profesionālajā izglītībā Mājas vide un vizuālā māksla izglītībā studentiem Pilna laika: 2. kursa 3. semestrī Nepilna laika: 2. kursa 3. semestrī .

International and Latvian labour protection and emergences conventions, rules and regulations. Labour protection training order. Labour environment supervision and inspection. Electro safety. Fire safety. Inspection of labour safety conditions.

Emergency situations in Latvia (risk awareness, preventive measures, preparation, response, elimination of consequences).

People duties, rights, behaviour and protection in emergency situations.Mācību un metodiskās literatūras saraksts.

1. Latvijas Republikas likums 1992.g. 15.decembrī “Par Latvijas republikas civilo aizsardzību”.2. Jemeļjanovs A., Šķepasts V. Civilās aizsardzības pamati. Lekciju konspekts, RTU. 1996.-200 lpp.3. Eiropas Savienības Direktīva 96/82/EK “Par lielo avāriju, kur iesaistītas bīstamas vielas, bīstamības

kontrole, risku vadība. 1996.g. decembris.4. Bīstamības avotu noteikšana un novērtēšana vietējā sabiedrībā. Rīga, RTU. 1994.-87 lpp.5. Jemeļjanovs A. Jaunais ekoloģijā un ugunsdrošībā, RTU, 1997. –106 lpp.6. Latvijas būvnormatīvs. Ugunsdrošības normas. LBN 201-96. Oficiāls izdevums. Rīga, 1996. –151 lpp.7. Jemeļjanovs A., Laškovs A. Iedzīvotāju un apkārtējās vides drošības nodrošināšana tehnogena rakstura

un dabas parādību izraisītajās ekstremālajās situācijās. RTU, 1997.-103 lpp.8. Jemeļjanovs A., Kozlovs V., Laškovs A. Sistēmas pieeja risinot tehniskās un ekoloģiskās drošības

problēmas, RTU, 1997.-96 lpp.9. Jemeļjanovs A. Glābšanas un citu neatliekamu darbu organizēšana un veikšaana uzņēmumos ārkārtēju

situāciju gadījumos. Rīga. RTU. 1997.-23 lpp.

10. Roga A. Meža ugunsgrēku veidi, to dzēšanas paņēmieni un taktika. Rīga Lat ZTIZP, 1979.-60 lpp.11. Žurnāls “Būvēt”. Nr.10.2003. Tēma. Drošība un ugunsaizsardzība. 72. lpp.12. Jemeļjanovs A., Jemeļjanovs O. Pālītis E.Civilā aizsardzība. Rūpniecisku avāriju risku novērtēšanas

kārtība un to pazemināšanas pasākumi. RTU izdevums, Rīga, 2004.-103 lpp.13. Latvijas Republikas likums 2002. gada 24. oktobrī “Ugunsdzēsības un ugunsdrošības likums”,

grozījumi: 19.12.2002, 29.05.2003, 30.10.2003, 07.04.2004, 20.12.2004.14. Ministru kabineta 2004.gada 13.aprīļa noteikumi Nr.280 “Noteikumi par ugunsgrēku dzēšanai un

glābšanas darbiem nepieciešamajām iekārtām, speciālo un tehnisko aprīkojumu un tā normām”. 15. Ministru kabineta 2004.gada 17.februāra noteikumi Nr.82 “ Ugunsdrošības noteikumi”.16. Ministru kabineta 2004.gada 3. februāra noteikumi Nr. 61 “ Kārtība, kādā Valsts ugunsdzēsības un

glābšanas dienests veic un vada ugunsgrēku dzēšanu un glābšanas darbus”.17. Ministru kabineta 2004. gada 3. februāra noteikumi Nr.60 “Noteikumi par valsts ugunsdrošības

uzraudzības inspektoru kompetenci un kārtību, kādā veicama valsts ugunsdrošības uzraudzība”.18. Ministru kabineta 2003.gada 11. novembra noteikumi Nr. 639 “Iestāžu, organizāciju un

komercsabiedrību ugunsdrošības, ugunsdzēsības un glābšanas dienestu izveidošanas kārtība”.19. Ministru kabineta 2003. gada 9. decembra noteikumi Nr.686 “Noteikumi par iestāžu, organizāciju,

komercsabiedrību un pašvaldību ugunsdrošības, ugunsdzēsības un glābšanas dienestu funkcijām un tiesībām”.

20. Ministru kabineta 2003.gada 14.oktobra noteikumi Nr.563 “ Kārtība, kādā atlīdzināmi fizisko un juridisko personu izdevumi un zaudējumi, kas radušies, iesaistot ugunsgrēka dzēšanā vai glābšanas darbos šo personu resursus”.

21. Ministru kabineta 2003. gada 2. septembra noteikumi Nr.490 “Ugunsgrēku un to seku uzskaites noteikumi”.

22. Ministru kabineta 1994.gada 21.jūnija noteikumi Nr.128 “Par valsts pārvaldes institūciju un pašvaldību sadarbību meža ugunsgrēku dzēšanā”.

23. Latvijas Republikas likums 1994.gada 1.decembrī “Par radiācijas drošību un kodoldrošību”.24. Ministru kabineta noteikumi 1997.gada 12. augustā Nr.297 “Noteikumi par aizsardzību pret jonizējošo

starojumu”.25. Ķīmisko vielu aroda ekspozīcijas robežvērtības darba vides gaisā LVS 89, 1998.26. Metodiskie norādījumi studentiem individuālajam darbam studiju priekšmetā “Cilvēka aizsardzība”.

Sast. Z.Beķeris, J.Staša. LLU, Jelgava.2000.27. Beķeris Z. Ārkārtējas situācijas un to profilakses pasākumi. Lekcija. LLU. Jelgava, 2000.28. Pandalons V., Iļjins U. Meteoroloģija, 2., 3. daļa. Jelgava 2000.29. Ārkārtējo situāciju valsts operatīvās komisijas nolikums. 1998.30. Ministru kabineta 1998..gada 1 aprīļa noteikumi “Ķīmisko vielu un ķīmisko produktu likums.” ar groz.

2001.11.10;2003.16.10.31. Ministru kabineta 2003. gada 15. aprīļa noteikumi Nr.173 “Valsts ugunsdzēsības un glābšanas dienesta

nolikums”. 32. 2001. gada 20. jūnija Darba aizsardzības likums.33. Ministru kabineta 1998. gada 31. marta noteikumi Nr. 119 "Arodslimību saraksts".34. Ministru kabineta 1998. gada 27. oktobra noteikumi Nr. 418 "Kārtība, kādā aizpildāmas un nosūtāmas

ķīmisko vielu un ķīmisko produktu drošības datu lapas".35. Ministru kabineta 1999. gada 7. decembra noteikumi Nr. 401 "Bīstamo kravu autopārvadājumu

noteikumi".36. Ministru kabineta 2000. gada 7. marta noteikumi Nr. 85 "Kravas celtņu tehniskās uzraudzības kārtība".37. Ministru kabineta 2000. gada 7. marta noteikumi Nr. 86 "Cilvēku celšanai paredzēto pacēlāju tehniskās

uzraudzības kārtība".38. Ministru kabineta 2000. gada 25. aprīļa noteikumi Nr. 157 "Noteikumi par liftu un to drošības

sastāvdaļu projektēšanas, ražošanas un liftu uzstādīšanas atbilstības novērtēšanu".39. Ministru kabineta 2000. gada 25. aprīļa noteikumi Nr. 158 "Noteikumi par bīstamo ķīmisko vielu un

bīstamo ķīmisko produktu lietošanas un tirdzniecības ierobežojumiem un aizliegumiem".40. Ministru kabineta 2000. gada 2. maija noteikumi Nr. 165 "Noteikumi par spiedieniekārtām un to

kompleksiem".41. Ministru kabineta 2000. gada 9. maija noteikumi Nr. 172 "Noteikumi par sprādzienbīstamā vidç

lietojamo iekārtu un aizsardzības sistēmu drošību".42. Ministru kabineta 2000. gada 30. maija noteikumi Nr. 186 "Noteikumi par mašīnu drošību".43. Ministru kabineta 2000. gada 30. maija noteikumi Nr. 187 "Iekārtu elektrodrošības noteikumi".44. Ministru kabineta 2000. gada 18. jûlija noteikumi Nr. 242 "Noteikumi par vienkāršām spiedtvertnēm".45. Ministru kabineta 2000. gada 28. novembra noteikumi Nr. 411 "Noteikumi par Latvijas būvnormatīvu

LBN 208-00 "Publiskās ēkas un būves"".

http://www.likumi.lv/doc.php?id=80159





46. Ministru kabineta 2001. gada 20. februāra noteikumi Nr. 74 "Prasības degvielas uzpildes staciju tehnoloģiskajām iekārtām un iekārtu tehniskās uzraudzības kārtība".

47. Ministru kabineta 2001. gada 19. jūnija noteikumi Nr. 259 "Rūpniecisko avāriju riska novērtēšanas kārtība un riska samazināšanas pasākumi".

48. Ministru kabineta 2001. gada 19. jūnija noteikumi Nr. 260 "Liftu drošības un tehniskās uzraudzības noteikumi".

49. Ministru kabineta 2001. gada 23. augusta noteikumi Nr. 379 "Darba vides iekšējās uzraudzības veikšanas kārtība".

50. Ministru kabineta 2001. gada 23. oktobra noteikumi Nr. 448 "Noteikumi par nepieciešamo izglītības līmeni personā, kuras veic uzņēmējdarbību ar ķīmiskajām vielām un ķīmiskajiem produktiem".

51. Ministru kabineta 2001. gada 27. decembra noteikumi Nr. 539 "Noteikumi par darba aizsardzības prasībām, saskaroties ar kancerogçnâm vielām darba vietās".

52. Ministru kabineta 2002. gada 12. marta noteikumi Nr. 107 "Ķīmisko vielu un ķīmisko produktu klasificēšanas, marķēšanas un iepakošanas kārtība".

53. Ministru kabineta 2002. gada 19. marta noteikumi Nr. 125 "Darba aizsardzības prasības darba vietās".54. Ministru kabineta 2002. gada 21. maija noteikumi Nr. 189 "Darba aizsardzības prasības, saskaroties ar

bioloģiskajām vielām".55. Ministru kabineta 2002. gada 25. jūnija noteikumi Nr. 253 "Darba aizsardzības prasības deīîgo

izrakteņu izpētē un ieguvē".56. Ministru kabineta 2002. gada 9. jūlija noteikumi Nr. 293 "Nelaimes gadījumu darbā izmeklēšānas un

uzskaites kārtība".57. Ministru kabineta 2002. gada 6. augusta noteikumi Nr. 340 "Jaunas ķīmiskās vielas importēšanas,

pieteikšanas un riska novērtēšanas kārtība".58. Ministru kabineta 2002. gada 6. augusta noteikumi Nr. 343 "Darba aizsardzības prasības, stāâdājot ar

displeju".59. Ministru kabineta 2002. gada 6. augusta noteikumi Nr. 344 "Noteikumi par darba aizsardzības

prasībām, pārvietojot smagumus".60. Ministru kabineta 2002. gada 20. augusta noteikumi Nr. 372 "Darba aizsardzības prasības lietojot

individuālos aizsardzības līdzekļus".61. Ministru kabineta 2002. gada 20. augusta noteikumi Nr. 373 "Darba aizsardzības prasības darbā ar

azbestu".62. Ministru kabineta 2002. gada 3. septembra noteikumi Nr. 399 "Darba aizsardzības prasības, saskaroties

ar ķīmiskajam vielâm darba vietās".63. Ministru kabineta 2002. gada 3. septembra noteikumi Nr. 400 "Darba aizsardzības prasības drošības

zīmju lietošanā".64. Ministru kabineta 2002. gada 22. oktobra noteikumi Nr. 466 "Noteikumi par ķīmisko vielu un ķīmisko

produktu uzskaites kārtību un datu bāzi".65. Ministru kabineta 2002. gada 9. decembra noteikumi Nr. 526 "Darba aizsardzības prasības, lietojot

darba aprīkojumu un strādājot augstumā".66. Ministru kabineta 2003. gada 4. februāra noteikumi Nr. 66 "Darba aizsardzības prasības nodarbināto

aizsardzībai pret darba vides trokšņa radīto risku".67. Ministru kabineta 2003. gada 11. februāra noteikumi Nr. 74 "Prasības individuālajiem aizsardzības

līdzekļiem, to atbilstības novērtēšanas kārtība un tirgus uzraudzība".68. Latvijas valsts standarts LVS 89:1998 "Ķīmisko vielu aroda ekspozīcijas robežvērtības darba vides

gaisā". 69. Latvijas valsts standarts LVS HD 384.1 S2:2002 "Izbûves noteikumi lietotāju elektroietaisēm lîdz 1 kV.

1. daļa: Darbības sfēra, mērķis un pamatprincipi".70. Latvijas valsts standarts LVS HD 384.2 S2:2002 "Starptautiskā elektrotehniskā vārdnīca. 826. nodaļa:

Ēku elektroietaises".71. Latvijas valsts standarts LVS HD 384.3 S2:2002 "Izbūves noteikumi lietotāju elektroietaisēm līdz 1 kV.

3. daļa: Elektroietaišu barošanas veidi un uzbūve".72. 2002. gada 30. marta standarts LEK 025 "Drošības prasības, veicot darbus elektroietaisēs".

SOCIOLOGYSOCIOLOĢIJA

ProgrammaLLU Sociālo Zinātņu fakultāte, Socioloģijas katedra

SOCI Socioloģija. Sociology. Lekt., Mg.sc.soc.1,5 KP, 16 h lekcijas, 8 h semināri. Ieskaite ar atzīmi.Obligāts TF Izglītības un mājsaimniecības institūta studiju programmas Mājas vide un vizuālā māksla

izglītībā Pilna laika: 3. kursam 5. semestrī.

Nepilna laika: 3. kursam 5., 6. semestrī.

Subject of sociology. Short history or sociology. Methodology and organization of social survey. Culture. Social interaction. Social structure of contemporary society. Social stratification. Social mobility. Formal organization of society Ethnic groups and relations. Political power. State. Political parties. Political regimes and democracy. Social institutions: economics, family, education, gender, religion. Social policy. Social problems.Mācību un metodiskās literatūras saraksts.Pamatliteratūra1. GiddensA. Sociology. Oxford Unversity Press. 1998.2. Henecka H. Grundkurss Sociologie. Opladen 1994.3. Levin J.,Spates J.L. Starting Sociology. New York : 1985.4. Nohlen D. Worterbuch Staat und Politik. Munchen: 1991.4. Schafer R.T. Sociology Mcgraw- Hill: 1989.5. Смелзер Н (Smelser N.J. Sociology.). Социология . Перевод с ангийского Москва : 1994.6. Vander Zander J.W. Sociology the Core. Mcgraw –Hill 1990.Papildliteratūra.1. Cilvēks un dzīve socioloģijas skatījumā. R.: 1996.2. Demokrātijas pamati. R.: 1993.3. Kons I. “Es “ atklāšana. R.: 1982.4. Krūzmētra M. Ģimenes socioloģija. Jelgava: 1993.5. Lapiņš A. Politiskie režīmi: demokrātija, autoritārisms, totalitārisms: lLekcija politikas zinātnē. Jelgava : 1993.6. Latvijas Republikas Satversme. R.: 1999.7. Socioloģijas skaidrojošā vārdnīca. R.: 1997.

PHILOSOPHY, ETICS, AESTETHETICS

FILOZOFIJA, ĒTIKA, ESTĒTIKAP r o g r a m m a

LLU Sociālo zinātņu fakultāte, Filozofijas katedra.Faculty of Social Sciences, Department of Philosophy.

Studiju priekšmeta anotācija:FILO Filozofija, ētika, estētika. Lekt., Mag. phil. J. Vuguls

3 KP (48h), lekcijas 24h, semināri 24h, eksāmens.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Pilna laika: 1. kurss 1. semestrisNepilna laika: 3. kurss 5., 6. semestris

Students will acquire knowledge on the history of philosophical thought, development of ethical ideas and conceptions, knowledge about the ethical and aesthetical values. During the study course students will elaborate skills of analyzing ethical and aesthetical ideas in nowadays. There are lectures and discussions in seminars, group work and presentations as the methods are used in study course.

Literatūras saraksts1. Andersone Z. Filozofija un kultūra Senajā pasaulē. Jelgava, I d. - 1994. - 81 lpp., II d. - 1994. - 72 lpp., III d.

- 1995. - 40 lpp.2. Apsīte L. Rietumeiropas filozofija 14.-18.gs. - R.: Zvaigzne ABC, 2000. - 267 lpp.3. Celma J. Estētika: estētisko ideju vēsture Eiropā. - R.:ABC, 2000.4. Estētika. -R.:Zvaigzne, 1989.- 407 lpp.5. Kūle M. Kūlis R. Filozofija. - R., 1996. - 653 lpp.6. Lasmane S., Milts A., Rubenis A. Ētika. -R.:Zvaigne, 1996.-240 lpp.7. Rubenis A. Ētika XX gs. - R.:Zvaigzne ABC, 1996..8. Sūna U., Oļševskis G. Ievads filozofijā. - R., 1993. - 146 lpp.

Papildliteratūra1. Bēringers H. Kas ir filozofija? - Lielvārda, 1995. - 127 lpp.2. Filozofijas atlants: attēli un fakti. - Rīga: Zvaigzne ABC, 2001. -251 lpp.3. GombriksE.H. Mākslas vēsture. - R.: Zvaigzne ABC, 1997. - 688 lpp.4. Klīve V.V. Gudrības ceļos. - Rīga, 1996. -224 lpp.5. Mazā mākslas enciklopēdija. Virzieni un stili. - R.: Latvijas Enciklopēdija, 1994., 95. -1-10. broš.6. Megi B. Filozofijas vēsture. -Rīga: Zvaigzne ABC, 2000. -240 lpp.7. Rogenbuka I. Uzņēmējdarbības ētika. - R.: Zvaigzne ABC, 1999. - 96 lpp.8. Šeldons S., Steinbergs, Dāvids T. Osterns. Valdība, ētika un vadītāji. - R.: Pētergailis, 1994. -170 lpp.

Periodika1. žurnāls "Grāmata"2. žurnāls "Kentaurs"3. žurnāls angļu valodā "Ethics"4. журнал "Вопроси философии."5. журнал "Филосовские науки"

PROFESSIONAL LANGUAGE

PROFESIONĀLĀ SVEŠVALODAP r o g r a m m a

Sociālo zinātņu fakultāte, Valodu katedraFaculty of Social Sciences, Department of Languages

Studiju priekšmeta anotācija:VALO Profesionālā angļu valoda. English for Professional Purposes.

Lekt., Mag.paed. A.PētersoneProfesionālā vācu valoda. German for Professional Purposes.Lekt., Mag.paed. N.Ogurcova4 KP (64h) praktiskie darbi. Ieskaite.Eksāmens.Obligātais Mājas vide un vizuālā māksla izglītībā studentiemPilna laika:1. kursa 1. (ieskaite) un 2. semestrī (eksāmens).Nepilna laika:1. kursa 1. un 2. semestrī (ieskaite), 2. kursa 3. semestrī (eksāmens).

The program envisages mastering of language skills for professional (pedagogical, computering and crafts) purposes in various forms and levels of communication – reading, speaking, listening and writing.

Angļu valoda

Pamatliteratūra1. Brookshear J.G.Computer Science. Addison – Wesley, 20002. Collie J.,Martin A. What’s it like? Life and Culture in BritainToday. CUP, 2000.3. Forsyth G. Yollife A., Stevens D. Preparing a Course: Practical Strategies for Teachers, Lecturers and

trainers.-London: Kogan Ppage, 1997.-106p.4. Kingsley A. etal. World of Crafts.-1993.-178p.5. Packer Y.Y. Packer's Complete Guide to Flower Arranging.-19956. Teaching and Learning in Agriculture: A Guide for Agricultural Educations. Rome, FAO, 1996.Papildliteratūra

1. O'Driscoll Y. Britain: The Country and its People: an Introduction for Leanners of English.-OUP,1995.-225P.

2. Pikver A. Grammar is Easy. Rīga: Zvaigzne ABC, 1996. – 164p3. Raškevičs J. Latviešu – Angļu sarunvārdnīca. Rīga, 19924. Reilly O. Arts and Crafts. Kitting and crocket.-1994,32 p.5. Littlejohn A. Company to Company. A new approach to business correspondence in English. CUP,

19936. Check your Vocabluary for Computing.-Peter Collin Publishing, 1999.-58p.7. Rudzītis G. The productive educators during the First Independet State: Teaching Aid .-Jel;gava, 2000.-

27p.8. Angļu-Latviešu-Krievu informātikas vārdnīca.-Rīga:Avots, 2001.-660lpp.Ieteicamā periodika1. Good Houseekeeping2. Applied Psychology3. PC World 4. Psychology Today5. The Baltic Times6. Thinking Classroom

Vācu valoda

Pamatliteratūra1. BIZ Katalog. Berufsausbildung in Deutschland- W. Bertelsmann Verlag, Mannheim- 2001- S. 902. Bourne Lyle E. Einführung in die Pszchologie- Frankfurt am Main- 1992. - s. 4003. Bossel H. , Simon K. H. Computer und Ökologie. Karlsruhe Mueller Verlag. - 1986- S. 2004. Lernziel Deutsch. Grundsufe1. Max Hueber Verlag- 1998- s. 2245. Themen. Kursbüch 2 . Hueber Verlag- 1993. - S. 1606. Unser Dorf soll Schöner werden. Ministerium für Umwelt das Landes NRW. Düsseldorf, 1992- S. 85Papildliteratūra1. Europa von A bis Z. Europäische Akademie- 2003. - S- 445Krūze A. , Vecmane S. Festliche Sitten und

Bräuche. Inter Nationes. 1998- s. 462. Ogurcova N. Auschauungsmaterial Ideen Rat und Hilfe- Valodu katedra- 1998- s. 173. Streiflichter aus Deutschland. Essen und Trinken in DeutschlandIeteicamā periodika1. Audimax. Die Hochschulzeitschrift2. Infosat: das Sat- Multimedia- und Online Magazin

INTRODUCTION IN STUDIES

IEVADS STUDIJĀSP r o g r a m m a

Tehniskā fakultāteFaculty of Engineering

Studiju priekšmeta anotācija:LTEH Ievads studijās. Introduction in studies.

Profesors, Dr., sc. ing. Dekāns0,5 KP (8h), praktiskie darbi 8h.Ieskaite.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem1. kursa 1. semestrī.

Higher education in the world, in Latvia and LUA. The Republic of Latvia education system and teaching regulative documentation The history of development of the LUA and Faculty of Engineering, current structure and administration. The study programs and subprograms at the FE. The organisation of the study process. The history of Jelgava and Yelgava Palace

Literatūra

Augstskolu likums http://www.izm.gov.lv/Izglītības likums http://www.izm.gov.lv/Profesionālās izglītības likums http://www.izm.gov.lv/Likums par zinātnisko darbību http://www.izm.gov.lv/Par augstākās izglītības sistēmas rtakaturojumu http://www.izm.gov.lv/http://www.isec.gov.lv/http://www.llu.lv/

PEDAGOGICS (EDUCATION)

PEDAGOĢIJAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Pedagoģija 10KP.

Vadošais mācībspēks Asoc.prof., Dr.paed. A.Aizsila.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem. General Pedagogics (Education)Lekt., Mag. paed. I. Andersone2KP (32h): 16 lekc., 16 prakt.d., eksāmens.1. kurss 1. semestrisHistory of pedagogics (education).Asoc. prof., Dr. paed. A.Aizsila2 KP (32h): 16 lekc., 16 prakt.d., ieskaite ar atzīmi.Pilna laika: 1. kursa 2. semestrīNepilna laika: 1. kursa 2. semestrī, 2. kursa 3. semestrī.Didaktics.Asoc. prof., Dr. paed. B. Briede, Asoc. prof., Dr. paed. A.Zeidmane3 KP (48h): 24 lekc., 24 prakt.d., eksāmens.Pilna laika: 2. kursa 3. semestrīNepilna laika: 2. kursa 3.,4. semestrīTheory and methodology of upbringing.Mag. Paed., lektore I.Soika2KP (32), lekcijas 16h, prakt. darbi 16h. ieskaite ar atzīmi .Pilna laika: 2. kursa 4. semestrīNepilna laika: 3. kursa 5.,6. semestrīCourse Paper in Pedagogy 1KP II k. 4. semestrī (pilna laika studijās). IV k. 7. semestrī (nepilna laika studijās)

The subject of general pedagogy is directed to gaining insight in pedagogical terms and content, general pedagogy connection to other branches of pedagogy, their aims and objectives. The principal pedagogical concepts’ acquisition. Pedagogy as a science and art, its connection with other sciences. Pedagogy research methods, education, self-education, peculiarities of age stages development, as well as educational work organization in Latvia and the concept ‘contemporary teacher’ understanding. During the lessons the students develop an electronic dictionary of pedagogical terms and concepts used during the study, as well as elaborate a pedagogy research plan (preparing a presentation, using MS Power Point).

The subject of history of education. The history of development of schools. The development of education according to the East and Antique society needs. The classical heritage of pedagogics. The pedagogical thought in Europe, Russia, Latvia. The historical influence of the study of pedagogics, also schools and opinions nowadays.

Students understand coherences of the teaching/learning process in the course of didactics. There are looked over and analysed problems as well as promoted the students skill to find, formulate,

http://www.llu.lv/

http://www.isec.gov.lv/

http://www.izm.gov.lv/





evaluate and solve problems. The students improve presentation skills in scientific style during discussions, seminars. The usage of teaching methods and visual material is emphasized in practical works. Professional competence of the teacher: knowledge, skills, reflection. Teachers’ roles. Teacher development and responsibility. Teacher stress and burnout. Social status of teaching. Theories and models of teaching: paradigms for research in teaching; humanization of studies: humanistic paradigm, criteria and features of humanity in studies. Theories of teaching: behaviouristic, cognitive development, information processing, social psychological, linguistic and sociolinguistic. Constructive learning theory. Didactic models: cognitive, pragmatic, communicative, task oriented, process oriented. Studies nowadays, modern methods and techniques: cooperative, reflective, problem etc. influence of interactive methods on knowledge, skills and socialization of pupils.

Reference of the process of upbringing and its main relation. Principles of upbringing. Aims and methods of upbringing. Forms of upbringing and either conformity to peculiarities of age stages of development. Work and upbringing. Career guidance. Preparation of self-upbringing. Interaction and coherence among upbringing, studies and personal development. Pupils social organizations. Learning class guide duties, documentation and specific features of upbringing in school.Mācību un metodiskās literatūras saraksts:

Pamatliteratūra1. Briede B. Mācību metodes. Jelgava: LLU , 1997 - 68 lpp. (līdzautori: M.Doils, H.Makintaire, L.Pēks, I.

Šîlda)Broks A. Izglītības sistemoloģija, Rīga: RaKa. – 2000.2. Briede B. Mācību vērtēšana. Jelgava: LLU, 1998. - 24 lpp. (TEMPUS projekta ietvaros; līdzautori:

A.Deiviss, M.Kārters, G.Patriks, L.Pēks, D.Stjuarts)3. Briede B. Mērķi. Jelgava: LLU , 1997. - 23 lpp. (līdzautori: R.Čeimberss, L.Pēks)4. Briede B. Tehniskie mācīblīdzekļi. Jelgava: LLU , 1997. - 41 lpp. (līdzautori: L.Pēks, Č. Sanders)5. Geidžs N.L., Berliners D.C. Pedagoģiskā psiholoģija. - Rīga: Zvaigzne ABC. - 662. lpp.6. Gudjons H Pedagoģijas pamatatziņas. - Rīga: Zvaigzne ABC. - 394 lpp.7. Karpova Ā. Personība. Teorētiskās atziņas un to rādītāji. – R.: Zvaigzne ABC, 1998. – 222 lpp.8. Komenskis J.A. Lielā didaktika. – R.: Zvaigzne, 1992. – 232 lpp.9. Kooperatīvā mācīšanās/metodika. - R: RaKa, 2004.-331 lpp.10. Krastiņa E., Pipere A. Mācību sasniegumu pašizvērtēšana.- Rīga: RaKa.-2004.216 lpp.11. Izglītības un zinātnes ministrijas Mājas lapa. - http://www.izm.lv/lv/main.html.12. Mūžizglītības memorands (2000), Eiropas Komisijas darba dokuments, Brisele, 30.10.2000,

SEC(2000)1832. (Neoficiāls tulkojums, Rīga:LPIA.)13. Pedagoģijas terminu skaidrojošā vārdnīca. - Rīga: Zvaigzne ABC, 2000. - 248 lpp. 14. Prets D. Pedagoga rokasgrāmata. Izglītības programmu pilnveide. - R.: Zvaigzne ABC, 2000.- 383 lpp.15. Rubana I..M. Mācoties darot. - R.: RaKa, 2004. - 262 lpp.16. Rudzītis G. Gribas un rakstura veidošana mācību darbā un pašizglītībā. – Jelgava: LLU, 1997. – 31 lpp.17. Rudzītis G. Vecāko klašu skolēnu un studentu sagatavošana pašizglītībai. – Jelgava: LLU, 1995. – 30

lpp.18. Sadarbība un kompetence izglītībā. Starptautiskās zinātniskās konferences raksti. Jelgava: LLU -

2000.g. - 310 lpp.19. Starptautiskā zinātniskā konference Komunikācija un kopība. Raksti 17.-18. maijs 2001. Jelgava: LLU-

2002. - 385 lpp. 20. Students J.A. Vispārīgā paidagōģija. – Rīga: RaKa. – 1.daļa. – 330 lpp.; 2. daļa –224 lpp.21. Students J.A. Vispārīgā paidagoģija. 2.daļa. – R.: Raka, 1998. – 224 lpp.22. Špona A. Audzināšanas terija un prakse. – R.: Raka, 2001. – 162 lpp.23. Vispārīgā didaktika un audzināšana/Zinātnisku rakstu krājums. Rīga: LU PPI, 2001, 235 lpp.24. Zelmenis V. Īss pedagoģijas kurss. – R.: Zvaigne, 1991. – 214 lpp.25. Žogla I. Didaktikas teorētiskie pamati. - Rīga: RaKa. – 2001. – 275 lpp.26. Žukovs L. Ievads pedagoģijā. – R.: Raka, 1997. – 305 lpp.27. Bronferbrenner U. The ecology of human development: Experiments by nature and design.- Cambridge,

MA: Harvard University Press.28. Gudjon H. Didaktik zum Anfassen. Bad Heilbrunn: Klinkhardt, 199729. Reece I., Walker S. Teaching, Training and Learning - a Practical Guide// Third edition. GB.

Sunderland: Business Education Publishers Ltd., 1997., 602 pp.30. Vester F. Denken, Lernen, Vergessen. - München: Deutscher Taschenbuch Verlag, 1994.

Papildliteratūra1. Albrehta Dz. Didaktika. Sērija: Tālmācība pedagoģijā. - Rīga: RaKa. – 2001. – 168 lpp.

http://www.izm.lv/lv/main.html

2. Augstākās izglītības padomes Mājas lapa. - http://www.aip.lv/index.html 3. Amonašvili Š. Kā klājas bērni? – R.: Zvaigzne, 1988. – 174 lpp.4. Balsons M. Kā izprast klases uzvedību. – R.: Lielvārds, 1995. – 208 lpp.5. Beidens P.R. Skautisms zēniem. – R.: Vieda, 1996. – 325 lpp. , il.6. Beļickis I. Izglītības alternatīvās teorētiskās atziņas. – R.: Raka, 1997. – 95 lpp.7. Cilvēka seksualitāte. Sorosa fonds Latvia. – 109 lpp.8. Dauge A. Audzināšana kā profesija. // Audzinātājs, 1926. – Nr. 7/8.9. Dauge A. Audzinātāja jēdziens un būtība. // Audzinātājs, 1929. – Nr. 1.10. Deinova Š. Kā pārdzīvot jūsu bērna tīņa gadus. – R.: Asja, 1996. – 185 lpp.11. Deķēns K. Rokas grāmata pedagoģijā. – R.: 1919. – 238 lpp.12. Delors Ž. Mācīšanās ir zelts. Ziņojums, ko Starptautiskā Komisija par izglītību divdesmit pirmajam

gadsimtam sniegusi UNESCO. – Rīgā: UNESCO Latvijas nacionālā komisija. – 2000. – 255. lpp.13. Diplomatzīšanas rokasgrāmata. – Rīga: AIC. – 2000. – 200 lpp.14. Dokumenti par mūžizglītību pasaulē, Eiropā, Latvijā. – Rīgā: LPIA. – 2002.15. Pavlovs O. Izglītības filozofija, Rīga: Latvijas akmeoloģijas akadēmija. – 2002. – 88 lpp.16. Profesiju standarta formāta apraksts// Izglītība un Kultūra. – 2001. gada 13. decembrī. –10. lpp17. Tendences un studiju struktūras augstākajā izglītībā (II). Pētījums par tālāko virzību pēc Boloņas

deklarācijas parakstīšanas. – Rīgā: Akadēmiskās Informācijas centrs. 2001. – 60 lpp.18. Tradicionālais un novatoriskais sabiedrības ilgstpējīgā attīstībā. Pedagoģija un psiholoģija. Starptautiskās

zinātniskās konferences materiāli 2002. gada 28. februāris- 2. marts. Rēzekne, 2002. - 376 lpp.19. Dzimumnobriešana. Izmaiņas puberitātes laikā. / Mācību materiāls/ Jonsons & Jonsons, 1998. – 30 lpp.20. Eagly A.H., Chaiken S. The psychology of Attitudes. – Copyright 1993 by Harcourt Brace & Company, -

785 p.21. Frīdmans L., Volkovs K. Psiholoģijas zinātne skolotājiem. – R.: Zvaigzne, 1988. – 218 lpp.22. Haydon Graham. Teaching about Values. / A New Approach/. - Copyright 1997 by Haydon Graham – 134

p.23. Karpova Ā., Plotnieks I. Personība un saskarsme. – R.: LVU, 1984. – 94 lpp.24. Kempbelss R. Kā patiesi mīlēt savu bērnu. – R.: LBJS, 1991. – 113 lpp.25. Kempbelss R. Kā patiesi mīlēt pusaudzi. – R.: LBJS, 1990. – 115 lpp.26. Kovaļovs S. Ģimenes attiecību psiholoģija. – R.: Zvaigzne, 1990. – 124 lpp.27. Kyriacou C. Essential Teaching Skills. – publisher in 1995 by Stanly Thornes Ltd. – 150 p.28. Levi V. Atrast sevī citu. – R.: Avots, 1984. – 279 lpp.29. Levi V. Saruna vēstulēs. – R.: Avots, 1986. – 322 lpp.30. Ļihanovs A. Dramatiskā pedagoģija. – R.: Zvaigzne, 1991. – 302 lpp.31. Maguire M. Becoming a Teacher. – Edited by Dillons J. Coprright the Editors and Contributors. – 215 p.32. Mc Phillmy Billl. Controlling your class: A Teacher Guide to Managing Classroom Behavior. – Copyright

1996 by Wiley J. & Sons Ltd. Cartons 1996 by Stutart J. – 147 p.33. Omarova S. Cilvēks runā ar cilvēku. /Saskarsmes psiholoģija/. - R.: Kamene, 1996. – 126 lpp.34. Omarova S. Cilvēks dzīvo grupā. / Sociālā psiholoģija /. - R.: Kamene, 1996. –171 lpp.35. Palīgs pedagogam. Pieredze. Teorētiskās atziņas. Prakse. – R.: Raka, 1997. – 388 lpp.36. Pedagoģiskā doma Latvijā līdz 1890.gadam. Antaloģija. – R.: Zvaigzne, 1991. – 230 lpp.37. Pedagoģiskā doma Latvijā no 1890.gada līdz 1940.gadam. Antaloģija. – R.: Zvaigzne, 1994. – 239 lpp.38. Pedagoģiskā doma Latvijā no 1940.gada līdz mūsdienām. Antaloģija. – R.: Puse, 1998. – 324 lpp.39. Ruško J. Ar baltzaļo karogu. Mazpulki Latvijā un pasaulē. – R.: S. M., 1994. – 70 lpp.40. Shardlow S. & Doel M. Practice Learning and Teaching. – British Association of Social Workers, 1996. –

215 p.41. Šteinerts R. Bērna audzināšana. – R.: Raka, 1993. – 81 lpp.42. Stepe A. Griba, tās audzināšana un pašaudzināšana. – R.: LVU, 1969. – 29 lpp.43. Stephanes P., Crawley T. Becoming an Effective Teacher. – Text copyright 1994 by Stephanes P. and

Crawley T. – 156 p.44. Veselības mācība skolotājiem. Augšana un attīstība pusaudžu gados. 1., 2., 3. daļa. – R.: Zvaigzne ABC,

1995. – 55 lpp.45. Walker Deker F. & Soltis Jonas F. Curriculum and Aims. – Copyright 1997 by Teacher College, Columbia

University. – 124 p.46. Корнелиус Х., Фрейд Ш. Выгграть может каждый./ перевод с английского/ - М. Стингер, 1992. – 212

стр.

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DIRECTIONS OF PEDAGOGY

PEDAGOĢIJAS VIRZIENIP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Pedagoģijas virzieni. 8KP.

Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Vadošais mācībspēks Prof., Dr.paed. B.Briede.Adult education.Prof., Dr.paed. B.Briede, lekt., Mag.paed. I. Apsīte 2 KP (32h), lekcijas 16h, praktiskie darbi 16h. Eksāmens.IV k. 7. semestrī (pilna laika studijās).IV k. 8. un V k. 9. semestrī (nepilna laika studijās).School managementDocētājs V.Ļaudams.2KP (32 h), t.sk. lekcijas 16 h, praktiskie darbi 16 h. Ieskaite ar atzīmi.III kursa 5. semestrī (pilna laika studijās).IV kursa 7., 8. semestrī (nepilna laika studijās).Special pedagogy.Mag. paed., lektore A Zvīgule2 KP (32h), lekcijas 16h, praktiskie darbi 16h. Ieskaite ar atzīmi.III k. 6. semestrī (pilna laika studijās).IV kursa 8. semestrī, V k. 9. semestrī (nepilna laika studijās).The pedagogy of art and music.Doc. Dr. Paed. N.Lūse, Mag paed., lektore I. Andersone1 KP (16h), lekcijas 16h. IeskaiteIV k. 7. semestrī (pilna laika studijās).V k. 9. semestrī (nepilna laika studijās).Environmental pedagogy.Mag. paed., lektore V.Vanovska1 KP (16h), lekcijas 16h. Ieskaite ar atzīmi.IV k. 7. semestrī (pilna laika studijās).V k. 9. semestrī (nepilna laika studijās).

Adult education, its relevance, the main concepts, peculiarities. Icebreakers of the group. Basic skills for adult’s www.basic-skills.co.uk, usage of the European Association for Education of adults (EAEA) home page www.eaea.org. The structure and directions of the Latvian Adult Education Association (LPIA) and usage of its home page www.laea.lv. Adult education resources in Latvia www.liis.lv. Importance of life-long learning nowadays. Usage of the EU Portal http://europa.eu.int/index_lv.htm. European portfolio and CV and usage of their home pages: http://europa.eu.int/eures and www.europortfolio.org. Project programmes in adult education and distance learning, and usage of the home page: http://europa.eu.int/comm/education/programmes, www.minerva. European Social foundation projects and usage of the home page: www.esfondi.lv. Self-upbringing. Self-education. Learning skills. Development of social, professional and reflection competence. Adult groups: functions, peculiarities, dynamic, effectiveness, communication peculiarities in them. The link of communication with individual study ability: the structure of learning and its styles (Kolb test). Teacher’s competence. Teaching methods in adult groups. Presentation in front of the group and assessment criteria. Assessment of adult education courses.

School management as a part of education science. The basic principles and the research methods of school management. The guiding of education in Latvia. The document of schoolwork. The participation of teachers in school guiding. The theories of guiding that using in school management. The process of decision taking. The style of guiding. Evaluation of teacher’s knowledge and skills. The rights and duties of teachers. The criterions of teacher’s knowledge and skills.

Special pedagogic as a branch of science of pedagogy and its relevance. Terminology. Description of abnormalities in philosophy, sociology and art. Theory of degeneration, role of heredity. Prevalence of disorders

http://www.piapa.lv/

http://www.minerva/

http://europa.eu.int/comm/education/programmes

http://www.europortfolio.org/

http://europa.eu.int/eures

http://europa.eu.int/index_lv.htm

http://www.liis.lv/

http://www.laea.lv/

http://www.eaea.org/

http://www.basic-skills.co.uk/

and difficulties in studies and behaviour. Social and biological risk factors and their destructive impact on children and adults.

Information technologies in special education – in special schools with mental retarded students, specific computer in tiflopedagogic.

Educating of children with special needs. Variety of teaching methods, their classification according to the dominating disorders. Specifying teaching methods for sight and hearing disability, deaf-and-dumb, mental retarded, badly sick (oncological, AID) children. Ideas of Valdorfpedagogics and Montesori. Preparation of children and adolescence for maximally independent life. Inculcation of computers in special education.

The content of the study subject includes systematically surrounded theoretical knowledge’s of the essence of Pedagogy of Art, its methods and forms in Education. The holistic approach of five art forms (literature, drama, dance, music, visual art) is cultivated together with learning the role of Arts Education in family and different stages of curricula. From the approach of humanistic pedagogy the basic knowledge’s have been studied which help to distinguish the comprehension of Art concept in development of European culturally – orientated personality. Study Pedagogy of Art in our changing society makes the progress of student’s valuable worldview and the intelligent person’s preparation adequate to European teacher’s competence.

The students will be given information on the influence of music and singing on child’s mental, intellectual and emotional development as well as games and exercises helping to develop the child’s ear, feeling of rhythm, voice and physical development. During the lessons the students will get information and prepare an account of music usage in the study process, upbringing classes, school educational environment with the help of IT audiovisual presentations and materials. The students create Internet address lists where they can find useful information about the usage of music in pedagogy and upbringing.

Environmental pedagogy introduce with educational influence of environment to personality progression, gives theoretical and practical knowledge and skills to descry environmental problems and include society in its solving. The study course includes acquirement of teaching methods to help teacher integrate themes about environmental education in own pedagogical work.

Literatūra

Adult EducationPamatliteratūra 1. Briede B., Laitāne M., Neimanis G. Grupas darba nozīme sociālās kompetences attīstībā.- Ozolnieki: LLKC,

1999.- 28 lpp.2. Briede B. Mācību metodes. Jelgava: LLU , 1997 - 68 lpp. (līdzautori: M.Doils, H.Makintaire, L.Pēks, I.

Šîlda)3. Briede B. Mācību vērtēšana. Jelgava: LLU, 1998. - 24 lpp. (TEMPUS projekta ietvaros; līdzautori:

A.Deiviss, M.Kārters, G.Patriks, L.Pēks, D.Stjuarts)4. Briede B. Mērķi. Jelgava: LLU , 1997. - 23 lpp. (līdzautori: R.Čeimberss, L.Pēks)5. Briede B. Tehniskie mācīblīdzekļi. Jelgava: LLU , 1997. - 41 lpp. (līdzautori: L.Pēks, Č. Sanders)6. Koķe T. Pieaugušo izglītības attīstība: raksturīgākās iezīmes. -Rīga, 1999. - 102 lpp.7. Kooperatīvā mācīšanās/metodika. - R: RaKa, 2004.-331 lpp.8. Kupčs J. Saskarsmes būtība./Saskarsmes psiholoģija. R.: Zvaigzne ABS, 1997. - 729. Ķirse A. Publiskās runas kultūra un meistarība: Metod. norād. / Jelgava: LLU, 1992. - 13 lpp.10. Omārova S. Cilvēks runā ar cilvēku./ Saskarsmes psiholoģija. R.: Kamene, 1996. - 126 lpp 11. Omārova S. Cilvēks dzīvo grupā. Sociālā psiholoģija. R.: Kamene, 1996. - 172 lpp.12. Prets D. Pedagoga rokasgrāmata. Izglītības programmu pilnveide. - R.: Zvaigzne ABC, 2000.- 383 lpp.13. Rogers A.Teaching Adults. - 2nd ed. - Buckingham, 1996. - 250 p.14. Rubana I..M. Mācoties darot. - R.: RaKa, 2004. - 262 lpp.15. Reece I., Walker S. Teaching, Training and Learning/ a practical guide. - 3rd ed.- Great Britain, 1997.- 602 p.16. Rudzītis G. Kā strādāt ar grāmatu. 7. izdev. Jelgava, LLU: 2003.- 24 lpp.17. Rudzītis G., Maļinovska L. Mācību līdzekļi studentu pašizglītības un pašaudzināšanas racionalizēšana. -

Jelgava:LLU, 2000.- 52 lpp.18. Rudzītis G. pašaudzināšana mācību darbā. 7. izdev. Jelgava, LLU: 1996.- 20 lpp.19. Šibajevs V. Neformālā izglītība interešu centros. R.: RaKa, 2002.- 351 lpp.20. Uzzināt, saprast, pielietot. R.: Artekoms, 2002.- 80 lpp.Papildliteratūra1. Briede B., L.Pēks. Pirmā tikšanās ar nepazīstamu grupu.- Jelgava: LLU, 1997. - 42 lpp.2. Budovskis M. Personības un sociālās vides rezonanse. -R.: Zinātne, 1986. - 118 lpp.3. Deķe I., Ivanova I., Kristovska I. Tālmācības konsultanta rokasgrāmata.- Rīga, 2000.-39 lpp.4. International Encyclopedia of Adult Education and Training. - Paris: Pergamon, 1996.- 960 p.5. Ivins A. Pareizas domāšanas māksla - R.: Zinātne, 1989. - 239 lpp.6. Latiševs V. Lietišķās sarunas un lietišķie kontakti. - R.: Merkurijs, 1995. - 170 lpp.7. Field J. Adult and continuing education- - London, 1995. - 50 p.

8. Pīzs A. Ķermeņa valoda. - R.: Jumava, 1995.

Sshool Management

1. BuilisA. Skolvadības pamati.- R: LU, 1993.2. Broks A. Izglītības indikatoru sisitēmas.- R.:Mācību grāmata, 1998.3. Inne R.Skolvadība.- RAKA, 1996.4. G. Starlings „Valsts sektora pārvalde”Latvijas valsts administrācijas skola, 1999.,5. Gailīte I.Rakstisko pārbaudes darbu analīze.- R.: Mācību apgāds, 1997.6. Geske A. Izglītības starptautiskās salīdzinošās novērtēšanas sistēma Latvijā.7. Krieviņš V. Izglītības socioloģija.-R.:RAKA8. Praude V.Menedžments.-R.Vaidelote, 1996.9. Šmite A.Skolas vadītāja darbam.- R.:RAKA, 1998.11.Zelmenis V. Īss pedagoģijas kurss.- R.Zvaigzne. 1991.12.Kristofers Poliеs un Gerts Bukerts „Sabiedrības vadības reforma”, salīdzinošā analīze, 2000.13.П.Сенге. Пятая дисциплина. Исскуство и практика самообучающейся организациию – М. ЗАО « Олимп-Бизнес», 2003.

Special Pedagogy1. Apmācības kurss personālam garīgi atpalikušu bērnu un jauniešu iestādēs.1994. Med. zin. doktora K.

Grunevalda redakcijā. – Rīga: Zvaigzne ABC. -134 lpp. Karl Grunewald, 19932. Avotiņš V. Bērnu attīstība mācību un audzināšanas procesā. – Rīga: Zvaigzne, 1981. – 140 lpp.3. Avotiņš V., Upmane U. Metodiski norādījumi darba organizācijai izlīdzinātājklasēs. – R.: LIM 19764. Âboltiņa M. Kâ aug mûsu bērns. Rîga. 19985. Beļickis I. Izglîtîbas alternatîvâs teorijas. RaKa. 19896. Baka A. Grinevalds K. Grâmata par aprûpi. Preses nams. 19987. Borns E. L., Ruso N. F., 2001. Psiholoģija. Izturēšanās un tās konteksts . Rīga.RaKa. – 2. daļa. – 205

lpp. Lyle E. Bourne, JR. Nancy Felipe Russo (1998) Psychology Behavior in Context8. Buivide A. Valodas traucējumu izpēte un to novēršana bērniem ar psihiskās attīstības aizturēm

pirmsskolas vecumā. – R.: Mācību apgāds, 19979. Cilvēka tiesības. Starptautiskais dokumentu krājums. – Rīga: Zvaigzne, 1992. – 191 lpp.10. Didaktika: ievērojamākie pedagogi par mācību teoriju/ sast. A. Kopeloviča, L. Žukovs. – Rīga: RaKa,

2000. – 344 lpp.11. Danielsa E., Steforda K. Iekļaujošās klases radīšana. – Latvija-Sorosa fonds, 199912. Dreimane A. Speciālā izglītība Latvijā // Skolotāja pieredze. – Nr.4 (1999.), 12.- 17. lpp.13. Goransone K. Kā attīstās sapratne par realitāti. – R.: Rasa ABC, 200114. Kravalis J. Latvijas speciālās skolas (1840. – 1996.). – Rīga: Mācību grāmata. – 1997. – 143 lpp.15. Konvencija par bērnu tiesībām. 1995. – Pieņemta 1989. gada 20. novembrī // ANO Ģenerālā asambleja.

– Rīga Fonds Mantojums. – 19 lpp.16. Kreicberga M., 1975. Bērnu valodas traucējumi un to novēršana. – Rīga: LPSR IM. – 51 lpp.17. Kulbergs J. Dinamiskā psihiatrija. – R.: Jumava, 200118. Lieģeniece D. Kopveseluma pieeja audzināšanā. – R.: RaKa, 199919. Liepiņa T. Hiperaktīvo bērnu uzmanības attīstība un uzvedības korekcija. – R.: Vārti, 199820. Liepiņa S. Speciâlâ psiholoģija. – R.: RaKa, 200321. Liepiņa S. Speciâlâ pedagoģija. Rîga. 198922. Skola visiem. Palīgs pedagogiem, psihologiem un vecākiem. –

Rīga:SAC,2002.23. Smita K. Strika L. Mâcîšanâs traucējumi no A lîdz Z. RaKa. 199824. Štāls M. Mūsu dzīves pabērni, viņu audzināšana un mācīšana. – Rīga, 1936. – 435 lpp.25. Teivāns E. Ievads speciālajā pedagoģijā. – R.: Zvaigzne, 199426. Ðiliòa M. Dâboliòa D. Ievads aprûpç. Rîga. 199827. Vispārējās izglītības likums, www.aic.lv/rp/Latv/LIK/visplik.htm 28. Žukovs L. Ievads pedagoìijâ. RaKa. 199829. Vienādas iespējas visiem / LR Labklājības ministrija //http: //www.lm.gov.lv30. Valsts programma bērnu stāvokļa uzlabošanai 2001. gadam / Valsts bērnu tiesību aizsardzības centrs //

http: //www.vbtac.lv31. S.A. Kirk, J. Gallaghen. Educating exeptional children. Boston. 1989 32. Samuel A., James J. Educating exeptional children. – Boston. – 1989. – 598 p.33. Teaching methods // http: //search.epnet.com34. Woolfson R. Children with special needs. – London, 1991. – 179 p.

35. Education – Special Needs Education. 2001. An Introduction. Edited by Berit H. Johnsen and Miriam D. Skjorten. Unipub forlag Oslo: Book no 1 – 358 p.

36. Equal Opportunities for Disables Persons. 1994. The Danish way. Silkeborg Bogtryk, 42 p.37. Banister P., 1996. Qualitative methods in psychology a research guide. Open University Press Celtic

Court 22 Ballmoor, 184 p.38. Geschichte der Erziehung. 1966. Red. Karl – Heinz Gunther u. a. 7.,verb. Anfl. Berlin, “Volk und

Wissen”, 726 s39. Goleman D., 1995. Emotional intelligence. New York: Bantam Books, 352 p.40. Historische Pädagogik: Methodologische Probleme der Erziehungsgeschichte. 1977. Mit Beitr. von:

Gisethar Buhl, Friedrich Gotz, Franz Hamburger u. a., Wiesbaden: Akad. Verl. – Ges.,181 s41. Information and Communication Technology (ICT) in Special Needs Education (SNE). 2001. Recent

developments in 17 European Countries. European Agency for Development in Special Needs Education, 48 p.

42. Johns S., 1992. Reach making contact// Journal of Needs Edukation in Ireland, Nr. 4, 58 p.43. Keily P., 1998. Helping people with physical disabilities. Dublin; Bristol: Meyers Squibb

Pharmaceuticals Limited, 32 p.44. Методы изучения аномальных детей. 1965. Под ред. Дьячкова А. И., Разановой Т. В., Яшковой

Н. В.. - Москва: Просвешение - 159 стр45. Мирский С. Л., 1990. Индивидуальный подход к учащимся вспомогательной школы в трудовом

обучении. - Москва: Педагогика - 156 стр.

Pedagogy of Art and Music

Pamatliteratūra:1.Anspaks J. Mākslas pedagoģija.1.daļa. Teorijas un prakses pamatu veidotāji.-R.,20042.Bebre R. Radošas personības struktūra.-R.,20003.Birzkops J. Muzicēšana kā labākā intelektuālo spēju attīstītāja.-R,19994.Bula D. Dziedātājtauta. Folklora un nacionālā ideoloģija.-R.,20005.Celma H. Māksla kā vērtība.-R.,19886.Dauge A. Māksla un audzināšana.-R.,19257.Dāle P. Gara problēmas.-Čikāga,19628.Heidegers M. Malkasceļi.-R.,19989.Hibnere V., Grasmane L. Bērna vizuālā darbība. 1.-2.daļa.-R.,200010.Kants I.Spriestspējas kritika.-R.,200411.Kavacs V. Mākslas valodas pamati.-R.,199912.Kroders R. Teātra māksla..-R.,193413.Kultūrpolitika Latvijā. Nacionālais ziņojums.-R.,199814.Kursīte J. Mītiskais folklorā, literatūrā, mākslā.-R.,199615.Kūle M. Ceļš saprašanas labirintos.-R.,198916.Muktupāvels M. Latviešu rotaļas un spēles.-R.,198917.Spalva R. Nacionālās identitātes meklējumi latviešu dejā/ Letonica, 2001, # 6-718.Spoliņa V. Teātra spēles – improvizācijas.-R.,199919.Špona A. Audzināšanas process teorijā un praksē.-R.,200420.Zariņš D. Mūzikas pedagoģijas pamati.-R.,200321.Zeile P. Māksla kā sistemātiski komplekss veselums.-R.,1984Ieteicamā papildliteratūra:1. Alijevs R. Vecāko klašu skolēnu radošo spēju attīstība mācību procesā.-R.,19982. Austrums Ģ. Tautas senās godu un audzināšanas tradīcijas.-R.,19393. Daiļdarba analīze.-R.,19814. Gudjons H. Pedagoģijas pamatatziņas.-R.,19985. Jurevičs P. Kultūras esejas. -Stokholma,19606. Lieģeniece D. Kopveseluma pieeja audzināšanā.-R.,19997. Mackeviča L. Mūzikas uztvere pirmsskolas vecuma bērniem/ Skolotājs,1998,#38. Pētersons R. Māksla un zinātne kā kultūras dzīves pamats.-R.,19349. Romenkova V. Rotaļu attīstība.-R.,199710.Spīčs E. Mārtiņa deju grāmata. 1.burtnīca.-R.,199911.Students J.A. Vispārīgā paidagoģija. 1.-2.daļa.-R.,199913.Tomsons T. Par latviešu tautas dziesmu.-R.,198314.Valce M. Sintēzes stundas sākumskolā.-R.,198815.Zelmenis V. Pedagoģijas pamati.-R.,2000Citi patstāvīgām studijām izmantojamie materiāli:

CD formāta integrētie vingrinājumi mākslas veidu apguvei

Environmental Pedagogy

Pamatliteratūra:1. Hamčanovska I. Vides izglītība skolā.- R.: RaKa, 2002. -130 lpp.2. Laboratorijas un praktiskie darbi vides zinībās./Autoru kolektīvs.- R.: Jumava, 1997. - 227. lpp.3. Paiks G.,Selbijs D. Pasaule ienāk klasē.-R.: LUEC Vide, 1988.-196 lpp.4. Stola I. Vides izglītība pamatskolā.// Skolotājs.-R.: RaKa, 2001. -196 lpp.Ieteicamā papildliteratūra:1. Braša A.Vides izglītība pamatskolā: Eksperimentāls metodiskais līdzeklis .-Aizkraukle: Krauklītis, 1997.-

103 lpp.2. Grīnberga M. Vides zinības.-R.: Pētergailis, 2000, -111 lpp.3. Vakarneidžels M., Rīss V. Mūsu ekoloģiskais pēdas nospiedums: kā samazināt cilvēka ietekmi uz

zemeslodi. - R.: Norden AB, 2000. - 193. lpp.4. Vides zinības: angļu – latviešu skaidrojošā vārdnīca./ R.Ernšteina un R.Jūrmalieša red.- Rīga, 2000.-136 lpp. 5. žurnāls "Vides vēstis"6. "Environmental Education Research"

RESEARCH IN EDUCATION

P E D A G O Ģ I S K O P Ē T Ī J U M U M E T O D O L O Ģ I J A

Studiju priekšmeta programma Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsPedagoģisko pētījumu metodoloģija. Research in Education.L.Pēks, Dr.paed., profesors un V.Tomsons, Mg.paed., docents3 KP (48 h kontaktstundas, t.sk. 24 h lekc. un 24 h pr.d.). Eksāmens.Obl. profesionālās augstākās izglītības bakalaura studiju programmas Mājas vide un informātika izglītībā un

Mājas vide un vizuālā māksla izglītībā studentiem pilna laika studijās 3. kursa 6.semestrī nepilna laika –4. kursa 7., 8.semestrī.

Bachelor students require knowledge, skills and reflection abilities including the aspects of: ethics of researches, pedagogical measurements, philosophical aspects; theoretical, empirical (experimental) kinds of researches and methods (observation, inquiring,

content analysis, testing, experiments) and their usage; methods of descriptive statistics for data processing, correlation analysis, inferential statistics; Bachelor thesis design; possibilities of computers usage and suitability in researches designing of Bachelor thesis;

They must ensure Bachelor student’s competence in cooperation with scientific supervisor as well as by means of tutorials to do research on Bachelor’s level.

Students have an idea about the possibilities to continue research in Master’s and Doctor’s degree studies.

Mācību un metodiskās literatūras saraksts

Pamatliteratūra1. Albrehta Dz. Pētīšanas metodes pedagoģijā. Metodiska izstrādne. R.: Mācību grāmata, 1998. - 104 lpp.2. Arhipova I., Bāliņa S. Statistika ar MS Excel ikvienam: Mācību līdzeklis 1.daļa.- Rīga :Datorzinību Centrs,

1999.- 168 lpp.3. Arhipova I., Bāliņa S. Statistika ar MS Excel ikvienam: Mācību līdzeklis 2.daļa.- Rīga :Datorzinību Centrs,

2000.- 136 lpp.4. Beļickis I. Izglītības humānā paradigma un Latvijas izglītības reforma.- Rīga, Pedagogu izglītības atbalsta

centrs 1995. - 82 lpp.5. Dravnieks J. Mērīšana un datu apstrādes tehnoloģija sportā: Mācību grāmata Latvijas sporta pedagoģijas

akadēmijas studentiem un maģistrantiem. - Rīga, LSPA, 1993. - 142 lpp. 6. Gudjons H. Pedagoģijas pamatatziņas. Tulk. no vācu val. - R.: Zvaigzne ABC, 1998. - 396. lpp.

7. Kroplijs A., Rasčevska M. Kvalitatīvās pētniecības metodes sociālajās zinātnēs.- Rīga :RaKa, 2004. - 178. lpp.

8. Kursa darbu, bakalaura darbu un maģistra darbu izstrāde. Sast. I. Grasmane. - R.: Mācību apgāds NT, 1997. -42 lpp.

9. Lasmanis A. Datu ieguves, apstrādes un analīzes metodes pedagoģijas un psiholoģijas pētījumos: 1.grāmata.- Rīga : SIA Izglītības soļi, 2002.- 236 lpp.

10. Lasmanis A. Datu ieguves, apstrādes un analīzes metodes pedagoģijas un psiholoģijas pētījumos: 2.grāmata.- Rīga :SIA Izglītības soļi, 2002.- 422 lpp.

11. Lasmanis A. Pedagoģijas un psiholoģijas pētījumu plānošana un norise. 3. izd. R.: Mācību apgāds NT, 1999. - 50 lpp.

12. Liepa J. Biometrija. Rīga, “Zvaigzne”, 1974. - 336 lpp.13. Mācību vērtēšana//Briede B., Deiviss A., Kārters M., Patriks G., Pēks L., Stjuarts D.- Jelgava :LLU, 1998. -

24 lpp.14. Paura L., Arhipova I. Neparametriskās metodes. SPSS datorprogramma: Mācību līdzeklis.- Jelgava :LLKC,

2002.- 148 lpp.15. Pommers J. Studentu zinātniskā darba pamati. - 2. izd. - Rīgā, “Zvaigzne”, 1989. - 295 lpp.16. Škoļņikova T. Zinātniskā pētījuma metodoloģija un metodika sporta pedagoģijā. Metodiskais līdzeklis. R.:

Izd. Vārti, 1998. - 28 lpp.17. Špona A., Čehlova Z. Pētniecība pedagoģija: teorija, pieredze, prakse.- Rīga :RaKa, 2004. - 204. lpp.18. Vēzis V. Microsoft Excel 5.0 ikvienam: Māc. līdz.- Rīga :ComuterLand/Rīga, 1994.- 208 lpp.19. Vucenlazdāns P. Darbmācības metodikas pamati. - R.: LU, 1994. -148 lpp.

Papildliteratura1. E.Kronbergs, P.Rivža, Dz.Bože. Augstākā matemātika - Rīga: Zvaigzne, 1988.2. Cohen L., Manion L. Research Methods in Education. 4th ed. London, New York: Routledge, 1997. - 414.3. Howell D. Statistical Methods for Psychology. - 4th ed. Washington, Duxbury Press, 1997. - 724 p.4. Lohse H., Rolf L. Statistik fur Forshung und Beruf: Ein programmierter Lehrgang. Leipzig, VEB

Fachbuchverlag, 1973. - 328 S.5. Pedagoģijas terminu skaidrojošā vārdnīca.- Rīga :Zvaigzne ABC, 2000.- 248 lpp.6. Starting Statistics in Psychology and Education / Heyes S., Hardy M. , Humphreys P. , Rookes P. - 2nd ed.

Oxford University Press, 1996. - 138 p.7. Гласс Дж., Стенли Дж. Статистические методы в педагогике и психологии М.: Прогресс, 1976. - 495

стр.8. Клименюк А.В., Калита А.А., Беретная Э.П. Методология и методика педагогического исследования.

Постановка цели и задачи исследования: Учбн. пособие - К., 1988. - 100 с.9. Общая психодиагностика. Под ред. Бодалева А.А., Столина В.В. М.: МГУ, 1987. - 304 с.10. Энциклопедия психологических тестов. Личность, мотивация, потребность. - М.: Изд. АСТ, 1997. -

300 с. - (Практическая психология для всех)11. Ядов В.Ф. Стратегия социологического исследования. Описание, объяснение, понимание социальной

реальности. - М.:Добросвет, Книжный дом Университет - 1998. - 596 с.

PSYCHOLOGY

PSIHOLOĢIJAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Psiholoģija 7.0 KP.

Vadošais mācībspēks Dr. Psych., docente A.Vecgrāve.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem..General Psychology.Mag. psych., lektore R.Baltušīte.2KP (32), lekcijas 16h, prakt. darbi 16h., eksāmens.1. kursa 1. semestrīPsychology of personality development.Dr. Psych., docente A.Vecgrāve. 2KP (32), lekcijas 16h, prakt. darbi 16h. Ieskaite ar atzīmi.Pilna laika:1. kursa 2. semestrīNepilna laika:1. kursa 2. semestrī, 2. kursa 3. semestrīSocial psychology.Mag. psych., lekt. R. Baltušīte, Mag. paed., lekt. I.Apsīte.2KP (32), lekcijas 16h, prakt. darbi 16h. ieskaite ar atzīmi.Pilna laika: 2. kursa 3. semestrīNepilna laika: 2. kursa 4. semestrī, 3. kursa 5. semestrīCourse Paper in Psychology 1.0 KPPilna laika: 2. kursa 3. semestrīNepilna laika: 3. kursa 5. semestrī

The students gain insight in the essence of psychology and the subject’s importance. The history of psychological science, its essence and structure. Research methods in Psychology. Human CNS development and its role in mental activity. Functional assimetry and its role in human activity . Cognition and its nature. Subjective and objective cognition. Levels of cognition. Dreams. Feelings and perception. Sensory deprivation. Perception and feeling separation. Attention types and their meaning in perception, thinking process and human communication. Memory biochemistry and associative memory theories. Memory improvement factors. The best methods of memorization. Language and thought. Thinking and other psychical processes. The concept of imagination and imagination types. Imagination and creativity correlation. Intellectuality. Intelligence. Intelligence models. Intelligence and human achievements. Feelings and emotions. Types of emotional experience. Stress management. Volition structure, peculiarities, will weakness. Volition development and self-upbringing. Personality criteria. Personality theories. Ego-conception and its structure. Temperament and character. Individual style of activity. Character accentuation. Phobia and eating disorders. Individual activities: needs and reasons. A deep insight and realizing possibility of psychology application in studies, career development, personal problems solving, protecting psychical health is developed in the result.

Studying developmental psychology the learners acquire knowledge about human physical, cognitive and personal development of all age stages, from different theories point of view.

General PsychologyPamatliteratūra1. Ādlers A. Psiholoģija un dzīve. – R.: 1992.2. Dūka M. Psihes bioloģiskie pamati. - R.: 2003. -79 lpp.3. Jungs K. Psiholoģiskie tipi. – R.: 1993.4. Karpova Ā. Personība. Teorijas un to rādītāji. – R.: 1999.5. Psiholoģija vidusskolai /M. Raščevskas red./ - R: 1999.6. Reņģe V. Personības psiholoģija. - R.:2000. - 125 lpp.

7. Reņge V. Personības teorijas. – R: 1999.8. Vorobjovs A. Psiholoģijas pamati. – R.: 1996.9. Vorobjovs A. Vispārīgā psiholoģija. - R.:2000. - 212 lpp.10. Vuorinens R., Tānala E., Mikonens V. Psiholoģijas pamati. Psihe - garīgā pasaule. - R.:1998. -

143 lpp.Papildliteratūra1. Martin J. Personality psychology: A student centered approach. - London, New Delhi:1995. -

267 p. 2. Benešs H. Psiholoģijas atlants. - R.: [b.g.]. - 237 lpp 3. Dako P. Psiholoģijas brīnumainas uzvaras. - R.:1999. - 559 lpp.4. Vigotskis Ļ. Domāšana un runa. - R.: 2002. - 391 lpp.Periodika1. Psiholoģijas pasaulē (žurnāls)2. Psiholoģija mums (žurnāls)3. Skolotājs (žurnāls)

Developmental Psychology

1. Boulbijs Dž. Drošais pamats, - R., Rasa ABC, 1998.2. Eriksons E. Identitāte: jaunība un krīze. – R., Jumava, 1998.3. Piažē Ž. Bērna intelektuālā attīstība. – R., Pētergailis, 2002.4. Svence G. Personības attīstības psiholoģija. – R., Zvaigzne, 1999.5. Tenne D. Valoda, empātija un aloksitīmaikas ievirzes veidošanās process bērnībā, - Liepāja,

1998.6. Tenne D. Pieķeršanās fenomena ietekme bērna pašizjūtas veidošanā. – Liepāja, 1998.7. Tenne D. Savstarpējās pieaugušā-bērna attiecības un to ietekme personības attīstībā no

pieķeršanās teorijas viedokļa. – Liepāja, 1998.8. Kraig G. Psihologija pazvitija.-S.-Peterburg.,Piter,2000.9. Psihologija čeloveka ot poždenija do smerti, pod redakcijei A.Reana,M.,2001.10. Jeffrey S. Turner, Donald B. Helms Lifespan development, fifth

Social Psychology

1. Balsons M. Kā izprast klases uzvedību. Lielvārde: Lielvārds, 1998. - 208 lpp.2. Berns Ē. Spēles, ko spēlē cilvēki. – R.: 2000. – 203 lpp.3. Briede B. , L.Pēks. Pirmā tikšanās ar nepazīstamu grupu.- Jelgava: LLU4. Borns L., Ruso N.F. Psiholoģija. Izturēšanās un tās konteksts (1 - 4 daļas). 5. Budovskis M. Personības un sociālās vides rezonanse. -R.: Zinātne, 1986. - 118 lpp.6. Džeimsa M., Džongvorda D. Dzimis, lai uzvarētu. Mijdarbību analīze ar geštaltterapijas

vingrinājumiem. – R.: Elpa, 1995. – 314 lpp.7. Hansena K., Kaufmane R., Saifers S. Izglītība un demokrātijas kultūra: bērnības pieredze. R.: Sorosa

Fonds - Latvija, 1998. - 144 lpp.8. Kempbels R. Kā patiesi mīlēt savu bērnu. - R.: AMNIS, 1998. - 130 lpp.9. Kempbels R. Kā patiesi mīlēt pusaudzi. - R.: LBJA, 1990. - 114 lpp.10. Ķirse A. Publiskās runas kultūra un meistarība: Met. nor. / Jelgava: LLU, 1992. - 13 lpp. 11. Kupčs J. Saskarsmes būtība./Saskarsmes psiholoģija. R.: Zvaigzne ABS, 1997. - 72 12. Omārova S. Cilvēks runā ar cilvēku./ Saskarsmes psiholoģija. R.: Kamene, 1996. - 126 lpp.13. Omārova S. Cilvēks dzīvo grupā. Sociālā psiholoģija. R.: Kamene, 1996. - 172 lpp.14. Pīzs A. Ķermeņa valoda. - R.: Jumava, 1995.15. Reņģe V. Sociālā psiholoģija. – R.: Zvaigzne ABC, 2002. – 180 lpp.16. Reņģe V. Organizāciju psiholoģija. – R.: Zvaigzne ABC, 1999. – 183 lpp.17. Vecgrāve A. Kā man saprast savu bērnu.- R.: 1996. - 190 lpp.18. Vikofs Dž., Anela B. Disciplīna bez uzkliedzieniem un pļaukām. - Aizkraukle: Krauklītis, 1998. - 146

lpp.19. Vorobjovs A. Sociālā psiholoģija. – R.: Izglītības soļi, 2002. – 340 lpp.20. Applied Social psychology/ ed.G. Semin, K. Fiedler. – London, 1996. – 492 p.21. Introduction to Social Psychology / ed. M.Hewstone, W. Stroebe, G.Stepherson. – 2nd ed.22. Андреева Г.М. Социальная психология. Учебник для заведений. – М.: Саспект Пресс, 1998. –

376 с.23. Бернс Р. Развитие Я концепции и воспитание. – М.: Прогресс. 1986.-422с.

24. Крупенин А.Л., Крохина И.М. Эфективный учитель. – Ростов-на Дону: Феникс, 1995.-477 с.25. Майерс Д. Социальная психология.Пер. сангл. – СМБ.: Питер Ком, 1998. – 688 с.26. Реан А.А., Коломинский Я.Л. Социальная педогогическая психология. (Серия Мастера

психологии). – СПБ.: Питер Ком, 199. – 416 с.

CULTURE AND ART

KULTŪRA UN MĀKSLAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Kultūra un māksla 5,5 KP

Vadošais mācībspēks Dr. art., doc. N.Lūse.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Mākslas un kultūras vēsture. History of art and civilization(culture).Etnography and Applied Art.Mag. paed., lekt. S. Reihmane, Mag.paed., lektore L.Ozolniece.2.5KP (40h), lekcijas 20h, prakt. darbi 20h. Ieskaite ar atzīmi.Pilna laika: 1. kursa 1. semestrī.Nepilna laika: 1. kursa 1., 2. semestrī. Stylistic of Eropean Arts.Dr. art., docente N.Lūse.1.5 KP (24 h): lekcijas 16h, prakt. darbi 8h. Ieskaite ar atzīmi.Pilna laika: 1. kursa 2. semestrīNepilna laika: 2. kursa 3. semestrī. Course Paper in Culture and Art 1.5 KPPilna laika: 1. kursa 2. semestrīNepilna laika: 2. kursa 4. semestrī.

The subject acquaints with principal trends of art culture different stages of society development. Stylistic problems of five European art forms - literature, drama, dance, music, visual arts - are analyzed in connection with historical and cultural development in Europe from the 18th to the beginning of the 21st century. Such styles as Baroque, Classicism, Romanticism, Impressionism, Avangardism and Postmodernism are related to great historical periods of European historical background. The characteristics of ethnographical traditions in different regions of Latvia, the development of the ethnographical pattern, folk and professional crafts are also studied within the subject’s framework. Creative usage of Information Technologies is included in the students’ independent work performance, for example, ethnographical pattern drawing and presentation of research materials.

Cooperating in various learning activities, the students acquire necessary basic knowledge for their future working life in the multicultural society.Mācību un metodiskās literatūras saraksts:

Pamatliteratūra:1. Cielava S. Vispārīgā mākslas vēsture. -R.,1998.2. Dauge A. Māksla un audzināšana. - R., 1925.3. Kavacs V. Mākslas valodas pamati. - R., 1999.4. Kroders R. Teātra māksla. - R., 1934.5. Kursīte J. Mītiskais folklorā, literatūrā, mākslā. - R., 1996.6. Manns T.Doktors Fausts. - R., 1969.7. Pizs A. Ķermeņa valoda. - R., 1995.8. Spalva R. Nacionālās identitātes meklējumi latviešu dejā / Letonica, 2001, #6-79. Vipers B. Latvijas māksla baroka laikmetā. - R., 1937.10. Zeile P. Māksla kā sistemātiski komplekss veselums. - R., 1984.Papildliteratūra:1. Chailly J. The Magic Flute, Masonic Opera. -London, 1972.2. Scruton R. An intelligent person's guide to modern culture. -London, 1998.3. Бейшлаг А. Орнаментика в музике. - Москва, 1978.

4. Кириллина Л. Классический стиль. - Москва, 1996.5. Лиотар Ж. Состояние постмодерна. - Москва - Спб., 1998.

Computer Sciences

DATORZINĪBAS

APPLICATION SOFTWARE

(LIETIŠĶO PROGRAMMU PAKETES)

Programma

Informācijas tehnoloģiju fakultāte, Informātikas katedra

Faculty of Information technology, Department of Informatics

Studiju priekšmeta anotācija.DASI Datorzinības: Lietišķo programmu paketes. Application software.

Doc. Mg.sc.ing., Mg.paed. I.Dukulis, asist. Bc.sc.ing. T.Saukuma 2 KP (32h): lekcijas 16h, prakt. darbi 16h, ieskaite ar atzīmi.Obligātais Mājas vide un vizuālā māksla izglītībā studentiemPilna laika: 1. kursa 1.semestrī.

Nepilna laika: 1. kursa 1., 2. semestrī.

The general principles of integrated software packages. The use of Microsoft Word in document processing. The possibilities of spreadsheet program Microsoft Excel. The basic principles of presentation preparation by using Microsoft PowerPoint. Recording, testing, editing and using macros.

Professional specialization courses 60CP(Professional specialization elective courses 9 CP)

METHODS OF HOME ECONOMICS AND VISUASL ART

MĀJTURĪBAS UN VIZUĀLĀS MĀKSLAS METODIKAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Mājturības un vizuālās mākslas metodika. 5 KP

Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.Methods of Home Economics.Assoc. Prof., Dr. paed. V.Dišlere.1,5 KP (24h): lekc. 16 h, prakt. d. 8 h. Ieskaite ar atzīmi.pilna laika: II k. 4. semestrī .nepilna laika: III k. 5. semestrī .Methods of Visual Art.Lekt., Mag. paed. L. Rasnača2.0 KP (32h): lekc. 16 h, prakt. d. 16 h. Eksāmens.pilna laika: III k. 5. semestrī nepilna laika: III k. 6.semestrī Course paper in Methodology of Home Economics and Visual Art 1.5 KPIII k. 5. semestrī (pilna laika studijās).IV k. 6. semestrī (nepilna laika studijās).

The development trends in Home Economics in Latvia and abroad. The normative base for teaching Home Economics, development of thematic and calendar plans. Intersubjects links. The didactic principles of teaching Home Economics, the aims and tasks of the lessons of Home Economics and Household, preparation and planning of lessons, analysis of lessons, control and assessment of the pupils’ knowledge.

The strategy of Visual Art in Latvia. The peculiarities of learning the course Visual Art. The state education standards in Visual Art for primary school and secondary school, the methodical and technical supply necessary for their implementation. Curriculum developed by LIIS and exercises for every session. The suggested methodical materials and teaching aids. Visual aids for acquisition of theoretical knowledge. Preparation of methodical and handout materials. Preparation of exercises, tests and control works and assessment criteria. Intersubjects links.

Mācību un metodiskās literatūras saraksts:

1. Andersone R. Mācību stundas organizatorisko formu daudzveidība. Skolotāja pieredze. Metodisko rakstu krājums.- R.: Izglītības attīstības institūts, 4/1995., 41-47. lpp.

2. Āboltiņš Dz., Grīnfelds A., Kangro A. Datori izglītībā: Māc. līdz.- Rīga: LU, 1992.- 89 lpp. 3. Babanskis I. Mācību metodes mūsdienu vispārizglītojošā skolā. - R.: Zvaigzne, 1989.4. Baranova S., Voļikovas T., Slasteņina V. redakcijā. Pedagoģija.- R.: Zvaigzne, 1979.- 282 lpp5. Bodendorf f. Computer in der fachlichen und universitaaren Ausbildung - Muunchen, Wien: Oldenburg,

1990.- 206 S.6. Božovica L. Personība un tās veidošanās skolās gados. - R.: Zvaigzne, 1985.7. Darbaudzināšanas aktuālās problēmas. Latvijas izglītības ministrija.- Rakstu krājums V. Veica red.- R:,

1980., 120 lpp. 8. Dišlere V. Mācību grāmatu sastādīšanas didaktika amatu mācībai pieaugušajiem.- Rīga: Praktisko mācību

priekšmetu metodiskā apvienība, 2003.- 20 lpp.9. Gailīte I. Audzēkņu mācību sasniegumu izzināšanas veidi, formas, paņēmieni. Skolotāja pieredze.

Metodisko rakstu krājums.Nr.5. 1995., 28.-37.lpp.10. GeskeA., Grīnfelds A., Kangro A. Izglītības starptautiskā salīdzinošā novērtēšanas sistēma Latvijā./

Monogrāfiju sērija - Izglītības pētniecība Latvijā - Nr.1- Rīga: Mācību graamata, 1997.- 211 lpp. 11. Kons I. Vecāko klašu skolēnu psiholoģija. - R.: Zvaigzne. 1985.12. Komenskis J. Lielā didaktika. - R.: Zvaigzne 1992., 232 lpp.13. Kruteckis V. Skolēnu mācīšanas un audzināšanas psiholoģija. - R.: Zvaigzne, 1978.14. Liepiņš E. Kā labāk? Žurnāls-Vispārējā izglītība. 04.12.97.,3.-8. lpp.15. Markova A. Mācīšanas motivācijas veidošana skolēniem. - R.: Zvaigzne 1986., 92 lpp.16. Pedagoģijas enciklopēdija.17. Reidenfelds I. Kā izprotamas mācību metodes “Skola un ģimene”. - 1987.18. Rudzītis G. Vecāko skolēnu un studentu sagatavošana pašizglītībai.- Jelgava: LLU, 1995.- 30 lpp19. Skatkins M., Krajevskis V. red. Skolēnu Zināšanu kvalitāte un tās pilnveide. - R.: Zvaigzne, 1984.20. Students J. Bērna, pusaudža un jaunieša psiholoģija. - R.: Zvaigzne 1935.21. Ščurkova N. Kad stunda audzina. - R.: Zvaigzne, 1988.22. Ušinskis K. Pedagoģisko rakstu izlase. - R.: Zvaigzne, 1980.23. Veics V. Audzināšana darbam.- R.: 1982., 200 lpp.24. Vucenlazdāns P. Darbmācības metodikas pamati.- RA., 2002., 147. lpp.25. Žukovs L. Ievads pedagoģijā.- RAKA, 1997., 233. lpp.26. Жиделев М.А. Свременные методы обучения.- Москва: 1985.27. Скаткин М.Х. Проблемы современной дидактики.- Москва: 1984., 348 стр.28. www.adc.lv 29. www.dtnet.lv 30. www.education world.com31. www.ima.jrp.lv 32. www.latste2003.latste.lv 33. www. latste2004.ogre.lv/materiāli.html34. www.liis.lv35. www.skolotajs.lv

http://www.skolotajs.lv/

http://www.latste2003.latste.lv/

http://www.ima.jrp.lv/

http://www.education/

http://www.dtnet.lv/

http://www.adc.lv/

BASICS OF DESIGN

DIZAINA PAMATIP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Dizaina pamati 11 KP

Vadošais mācībspēks Lekt. Mag. art. I.Spulle.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem. Composition and colour traning.Lekt. Mag. art. I.Spulle.3 KP (48h) 24 lekc., 24 pr.d. Eksāmens.Pilna laika: 1. kursa 1., 2. semestrī, 2. kursa 3. semestrī. Nepilna laika: 1. kursa 1., 2. semestrī, 2. kursa 3. semestrī. Drawing.Lekt. Mag. art. I.Spulle., Asist. I.Paulsone2 KP (32h) 32 lab.d., Iesk. (a).Pilna laika: 1.k. 1., 2. sem.Nepilna laika: 1.k. 1., 2. sem.Technocal Drawing.Profesors Mehānikas institūta direktors G,Uzkliņģis.2 KP (32h) 16 lekc., 16 pr.d. Iesk. (a).Pilna laika: 1.k. 2. sem.Nepilna laika: 2. kursa 3., 4. semestrīComputer graphic.ITF Datoru sistēmu katedra, I.Viļumsone.2 KP (32h) 16 lekc., 16 pr.d. Iesk. (a).Pilna laika: 2. kursa 3. semestrī.Nepilna laika: 2. kursa 3., 4. semestrī.Interior Design.Lekt., Mag.paed. G.Gaiķe2 KP (32h) 16 lekc., 16 pr.d. Eksāmens.Pilna laika: 2. kursa 4. semestrī.Nepilna laika: 3. kursa 6., 4. kursa 7. semestrī.

Composition and colour training is very wide, it embraces conception of line, rhythm, colour, place, shape, and size, materials and their usage diversity. Also materials and means by the help of which it is possible to learn composition as a subject are different (paper, natural materials, colour, household objects etc, as well as IT computer graphic programs’ offered opportunities, for example: CorelDraw, Adobe Photoshop, Adobe Illustrator etc). This is not only learning colour, line, place and other many different mutual links, but also gaining insight into worldview in general.

The subject familiarises with the rules of perspective, its application in fine arts, drawing of simple and more complex object and different techniques. It develops imagination creative thinking in space. The man’s visual aspects, natures in large dimension (landscape) and in miniature have been studied.

Drawings instruments. Alphabet of lines. Mechanical lettering. Geometric construction. Parallel lines. Division of lines. Constructing triangle. Circles. Regular polygon. Tangency. Curves. Axonometric and orthographic projecting. Orthographic views of a point, a line and plane. Geometric colid. Development of a surface. Surface intersection of a plane. Intersection between surfaces. Mechanical drawing. Three principal projection planes. Dimensioning. Screws. Threaded Fasteners. Assembly drawing. Specification. Detail working drawing. Freehand detail sketch. Building Drawings.

The aim of the Computer graphic: Students acquire knowledge’s and skills in basic algoritms of Computer Graphic; models and pallets of colours; object modeling and deformation.

In the course Interior Design, questions about structure of the living- space, perception of light,

matter and colour, about styles and fashion, about the principles of arranging it have been studied.


Composition and colour traning1. Kagaine Z. Tēlainā domāšana vizuālajā mākslā. R.: Zvaigzne, 1999.2. Kavacs V. Mākslas valodas pamati. R.: Zvaigzne, 1998.3. Kačalova T. Mākslas vēstures pamati. – Rīga: Zvaigzne, 1978.4. Šusts V. Krāsu uztvere. - Rīga: Mācību iestāžu metodiskais kabinets, 1975.5. Šusts V. Gaisams uztvere. - Rīga: Mācību iestāžu metodiskais kabinets, 1975.6. Zirdziņa V. Vizuālās mākslas valodas ābece. -Rīga, Sprīdītis, 1995.7. Vaivare B., Urdziņa M., Kokina M., Pudāne D. Mājturība. Tekstils. Kompozīcija. -Rīga,

Zvaigzne ABC, 1998.8. Parramon Ediciones, G.A. Tulkots, pārpublicēts AO3T: Мишель, С. Петербург 1994.9. Adomonis J. Nuo taško iki sintezes. Vilnius: 1994.10. Adomonis J. Ceramikos.Vilnius. 1998.11. Arnold W. Farbgestaltung, VEB Verlag fur Bauwesen Berlin, 1998.12. Korger H. Schrift und Schreiben VEB Fachbuchverlag, Leipzig, 1986.

Drawing

1. Martina DZ. Rokasgrāmata zīmēšanā un gleznošanā.- R. Zvaigzne. 1995.2. Ozoliņš M. Perspektīva un ēnu teorija.- R.Zvaigzne. 1978.3. Šusts I. Telpa, vide, kompozīcija.-R. Zvaigzne. 1972.4. Zirdziņa V. Vizuālās mākslas ābece.- R. Sprīdītis. 19945. Анисимов Н.Н. Основы рисования.- Москва; Стройиздат. 1987.6. Авсиян О. А. Натура и рисование по представлению.- Москва; Изобразительное

искусство. 1985.7. Parromon Ediciones; Основы рисунка.S.A. tulkots, pārpublicēts АОЗТ; Мишель; Санкт-

Петербург. 1994.

Technocal DrawingPamatliteratūra1. J.Čukurs, I.Viļumsone, I.Nulle. Inženiergrafika. Mašīnbūvniecības rasēšana. – Raka, 2004. – 256 lpp.2. Tehniskā grafika / J.Auzukalns, M.Dobelis, V.Dobelis, D.Sloka. - R.:Zvaigzne, 1994. - 191 lpp.3. Bogoļubovs S.Rasēšana. - R.: Zvaigzne. 1990, - 303 lpp.4. Korojevs J.Rasēšana celtniekiem. - R.: Zvaigzne, 1985. - 275 lpp.5. Lekciju komplekti un metodiskie norādījumi.Papildliteratūra1. Dobelis V. Uzdevumi tehniskajā grafikā / 1.daļa. - Tēlotājā ģeometrija - Zvaigzne ABC, 1997. - 371

lpp.2. James H. Earle, Engineering design graphics. - Sixth edition, Addison – Wesley Publishing Company.

– 1990. – 751 p.3. Bottcher, Paul. Technisches Zeichnen. - 21., neubearb. - Stuttgart: Teubner; Berlin; Köln: Beuth, 1990.

- 372 S.4.Computer graphic1. `С.А.Немнюгин – “Turbo Pascal”, “ Питер”, Sankt-Pēterburga, 2000.g.2. Н.Тюкачев, Ю.Свиридов - “Delphi5 – создание мултимедийных приложений”, “Нолидж”,

Maskava, 2000.g.3. Е.В.Шикин, А.В.Боресков – “Компьютерная графика – полигональные модели”, “Диалог-

мифи”, Maskava, 2000.g.4. M.Kраснов – “OpenGL – графика в проектах Delphi”, “BHV”, Sankt-Pēterburga, 2001.g.5. В.Порев – “Компьютерная графика”, “BHV”, Sankt-Pēterburga, 2002.g.6. Петров М. Н., Молочков В. Н. Компютерная графика - Санкт-Петербургб, Питер, 2002. -

735 с.7. Dukulis I. - “ CorelDRAW 10”, Jelgava, 2001.g8. O'Kвин Д. Допечатная подготовка - Москва, Вильямс, 2001. - 590 с.

9. "E-pasaule"10. "Digital Times"11. "Sakaru pasaule"12. "КомпютерАрт"

Interior Design1. Gaiļi Z. un M. Mēbeles jauniem cilvēkiem. R.:Avots, 1987.2. Grasmane M. Mājturība. R.:Zvaigzne, 1992, 16-19.lpp.3. Hibnere V. Tēlotāja māksla 1.-6.klasei. R.:Zvaigzne, 1985,90.lpp.4. Kačālova T. Mākslas vēstures pamati. 1.daļa. R.:Zvaigzne, 1978, 202.lpp.5. Kaļva V. Ziedu poēzija. R.:Liesma, 1975.6. Kalējs A. Krāsa-cilvēks-telpa. R.://Zinātne un tehnika, 1982. Nr.11., 28-29.lpp.7. Mazā estētikas vārdnīca. R.:Liesma, 1965, 399.lpp.8. Mihailova T. Krāsu uztvere. DPU izd. Saule, 1995.9. Muškevics A. Dziedināšana ar krāsām.//Dziednieks, Nr.3., 1996, 5.lpp.10. Šusts V. Telpas uztvere un kompozīcija. R.:Zvaigzne, 1979, 126.lpp.11. Pētersons J. Mūsdienu interjers. R.:Liesma, 1978.12. Strautmanis I. Dialogs ar telpu. R.:Liesma, 1978, 133.lpp.13. Sturme B. Ādas mākslinieciskā apdare. R.:Zvaigzne, 1976.14. Timšāna S. red.. Krāsa, telpa, ziedi. R.:Zvaigzne, 1972.15. Vērdiņš A. Apstādījumi laukos. R.:Liesma, 1969.16. Veski A. Dzīvokļa remonts. R.:Liesma, 1974, 3-9.lpp.17. Zeltiņš I. Mūsdienu dzīvokļa iekārtošana. R.:Liesma, 1977, 91.lpp.18. Zirdziņa V. Vizuālās mākslas valodas ābece. R.:Sprīdītis, 1995, 95.lpp.

NUTRITION

UZTURSP r o g r a m m a

Pārtikas tehnoloģijas fakultāte, Uztura katedraFaculty of Food Technology, Department of Nutrition

Studiju priekšmeta anotācija:UZTR Uzturs. Vadošais mācībspēks Dr.h.sc.ing., prof. I.Skrupskis

6 KP (80h), lekcijas 48h, lab. darbi 8h, prakt. darbi 24h. Kursa darbs 1KP IV k. 7. semestrī (pilna un nepilna laika studijās).Obligātais Mājas vide un vizuālā māksla izglītībā studentiem. Nutrition Studies.Dr.sc.ing., docents V. Rozenbergs2,0 KP ( 32 h). Lekcijas - 16 h. Praktiskie darbi - 16 h. Ieskaite ar atzīmi.Pilna laika: 2.kursa. 4.semestrī.Nepilna laika: 3.kursa 5. semestrī.Hygiene and microbiology.Profesore L.Skudra, lektore D.Kļava1 KP (16 h), 8 h lekcijas, 8 h laboratorijas darbi.Pilna laika: 2.k. 4. sem. Nepilna laika: 2 k. 4. un 3. k. 5. semestrī Food tehnology.Dr.h.sc.ing., prof. I.Skrupskis1 KP (16h), 16h lekcijas. Ieskaite ar atzīmi.Pilna laika: 3.k. 5. sem. Nepilna laika: 3. kursa 5.,6. sem.Table etiquette.lektore, Mg. sc. ing. G. Skudra1KP (16h); 8 lekcijas; 8 praktiskie darbi. Ieskaite ar atzīmi. Pilna laika: 3. kursa 5. semestrī. Nepilna laika: 3. kursa 5., 6. sem.

The students develop and master skills in healthy nutrition and get knowledge about its principles that are necessary for the teachers of home economics and housekeeping. The program is composed of two subprograms – nutrition physiologic issues and goods studies. Human breathing, circulation of blood, metabolism systems. Human digestion. Protein, fat, carbohydrates, mineral substances and vitamin importance in nutrition. Eating disorders and their prevention opportunities. Flora and Fauna products: description, storage, and chemical composition. Spicery and spice herbs. Supplements, mushrooms, teas, pharmacologically active substances. Dietic therapy, mother and child nutrition. An interactive computer program for the student knowledge control and self-control is used in nutrition study syllabus.

The students can obtained the knowledge about classical microbiology and microbiology of food products, also about basically principles of hygiene and sanitary in food production enterprises in the subject “Hygiene and microbiology”. Students give a basic knowledge about structure of microorganism cell, microorganism tacsonomy, properties, growing conditions etc. Also their receives the information about influence of microorganisms to quality of food products. In laboratory and practical works students can get practical skills about methods determination of microorganims and sanitary-hygiene testing methods.

„Food Technology” provides basic knowledge about all food group basic technology, the students are given the information about correct technological approaches in food cooking, nutrient modification in food processing, and food storage. The students are taught to calculate nutritional value and analyse it, to make a menu, to calculate nutrition expenses. The students use computer programs MS Word un MS Excel in their description and calculations. They are acquainted with Latvian national typical food and nutrition traditions.

The main task of the study subject is to teach practical table laying and service for students and to develop their pedagogical skills for teaching pupils the basic things of the table etiquette in the future job life. The student main aim is to learn the main principles of dining etiquette and setting table, to master skills in guest welcoming and service, and to develop skills for teaching the subject of housekeeping in schools. The practical task is to work out an appropriate menu, table setting and service according to the reason of the guest visit and money limit. The student main aim is to learn the main principles of dining etiquette and setting table, to master skills in guest welcoming and service, and to develop skills for teaching the subject of housekeeping in schools. The practical task is to work out an appropriate menu, table setting and service according to the reason of the guest visit and money limit.


Nutrition Studies

1. Aulika, B.Uztura higiēna. - Rīga : AML/RSU Darba un vides veselības institūts, 2001. 124 lpp.2. Brūvere L.Pārtikas produktu prečzinība: [mācību līdzeklis] / Līvija Brūvere . 1. daļa. Rīga :

Biznesa augstskola Turība, 2000. 219 lpp.3. Kļaviņa A. Mājturība. Uzturs. R., Zvaigzne, 1993. – 296 lpp.4. Melgalve, Ināra.Pārtikas produktu prečzinība. - Rīga: Zvaigzne, 1987. 206, [1] lpp.5. Pētersone. Azaids lauku sētā. R., Zinātne, 1989. – 126 lpp.6. Skrupskis I. Augu valsts produktu uzturvērtības raksturojums. Lekcija. J., LLU,1994.–24 lpp.7. Skrupskis I. Racionāls uzturs. Lekcija. J., LLU, 1988. – 23 lpp.8. Skrupskis I. Vitamīni uzturā. Lekcija. J., LLU, 1994. – 24 lpp.9. Uztura mācība. R., Zvaigzne, 1975. – 375 lpp.10. Veselība :populārzinātnisks žurnāls ģimenei. Rīga : Aģentūra Agro apgāds.11. Zariņš Z., Neimane L. Uztura mācība. - Rīga: Rasa ABC, 2002. 415 lpp. 12. Healty lifestyles. Nutrition and physical activity. Brussels, ILSI Europe, 1998. - 60 p.13. Human Nutrition in developing countries. Rome, FAO/WHO, 1997. – 596 p.14. Human nutrition in health and disease. Vol. 1, 2. 1994.15. Encyclopedia of human nutrition / edited by M. J. Sadler, J. J. Strain, B. Caballero . Vol. 2 , E-M.

San Diego [etc.] : Academic Press, 1999. XLIX p., p. 617-128916. Modern nutrition in health and disease / edited by Maurice E.Shils, James A.Olson, Moshe Shike .

Vol.2. Baltimore etc. : Williams & Wilkins, 1994. XXV, p.927-1657.17. Павлоцкая Л.Ф., Дуденко Н.В., Эйдельман М.М. Физиология питания : [Учебник для

студентов вузов...] / Москва : Высшая школа, 1989. 368 с.18. Конышев В.А. Все о правильном питании. – М.: Олма – пресс, 2001. – 304 с.:ил.

Hygiene and microbiology

Pamatliteratūra1. Kramer J. Lebensmittelmikrobiologie.- Stuttgart, 1992.2. Schlegee H.G. Algemeine Mikrobiologie.- Stuttgart, 1992.3. Priest F.G., Canpbell I. Brewing Microbiology.- London, 1996.4. Robert T.A., Aecolas J.P. dairy starter cultures.- VCH, 1996.5. Mittal G. Food Biotechnology.- Ontario, Canada, 1992.6. Joint FAO/ who food standarts programme Codex alimentarius commission: volume 1B, general

requierments (food hygiene), second edition.- Rome: Food and agriculture organization of the United nations world health organization, 1995.- 223 p.

7. Nicholas J. Managing food hygiene: second edition.- Macmillan, 1995.- 357 p.

Papildliteratūra1. Vasiļjevs A. Piena un piena produktu ražošanas higiēniskais un epidemioloģiskais nodrošinājums.- M.:

Agropromizdat, 199.

Food tehnologyPamatliteratūra1. Ekerte A. Lielā pavārgrāmata. – R.: Iljus, 1995. – 437 lpp.2. Baltess V. Pārtikas ķīmija/ tulk. Jākobsone I., Jākobsons M.. - R.: LU, 1998. - 478 lpp.3. Hazana M. Itāļu virtuve: Zupas, mērces, makaroni, rīsi, dārzeņi un 55 viegli un ātri pagatavojamas

picas. (Tulk. no angļu val.). – R.: Jumava, 1995. – 217 lpp.4. Koci L., Šmeļova O. Itāļu virtuves noslēpumi. – R.: Alberts XII, 1997. – 183 lpp.5. Ferdmans D. Bioķīmija. - R.: Zvaigzne, 1971.6. Gļinka N. Vispārīgā ķīmija. - R.: Zvaigzne, 1981.7. Meirovics I. Organiskā ķīmija. - R.: Zvaigzne, 1992.8. Melgalve I., Pētersone M., Zariņš P. Pārtikas produktu prečzinība. - R.: Zvaigzne, 1987.9. Kļaviņa A. Mājturības uzturs. - R.: Zvaigzne, 1993. - 296 lpp.10. Kovaļovs G. Ēdienu gatavošanas tehnoloģija. - R.: Zvaigzne, 1975. - 375 lpp.11. Ģimenes enciklopēdija, 2 sēj. - R.: Latvijas enciklopēdiju redakcija, 1990. - 815 lpp.12. The Theory of Catering. - L.: Holder and Stoughton, 1992. - 492 p.13. Kinton R., Cecerani V., Foskett D. Questions and ansvers on the teheory of Catering. - L.: Holder

and Stoughton, 1992. - 180 p.14. Stobart T. The cook`s encyclopaedia: ingredients and processec. - L.: Bastford, 1980. - 483 p.15. Технология производства продуктов общественого питанияю/ Под ред. Е.П.Козминой М.:

Экономика, 1975. - 460 с16. Смолянский Б.Л., Абрамова Ж.И. Справочник по лечебному питанию для диетсестёр и

поваров. - М.: Медицина, 1984. - 305 с17. Справочник товароведа продовольственных товаров/ 1 и 2 том. - М.: Экономика, 1980.18. Тылкин В.Б., Коненко И.Е. и др. Товароведение пищевых продуктов. - М.: Экономика, 1975.19. Колесник А.А., Трюнер В.И. Товароведение продовольствених товаров.: - М.: Экономика,

1987.20. Тонгарои В.Н., Толощаноиа Е.Я. Товароведение пищевых продуктов. - М.: Экономика, 1990.21. Тайбнер Х. Мировая кухня - Слования. - Лтл.: Пресс сор., 1997. - 317 с22. Новоженов Ю.М., Сопина Л.Н. Зарубужная кухня/ Практ пособие. - М.: Высш. школа, 1990.

– 288 с23. Жоголева Е., Жоголлев Д.А. Китайская кухня. - М.: Агропромиздат, 1991. - 191 с24. Барсунова Е.Ф. Русская кухня, 2 – е изд, переработ. - Л.: Лениздат, 1989. – 174 с25. Дворецкая О.200 из 1000 популярных блюд восточной и европйской кухни. - М.: СП

Атскорт, 1992. – 207 с26. Супы и тушённые овощи, мясные и рыбные блюда. – Т.: Валгус, 1986. – 544 с27. Сборник рецептур. – М.: Экономика, 1998. – 503 cPapildliteratūra1. Kangare V. Dārzeņu, augļu un sēņu konservēšana. - R.: Avots, 1982.2. Skrupskis I., Kokars V. Kā saglabāt ziemai augļus un dārzeņus. - R.: Zinātne3. Ozola L. Siera ražošanas pamati. - R.: ,1997.4. Žiguris H. Mūžīgā un dienišķā: maizes kalorimetrija. - R.: Zinātne, 1984.5. Pētersone M. Ēdieni. - R.: Zinātne, 1994. - 174 lpp.6. Linde G., Knoblohs H. Labu apetīti. – R.: Liesma, 1972. – 316 lpp.7. Franču deserts. – R.: Gulbis, 1994. – 159 lpp.

8. Latviskie ēdieni – Latvian food specialities/ Latvijas zinātnes un dialoga centrs: tulk. Laima Krieviņa. – R.: Dizaina Serviss, 1995. – 81 lpp.

9. Strazdiņa P. Latviešu ēdieni. – R.: LVI, 1962. – 52 lpp.10. Brown D. The Cooking of Scandinavia/ Foods of the World. - New York: Time - Life, 1968. – 206

p11. Hahn E. The Cooking of China/ Foods of the World. – New Yourk: Time – Life, 1968. – 206 p12. Root W. The Cooking of Italy/ Foods of the World. - New York: Time - Life, 1968. – 208 p13. Feibleman P.S. The Cooking of Spain and Portugal/ Foods of the World. - New York: Time - Life,

1968. – 208 p14. Leonard J.N. Latin American Cooking/ Food of the World. - New York: Time - Life, 1968. –

206wes New York: Time - Life, 1968. – 208 p15. Wechsberg J. The Cooking of Vienna`s Empire/ Food of the World. - New York: Time - Life,

1968. – 208 p16. Rau S.R. The Cooking of India/ Food of the World. - New York: Time - Life, 1968. –208 p17. Hazelton N.S. The Cooking of Germany/ Food of the World. - New York: Time - Life, 1968. – 208

p18. Brown D. American Cooking/ Food of the World. - New York: Time - Life, 1968. – 208 p19. Papashvily H., Papashvily G. Russian Cooking/ Food of the World. - New York: Time - Life, 1968.

–208 p28. Zenifer Mulhering Spices and Natural flavourings. - L.: Tiger books international, 1996. - 144 p.

Table etiquette1. Garaissila R. Mazā ziedu kārtošanas skola. Pamatstili augu sakārtošanā //Dārzs un drava.-1993.-Nr.5.-33-35

lpp.2. Horsts H. Galda kultūra. Rīga: Jumava, 2000. - 181 lpp.3. Kincāns V. Etiķete sadzīvē, lietišķajos kontaktos, starptautiskajās attiecībās. Rīga: Biznesa partneri, 2000.-

191 lpp.4. Ķestere I.Pieklājība mājas viesībās.// Ballīte.Santas jūnija piel.-1999.-18,19 lpp.5. Ķestere I. Aicinājums uz pasākumu.//Kapitāls Nr.8.-76-80 lpp.6. Lasila S. Zelta uzvedības grāmata. Rīga: Sprīdītis, 1990.- 640 lpp.7. Liba S. Viesu uzņemšana. Rīga: Zvaigzne, 1995.- 199 lpp.8. Lūse L.,Roze A. Elegance vai retro?//Māja.Neatkarīgās Rīta Avīzes decembra piel.-2003.-4-6 lpp.9. Ritenis A. Vīna pasaule. Rīga: Jumava, 1998.- 163 lpp10. Vanaga V. Galda klāšanas pamati. Rīga: Turība, 1999. - 44 lpp.11. Veics V. Uzvadības kultūra saskarsmē. Rīga: 1998.- 189 lpp.12. Volfa I. Mūsdienīgas uzvedības normas. Rīga: Zvaigzne ABC, 1999. – 255 lpp.13. Culinaria: Europaishe Spezialitaten Band 2. Koln: Konemann,1996.-375 s.14. Tiina Metso. Finnish academic traditions and etiquette. Helsinki: 001.-421 s.15. Ханиш Х. Искуство сервировки салфетки. Москва: Ниола пресс. -1997. 92 с.

HOME ECONOMICSMĀJAS EKONOMIKA

Programma

LLU Tehniskā Fakultāte Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-Economisc

Studiju priekšmeta anotācija:IZMA Mājas ekonomika. Vadošais mācībspēks lektore A.Pridāne

5 KP (80h), lekcijas 40h, prakt. darbi 40hObligātais Mājas vide un vizuālā māksla izglītībā studentiem.Home economics.Lektore, Mag. paed. A.Pridāne2 KP (32h), lekc. - 16 h, prakt. darbi - 16 h. Ieskaite ar atzīmiPilna laika: 2. kursa 3. semestrī.Nepilna laika: 2. kursa 4. semestrī, 3. kursa 5. sem.Household appliances.Doc., Dr. sc. ing. O. Rubenis1.5 KP (24h), lekc. - 8 h, lab. darbi - 16 h. Ieskaite ar atzīmiPilna laika: 2. kursa 4. semestrī.Nepilna laika: 3. kursa 5., 6. sem.Home maintenance. Doc., Dr. paed. I. Līce1.5 KP (24h), lekcijas - 8 h, laboratorijas darbi - 16 h. Ieskaite ar atzīmi.Pilna laika: 3. kursa 5. semestrī.Nepilna laika: 4. kursa 7. sem.

The essence of Householding, Housekeeping, Home Economics, differences and similarities. The students gain insight into economy regularity that influences private housekeeping economics. The student’s aim is to understand the role of qualitative home environment in individual development, to learn, plan, manage and organize private and public householding. To use available resources, services and Technologies (including Information Technologies) efficiently. The students evaluate their own activities and accept appropriate decisions. To enable the students realize their role as consumers, to teach laws that ensure consumer protection. To prepare the prospective pedagogues for teaching the subject at school. To provide the students with interactive learning material exposure and knowledge how it can be used during the lessons of home economics.

Energy types used in the household, their transformation and application in the household. Providing of proper home environment, using modern equipment. Basic principles of household appliances function, requirements for selection and economics use of the appliances. The use of household appliances considering requirements of human and environmental protection.

Home maintenance includes washing, cleaning, and care. Positive result of these jobs depends mainly on the proper use and mutual suitability of detergent, tool and treated material. Therefore it is necessary to know properties of each component. It is possible to reach the desirable result only considering ecologic, economic and efficient work organisation. The essence of Householding, Housekeeping, Home Economics, differences and similarities. The students gain insight into economy regularity that influences private housekeeping economics. The student’s aim is to understand the role of qualitative home environment in individual development, to learn, plan, manage and organize private and public householding. To use available resources, services and Technologies (including Information Technologies) efficiently. The students evaluate their own activities and accept appropriate decisions. To enable the students realize their role as consumers, to teach laws that ensure

consumer protection. To prepare the prospective pedagogues for teaching the subject at school. To provide the students with interactive learning material exposure and knowledge how it can be used during the lessons of home economics.

Mācību literatūras saraksts:

1. Anča G. u.c.Tautas attīstība. R. Jumava, 2002. 266.lpp.2. Beļčikovs J. Praude V.Mārketings. Rīga 1992.3. Galoburda R. Mājsaimniecības tehnika. - R.: LRZ ministrijas Mācību metodiskais centrs, 1996. - 220 lpp.4. Galoburda R., Skrupskis I., Kārkliņa I., Zeibote I. Mājturības pamati zēniem un meitenēm 5.-9. klasei.

“Zvaigzne ABC”, 1998. 199.lpp.5. Godfrija N. Nauda neaug kokos. “Jumava”, 1994.6. Ģimenes enciklopēdija. 1.,2. sēj.GER. 1989., 1990.7. Iepakotāja ceļvedis. periodisks izdevums.8. Kalniņš M. 1000 vērtīgu padomu.- R.: Liesma, 1972.- 246 lpp.9. Kazarjans P. Ķīmija un derīgi padomi. - R.: Liesma, 1968. - 190 lpp.10. Kenta K. Modernās mājsaimniecības rokasgrāmata. - R.: Jumava, 1996. - 192 lpp.11. Краткая энциклопедия домашнего хозяиства. Москва. 1990.12. Krieviņš J. Mājsaimniecības ekonomika. "Sprīdītis"1990. 639.lpp.13. Likums par preču un pakalpojumu un ražotāja un pakalpojumu sniedzēja atbildību. "Diena" 1996. 16.06.14. Lielā mājas enciklopēdija / red. D.Karisa u.c. - R.: Zvaigzne ABC, 1997. - 256 lpp.15. Ļubkina V. Skolēnu ekonomiskās izglītošanas iespējas mājturības stundās pamatskolā. Mācību apgāds NT,

Rīga 1997.96.lpp.16. Markausa I. Nauda mūsu rokās. Rīga “Avots" 1988. 95.lpp.17. Mājsaimniecība. Vidējās izglītības Standarts. ISEC, Rīga 1998. 79.lpp.18. Mājturība. Pamatizglītības Standarts. ISEC, Rīga 1998. 35.lpp.19. Ministru kabineta noteikumi nr. 170. Pārtikas piedevu lietošanas kārtība. 20. Noteikumi par derīguma termiņa norādīšanu fasētu pārtikas preču marķējumā. "Diena"1996.25.06.21. Patērētāju tiesību aizsardzības likumdošana Latvijā un pasaulē. Ekonomikas ministrija, Rīga 200.32.lpp.22. Patērētāju izglītība. Norādījumu skolotājiem. Ekonomikas ministrija, Rīga 200.32.lpp.23. Pridāne A. Uzdevumu vingrinājumu krājums mājturībā 5.- 9.klasei. "Zvaigzne ABC" 1999. 133.lpp.24. Tilts uz Rītdienu . Žurnāla 1.,2.,3. nr. 1997.25. Vēciņš Ē. Naudas lietas. Skaidrojošā vārdnīca. Rīga, "Zvaigzne", 1993.170.lpp.26. Vilne D. Ekonomika. Raka, 2000. 220.lpp. 27. Zeibote I. Mazgāšanas, tīrīšanas un kopšanas darbi virtuvē.- R.: Latvijas Lauksaimniecības konsultāciju un

izglītības atbalsta centrs Mācību metodiskā darba nodaļa, 1997. -114 lpp.28. Breiholdt H. Küchenmöbel im Gebrauch - Reinigung und Pflege. Heidelberg: Energie- Verlag GmbH, ,

1994.- 8 S29. Genstharler Cr., Kottenbrink M., Kehr B., u.a. Hauswirtshaft heute. Grundstufe. -Köln: H.Stam GmbH,

1995.- 416 S.

Ieteicamā literatūra:

1. Eglīte A. Mājas ekonomikas izziņas objekts. LLU PTF50 gadu jubilejai veltīts rakstu krājums. Jelgava, LLU. 149.lpp. 152.lpp.

2. Eglīte A., Galoburda R. Mājturības, mājas ekonomikas, ekotrofoloģijas kopīgais atšķirīgais. Jaunais zinātnieks lauksamniecībai. Doktorandu konferences referātu tēzes. 1996. LLU. Jelgava, 43.- 44.lpp.

3. Lielā mājas enciklopēdija. Zvaigzne ABC. 1997.256.lpp.4. Mazi noslēpumi mājsaimniecībā. Rīga Avots 1991.158.lpp1. Новие тенденции развития курса трудового обучения. Резекненская Высшая школа. Резекне 1995.5. Piorkowsky M.B.Haushaltsōkonomie. Kutsch Th. Poirkowsky, Schātzke M. Einfūrung in die

Haushaltswissenschaft. 1997. Stuttgart, 453.lpp.6. Pridāne A. Praktisko darbu burtnīca mājturībā. 5.,6.,7., 8., 9.klasei, R. Zvaigzne ABC. 1998.- 2003.g.7. Schwezer R.V. Einfūrung in Wirdschaftslāre des privaten Haushalts. 1991. Stuttgart, 36l.lpp.8. Statistikas gadagrāmata.9. Субетто А. Управление качествомжизнии выживаемостьчеловека. Ст. и К. 1994. N.1

SCIENCES OF VISUAL ARTVIZUĀLĀS MĀKSLAS ZINĪBAS

DrawingLekt., Mag. paed. G. Gaiķe8,0 KP (128 h: praktiskie darbi):Pilna laika un nepilna laika studijās:

1,0 KP, ieskaite ar atzīmi , I kursa 1. semetrī2,0 KP, ieskaite ar atzīmi, I kursa 2. sem.2,0 KP, ieskaite ar atzīmi, II kursa 3. sem.1,0 KP, ieskaite ar atzīmi, II kursa 4. sem.2,0 KP, eksāmens, III kursa 5. sem

Study subjectc acquaints with the rules of perspective, its usage in fine arts, construction of simple and complicated things, adumbration, forming roominess, as also helps to know different techniques (penciling, charcoal drawing, sanging painting, felt-tipped marker), develops imagination, dimensional and creative thinjing. Visual aspect of human, parts of body studies in gyps and models, scenery both small and big dimension, also forms of architecture has foreseen to study in this study subject. Both short-term and long0term works (sketchy)has foreseen to do increasing level of coplexity step by step.

Literatūra1.Martina DZ. Rokasgrāmata zīmēšanā un gleznošanā.- R. Zvaigzne. 1995.2. Ozoliņš M. Perspektīva un ēnu teorija.- R.Zvaigzne. 1978.3. Šusts I. Telpa, vide, kompozīcija.-R. Zvaigzne. 1972.4. Zirdziņa V. Vizuālās mākslas ābece.- R. Sprīdītis. 19945. Анисимов Н.Н. Основы рисования.- Москва; Стройиздат. 1987.6. Авсиян О. А. Натура и рисование по представлению.- Москва; Изобразительное искусство. 1985.7. Parromon Ediciones; Основы рисунка.S.A. tulkots, pārpublicēts АОЗТ; Мишель; Санкт- Петербург.

1994.

Composition Lekt., Mag. art. I. Spulle8,0 KP (128 h: praktiskie darbi):2,0 KP, ieskaite ar atzīmi,

Pilna laika: 1. kursa 1. sem.Nepilna laika: 1. kursa 1. sem.

2,0 KP, ieskaite ar atzīmi, Pilna laika: 1.kursa 2. sem. Nepilna laika: 1.kursa 2. sem., 2. kursa 3. sem.

2,0 KP, ieskaite ar atzīmi,Pilna laika: 2. kursa 3. sem., Nepilna laika: 2. kursa 4. semestris

2,0 KP, eksāmens, Pilna laika: 2. kursa 4. sem.Nepilna laika: 3. kursa 5., 6. semestris

Composition includes the possibilitys of varieties in the rhythm of lines, in colours, size, form and materials. Studing the basic compositional principles, perception of form, different materials and possibilities of construction, modelling and visual element composing in environment and space.

Kompozīcijas elementu sintēze brīvas izvēles veidos. Līniju ritmi ģeometriskās kompozīcijās . Līniju virziens, raksturs pielietojums. Ģeometriskas un lineāras kompozīcijas . Kompozīcijas izteiksmes veidi un principi. Kompozīcijas elementi telpā. Oparts,tā veidi. Optiskās kompozīcas uzbūve un iespējas apjomā. Reljefs plaknē un apjomā. Faktūras,tekstūras un atspiedumi. Papīra reljefs,tektonika. Telpiski locījumi. Telpiski objekti. Krāsas, to saskaņošana. Krāsu psihofizioloģiskā nozīme. Materiālu un tehniku sintēze.Literatūra1. Kagaine Z. Tēlainā domāšana vizuālajā mākslā. R.: Zvaigzne, 1999.

2. Kavacs V. Mākslas valodas pamati. R.: Zvaigzne, 1998.3. Kačalova T. Mākslas vēstures pamati. – Rīga: Zvaigzne, 1978.4. Šusts V. Krāsu uztvere. - Rīga: Mācību iestāžu metodiskais kabinets, 1975.5. Šusts V. Gaisams uztvere. - Rīga: Mācību iestāžu metodiskais kabinets, 1975.6. Zirdziņa V. Vizuālās mākslas valodas ābece. -Rīga, Sprīdītis, 1995.7. Vaivare B., Urdziņa M., Kokina M., Pudāne D. Mājturība. Tekstils. Kompozīcija. -Rīga, Zvaigzne ABC,

1998.8. Parramon Ediciones, G.A. Tulkots, pārpublicēts AO3T: Мишель, С. Петербург 1994.9. Adomonis J. Nuo taško iki sintezes. Vilnius: 1994.10. Adomonis J. Ceramikos.Vilnius. 1998.11. Arnold W. Farbgestaltung, VEB Verlag fur Bauwesen Berlin, 1998.12. Korger H. Schrift und Schreiben VEB Fachbuchverlag, Leipzig, 1986.

Form design Lekt., Mag. art. I. Spulle3,0 KP (48 h: 8 lekcijas, 40 praktiskie darbi):1,0 KP, ieskaite,

Pilna laika un nepilna laika studijās: 2. kursa 4. sem. 2,0 KP, ieskaite ar atzīmi,

Pilna laika studijās: 3.kursa 5. sem.Nepilna laika: 3. kursa 5.,6. semestrī.

Students will develop the sense of form and understanding of proportions, different constructions relief and sithesys. The study course provides the competence to use different materials, visual modelling elements and possibilities of construction in environment and space.

PaintingLekt., Mag. art. I. Spulle3,0 KP (48 h: 8 lekcijas, 40 praktiskie darbi):1,0 KP, ieskaite

Pilna laika un nepilna laika studijās: 3. kursa 5. sem.2,0 KP, ieskaite ar atzīmi

Pilna laika studijās: 3.kursa 6. sem., Nepilna laika studijās : 3. kursa 6. sem., 4. kursa 7. sem.

The course includes themes on perception of colour,meaning of colours and tonality.The course covers painting techniques, mixed and modern art, technical skills and tools.

Fine artLekt., Mag. art. I. Spulle2,0 KP (24 h: 4 lekcijas, 20 praktiskie darbi):1,0 KP, ieskaite

Pilna laika studijās: 3. kursa 5. sem.,Nepilna laika studijās: 4. kursa 7. sem.

1,0 KP, ieskaite ar atzīmi Pilna laika studijās: 3.kursa 6. sem.,

Nepilna laika studijās: 4. kursa 8. sem.

The course fine arts on three different art styles- painting, graphicart and sculpture. The course covers perception of colours, lines, forms and different painting ,graphicart, sculpture technics ,technical skills.

Professional specialization elective courses 9 CPTechnologies of Textiles 7 KP or Applied Engineering Sciences 7 KP,Electve subjects 2 KP

TEHNOLOGIES OF TEXTILES

TEKSTILIZSTRĀDĀJUMU TEHNOLOĢIJASP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Tekstilizstrādājumu tehnoloģijas. Doc., Dr. paed. I.Līce.

7 KP (112h), lekcijas 56h, prakt. darbi 56h.Obligātās izvēles Mājas vide un vizuālā māksla izglītībā studentiem.Materials of textiles. Doc. Dr. paed. I.Līce.1 KP (16h) 8 lekc., 8 pr.d. Iesk.(a). Pilna laika: 2. kursa 3. semestrīNepilna laika: 2. kursa 3., 4. semestrīModelling.Lekt., Mag. Paed. S. Reihmane1,0 KP(16h) 4h lekc., 12 pr. d. Iesk.(a).Pilna laika: 3. kursa 5. semestrīNepilna laika: 3. kursa 5., 6. sem.Needleworks (embroidering, knitting, crocheting).Lekt., Mag.paed. Z.Beitere, G.Gaiķe.1,5 KP (24h) 12 lekc., 12 pr.d. Iesk.(a).Pilna laika: 2. kursa 4. semestrīNepilna laika: 2. kursa 4.sem., 3. kursa 5. semestrīSewingLekt., Mag. Paed. S. Reihmane2 KP(32h) 16 h lekc., 16 pr. d. Eksāmens.Pilna laika: 3. kursa 6. semestrī.Nepilna laika: 4. kursa 7., 8. semestrīWeaving.Lekt., Mag. Paed. L.Ozolniece

1,5 KP(24h) 8 h lekc., 16 pr. d., Iesk.(a).Pilna laika: 3. kursa 5. semestrī.Nepilna laika: 4. kursa 7. semestrī

Study subject introduces textiles, their production, manufacturing procedures, and the most important peculiarities, as well as various textile technologies – weaving, sewing, embroidery, knitting and crochet manual training technological peculiarities, their synthesis opportunities. The subject provides the opportunities to improve skills in traditional textile technologies approaches’ acquisition. Realizing textile as a national cultural heritage, and importance of its integration into the modern settings. The subject provides opportunities also to acquire nonconventional manual techniques, producing materials that would rouse the interest and motivate the students to produce textiles during the lessons the students’ knowledge of Information Technologies is applied for textile composition creation, GRAFIS software is used for pattern design as well. Theoretical knowledge and practical work contribute to home economics subject organization in school within the matter of textile and textile Technologies. Attention is paid to the student creativity development.


Materials of textiles.

1. Audumi un apģērbs // Ģimenes enciklopēdija. – R.: Latvijas enciklopēdiju redakcija, 1990. – 2.sēj. – 338. – 509.lpp.

2. Baltiņa I. Metodiskie norādījumi laboratorijas darbiem tekstilzinībās. – R.: RTU, 2001.3. Bērziņa V. Tekstilmateriālu apdare. – R.: Avots, 1987.4. Freimanis P. Šķiedraugi // Augkopība. – R.: Zvaigzne, 1988.5. Grasmane M. Mājturība.. Tamborēšana un adīšana. – R.: Zvaigzne, 1992.6. Kancēviča V. Audumu struktūra un projektēšana. – R.: RTU, 2003. 7. Kenta K. Modernās mājsaimniecības rokasgrāmata. – R.: Jumava, 1996.8. Madre I. Krāsošana ar augu krāsvielām. – R.: Avots, 1990.9. Maļceva J. Šūšanas materiālmācība. – R.: Zvaigzne, 1988.10. Mazi noslēpumi mājsaimniecībā. – R.: Avots, 1991.11. Melnalksnis A. Zelta mājas grāmata. – Zvaigzne, 1992.12. Nikitenko S. Šūšanas materiālmācība Apģērbs un tā kopšana. – R.: Lielvards, 1996.13. Vidēja V. Tekstilmateriālu kvalitātes novērtēšana. – R.: Rīgas Tehniskā universitāte, 1991.14. Hargrave H. From fiber to fabric. – China, C&T Publishing, 1997.15. Hatsh K. Textile science. – USA, West Publishing Company, 1993.16. Jennifer H. 5000 years of Textiles. – Printed and bound in Hong Kong, 1993.17. Tortora P. Understanding Textiles./ Third edition. – New York, Macmillan Publishing Company, 1987.18. Журавлева И. Ткани. – М.: Эксмо, 2004.19. Садыкова Ф.Х., Садыкова Д.М., Кудряшова Н.И. Текстильное материаловедение и основы

текстильных производств. – М.: Легпромбытиздат, 1989.20. Новорадовская Т.С., Балашова Т.Д., Куликова М.А. Технология отделки тканей. - М.:

Легпромбытиздат, 1989.

Needleworks1. Bite A. Tamborēšana.-R.:Zvaigzne, 1971.-76.lpp.2. Grasmane M. Mājturība. R.:Zvaigzne, 1992.-224.lpp. 3. Ģimenes enciklopēdija 1. sējums, R.: Latvijas enciklopēdiju redakcija- 19894. Jurcāne L. Īru mežģīnes//Sieviete.- 1996.- Nr.2- 8.pielik.5. Kārkliņa D. 45 padomi, kā būt elegantai un modernai//Zeltene.- 1996.- Nr.106. Madre I. Izšūšana, R.: Vaga- 19937. Madre I. Izšuvumi. Raksti un modeļi. 1.,2. daļa, R.: Latvijas enciklopēdija- 1993,19948. Madre I. Latviešu tautas tērpi (komplekts) R.: Preses nams 1994/959. Maksimova M. Adīšanas un tamborēšanas ābece.- R.:Zvaigzne, 1981.-238.lpp. 10. Mājturība.- R.:Latvijas Valsts izdevniecība, 1961.-723.lpp. 11. Nadziņa V. Mājturība. Etnogrāfiskie izšuvumi. Kompozīcija., R.: Zvaigzne ABC-199712. Rudzianova V. Mājturība. Rokdarbu kompozīcijas pamati.- Lielvārde:Lielvārds, 1994. 13. Prīberga D. “iru mežģīnes//Sieviete.- 1996.- nr.2- 8.pielik.14. Tamborējumi. R.:Latvijas enciklopēdija, 1992.-240.lpp.

15. Zeltenes rokdarbi. Baltie darbi 1. 2.daļa, R.: J.Grīnberga izd.- 1933.- 1935.16. Zeltenes rokdarbi. Krāsainie darbi, R.: J.Grīnberga izd.- 193417. Zirdziņa V. Vizuālās mākslas valodas ābece.- R.: Sprīdītis, 199518. Käsitöö.- 1987.- Nr.22.; -102.-109.lpp. 19. Žurnāli “Zeltene”, “Anna”, “Burda”, “Rokdarbi”, “Moi robotki”, u.c.20. Phyllis G.Tortora. Understanding Textiles.- Macmillan Publishing Company 1987- 532 p.21. Популярная художественная энциклопедия. А- М.- Москва Советская Энциклопедия, 1986- 447 с.22. www.embroidery.com 23. www.emblibrary.com 24. www.blackworkarchives.com 25. www.craftown.com

Modelling

1. Ģimenes enciklopēdija, 2. sējums. – R.: „Latvijas enciklopēdija“, 1990. – 338.-509.lpp.2. Kampuse A., Marksa M. Mājturība:Šūšana. – R. :Zvaigzne ABC, 1997. – 224lpp.3. Бурда. Ежемесячный илюстрированный журнал. – АО Бурда моден – Москва4. Бланк А.Ф. Практическая книга по моделировании женской одежды. – Москва, 19915. Бланк А.Ф. Конструирование и конструктивное моделирование женской одежды. – Москва,

1990.6. Козлова Т.Б. Рытвынская Л.Б. Тимашева З.Н. Моделирование и художественное

оформление женской и детской одежды. – Москва, Лечпромбытиздат 1990. – 318с

Weaving

Pamatliteratūra:1. Kulakova M. Prievīšu un jostu aušana. – Lielvārde: Apgāds Lielvārds, - 1994. – 71 lpp.2. Miķelsone G. Aušanas teorija. R.: LAK Amatniecības literatūras apgāds, 2000. – 79.lpp.3. Ozolniece L. Rokdarbu burtnīca sākumskolai. – R.: Zvaigzne ABC, 1999. – 53 lpp.4. Pokulis J. Darbmācības metodikas teorija un prakse. – Daugavpils: Saule, - 1997. –36 lpp.5. Vucenlazdāns P. Darbmācības metodikas pamati. – R.: LU Pedagoģijas fakultātes Darbmācības katedra,

1994. – 147 lpp.6. Vaivare B., Urdziņa M. u. C. Mājturība. Tekstils. Kompozīcija. – R.: Zvaigzne ABC, 1998. – 110 lpp.Papildliteratūra:1. Madre I. Aušana. – R.: Avots, 1993. – 191 lpp.2. Rubana M. Mācīties darot. – R.: RaKa, 2000. – 238. lpp.3. Zirdziņa V. Vizuālās mākslas ābece. – R.: Sprīdītis, 1995. – 96 lpp.

Sewing

1. Ģimenes enciklopēdija, 2. sējums. – R.: „Latvijas enciklopēdija“, 1990. – 338.-509.lpp.2. Kampuse A., Marksa M. Mājturība:Šūšana. – R. :Zvaigzne ABC, 1997. – 224lpp.3. Šūšana/ ( 101 vērtīgs padoms ) tulk. no angļ. v. I. Jansone. – Rīga:Zvaigzne ABC, 1998. – 72lpp.4. Бурда. Ежемесячный илюстрированный журнал. – АО Бурда моден – Москва5. Как шить красиво: школа практических знаний. – Москвa: Мир, 1990. – 367с

http://www.craftown.com/

http://www.blackworkarchives.com/

http://www.emblibrary.com/

http://www.embroidery.com/

APPLIED ENGINEERING SCIENCES

LIETIŠĶĀS INŽENIERZINĪBASP r o g r a m m a

Tehniskā fakultāte, Spēkratu institūtsThe Faculty of Engineering, Motor Vehicle Institute

Studiju priekšmeta anotācija:SPEK Lietišķās inženierzinības. Vadošais mācībspēks Doc. J.Avotiņš.

7 KP (112h), lekcijas 56h, prakt. darbi 56h.Obligātās izvēles Mājas vide un vizuālā māksla izglītībā studentiem.Wood mechanical processing.Meža fakultāte, Kokapstrādes katedra. Asist. M.Arbidāns.3KP(48 h), lekcijas 24 h, lab.darbi - 24 h, iesk. ar atzīmi. Pilna laika: 2.kursa 3., 4.sem.Nepilna laika: 2.kursa 3., 4.sem., 3. kursa 5. sem.Metal processing. Tehniskās fakultāte, Spēkratu institūts Doc. J.Avotiņš.2KP(32 h), lekcijas 16 h, lab.darbi - 16 h, eksāmens. Pilna laika: 3.kursa 6.sem.Nepilna laika: 4. kursa 7., 8. sem.Building work. Lauku inženieru fakultāte, Arhitektūras un būvniecības katedra. Lekt. M.Žodziņa2,0 KP (32h): lekc. 16 h., pr.d. 16 h. Ieskaite ar atzīmi.Pilna laika: 3.kursa 5.semNepilna laika: 4. kursa 7. sem.

Wood mechanical processing tools and machinery. Basics of cutting theory. Components of wood structure. Timber species. Wood physical and mechanical properties. Wood damages and insects. Wood processing products. Wood constructions and design. Joints and fittings in wood constructions. Classification of furniture. Technology of wood products.

Science of materials and treatment. Technical measurement. Production of casting. Pressure processing basics und types. Production of forgings. Welding processes and thermal cutting. Accuracy and surface quality of processing. Basics of interchange. Metal processing by cutting. Metal cutting machines, equipment, tools and technology. Technology of turning, milling, grinding und locksmith works. Basics of engineering technology.

The main task of building is development of people life and work environment. Understanding of building process. Chronological sequence of building work. Building process, material, technologies. Elementary calculations of strength. Finish work, preparing to exploitation.

Literatūra

Wood mechanical processing

Pamatliteratūra

1. Grīnberga M., Koksnes makroskopiskā uzbūve, R.:1997.2. Kozuliņš V., Tuherms H., Zāģmateriālu ražošana, R.:1992.3. Svarāns J., Zāģbaļķu pareiza uzglabāšana un pārstrādāšana zāģmateriālos, R.:1956.4. Svarāns J., Zāģmateriālu uzglabāšana, R.: 1963.5. Šterns H.B., Iebūvētās mēbeles ģimenes mājā, R.:1994.6. Šterns H.B., Namdaru darbi, R.:1958.7. Tuherms H., Kokapstrādes instrumenti, R.:1983.8. Vītoliņš J., Koka izstrādājumu un mēbeļu apdares tehnoloģija, R.:1974.9. Zeltiņš I., Koka būvdetaļu ražošana, R.:1970.10. Арбанский А.С., Столярные работы, Москва. 1959.11. Боровиков А.М., Уголев Б.Н., Справочник по древестне, Москва. 1989.12. Horst H., Hobby mit Hobel und Hammer, Berlin.:1985.

Papildliteratūra1. Блехман А.Б., Проектирование и конструирование мебели, Москва. 1988.2. Журавлев Б.А., Столярное дело, Москва. 1992.3. Коротков В.И., Деревообрабатывающие станки, Москва. 1991.4. Кулебакин Г.И., Столярное дело, Москва. 1987.5. Черепахина А.Н., Эстетика современной мебели, Москва. 1988.6. Шумега С.С., Иллюстрированное пособие по производству столарно – мебельных изделий, Москва.

1991.7. Deutsce Holzbearbeitungsmaschinen, Frankfurt am Main: 1992.

Metal processing.

Pamatliteratūra 1. Avotiņš. J. Konstrukciju materiālu tehnoloģija. 1. daļa. Metālu karstā apstrāde.-Jelgava: LLU. 2000.-127 lpp.2. Avotiņš J. Konstrukciju materiālu tehnoloģija. 1.daļa. Grafo analītiskie darbi metālu karstajā apstrādē.-

Jelgava: LLU, 2004.- 90 lpp.3. Avotiņš J. Konstrukciju materiālu tehnoloģija. 2. daļa Apstrāde griežot.– Jelgava: LLU, 2001.- 221 lpp.4. Avotiņš J. Konstrukciju materiālu tehnoloģija. 2. daļa. Apstrāde griežot. Laboratorijas darbi– Jelgava: LLU,

2004.- 141 lpp.5. Vērdiņš G. Materiālu mācība // Metodiskie norādījumi laboratorijas darbiem / – Jelgava: LLU, 2004. 61 lpp.6. Pētersons O. Metālu metināšana. Rīga: IU –Mācību apgāds-, 1999.-187 lpp.7. Pētersons O., Priednieks J. MIG/MAG metināšana. - Rīga: AGA SIA, 2005. 107 lpp.Papildliteratūra:1. Mašīnbūves materiāli un to apstrāde. J. Avotiņa redakcijā. Rīga, „Zvaigzne” 1985.- 300 lpp.2. Metālgriešanas mašīnas. V.Zara redakcijā. Rīga, „Zvaigzne” 1977. -366 lpp.3. Čukurs J., Viļumsone I., Nulle I. Inženiergrafika // Mašīnbūves rasēšana / R., izd. Ra Ka, 2004. – 256 lpp.4. Mašīnbūves iekārtas // Kursa projektēšana / Mācību līdzeklis augstskolām. V.Zars, E.Riekstiņš, K.Pauliņš,

P.Lielpēters. - R. Zvaigzne, 1991. 326 lpp.5. L.Bunga, A.Jonāns. Aparātbūves un mašīnbūves tehnoloģijas pamati. Rīga: Zvaigzne, 1978. - 350 lpp.6. Solid Carbide Tools. The standart of Quality (ISO 9002). Izdevējs – SGS Tool Company: ASV, 1994. – 60

lpp.7. New tools from Sandvik Coromant..- Printed in Sweden by Elanders. 2004. -208 lpp.8. GRIPPING SYSTEMS // SCHUNK (Vācija): 2002. – 382 lpp.9. STATIONARY CLAMPING SYSTEMS // SCHUNK (Vācija): 2002. – 110 lpp.

Building work

Metodiskā literatūra 1. J.Noviks. Jums individuālie būvētāji// R.: Avots. 1989. I un II daļa -2. M.Šterns. Jumtu konstrukcijas un segumi// R.: Avots. I992. - 155 lpp. 3. J.Ulpe, L.Kupše. Koka un plastmasas konstrukcijas// R.: Zvaigzne. 1991. - 303lpp.4. J.Noviks. Ģimenes māja. SIA Jurģi-13. R.: 1997. - 263 lpp.5. J.Noviks, T.Šnepste. Celtniecības tehnoloģija. R.: Zvaigzne, 1991, - 304 lpp.6. U.Upenieks. Jaunie būvmateriāli. R.: Liesma, 1978. - 157 lpp.7. E.Bērziņš, P.Kārkliņš, I.Lejnieks. Būvdarbu tehnoloģija un organizēšana. R.: Zvaigzne, 1993. - 445 lpp.8. J.Noviks. Būvdarbi I // R.: Jurģi 95. 1999. – 342 lpp.9. J.Noviks. Būvdarbi II // R.: Jurģi 95. 2000. – 214 lpp.10. J.Noviks. Būvdarbi III // R.: ISAVE. 2001. – 245 lpp.

11. J.Noviks. Būvdarbi IV // R.: ISAVE. 2002. – 285 lpp.12. J.Noviks. Būvdarbi V // R.: ISAVE. 2003. – 288 lpp.13. J.Noviks. Būvdarbi VI // R.: ISAVE. 2004. – 270 lpp.

Elective Subjects

VISUAL ADVERTISEMENTREKLĀMDIZAINS

Programma

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsFaculty of Engineering, Institute of Education and Home Economics

Studiju priekšmeta anotācija :IZMA Reklāmdizains. Visual advertisement

Mag.art., lektore I. Spulle2,0 KP ( 32 h ): lekcijas 6 h; praktiskie darbi 26 h.Ieskaite ar atzīmi.Pilna laika:4. kursa 7. semestris.Nepilna laika:5. kursa 9. semestris.Izvēles priekšmets Tehniskās fakultātes Mājas vide un vizuālā māksla izglītībā studentiem

The subject comprises the essence of the advertisement and rules for effective making of it. Possibilities of its using, draft making, modelling, text and visual element composing in environment.


Šusts I. Telpa, vide, kompozīcija.-R. Zvaigzne. 1972.Vaivare B. ; Urdziņa M. ; Kokina M. ; Pudāne D. Mājturība, tekstils, kompozīcija.- R. Zvaigzne. 1996.Zirdziņa V. Vizuālās mākslas ābece.- R. Sprīdītis. 1994.žurnāli : Studija, Māksla, Deko, Skatlogs, Pastaiga, Santa, Ieva, Mūsmājas, Interjers.

INFORMATION TECHNOLOGIES IN EDUCATION

IT IZGLĪTĪBĀP r o g r a m m a


Studiju priekšmeta anotācija:IZMA IT izglītībā. Information technologies in education.

Asist., Mag paed. N. Vronska2 KP: prakt. d. 32 h, ieskaite ar atzīmi.Pilna laika:4. kursa 7. semestris.Nepilna laika:5. kursa 9. semestris.

Izvēles Mājas vide un vizuālā māksla izglītībā studentiem.Educational process includes information technologies more and more. The teacher can effectively

integrate information and communication technologies (IKT) in educational process when he knows about technical opportunities of a computer and about software.

Information technologies and global computer network take the important place and are used both in administration of educational process, and in the organization of work of students which generally is connected with development of new information technologies.

Introducing information and communication technologies in education, it is possible to use all technological advantages: to unite the text, 3-dimension the graphic arts, immobile and mobile pictures, audio and video files in multi environment; to create tests; to use various computer programs which vary, facilitate and improve educational process.

Mācību literatūras saraksts

1. Ar displeju izmantošanu saistīto risku novērtēšanas un novēršanas vadlīnijas. (2003) – Rīga: Labklājības ministrija, 48.lpp.

2. Āboltiņš Dz., Grīnfelds A., Kangro A.(1987) Tehniskie mācību līdzekļi. – Rīga: P.Stučkas LVU, 95.lpp.3. Dukulis I. (2003) Prezentācijas materiālu sagatavošana. Programma Microsoft PowerPoint 2000.-

Rīga: 112.lpp.4. Dukulis I. (2003) Apgūsim jauno EXCEL. Rīga: 127.lpp.5. Geske A., Geske S., Ausmane L. (2000) Projektu un dokumentu veiksmīgs noformējums.- Rīga: 60.lpp.6. Ergonomika darbā- ES PHARE Latvijas – Spānijas divpusējās sadarbības projekts.- Rīga: Labklājības

ministrija, 177.lpp.7. NEXT Latvijas lielākais tehnikas žurnāls. Nr.1-12 2006.gada8. Ministru kabineta 2002.gada 6.augusta noteikumi Nr.343 „Darba aizsardzības prasības, strādājot ar

displeju”.9. Parsons J., Fenwick T. (1991) Using Objective Test to Evaluate.- University of

Alberta, 18p.

Papildliteratūras sarakts

1. Dukulis I. (2000) Aprēķini un datu grafiskais attēlojums. Programma Microsoft Excel. Rīga: 140.lpp.2. Dravnieks J. (2004) Bakalaura pavārgrāmata.- Rīga: 54.lpp.3. Latvijas Republikas Izglītības un Zinātnes Ministrijas Valsts pamatizglītības standarts.- Lielvārde:

Lielvārds, 1998.-32.lpp.4. Mājturība (rokdarbi) 5.–9. Klasei ar izvēli tekstila tehnoloģijās. Pamatizglītības standarts 1.–9. klasei,

http://isec.gov.lv/pedagogiem/program/pamskol/ prog.shtml?majt2, skatīts 20.03.2007.5. Digital times .02 (460) 10/01/20056. Karbo Michael B. (2004) Digitālā kamera no A līdz Z.- Latvija: 104.lpp7. Волкова Е. (2006) Photoshop CS2 Художественные приемы и профессиональные хитрости. –

Санкт-Петербург: Питер, 252с.8. Гурский Ю., Гурская И. (2005) Photoshop CS2 Трюки и приемы. - Санкт-Петербург: Питер, 511с.9. Леонтьев В. (2006) Азбука работы на компьютере с фото, музыкой и видео. – Москва:

Олма-Пресс, 180 с.10. Цветков В., Кулагин В., Булгакова Т. Многоуровневые тестирующие конструкции //Вопросы

Интернет образования11. Шнейдеров В. (2002) Фотография, реклама, дизайн на компьютере. – Санкт- Петербург, 320 с.

Glass PaintingPorcelāna un stikla apgleznošana

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-EconomicsIZMA Glass Painting

Mg. art. I. Spulle2 KP (32h): lekc.16h, prakt. darbi 16h.) Ieskaite ar atzīmi.Specialitātes izvēles Mājas vide un vizuālā māksla izglītībā studentiemIII kursa 5. semestrī (pilna laika studijās).IV kursa 7. semestrī (nepilna laika studijās).

http://vio.fio.ru/vio_10/cd_site/articles/art_1_27.htm

http://isec.gov.lv/pedagogiem/program/pamskol/

Different technical approaches can be used in painting and decorating tht glass. Studying tht basic compositional principles, it is important to see and learn thte main regularities and to give them an individual point of view. Composition includes the possibility of varieties in the rhythm of lines, in colours, size, form and materials.

BatikBatika

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-EconomicsIZMA Batik


The subject familiarises students with batik as one of the applied art, gives practical skills and develops the artistic growth. During the course of study the students learn how to dye, apply ti and wax techniques of batik. They learn about performance of the techniques.

Silk PaintingZīda apgleznošana

Tehniskā fakultāte, Izglītības un mājsaimniecības institūtsThe Faculty of Engineering, the Institute of Education and Home-EconomicsIZMA Silk Painting


The subjects acquaints the students with silk painting as one of the oldest adornment fashion. It gives wide practical skills in all techniques of silk painting and develops the artistic growth. During the course of study the students learn composition, silk painting and think about their individuality in art.

Practice 26KPTEACHING METHODICAL PRACTICE IN CULTURAL AND ART STUDIES

KULTŪRAS UN MĀKSLAS MĀCĪBU METODISKĀ PRAKSEP r o g r a m m a

LLU TF , Izglītības un mājsaimniecības institūts

LUA Faculty of Engineering, Institute of Education and Home Economics

Studiju priekšmeta anotācija:IZMA Teaching Methodical Practice in Culture Art Studies1KP. Iesk.(a)

Vadošais mācībspēks Doc. N.Lūse.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.I. kursa 2. semestrī (pilna laika studijās).I k. 2. un II k. 3. semestrī (nepilna laika studijās)

The practical training in cultural and arts studies provides the using of theoretical

knowledge from first and second semester in museums at Latvia. Students choose practical training places at local museums of native places and make research on existing traditions explaining them as the results formatted in CD, on art or historically cultural objects in theoretical and practical level. Students are integrating academicals and social skills at the practical training. The academicals skills are connected with training with materials from achieves libraries and internet. The social skills include discussions, interviews, guiding of excursions, and the participation of social events in cooperation with specialist of local culture and art. During the practical defence the students must be able to demonstrate their pedagogical skills, they have to introduce the developed learning materials to the peers and the teaching staff, and justify their usefulness and connection to Home Economics, Information Technologies or upbringing in school.

Mācību un metodiskās literatūras saraksts:Pamatliteratūra:Mākslas un kultūras vēstureCielava Sk. Vispārīgā Mākslas vēsture 1.Mācību literatūra.-R., 1998.Cielava Sk. Vispārīgā Mākslas vēsture 2.Mācību literatūra.-R., 1999.Cielava Sk. Vispārīgā Mākslas vēsture 3.Mācību literatūra.-R., 2002.Bruģis D. Historisma pilis Latvijā. R., 1996.Dauge A. Māksla un audzināšana. - R., 1925.Kavacs V. Mākslas valodas pamati. - R., 1999.Etnogrāfija un lietišķā mākslaFreimanis K. Latviešu etnogrāfiskais raksts. – R.: Tautas izglītības ministrija, 1990. –23 lpp.Grasmane M. Latviešu tautas tērpi. Raksti. Izšūšana. – R.: Apgāds Rasa ABC, 2000. – 290 lpp.Latviešu tautas māksla. Materiālu krājums 1. – 3. sēj. – R.: Latvijas valsts izdevniecība, 1962.Latvju raksti. 1., 2., 3. sēj. – R.: Apgāds Latvijas grāmata, 1999.Latvijas tekstilmāksla. – R.: Latvijas Tekstilmākslas asociācija, 1997. – 213 lpp.Eiropas mākslas stilistikaSpalva R. Nacionālās identitātes meklējumi latviešu dejā / Letonica, 2001, #6-7Vipers B. Latvijas māksla baroka laikmetā. - R., 1937.Zeile P. Māksla kā sistemātiski komplekss veselums. - R., 1984.Scruton R. An intelligent person's guide to modern culture. -London, 1998.Apģērba kultūraBrice B. Tērpu vēsture, mode un stili. – R.: R. Stučkas LVU, 1986. – 118 lpp.Freimanis I. Laiks, laikmets, mode. – R.: „Modris”, 1998. – 271 lpp.Roulands – Vorns L. Tērpi: enciklopēdija. – R.: ZvaigzneABC, 2002.Кибалова Л., Гербенова О., Ламорова М. Илюстрированная энциклопедия моды. - Прага, Арвим 1998.

Papildliteratūra:Mākslas un kultūras vēstureKroders R. Teātra māksla. - R., 1934.Kursīte J. Mītiskais folklorā, literatūrā, mākslā. - R., 1996.Etnogrāfija un lietišķā mākslaLatvijas vēstures muzejs. Latviešu tautas tērpi. Vidzeme. – 1. sēj. - R.: Jāņa sēta, 1995. – 319 lpp.Latvijas vēstures muzejs. Latviešu tautas tērpi. Kurzeme. – 2. sēj. - R.: Jāņa sēta, 1997. – 398 lpp.Latviešu kultūra. http://ai1.mii.lu.lv/kultura.htmLatvijas novadu tautas tērpi. http://www2.gimnazija.ogre.lv/folk/start.htmEiropas mākslas stilistikaЛиотар Ж. Состояние постмодерна. - Москва - Спб., 1998.Apģērba kultūraApģērbu kolekcija = Collection of costume/ sast. L. Kalniņa; tulk. R. Mozere, V. Bisenieks, Pāvele T. – Rīga: Rīgas vēstures un kuģniecības muzejs, 2000. – 31lpp.Pavērsim cepures vēstures lappuses/ sast. I. Bulle. – Rīga: Latvijas vēstures muzejs, 2002. -20lpp.Киреева Е.В. История костюма. Европейский костюм от античности до ХХ века. – М. „ Просвещение”, 1976. – 174с.Тиль Эрика. История костюма. пер. с нем. М.Н.Козлова. – Москва Легкая индустрия, 1971.Каминская Н.М. История костюма. – М. Легкая индустрия, 1977. – 127с.

Дзеонска – Козловска А. Женская мода ХХ века. – М. Легкая индустрия, 1997. - 295с.

VISITATION PRACTICEHOSPITĀCIJAS PRAKSE

P r o g r a m m a



Studiju priekšmeta anotācija:IZMA Visitation practice.

Mag. Paed., lektore I. Andersone1 KP mācību prakses laiks – 1 nedēļa, jeb 40 h, Iesk.Obligāts Mājas vide un vizuālā māksla izglītībā studentiem II.k. 3. semestrī (pilna laika studijās).III.k. 6. semestrī (nepilna laika studijās).

During the visitation practice the students as observers get to know the experience of different teachers in organisation and running of the work at sessions of Home Economics and Information Technologies. The students observe the procedure of the lessons analysing and evaluating as well as drawing conclusions using the statements acquired at the theoretical study courses – General Pedagogics and Psychology, Didactics, Development and Social Psychology.

The aim of the practical training is to develop the skill of the students to recognise the uniformity of theory and practice as well as analytical skills, to get multisided experience on the practical procedure of teaching the courses Home Economics and Information Technologies at school this way creating practical trend for methodology of these specialisation courses to be learned in future studies.

PamatliteratūraBeļickis I. Vērtīborientētā mācību stunda.-R.: Raka,2000.Informātika pamatskolā. Autoru kolektīvs: Bloka I., Dukulis I., u.c. Vēža V. redakcijā.-R.: Mācību grāmata, 2006Vucenlazdāns P. Darbmācības metodikas pamati.-R.: LV, 1994Fjelds S.E. No parlamenta līdz klasei. -R.: Rīgas pilsētas skolu valde, 1998PapildliteratūraLauku vide Izglītība Personība. Raksti-Jelgava.: LLU, 2003http:/isec.gov.lv/standartiIeteicamā periodikaŽurnāls "Skolotājs"Žurnāls "Sākums"Izglītība un KultūraŽurnāls "Psiholoģija mums"

TECHNOLOGIES OF TEXTILES - THEACHING METHODICAL PRACTICETEKSTILIZSTRĀDĀJUMU TEHNOLOĢIJU MĀCĪBU METODISKĀ PRAKSE

P r o g r a m m a

LLU TF , Izglītības un mājsaimniecības institūtsLUA Faculty of Engineering, Institute of Education and Home Economics

Studiju priekšmeta anotācija:IZMA Tekstilizstrādājumu tehnoloģiju mācību metodiskā prakse.

Technology of Textiles - teaching methodical practice.Vadošais mācībspēks Lekt., Mag. Paed. Z.Beitere.Lekt., Mag. Paed S.Reihmane, Lekt., Mag. Paed I.Līce,Lekt., Mag. Paed G.Gaiķe, Lekt., .7 KP mācību prakses laiks – 7 nedēļasObligāts Mājas vide un vizuālā māksla izglītībā studentiem:Needleworks. Lekt., Mag. Paed. Z.Beitere. Lekt., Mag. Paed G.Gaiķe.3 KP (3 nedēļas), ieskaite ar atzīmi. Pilna laika: 2. kursa 4. semestrīNepilna laika: 3. kursa 5. semestrī, 1 KP 3. kursa 6. semestrī, 1 KP 4. kursa 7. semestrī, 1 KPWeaving.Lekt., Mag. Paed L.Ozolniece.1,5 KP, ieskaite ar atzīmi.Pilna laika: 3. kursa 6. semestrīNepilna laika: 4. kursa 7. semestrī, 1 KP 4. kursa 8. semestrī, 0,5 KPSewing. Lekt., Mag. Paed S.Reihmane1,5 KP, ieskaite ar atzīmi.Pilna laika: 3. kursa 6. semestrīNepilna laika: 4. kursa 8. semestrī, 1 KP 5.kursa 9. semestrī, 0,5 KPTekstil Texnics. Lekt., Mag. Paed. Z.Beitere1,0 KP, ieskaite ar atzīmi.Pilna laika: 4. kursa 7. semestrī Nepilna laika: 5. kursa 9. semestrī

In the teaching methodical practice in Technology of Textile the students develop and strengthen the skills in producing needle – work, weaved and sewed products and in acquisition of different technical methods. The students get to know the most suitable methodical solutions for application in learning needle – works, weaving and sewing. The interests and motivation of students are promoted for production of different products and organisation of such kind of learning. Communication of students and teachers during the practice is very important as the students are learning how to teach and organise communication.

The students plan methodical solutions for definite syllabus aspects, prepare teaching methodical materials as well as acquire the first practical experience in pedagogical work.

Mācību un metodiskās literatūras saraksts:Aušana

Albrehta Dz. Didaktika. – R.: RaKa, 2001. – 168 lpp.IZM ISETC. Valsts pamatizglītības standarts. – R.: Lielvārds, 1998. – 32 lpp.Kulakova M. Prievīšu un jostu aušana. – Lielvārde: Apgāds Lielvārds, - 1994. – 71 lpp.Kulakova M., Marksa M., Sīviņa V. Mājturība / Mācību programma pamatskolai. – R.: SIA Mācību apgāds NT,

1999. – 88 lpp.Latvju raksti. 1., 2., 3. sēj. – R.: Apgāds Latvijas grāmata, 1990.Madre I. Aušana. – R.: Avots, 1993. – 191 lpp.Miķelsone G. Aušanas teorija. R.: LAK Amatniecības literatūras apgāds, 2000. – 79.lpp.Ozolniece L. Rokdarbu burtnīca sākumskolai. – R.: Zvaigzne ABC, 1999. – 53 lpp.Pokulis J. Darbmācības metodikas teorija un prakse. – Daugavpils: Saule, - 1997. –36 lpp.Rubana M. Mācīties darot. – R.: RaKa, 2000. – 238. lpp.

Vucenlazdāns P. Darbmācības metodikas pamati. – R.: LU Pedagoģijas fakultātes Darbmācības katedra, 1994. – 147 lpp.

Vaivare B., Urdziņa M. u. C. Mājturība. Tekstils. Kompozīcija. – R.: Zvaigzne ABC, 1998. – 110 lpp.Zirdziņa V. Vizuālās mākslas ābece. – R.: Sprīdītis, 1995. – 96 lpp.14. Latviešu kultūra. http://ai1.mii.lu.lv/kultura.htm

Rokdarbi

26. Bite A. Tamborēšana.-R.:Zvaigzne, 1971.-76.lpp.27. Grasmane M. Mājturība. R.:Zvaigzne, 1992.-224.lpp. 28. Madre I. Izšūšana, R.: Vaga- 199329. Madre I. Izšuvumi. Raksti un modeļi. 1.,2. daļa, R.: Latvijas enciklopēdija- 1993,199430. Maksimova M. Adīšanas un tamborēšanas ābece.- R.:Zvaigzne, 1981.-238.lpp. 31. Mājturība.- R.:Latvijas Valsts izdevniecība, 1961.-723.lpp. 32. Nadziņa V. Mājturība. Etnogrāfiskie izšuvumi. Kompozīcija., R.: Zvaigzne ABC-199733. Rudzianova V. Mājturība. Rokdarbu kompozīcijas pamati.-Lielvārde:Lielvārds, 1994. 34. Tamborējumi. R.:Latvijas enciklopēdija, 1992.-240.lpp. 35. Zeltenes rokdarbi. Baltie darbi 1. 2.daļa, R.: J.Grīnberga izd.- 1933.- 1935.36. Zeltenes rokdarbi. Krāsainie darbi, R.: J.Grīnberga izd.- 193437. Käsitöö.- 1987.- Nr.22.; -102.-109.lpp. 38. Žurnāli “Zeltene”, “Anna”, “Burda”, “Rokdarbi”, “Moi robotki”, u.c.39. Популярная художественная энциклопедия. А- М.- Москва Советская Энциклопедия, 1986- 447

с.40. www.embroidery.com

Šūšana1. Ģimenes enciklopēdija, 2. sējums.- R.:”Latvijas enciklopēdija”, 1990.- 338.-509.lpp.2. Kampuse A., Marksa M. Mājturūba.Šūšana.- R.:Zvaigzne ABC, 1998.- 224lpp.3. Vatermane G., Cingele R. Stils un krāsas.- R.: Zvaigzne ABC, 1998.- 128lpp.4. Как шить красиво: школа практических знаний.- Москва: Мир ,1990.-367с.

http://www.embroidery.com/

APPLIED ENGINEERING SCIENCE TEACHING METHODICAL PRACTICELIETIŠĶO INŽENIERZINĪBU MĀCĪBU METODISKĀ PRAKSE

P r o g r a m m a


Studiju priekšmeta anotācija:SPEK Lietišķo inženierzinību mācību metodiskā prakse.

Applied Engineering Science teaching methodical practice.Vadošais mācībspēks Doc., Mag. sc. Ing., Mag. Paed. J.Avotiņš.Asist. M.Arbidāns.7 KP mācību prakses laiks – 7 nedēļasObligāts Mājas vide un vizuālā māksla izglītībā studentiem Wood Processing. Asist. M.Arbidāns.3 KP (3 nedēļas), ieskaite ar atzīmi. Pilna laika: 2. kursa 4. semestrīNepilna laika: 3. kursa 5. semestrī, 1 KP 3. kursa 6. semestrī, 1 KP 4. kursa 7. semestrī, 1 KPMetal Processing. Doc., Mag. sc. Ing., Mag. Paed. J.Avotiņš.3,0 KP, ieskaite ar atzīmi.Pilna laika: 3. kursa 6. semestrīNepilna laika: 4. kursa 7. semestrī, 1 KP 4. kursa 8. semestrī, 1,5 KP 5.kursa 9. semestrī, 0,5 KP1,0 KP, ieskaite ar atzīmi.Pilna laika: 4. kursa 7. semestrī Nepilna laika: 5. kursa 9. semestrī

The students develop and strengthen the skills in producing wooden and metal products, and in acquisition of different technical methods. The students get to know the most suitable methodical solutions for application in learning wood processing and metal processing. The interests and motivation of students are promoted for production of different products and organisation of such kind of learning. Communication of students and teachers during the practice is very important as the students are learning how to teach and organise communication.


Literatūra

Albrehta Dz. Didaktika. Tālmācības studiju mācību līdzeklis. Rīga: RaKa, 2000.Avotiņš. J. Konstrukciju materiālu tehnoloģija. 1. daļa. Metālu karstā apstrāde.-Jelgava: LLU. 2000.-127

lpp.Avotiņš J. Konstrukciju materiālu tehnoloģija. 1.daļa. Grafo analītiskie darbi metālu karstajā apstrādē.-

Jelgava: LLU, 2004.- 90 lpp.Avotiņš J. Konstrukciju materiālu tehnoloģija. 2. daļa Apstrāde griežot.– Jelgava: LLU, 2001.- 221 lpp.Avotiņš J. Konstrukciju materiālu tehnoloģija. 2. daļa. Apstrāde griežot. Laboratorijas darbi– Jelgava: LLU,

2004.- 141 lpp.Beļickis I. Vērtīborientētā mācību stunda.-R.: Raka,2000.Čukurs J., Viļumsone I., Nulle I. Inženiergrafika // Mašīnbūves rasēšana / R., izd. Ra Ka, 2004. – 256 lpp.Didaktika. Metodiskās literatūras krājumu sērija. Sast. Briede B., Pēks L. Jelgava: LLU, 1997-1998.Grīnberga M., Koksnes makroskopiskā uzbūve, R.:1997.Mašīnbūves materiāli un to apstrāde. J. Avotiņa redakcijā. Rīga, „Zvaigzne” 1985.- 300 lpp.Metālgriešanas mašīnas. V.Zara redakcijā. Rīga, „Zvaigzne” 1977. -366 lpp.Mašīnbūves iekārtas // Kursa projektēšana / Mācību līdzeklis augstskolām. V.Zars, Paiks G., Selbijs D.

Pasaule ienāk klasē. Rīga: LU Ekoloģijas centra apgāds Vide, 1999.

Pētersons O. Metālu metināšana. Rīga: IU –Mācību apgāds-, 1999.-187 lpp.Pētersons O., Priednieks J. MIG/MAG metināšana. - Rīga: AGA SIA, 2005. 107 lpp.Pokulis J. Darbmācības metodikas teorija un prakse: 1.daļa. Daugavpils: DPU, 1997.Prets D. Izglītības programmu pilnveide. Rīga, Zvaigzne ABC, 2000.E.Riekstiņš, K.Pauliņš, P.Lielpēters. - R. Zvaigzne, 1991. 326 lpp.Šterns H.B., Namdaru darbi, R.:1958.Tuherms H., Kokapstrādes instrumenti, R.:1983.Vītoliņš J., Koka izstrādājumu un mēbeļu apdares tehnoloģija, R.:1974.Vērdiņš G. Materiālu mācība // Metodiskie norādījumi laboratorijas darbiem / – Jelgava: LLU, 2004. 61 lpp.Vucenlazdāns P. Darbmācības metodikas pamati. Rīga: LV, 1994. Zelmenis V. Pedagoģijas pamati. Rīga: RaKa, 2000.Zeltiņš I., Koka būvdetaļu ražošana, R.:1970.Žogla I. Vispārīgā didaktika. Rīga: LU PPI, 1997.Žukovs L. Ievads pedagoģijā (Pamatkurss). Rīga: RaKa, 1997.Арбанский А.С., Столярные работы, Москва. 1959.Черепахина А.Н., Эстетика современной мебели, Москва. 1988.Шумега С.С., Иллюстрированное пособие по производству столарно – мебельных изделий, Москва.

1991.Deutsce Holzbearbeitungsmaschinen, Frankfurt am Main: 1992.Horst H., Hobby mit Hobel und Hammer, Berlin.:1985.

TEACHING METHODICAL PRACTICE IN FOOD TECHNOLOGY

MĀCĪBU METODISKĀ PRAKSE ĒDIENU GATAVOŠANAS TEHNOLOĢIJĀP r o g r a m m a

LLU PTF , Uztura katedraLUA Faculty of Food Technology, Department of Nutrition

Studiju priekšmeta anotācija:UZTR Teaching methodical practic in Food Technology.

Vadošais mācībspēks Dr.hab. sc.ing., prof I. Skrupskis.2 KP mācību prakses laiks – 2 nedēļas, Iesk. ar atzīmi.Obligāts Mājas vide un vizuālā mākslaizglītībā studentiem 6. semestrī.

The students develop and improve skills in food cooking technologies and serving the table: gain practical knowledge in food primary processing, thermal processing techniques. The learner’s work with each product group, they cook and evaluate the meals’ cooking quality. They learn to work with specific literature (recipes, cookery books, product chemical composition tables). The students are taught to calculate food and menu’s nutritional value and analyse the obtained results. The students gain insight into the most appropriate teaching methods to be used in food cookery teaching. Communication between the teacher and the students during the cookery practice is very meaningful, as the students learn how to teach this subject and. The students plan methodological solutions in diverse aspects of the content, they experience their first pedagogical practice.

PamatliteratūraAlbrehta Dz. Didaktika. Tālmācības studiju mācību līdzeklis. Rīga: RaKa, 2000.Beļickis I. Vērtīborientētā mācību stunda.-R.: Raka,2000.Didaktika. Metodiskās literatūras krājumu sērija. Sast. Briede B., Pēks L. Jelgava: LLU, 1997-1998.Ekerte A. Lielā pavārgrāmata. – R.: Iljus, 1995. – 437 lpp.Baltess V. Pārtikas ķīmija/ tulk. Jākobsone I., Jākobsons M.. - R.: LU, 1998. - 478 lpp.Hazana M. Itāļu virtuve: Zupas, mērces, makaroni, rīsi, dārzeņi un 55 viegli un ātri pagatavojamas picas. (Tulk.

no angļu val.). – R.: Jumava, 1995. – 217 lpp.Koci L., Šmeļova O. Itāļu virtuves noslēpumi. – R.: Alberts XII, 1997. – 183 lpp.Melgalve I., Pētersone M., Zariņš P. Pārtikas produktu prečzinība. - R.: Zvaigzne, 1987.Kļaviņa A. Mājturības uzturs. - R.: Zvaigzne, 1993. - 296 lpp.Kovaļovs G. Ēdienu gatavošanas tehnoloģija. - R.: Zvaigzne, 1975. - 375 lpp.Ģimenes enciklopēdija, 2 sēj. - R.: Latvijas enciklopēdiju redakcija, 1990. - 815 lpp.Paiks G., Selbijs D. Pasaule ienāk klasē. Rīga: LU Ekoloģijas centra apgāds Vide, 1999.Prets D. Izglītības programmu pilnveide. Rīga, Zvaigzne ABC, 2000.Pokulis J. Darbmācības metodikas teorija un prakse: 1.daļa. Daugavpils: DPU, 1997.Vucenlazdāns P. Darbmācības metodikas pamati. Rīga: LV, 1994. Zelmenis V. Pedagoģijas pamati. Rīga: RaKa, 2000.Žogla I. Vispārīgā didaktika. Rīga: LU PPI, 1997.Žukovs L. Ievads pedagoģijā (Pamatkurss). Rīga: RaKa, 1997.

The Theory of Catering. - L.: Holder and Stoughton, 1992. - 492 p.Kinton R., Cecerani V., Foskett D. Questions and ansvers on the teheory of Catering. - L.: Holder and

Stoughton, 1992. - 180 p.Stobart T. The cook`s encyclopaedia: ingredients and processec. - L.: Bastford, 1980. - 483 p.Технология производства продуктов общественого питанияю/ Под ред. Е.П.Козминой М.: Экономика,

1975. - 460 сСмолянский Б.Л., Абрамова Ж.И. Справочник по лечебному питанию для диетсестёр и поваров. - М.:

Медицина, 1984. - 305 сСправочник товароведа продовольственных товаров/ 1 и 2 том. - М.: Экономика, 1980.Тылкин В.Б., Коненко И.Е. и др. Товароведение пищевых продуктов. - М.: Экономика, 1975.Колесник А.А., Трюнер В.И. Товароведение продовольствених товаров.: - М.: Экономика, 1987.Тонгарои В.Н., Толощаноиа Е.Я. Товароведение пищевых продуктов. - М.: Экономика, 1990.Тайбнер Х. Мировая кухня - Слования. - Лтл.: Пресс сор., 1997. - 317 сНовоженов Ю.М., Сопина Л.Н. Зарубужная кухня/ Практ пособие. - М.: Высш. школа, 1990. – 288 сЖоголева Е., Жоголлев Д.А. Китайская кухня. - М.: Агропромиздат, 1991. - 191 с

Барсунова Е.Ф. Русская кухня, 2 – е изд, переработ. - Л.: Лениздат, 1989. – 174 сДворецкая О.200 из 1000 популярных блюд восточной и европйской кухни. - М.: СП Атскорт, 1992. – 207

сСупы и тушённые овощи, мясные и рыбные блюда. – Т.: Валгус, 1986. – 544 сСборник рецептур. – М.: Экономика, 1998. – 503 cPapildliteratūraKangare V. Dārzeņu, augļu un sēņu konservēšana. - R.: Avots, 1982.Skrupskis I., Kokars V. Kā saglabāt ziemai augļus un dārzeņus. - R.: ZinātneOzola L. Siera ražošanas pamati. - R.: ,1997.Žiguris H. Mūžīgā un dienišķā: maizes kalorimetrija. - R.: Zinātne, 1984.Pētersone M. Ēdieni. - R.: Zinātne, 1994. - 174 lpp.Linde G., Knoblohs H. Labu apetīti. – R.: Liesma, 1972. – 316 lpp.Franču deserts. – R.: Gulbis, 1994. – 159 lpp.Latviskie ēdieni – Latvian food specialities/ Latvijas zinātnes un dialoga centrs: tulk. Laima Krieviņa. – R.:

Dizaina Serviss, 1995. – 81 lpp.Strazdiņa P. Latviešu ēdieni. – R.: LVI, 1962. – 52 lpp.Brown D. The Cooking of Scandinavia/ Foods of the World. - New York: Time - Life, 1968. – 206 pHahn E. The Cooking of China/ Foods of the World. – New Yourk: Time – Life, 1968. – 206 pRoot W. The Cooking of Italy/ Foods of the World. - New York: Time - Life, 1968. – 208 pFeibleman P.S. The Cooking of Spain and Portugal/ Foods of the World. - New York: Time - Life, 1968. – 208 pLeonard J.N. Latin American Cooking/ Food of the World. - New York: Time - Life, 1968. – 206wes New York:

Time - Life, 1968. – 208 pWechsberg J. The Cooking of Vienna`s Empire/ Food of the World. - New York: Time - Life, 1968. – 208 pRau S.R. The Cooking of India/ Food of the World. - New York: Time - Life, 1968. –208 pHazelton N.S. The Cooking of Germany/ Food of the World. - New York: Time - Life, 1968. – 208 pBrown D. American Cooking/ Food of the World. - New York: Time - Life, 1968. – 208 pPapashvily H., Papashvily G. Russian Cooking/ Food of the World. - New York: Time - Life, 1968. –208 pZenifer Mulhering Spices and Natural flavourings. - L.: Tiger books international, 1996. - 144 p.

VISUAL ART THEACHING METHODICAL PRACTICE

VIZUĀLĀS MĀKSLAS MĀCĪBU METODISKĀ PRAKSEP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Teaching methodical practice in Visual Art. Mag. paed., lekt. G. Gaiķe

1 KP mācību prakses laiks – 1 ned., Iesk. ar atzīmi.Obligāts Mājas vide un vizuālā māksla izglītībā studentiem Pilna laika: 4. kursa 7. semestrī.Nepilna laika: 5. kursa 9. semestrī.

The students develop and strengthen the skills in Visual Art. The students get to know the most suitable methodical solutions for application in learning visual art. The interests and motivation of students are promoted for production of different products and organisation of such kind of learning. Communication of students and teachers during the practice is very important as the students are learning how to teach and organise communication.


PRACTICE OF ACQUISITION OF PRACTICAL SKILLSPRAKTISKO IEMAŅU APGUVES PRAKSE

P r o g r a m m a

LLU Tehniskā fakultāte

LUA Faculty of Engineering

Studiju priekšmeta anotācija:IZMA Practice of acquisition of practical skills.

1 KP mācību prakses laiks – 1 nedēļa, Iesk. Obligāts Mājas vide un vizuālā māksla izglītībā studentiem 1. semestrī.

In the practice the students participate in preparation of teaching materials, aids and rooms for successful process of studies at the higher school. The students prepare for successful solution of upbringing items, get to know the requirements for the learning environment and quality of materials that are necessary for successful learning, develop the social skills working in a team.

PEDAGOGICAL PRACTICEPEDAGOĢISKĀ PRAKSE

P r o g r a m m a



Studiju priekšmeta anotācija:IZMA Pedagogical practice..

Vadošais mācībspēks Dr. paed. I.Katane.Obligāts Mājas vide un vizuālā māksla izglītībā studentiem Pilna laika studijās:III k. 6. semestrī 7 nedēļas. 7KP Iesk. ar atzīmi.IV k. 7. semestrī 6 nedēļas. 6KP Iesk. ar atzīmi.Nepilna laika studijās:IV k. 8. semestrī. 7KP Iesk. ar atzīmi.V k. 9. semestrī. 6 KP Iesk. ar atzīmi

During the pedagogical practice students have to use theoretical knowledge in pedagogical activity, including planning, organizing, control and evaluation of teaching/learning process in home economics and informatics, in work of class upbringing. Students have: 1) to know basis school as educational environment, including pedagogical traditions at school; 2) to do scientific research as well; 3) to form pedagogical competence; 4) to study methodological and scientific literature.

During the first pedagogical practice the students must get acquainted with the teaching and organisational work at school in general and in relation to the subjects Home Economics and Information Technologies. Systematically and carefully preparing for running lessons the necessary pedagogical skills must be formed. The students should get involved in the multisided pedagogical process to be able to implement practically the tasks necessary for the teachers of the subjects as well as for educators. The students must at the same time study the literature related with the theme of their bachelor paper and evaluate the possibilities of implementation of their planned ideas in the conditions of the school carrying out the investigation.During the second pedagogical practice the students need to practice working as teachers of Home Economics and Information Technologies applying and mastering the special professional skills and developing the competences of a teacher based on the statements acquired in the teaching methodical practice and the present pedagogical practice. The students should train to organise the pupils’ learning at the lessons of Home Economics and Information Technologies. They must at the same time also continue the started research work in the theme of the bachelor paper carrying out the pedagogical research and summarising the data necessary for the description of the research. The students must run a visiting lesson in Home Economics and Information Technologies demonstrating their professional, social and reflection competence. The practice manager, higher schoolteachers and some other students assess the visiting lesson. Every student must participate in at least one open lesson of his/her peer.

Mācību un metodiskās literatūras saraksts:Albrehta Dz. Didaktika. Tālmācības studiju mācību līdzeklis. Rīga: RaKa, 2000.Augucēvičs J. Ievads datorzinībās. I daļa. My Computer. Microsoft Word 2000. Rīga: RTU, 2005.Augucēvičs J., Ozols J., Treiguts E. Datorzinības uzdevumi un to risinājumi. Rīga: RTU, 2005.Beļickis I. Vērtīborientētā mācību stunda. Rīga: RaKa, 2000.Bogdanova R. Mājturības bilingvālās mācīšanas metodika 5.-9.kl., 1.d. Rīga: SI, 2004.Datorzinību pamati: Pirmie soļi pie datora. Aut. kol. I.Dukilis, I.Gultniece, A.Ivane, u.c. V.Vēža redakcijā –

Rīga: Mācību grāmata, 2000. Datorzinību pamati: Teksta redaktors Microsoft Word. Aut. kol. I.Dukilis, I.Gultniece, A.Ivane, u.c. V.Vēža

redakcijā. Rīga: Mācību grāmata, 2000. Datorzinību pamati: Elektroniskās tabulas Microsoft Excel. Aut. kol. I.Dukilis, I.Gultniece, A.Ivane, u.c. V.Vēža

redakcijā. Rīga: Mācību grāmata, 2000. Datorzinību pamati: Prezentācijas materiālu sagatavošanas pakete Microsoft PowerPoint. Aut. kol. I.Dukilis,

I.Gultniece, A.Ivane, u.c. V.Vēža redakcijā. Rīga: Mācību grāmata, 2000.Datorzinību pamati: Datortīkli un interneta pakalpojumu izmantošana. Aut. kol. I.Dukilis, I.Gultniece, A.Ivane,

u.c. V.Vēža redakcijā. Rīga: Mācību grāmata, 2000. Datorzinību pamati: WWW lappušu veidošana. Aut. kol. I.Dukilis, I.Gultniece, A.Ivane, u.c. V.Vēža redakcijā.

Rīga: Mācību grāmata, 2000. Didaktika. Metodiskās literatūras krājumu sērija. Sast. Briede B., Pēks L. Jelgava: LLU, 1997-1998.Didaktika. Ievērojamie pedagogi par mācību teoriju. Sast. Kopeloviča A., Žukovs L. Rīga: RaKa, 2000.Dukulis I., Gultniece I., Ivane A., Kuriloviča L. Datortīkli un interneta pakalpojumu izmantošana . Rīga: RTU,

2005.Freidenfelds I., Ūsiņš V. Mācību procesa pilnveide skolā. Rīga: Zvaigzne, 1985. Geske A., Grīnfelds A. Jautājumi, uzdevumi un vingrinājumi informātikā un programmēšanā. Rīga, Zvaigzne

ABC, 1996. Geske A., Grīnfelds A. Teksta redaktors MS Word 6.0 un 7.0 for Windows. Praktikums lietišķajā informātikā.

Lielvārde, Lielvārds, 1997. Gudjons H. Pedagoģijas pamatatziņas. Rīga: Zvaigzne ABC, 1998.Ģimenes enciklopēdija. II sējums. Rīga: LER, 1990.Informātika pamatskolā. Autoru kolektīvs: Bloka I., Dukulis I., Gultiece I. u.c. Vēža V.red. Rīga: Mācību

grāmata, 2006.Kuzmina L., Kuzmins J. PASCAL valoda skolēniem un skolotājiem. Rīga: RTU, 2005.Lietišķā informātika. Profilkursa vadlīnijas. Rīga, IZM, ISEC, 1995. Murāne I. Ar INTERNET uz tu. Pasaules lielākais datoru tīkls. Rīga, Datortehnika, 1995.Niedrīte L. Microsoft Excel 5.0 lietpratējiem. Mācību līdzeklis. Rīga, Computer Land, 1995.Paiks G., Selbijs D. Pasaule ienāk klasē. Rīga: LU Ekoloģijas centra apgāds Vide, 1999.Prets D. Izglītības programmu pilnveide. Rīga, Zvaigzne ABC, 2000.Pridāne A. Elektroierīces mūsu ikdienā [Mācību materiāls un videofilma]. RD IJSD SIC, 2004.Skatkins M. Mūsdienu didaktikas problēmas. Rīga: Zvaigzne, 1983.Špona A. Audzināšanas process un prakse. Rīga: RaKa, 2004.Špona A. Audzināšanas teorija un prakse. Rīga: RAKA, 2001. Treiguts E. Ievads datorzinībās. II daļa. Microsoft Word. Maketēšanas automatizācija. Objekti. Rīga: RTU,

2005. Vēzis V. Microsoft Excel 5.0 ikvienam. Mācību līdzeklis. Rīga: Computer Land, 1994. Vidusskolas didaktika. M.Skatkina red. 2. pārstrād. un papild. izd. Rīga: Zvaigzne, 1984.Vucenlazdāns P. Darbmācības pasniegšanas teorija un metodika. Rīga: LV, 1994. Pokulis J. Darbmācības metodikas teorija un prakse: 1.daļa. Daugavpils: DPU, 1997.Vucenlazdāns P. Darbmācības metodikas pamati. Rīga: LV, 1994. Zelmenis V. Pedagoģijas pamati. Rīga: RaKa, 2000.Žogla I. Vispārīgā didaktika. Rīga: LU PPI, 1997.Žukovs L. Ievads pedagoģijā (Pamatkurss). Rīga: RaKa, 1997.PeriodikaIzglītība un Kultūra. Latvija.Skolotājs. Latvija.International Journal of Consumer Studies and Home Economics.Jornal NICE-Mail, News and Information about Consumer Education.The European Journal for the Informatics ProfessionalЖурнал "Информатика"

http://www.politeh.lv/home/index.php?item=lib.new&id=56

Bachelor Paper 12CPBACHELOR PAPERBAKALAURA DARBS

P r o g r a m m a


Studiju priekšmeta anotācija:IZMA Bachelor paper.

12 KP.Obligātais Mājas vide un vizuālā māksla izglītībā studentiem.IV. kursa 8. semestrī. (pilna laika studijās).V kursa 10. semestrī (nepilna laika studijās).

The Bachelor Paper is the state examination at the end of studies. In the bachelor paper the student demonstrates the skills of theoretical and empirical research and testifies his/her professional readiness to receive the teacher qualification (the teacher of Home Economics and Information Technologies). This is pedagogy and psychology theories’ based research connected with Home Economics and Information Technologies topical problems, including the possibilities of these two subjects mutual integration. The bachelor paper comprises problems of pedagogy and their possible theoretical solutions, methodological solution description, and pedagogical empirical research in which the situation is established and evaluated in connection of the investigated problem, as well as in connection with suggested methodological solution. The aim of a Bachelor Paper:

To ensure the intensive studies in the field of Home Economics and Information Technologies in Education and to promote teaching competence acquisition.

To develop research skills, demonstrating the ability to perform theoretical and empirical research in pedagogy

Literatūra

Albrehta Dz. Pētīšanas metodes pedagoģijā: Metodiska izstrādne. Rīga :Mācību grāmata, 1998. - 104 lpp.Āboltiņš Dz., Grīnfelds A., Kangro A. Datori izglītībā: Māc. līdz.- Rīga: LU, 1992.- 89 lpp.Babanskis I. Mācību metodes mūsdienu vispārizglītojošā skolā. - R.: Zvaigzne, 1989.Dukulis I. (2003) Prezentācijas materiālu sagatavošana. Programma Microsoft PowerPoint 2000.- Rīga: 112.lpp.Geidžs N.L., Berliners D.C. Pedagoģiskā psiholoģija. - Rīga: Zvaigzne ABC, 1998. - 662 lpp.Kroplijs A., Rasčevska M. Kvalitatīvās pētniecības metodes sociālajās zinātnēs.- Rīga :RaKa, 2004. - 178. lpp.Pedagoģijas terminu skaidrojošā vārdnīca. - Rīga: Zvaigzne ABC, 2000. - 248 lpp.Vucenlazdāns P. Darbmācības metodikas pamati.- RA., 2002., 147. lpp.Turner J.,Helms D.B.Lifespan Development,- Philadelphia,1979.http://www.liis.lvhttp://www.isec.gov.lv/saturs/standarti/new/stpmajt.htm

http://www.isec.gov.lv/saturs/standarti/new/stpmajt.htm

http://www.liis.lv/

Electronic information sources, which should be used for the course studies at the study programme Home Environment and Information Technologies in Education

Universal information explorers, portals offered by the Fundamental library of LLU suitable in each study course: BUBL LINK catalogue – internet links in various academic branches; Google- Explorer in internet; Google Scholar – Explorer of scientific publications in internet; EBSCO Business Source Complete; Governments on the WWW; Ingenta – versatile database of academic and professional publications; Internet Public Library - Internet public library is the project of the University of Michigan; Electronic catalogue of the Fundamental Library of LLU; Latvijas Pētnieku Mobilitātes Portāls; Scirus – versatile Explorer of scientific information in internet; OVID CAB Abstracts; ProQuest Information and Learning resursus; Letonika - Letonika is information and translation system in Latvian with the main purpose to provide systemic and encyclopedic information. The Encyclopedic Dictionary of Latvia, The Dictionary of Terms, computer dictionaries and computer encyclopedias, internet references are in Letonika; ScienceDirect direct link journal database with about 25% the world’s full scientific texts as well as bibliographic information; The Directory of Open Access Journals direct link journal database containing full texts in social sciences, mathematics, statistics, etc.; University of Illinois IMLS Digital Collections and Content Project VASCODA – portal of scietific resources providing access to scientific and tertiary information in Germany.

Recommended databases outside LLU: Cambridge Journals Online (CJO) - universal full text database covering more than 100 journals as well as in linked Internet resources; Eastview Social Sciences & Humanities - access to full texts in humanitarian and social sciences journals from Russia; RUBRICON – universal full text database comprising more than 60 encyclopedias, dictionaries, manuals from Russia.

80-90% of the references written after course descriptions are in the Fundamental Library of LLU or library of the Institute of Education and Home Economics (IMI).

http://www.rubricon.com/

http://dlib.eastview.com/

http://journals.cambridge.org/

http://www.vascoda.de/

http://imlsdcc.grainger.uiuc.edu/collections/

http://imlsdcc.grainger.uiuc.edu/collections/

http://www.doaj.org/

http://www.sciencedirect.com/science/journals

http://www.letonika.lv/

http://proquest.umi.com/login

http://proquest.umi.com/login

http://gateway.ovid.com/autologin.html

http://www.scirus.com/

http://www.eracareers.lv/

http://www.ipl.org/

http://www.ingenta.com/corporate/

http://www.gksoft.com/govt/en/

http://search.epnet.com/

http://scholar.google.com/

http://www.google.lv/

http://bubl.ac.uk/link/

Appendices 7

The samples of a diploma and its appendix

LATVIA UNIVERSITY OFAGRICULTURE

Liela street 2, Jelgava, Latvia, LV-3001, telephone:+371-3022584, fax: +371-3027238, e-mail: [email protected]

This Diploma Supplement follows the model developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international 'transparency' and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named in the Diploma to which this supplement is appended. It should be free from any value judgements, equivalence statements or suggestions about recognition. Information in all eight sections shall be provided. Where information is not provided, the reason shall be explained.

DIPLOMA SUPPLEMENT (Diploma PD C Nr. 0345)

1. IDENTITY INFORMATION OF THE HOLDER OF THE QUALIFICATION

1.1. First name (s): Inga

1.2. Family name (s): Krūmiņa

1.3. Date of birth (day/month/year): 16.03.1984

1.4. Student identification number or code: 160384-12219

2. INFORMATION IDENTIFYING THE QUALIFICATION2.1. Name of qualification and the title conferred (in original language):

Professional Bachelor in Education and Teacher of Household/Home Economics and Visual Art2.2. Main field(s) of study for the qualification:

Pedagogy, Psychology, Household, Home Economics, Visual Art2.3. Name and status of awarding institution (in original language):

Latvijas Lauksaimniecības universitāte, state-accredited (25.10.2001), state-founded university2.4. Name and status of institution administering studies (in original language): same as in item 2.3.2.5. Language(s) of instruction/examination: Latvian

3. INFORMATION ON THE LEVEL OF THE QUALIFICATION3.1. Level of qualification: First (undergraduate) professional degree3.2. Official length of programme, start and end date of the programme

4 years of full-time studies, 160 Latvian credit points, 240 ECTS credits, start 01.08.2003 end 01.07.2007

3.3. Entrance requirements:General secondary education or 9-year basic education plus 4-year secondary vocational education

4. INFORMATION ON THE CONTENTS AND RESULTS GAINED

4.1. Mode of study: Full-time studies4.2. Programme requirements:

To acquire general courses, pedagogy, psychology, research methodology, teaching methodology of household, home economics and information technologies, and professional specialization courses in household, home economics and information technologies, to complete 26CP practice, to write and defend a bachelor paper

4.3. Programme details and the individual grades/marks/credits obtained:


COURSES OF GENERAL EDUCATIONCourse title Credit points ECTS credits Mark

Professional English I 2 3 passProfessional English II 2 3 7 (good)Mathematics 2 3 6 (almost good)Philosophy, Ethics, Aesthetics 3 4.5 7 (good)Food Chemistry 3 4.5 7 (good)Physic 1.5 2.25 6 (almost good)People Protection 2 3 7 (good)Sociology 1.5 2.25 8 (very good)Basoc of Law 1 1.5 8 (very good)Ecology and Environmental Protection 2 3 10 (with distinction)

BRANCH RELATED THEORETICAL BASIC COURSESCourse title Credit points ECTS credits Mark

Introduction in Studies 0.5 0.75 passGeneral Pedagogy 2 3 10 ((with distinction)History of Pedagogy 2 3 10 (with distinction)Didactics 3 4.5 9 (excellent)Theory and Methodology of Upbringing 2 3 10 (with distinction)School Management 2 3 8 (very good)Special Pedagogy 2 3 9 (excellent)Adult Education 2 3 10 (with distinction)Pedagogy of Art and Music 1 1.5 passEnvironmental Pedagogy 1 1.5 9 (excellent)General Psychology 2 3 7 (good)Developmental Psychology 2 3 7 (good)Social Psychology 2 3 9 (excellent)Research in Education 3 4.5 8 (very good)Culture and Art I 2.5 3.75 10 (with distinction)Culture and Art II 1.5 2.25 9 (excellent)Application Software 2 3 7 (good)

BRANCH RELATED COURSES IN PROFESSIONAL SPECIALIZATIONCourse title Credit points ECTS credits Mark

Methodology of Home Economics 1.5 2.25 8 (very good)Methodology of Visual Art 2 3 9 (excellent)Drawing I 1 1.5 passDrawing II 1 1.5 7 (good)Technical Drawing 2 3 7 (good)Composition and Colour Studies I 1 1.5 passComposition and Colour Studies II 1 1.5 passComputer Graphic 2 3 6 (almost good)Interior Design 2 3 9 (excellent)Nutrition Studies 2 3 7 (good)Hygiene and Mikrobiology 1 1.5 passFood Technology 1 1.5 8 (very good)Table Etiquette 1 1.5 8 (very good)Home Economics 2 3 9 (excellent)Household Appliances 1.5 2.25 7 (good)Home Maintenance 1.5 2.25 9 (excellent)Professional Drawing I 1 1.5 7 (good)Professional Drawing II 2 3 7 (good)Professional Drawing III 2 3 7 (good)

Professional Drawing IV 1 1.5 7 (good)Professional Drawing V 2 3 7 (good)Composition I 2 3 8 (very good)Composition II 2 3 8 (very good)Composition III 2 3 8 (very good)Composition IV 2 3 8 (very good)Form Design I 1 1.5 passForm Design II 2 3 9 (excellent)Painting I 1 1.5 passPainting II 2 3 8 (very good)Fine Art I 1 1.5 passFine Art II 1 1.5 8 (very good)Materials of Textiles 1 1.5 8 (very good)Needleworks 1.5 2.25 8 (very good)Modelling 1 1.5 7 (good)Weaving 1.5 2.25 9 (excellent)Sewing 2 3 8 (very good)IT in Education 2 3 8 (very good)Visual Advertisment 2 3 8 (very good)

FREE CHOICE COURSESCourse title Credit points ECTS credits Mark

Clothing and Style 2 3 9 (excellent)Floristic 2 3 9 (excellent)Basic of Family 2 3 9 (excellent)Glass Painting 2 3 9 (excellent)

COURSES/TERM PAPERCourse Paper in Pedagogy 1 1.5 9 (excellent)Course Paper in Psychology 1 1.5 8 (very good)Course Paper in Culture and Art 1.5 2.25 8 (very good)Course Paper in Food Technology 1 1.5 10 (with distinction)Course Paper in Methodology of Home Economics and Visual Art 1.5 2.25 9 (excellent)

PRACTICAL TRAININGPractice of Acquisition of Practical Skills 1 1.5 passTeaching Methodical Practice in Culture and Art Studies

1 1.5 8 (very good)

Visitation Practice 1 1.5 passNeedlework Teaching Methodical Practice 3 4.5 9 (excellent)Teaching Methodical Practice in Food Technology

2 3 9 (excellent)

Sewing Teaching Methodical Practice 1.5 2.25 8 (very good)Weaving Teaching Methodical Practice 1.5 2.25 8 (very good)Pedagogical Practical Training in Technologies of Textiles

1 1.5 9 (excellent)

Teaching Methodical Practice in Visual Art 1 1.5 8 (very good)Pedagogical Practice I 7 10.5 10 (with distinction)Pedagogical Practice II 6 9 10 (with distinction)

FINAL EXAMINATIONS

Bachelor Paper12 18 9 (excellent)

Subject: Using of Teaching Aids for Pupils Learning Motivation

4.4. Grading scheme and grade distribution guidance, if available:

Grade (meaning)

10 (with distinction)9 (excellent)8 (very good)

7 (good)6 (almost good)5 (satisfactory)

4 (almost satisfactory)3-1 (unsatisfactory)

The holder of the qualification weighed average grade: 6.65

4.5. Overall classification of the qualification (in original language): "Standarta"Classification "Standarta " awarding criteria see p. 6.1.

5. INFORMATION ON THE FUNCTION OF THE QUALIFICATION

5.1. Opportunities for further studies:Access to Maģistrs programmes and to professional programmes designed for studies after award of bakalaurs degree

5.2. Professional status:Provides access to the profession of Teacher

6. ADDITIONAL INFORMATION

6.1. Additional information:This diploma supplement is valid with the diploma PD C Nr. 0345.

Latvia University of agriculture higher professional education and bachelordegree programme “Home Envoronment and Visual Art in Education”is accredited from 00.00.200…till 00.00. 200....

Appendix for item 4.4weighed average grade of the holder of the qualification is calculated as: av=sum(a*j)/sum(f), where: av

-weighed average grade, a - grade in each course of the programme, f- course workload in credit points.

Appendix for item 4.5Classification "Standarta" awarding criteria: The programme requirements are fulfilled.

The fifth level of qualification -high by skilled specialist in a certain field qualified to plan and perform scientific research in a corresponding area

6.2. Further information sources:LATVIA UNIVERSITY OF AGRICULTURE,Liela iela 2, Jelgava, Latvia, LV-3001 telephone: +371-3022584, fax: +371-3027238,e-mail: [email protected];


Academic Information Centre (ENIC/NARIC In Latvia),Valnu iela 2, Riga, Latvia, LV-1050, telephone: +371-7225155, fax: +371-7221006,e-mail: [email protected]

7. CERTIFICATION OF THE SUPPLEMENT

7.1. Date: 21.06.2006

7.2. Signature:______________________________Juris Skujāns

7.3. Capacity: Vice-rector, Latvia University of agriculture

7.4. Official stamp or seal:

8. INFORMATION ON THE NATIONAL HIGHER EDUCATION SYSTEM

See next two pages

Appendices 8

The study plan for the full-time and part-time studies at the study

programme Home Environment and Visual Art in Education

Home Environment and Visual Art in EducationCurriculum (Full – time studies)

Control Subject CP in total Com semester course CP Hours 1. study year 2. study year 3. study year 4. study yearNr. Code Title of course course paper total 1.sem. 16weeks 2.sem. 16weeks 3.sem. 16weeks 4.sem. 16weeks 5.sem.16weeks 6.sem. 8weeks 7.sem.8weeks 8.sem.16weeks El Exam Test paper CP total lect. lab. pract. lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract

General and Theorethical Courses of the Branch (A) 56 832 408 40 384 6 0 12 7 1 12 5 2 16 1 0 17 2 0 2 7 0 5 4 0 4 0 0 0 Natural Sciences

KIMI Food Chemistry Com 3 3 48 16 32 1 2 FIZI Basic of Physic Com 3a 1.5 24 16 8 1 0.5 MATE Mathematics Com 1a 2 32 16 16 1 1 VIDE Ecology and Environmental protection Com 7 2 32 16 16 2 2 Social Sciences EKON Basics of Law Com 6a 1 16 16 2 DVID People Protection Com 3a 2 32 16 16 1 1 LTEH Introduction in Studies Com 1 0.5 8 8 0.5 SOCI Sociology Com 5a 1.5 24 16 8 1 0.5 Humanitarian Sciences FILO Philosophy, Ethics, Aesthetics Com 2 3 48 24 24 1.5 1.5 VALO Professional English/German Com 2 1 4 64 64 2 2 IZMA Pedagogy: 4 1 1 IZMA General Pedagogy Com 1 2 32 16 16 1 1 IZMA History of Pedagogy Com 2a 2 32 16 16 1 1 IZMA Didactics Com 3 3 48 32 16 2 1 IZMA Theory and Methodology of Upbringing Com 4a 2 32 16 16 1 1 IZMA Research in Education Com 6 3 48 24 24 3 3 IZMA Psychology: 3 1 1 IZMA General Psychology Com 1 2 32 16 16 1 1 IZMA Developmental Psychology Com 2a 2 32 16 16 1 1 IZMA Social Psychology Com 3a 2 32 16 16 1 1 Directions of Pedagogy: IZMA School Management Com 4a 2 32 16 16 1 1 IZMA Special Pedagogy Com 6a 2 32 16 16 2 2 IZMA Adult Education Com 7 2 32 16 16 2 2 IZMA Pedagogy of Art and Music Com 7 1 16 16 2 IZMA Environmental Pedagogy Com 7a 1 16 16 2

IZMA Culture and Art Com 1a;2a 2 1.5 5,5 64 32 32 1 1.5 1 0.5DASI Computer Sciences Com 1a 2 32 16 16 1 1

Professional Specialization Courses (B) 60 1240 608 88 544 5 1 2 2 2 2 6 0 6.5 10 1 8 9 1 8 8 2 6 8 0 8 0 0 0 IZMA Methodology of Home Economics and Information Technologies Com 5 1.5 1.5 IZMA Methodology of Home Economics Com 4a 1.5 24 16 8 1 0.5 IZMA Methodology of Information Technologies Com 5 2 32 16 16 1 1 Basics of Design 11 IZMA Drawing Com 1,2a 2 32 32 1 1 MEHA Technical Drawing Com 1a 2 32 16 16 1 1 IZMA Composition and Colour Studies Com 3 1 ,2 3 48 16 32 1 1 1 IZMA Computer Graphic Com 3a 2 32 16 16 1 1 IZMA Interior Design Com 4 2 32 16 16 1 1 Nutrition 6 1 6 UZTR Nutrition Studies Com 4a 2 32 16 16 1 1

PATE Hygiene and Microbiology Com 4 1 16 8 8 0.5 0.5 UZTR Food Technology Com 5 6 1 1 16 16 1 UZTR Table Etiquette Com 5a 1 16 8 8 0.5 0.5 Home Economics 5 3;4 5 IZMA Home Economics Com 3a 2 32 16 16 1 1 PATE Household Appliances Com 4a 1.5 24 16 8 1 0.5 IZMA Home Maintenance Com 5 1.5 24 8 16 0.5 1 Visual Art Science 24 IZMA Drawing Com 5 1a;2a;3a;4a 8 128 128 1 2 2 1 2 IZMA Composition Com 4 1a;2a;3a 8 128 128 2 2 2 2 IZMA Form Design Com 4; 5a 3 48 8 40 0.5 0.5 2 IZMA Painting Com 0.5 0.5 2 IZMA Fine Art Com 0.5 0.5 1

Professional Specialization Elective Courses 9 IZMA Technologies of Textiles El. 6 3;4;5 7 IZMA Materials of Textile El. 3a 1 16 8 8 0.5 0.5 IZMA Needleworks El. 4a 1.5 24 16 8 1 0.5 IZMA Modelling El. 4a 1 16 8 8 0.5 0.5 IZMA Weaving El. 5a 1.5 24 8 16 0.5 1 IZMA Sewing El. 6 2 32 16 16 2 2

SPEK Applied Engineering Sciences El. 6 3;4;5 7 KOKA Wood Processing El. 4a 3 48 24 24 0.5 0.5 1 1 SPEK Metal Processing El. 6 2 32 16 16 2 2 ARBU Building Work El. 5a 2 32 16 16 1 1

IZMA IT in Education El. 7a 2 32 16 16 2 2 IZMA Visual Advertisement El. 7a 2 32 16 16 2 2 IZMA Batik El. 7a 2 32 16 16 2 2 IZMA Silk painting El. 7a 2 32 16 16 2 2 IZMA Glass painting El. 7a 2 32 16 16 2 2 Elective Courses (C) El. 5\7;7\5 a 6 96 48 48 1.5 1.5 3 3 SPOR Sport (elective C) El. 1...4 3 48 0.75 0.75 0.75 0.75 IZMA Bachelor Paper Com 8 12 12 12 IZMA Practice Com 26 38 96 48 0 96 0 0 0.8 0 0 0.8 0 0 0.8 0 0 0.8 1.5 0 1.5 0 0 0 3 0 3 0 0 12

Kopā: 160

Home Environment and Visual Art in EducationCurriculum (Part – time studies)

Control Subject CP in total Auditoriju nodarbību sadalījums pa sesijām (nodarbību veids un stundu skaits ) Com 1.study year 2.study year 3.study year 4.study year 5.study yearNr. Code Title of course semestris course CP Hours 1. sem. 2. sem. 3. sem. 4. sem. 5. sem. 6. sem. 7. sem. 8. sem. 9. sem. 10. sem. course paper total 1.ses. 2.ses. 3.ses. 4.ses. 5.ses. 6.ses. 7.ses. 8.ses. 9.ses. 10.ses. 11.ses. 12.ses. 13.ses. 14.ses. 15.ses. El. Exam Test paper CP Total lect. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. pract lekc. lab. practGeneral and Theorethical Courses of the Branch (A) 56 265 128 13 ## 16 0 22 13 5 25 15 5 23 23 3 20 16 7 14 9 3 15 18 0 14 16 0 12 Natural sciences KIMI Food Chemistry Com 4 3 15 5 10 3 7 2 3 FIZI Basic of Physic Com 3a 1.5 8 5 3 4 3 1 MATE Mathematics Com 1a 2 10 5 5 2 2 3 3 VIDE Ecology and Environmental protection Com 9 2 10 5 5 3 2 2 3 Social sciences EKON Basics of Law Com 7a 1 5 5 5 DVID People Protection Com 3a 2 10 5 5 3 2 2 3 LTEH Introduction in Studies Com 1 0.5 2 2 2 SOCI Sociology Com 6a 1.5 8 5 3 3 2 1 2 Humanitarian Sciences FILO Philosophy, Ethics, Aesthetics Com 6 3 15 8 7 3 2 5 5 VALO Professional English/German Com 3 2 4 20 20 5 5 5 4 1 IZMA Pedagogy: Com 7 1 1 IZMA General Pedagogy Com 1 2 10 5 5 3 2 2 3 IZMA History of Pedagogy Com 2;3a 2 10 5 5 3 3 2 2 IZMA Didactics Com 4 3 15 7 8 5 5 2 3 IZMA Theory and Methodology of Upbringing Com 6a 2 10 5 5 3 2 2 3 IZMA Research in Education Com 8 3 15 7 8 4 6 3 2 IZMA Psychology: Com 5 1 1 IZMA General Psychology Com 1 2 10 5 5 4 4 1 1 IZMA Developmental Psychology Com 3a 2 10 5 5 3 2 3 3 IZMA Social Psychology Com 5a 2 10 5 5 4 3 1 2 Directions of Pedagogy: 3 2 6 7 3 3 1 IZMA School Management Com 8a 2 10 5 5 3 2 2 3 IZMA Special Pedagogy Com 9a 2 10 5 5 4 4 2 IZMA Adult Education Com 9 2 10 5 5 4 4 1 1 IZMA Pedagogy of Art and Music Com 9 1 5 5 5 IZMA Environmental Pedagogy Com 9a 1 5 5 5

IZMA Culture and Art Com 2a;3a 4 1,5 5,5 29 19 10 3 2 3 2 2 2 4 4 3 4DASI Computer Sciences Com 1a 2 10 5 5 2 2 3 3

Professional Specialization Courses (B) 60 IZMA Methodology of Home Economics and Information Technologies Com 7 1.5 1.5 2 3 IZMA Methodology of Home Economics Com 5a 1.5 8 5 3 3 3 2 IZMA Methodology of Information Technologies Com 6 2 10 5 5 2 2 3 2 2 Basics of Design 11 IZMA Drawing Com 1;2a 2 10 10 5 5 MEHA Technical Drawing Com 4a 2 10 5 5 4 1 1 3 1 IZMA Composition and Colour Studies Com 5 3;4 3 18 10 8 4 1 3 2 3 1 4 DASI Computer Graphic Com 4a 2 10 5 5 4 1 3 2 IZMA Interior Design Com 7 2 10 5 5 5 3 2 Nutrition Com 6 1 6 UZTR Nutrition Studies Com 5a 2 10 5 5 5 3 2 PATE Hygiene and Microbiology Com 5 1 5 2 3 1 3 1 UZTR Food Technology Com 6 1 5 5 5 UZTR Table Etiquette Com 6a 1 5 3 2 2 2 1 Home Economics 5 1

IZMA Home Economics Com 5a 2 10 5 5 4 4 1 1 PATE Household Appliances Com 6a 1.5 8 5 3 4 1 1 2 IZMA Home Maintenance Com 7 1.5 8 3 5 3 4 1 Visual Art Science 24

IZMA Drawing Com. 51a;2a;3a;4a 8 128 128 1 2 2 1 2

IZMA Composition Com. 41a;2a;3a 8 128 128 2 2 2 2

IZMA Form Design Com. 4; 5a 3 48 8 40 0.5 0.5 2 IZMA Painting Com. 5; 6a 3 48 8 40 0.5 0.5 2 IZMA Fine Art Com. 5; 6a 2 24 8 16 0.5 0.5 1 Professional Specialization Elective Courses 9 Technologies of Textiles 7 IZMA Materials of Textile El. 4a 1 5 3 2 3 1 1 IZMA Needleworks El. 5a 1.5 8 3 5 1 2 2 3 IZMA Modelling El. 7a 1 6 3 3 2 1 1 2 IZMA Weaving El. 7a 1.5 8 3 5 2 3 1 2 IZMA Sewing El. 8 2 10 5 5 3 2 2 3

Applied Engineering Sciences 7 ARBU Wood Processing El. 5a 3 15 5 10 3 1 1 3 2 3 2 1 SPEK Metal Processing El. 8 2 11 5 6 3 2 2 3 ARBU Building Work El. 7a 2 11 5 6 5 3 1 2

IZMA IT in Education El. 9a 2 10 5 5 3 2 2 3 IZMA Visual Advertisement El. 9a 2 10 5 5 3 2 2 3 IZMA Batik El. 9a 2 10 5 5 3 2 2 3 IZMA Glass painting El. 9a 2 10 5 5 3 2 2 3 IZMA Silk painting El. 9a 2 10 5 5 3 2 2 3 Elective Courses (C) El. 7a;9a 6 30 15 15 5 5 3 2 5 5 2 3 IZMA Bachelor Paper Com. 10 12 12 Practice Com. 26 44 #### ### ### ##

Kopā: 160

Practice

Full – time studies

Code Title Semester CP WeeksIZMA Technologies of Textiles/ Applied Engineering

Sciences Teaching Methodical Practice

4;6;77

(3+3+1)7

(3+3+1)SPEKUZTR Teaching Methodical Practice in Food Technology 6 2 2IZMA Teaching Methodical Practice in Culture and Art Studies 2 1 1IZMA Teaching Methodical Practice in Visual Art 7 1 1IZMA Visitation Practice 3 1 1LTEH Practice of Acquisition of Practical Skills 1 1 1IZMA Pedagogical Practice 6; 7 13 13 (7+6) (7+6)

Total: 26 26

Part – time studiesTotal CP and hours

Code Title Semester CP HoursIZMASPEK

Technologies of Textiles/ Applied Engineering Sciences Teaching Methodical Practice

7;8;9

7

35

UZTR Teaching Methodical Practice in Food Technology 5 2 10IZMA Teaching Methodical Practice in Culture and Art Studies 3 1 5IZMA Teaching Methodical Practice in Visual Art 9 1 5IZMA Practice of Acquisition of Practical Skills 1 1 5IZMA Visitation Practice 6 1 5

IZMA

Pedagogical Practice

8; 9

13(7+6)

15

Total: 26 80

Appendices 9

Lists

Study program Home Environment and Visual Art in Education study courses and executive academic staff

Study courses and blocks CP Semester Executive academic staff

General and Theoretical Courses of the Branch (part A) 56KPNatural Sciences

Basics of Physics 1.5 1 Dr.paed. asoc.prof. A.ZeidmaneMathematics 2.0 1 Dr.habil.sc.ing., prof. R.OzoliņšFood Chemistry 3.0 3 Dr.sc.ing., doc. M.KūkaEcology and Environmental Protection 2.0 7 Dr.sc.ing., doc. U.Kļaviņš

Social SciencesBasics of Law 1.0 6 Mag.paed., lekt. Ā.VittePeople Protection 2.0 3 Dr.habil.med., prof. I.ŽukovskisIntroduction in Studies 0.5 1 Dr.sc.ing., prof., DeanSociology 1.5 5 Mag.soc., lekt. L.Rasnača

Humanitarian SciencesPhilosophy, Ethics, Aesthetics 3.0 2 Mag.phil., lekt. J.VugulsProfessional English/German 4.0 1;2 Mag.paed., lekt. N.Ogurcova

Pedagogy 10CP Dr.paed., asoc.prof. A.AizsilaGeneral Pedagogy 2.0 1 Mag.paed., lekt. I.AndersoneHistory of Pedagogy 2.0 2 Dr.paed., asoc.prof. A.AizsilaDidactics 3.0 3 Dr.paed., prof. B.BriedeTheory and Methodology of Upbringing 2.0 4 Mag.paed., lekt. I.SoikaCourse Paper in Pedagogy 1.0 4 Dr.paed., asoc.prof. A.Aizsila

Research in Education 3.0 6 Dr.paed., prof L.PēksDirections of Pedagogy 8CP Dr.paed., prof. B.Briede

School Management 2.0 4 Mag.soc., lekt. V.ĻaudamsSpecial Pedagogy 2.0 6 Mag.paed., lekt. A.ZvīguleAdult Education 2.0 7 Dr.paed., prof. B.BriedePedagogy of Art and Music 1.0 7 Dr.art., Dr.paed., doc. N.LūseEnvironmental Pedagogy 1.0 7 Mag.paed., lekt. V.Vanovska

Psyshology 7CP Dr.psych., doc. A.VecgrāveGeneral Psychology 2.0 1 Mag.philol., lekt. R.BaltušīteDevelopmental Psychology 2.0 2 Dr.psych., doc. A.VecgrāveSocial Psychology 2.0 3 Mag.philol., lekt. R.BaltušīteCourse Paper in Psychology 1.0 3 Dr.psych., doc. A.VecgrāveCulture and Art 4.0 1;2 Dr.art., Dr.paed., doc. N.LūseCourse Paper in Culture and Art 1.5 2 Dr.art., Dr.paed., doc. N.LūseComuter SciencesApplication Software

2.0 1 Mag.sc.ing.,Mag.paed., doc. I. Dukulis

Professional Specialization Courses (part B) 60CPMethodology of Home Economics and

Visual Art 5CPMethodology of Home Economics 1.5 4 Dr.paed., asoc.prof. V.DišlereMethodology of Visua Art 2.0 5 Mag.paed., lekt. L. RasnačaCourse Paper in Methodology of Home Economics and Visual Art

1.5 5 Dr.paed., asoc.prof. V.DišlereMag.paed., lekt. L. Rasnača

Principles of Design 11 CP Mag.art., lekt. I.SpulleComposition and Colour Studies 3.0 1; 2; 3 Mag.art., lekt. I.SpulleDrawing 2.0 1; 2 Mag.art., lekt. I.SpulleTechnical Drawing 2.0 2 Dr.habil.sc.ing., prof. G.UzkliņģisComputer Graphic 2.0 3 Asist. I.Viļumsone

Interior Design 2.0 4 Mag.paed., lekt. G. Gaiķe

Nutrition 6CP Dr.habil.sc.ing., prof. I.SkrupskisNutrition Studies 2.0 4 Dr.sc.ing., doc. V.RozenbergsHygiene and Mikrobiology 1.0 4 Dr.sc.ing., prof. L.SkudraFood Technology;Course Paper in Food Technology 2.0 5

Dr.habil.sc.ing., prof. I.Skrupskis

Table Etiquette 1.0 5 Mag.sc.ing., lekt. G.SkudraHome Economics 5CP Mag.paed., lekt. A.Pridāne

Home Economics 2.0 3 Mag.paed., lekt. A.PridāneHousehold Appliances 1.5 4 Dr.sc.ing., doc. O.RubenisHome Maintenance 1.5 5 Dr. paed., doc. I.Līce

Sciences of Visual Art 24 CPComposition 8.0 1;2;3;4 Mag.art., lekt. I.SpulleDrawing 8.0 1;2;3;4 Mag.paed., lekt. G. GaiķeForm Design 3.0 4; 5 Mag.art., lekt. I.SpullePainting 3.0 5; 6 Mag.art., lekt. I.SpulleFin Art 2.0 5; 6 Mag.art., lekt. I.Spulle

Professional Specialization Elective Courses 9CPIT in Education 2.0 7 Mag.paed., asist. N. VronskaGlass Painting 2.0 7 Mag.art., lekt. I.SpulleBatik 2.0 7 Dr. paed., doc. I.LīceSilk painting 2.0 7 Dr. paed., doc. I.LīceVisual Advertisment 2.0 7 Mag.art., lekt. I.Spulle

Technologies of Textiles 7CP Dr. paed., doc. I.LīceMaterials of Textiles 1.0 3 Dr. paed., doc. I.LīceNeedleworks 1.5 4 Mag.paed., lekt. Z.BeitereModelling 1.0 4 Mag.paed., lekt. S.ReihmaneWeaving 1.5 5 Mag.paed., lekt. L.OzolnieceSewing 2.0 6 Mag.paed., lekt. S.Reihmane

Applied Engineering Sciences 7CP Mag.sc.ing., doc. J.AvotiņšWood Processing 3.0 3; 4 Asist. M.ArbidānsBuilding Work 2.0 5 Mag.sc.ing., lekt. M.ŽodziņaMetal Processing 2.0 6 Mag.sc.ing., doc. J.Avotiņš

Elective Courses ( part C) 6CPPractice 26CP

Practice of Acquisition of Practical Skills 1.0 1 Dr.sc.ing., prof., DeanTeaching Methodical Practice in Culture and Art Studies

1.0 2 Dr.art., Dr.paed., doc. N.Lūse

Visitation Practice 1.0 3 Mag.paed., lekt. I.AndersoneTeaching Methodical Practice in Food Technology

2.0 6 Dr.habil.sc.ing., prof. I.Skrupskis

Technologies of Textiles / Applied Engineering Sciences Teaching Methodical Practice

7.0(3+3+1)

4; 6; 8 Mag.paed., lekt. Z.Beitere;Mag.sc.ing., doc. J.Avotiņš

Teaching Methodical Practice in Visual Art

1.0 7 Mag.paed., lekt. G. Gaiķe

Pedagogical Practice 13.0 6;7 Dr.paed., Asoc.prof. I.KataneBachelor Paper 12 CP

Academic staff involved in the implementation of the study programmeHome Environment and Visual Art in Education

No. Name Faculty, department

Position, scientific or academic degree

Elected or guest lecturer

Study course, scope

1. Aizsila A. TF, IZMA Assoc.Prof., Dr.paed. Elected Pedagogics 10CPHistory of Peadgogy 2CPCourse Paper of Prdagogy 1CP

2. Andersone I. TF, IZMA Lect., Mag.paed. Elected Pedagogics: General Padagogy 2CPVisitation Practice 1CP

3. Apsite I. TF, IZMA Lect., Mag.paed. guest lecturer Directions of Pedagogy: Adult Education 2CP4. Arbidans M. MF, KOKA Assist., Mag.paed. guest lecturer Applied Engineering Sciences: Wood Processing 3CP5. Avotins J. TF, SPEK Doc., Mag.sc.ing.,

Mag.paed.emeritus Applied Engineering Sciences 7CP

Metal Processing 2CPTeaching Methodical Practice: Applied Engineering Sciences 4CP

6. Baltusite R. TF, IZMA Lect., Mag.philol. guest lecturer General Psychology 2CPSocial Psychology 2CPCourse Paper of Psychology 1CP

7. Beitere Z. TF, IZMA Lect., Mag.paed. Elected Technologies of Textiles: Needleworks 1.5CPNeedleworksTeaching Methodical Practice 1.5CP

8. Briede B. TF, IZMA Prof., Dr.paed. Elected Directions of Pedagogy 8CPPedagogics: Didactics 3CPDirections of Pedagogy: Adult Education 2CP

9. Dean TF Prof., Dr. Elected Introduction in Studies 0.5CP10. Dislere V. TF, IZMA Assoc.Prof., Dr.paed. Elected Methodology of Home Economics 1.5CP

Course Paper in Methodology of Home Economics 1.5CP11. Dukulis I. ITF, DASI Assist.Prof.,

Mag.sc.ing., Mag.paed.guest lecturer Application Software 2CP

12. Gaiķe G. TF, IZMA Lect., Mag.paed. guest lecturer Principles of Design: Interior Design 2CPTechnologies of Textiles: Needleworks 1.5CPNeedleworksTeaching Methodical Practice 1.5CP

13. Kanaska D. MF, DVID Doc., Dr.sc.ing. guest lecturer People Protection 2CP14. Katane I. TF, IZMA Asoc.Prof., Dr.paed. Elected Pedagogical Practice 13CP15. Kļava D. PTF, PATE Doc., Dr.sc.ing. Elected Nutrition: Hugiene and Mikrobiology 1CP16. Klavins U. LIF, VIDE Doc., Mag.sc.ing. guest lecturer Ecology and Environmental Protection 2CP17. Kuka M. PTF, KIMI Doc,Dr.sc.ing. Elected Food Chemistry 3CP18. Lice I. TF, IZMA Doc., Dr.paed. Elected Technologies of Textiles 7CP




Study course, scope

Technologies of Textiles: Materials of Textiles 1CPHome Economics: Home Maintenance 1.5CP

19. Luse N. TF, IZMA Doc., Dr.art., Dr.paed. Elected Culture and Art 5.5CPCulture and Art 1.5CPCourse Paper in Culture and Art Studies 1.5CPTeaching Methodical Practice in Culture and Art Studies 1CP

20. Laudams V. TF, IZMA Lect., Mag.soc. guest lecturer School Management 2CP21. Millere J. SZF, SOCI Lect., Mg.sc.soc. guest lecturer Sociology 1.5CP22. Ogurcova N. SZF, VALO Lect., Mag.paed. Elected Language 4CP23. Ozolins R. ITF, MATE Prof., Dr.habil.sc.ing. emeritus Mathematics 2CP24. Ozolniece L. TF, IZMA Lect., Mag. paed Elected Technologies of Textiles: Weaving 1.5CP

Weaving Teaching Methodical Practice 1.5CPCulture and Art 2CPCourse Paper in Culture and Art Studies 1.5CPTeaching Methodical Practice in Culture and Art Studies 1CP

25. Peks L. TF, IZMA Prof., Dr.paed. emeritus Research in Education 3CP26. Petersone A. SZF, VALO Lect., Mag.paed. guest lecturer Language 4CP27. Pridane A. TF, IZMA Lect., Mag. paed. guest lecturer Home Economics 5CP

Home Economics 2CP28. Rasnaca L.. TF, IZMA Lect., Mag.paed. guest lecturer Methodology of Visual Art 2CP

Course Paper in Methodology of Visual Art 1.5CP29. Reihmane S. TF, IZMA Lect., Mag.paed Elected Technologies of Textiles: Modelling 1CP

Technologies of Textiles: Sewing 2CP Sewing Teaching Methodical Practice 1.5CPCulture and Art 0.5CPCourse Paper in Culture and Art Studies 1.5CP Teaching Methodical Practice in Culture and Art Studies 1CP

30. Rozenbergs V. PTF, UZTR Doc., Dr.sc.ing., Mag.paed.

Elected Nutrition: Nutritio Studies 2CP

31. Rubenis O. PTF, PATE Doc.,Dr.sc.ing. guest lecturer Home Economics: Household Appliances 1.5CP32. Skrupskis I. PTF, UZTR Prof., Dr.habil.sc.ing Elected Nutrition 6CP

Nutrition: Food Technology 1CPCourse Paper in Food Technology 1CP

33. Skudra G. PTF, UZTR Lect., Mag.sc.ing. guest lecturer Nutrition: Table Etiqutte 1CP34. Skudra L. PTF, PATE Prof., Dr.sc.ing. Elected Nutrition: Hugiene and Mikrobiology 1CP




Study course, scope

35. Soika I. TF, IZMA Lect., Mag paed. Elected Pedagogics: Theory and Methodology of Upbringing 2CPCourse Paper in Pedagogics 1CP

36. Spulle I. TF, IZMA Lect., Mag.art. Elected Principles of Design 11CPComposition and Colour Studies 3CPVisual Art: Composition 8CPVisual Art: Painting 3CPVisual Art: Form Design 3CPVisual Art: Fine Art 2CPVisual Advertisement 2CP

37. Špakovica E. EF, EKON Doc., Dr. oec. Elected Basic of Law 1CP38. Tomsons V. TF, IZMA Doc, Mag.paed. guest lecturer Research in Education 3CP39. Uzklingis G. TF, MEHA Prof., Dr.habil.sc.ing. emeritus Principles of Design: Technical Drawing 2CP40. Vanovska V. TF, IZMA Lect. Mag. paed. Elected Directions of Pedagogics: Environmental Pedagogy 1CP41. Vecgrave A. TF, IZMA Doc., Dr.psych. Elected Psychology 7CP

Developmental Psychology 2CPCourse Paper in Psychology 1CP

42. Vilumsone I. ITF, DASI Assist. guest lecturer Principles of Design: Computer Graphics 2CP43. Vronska N. ITF, VASI Assist, Mag.paed. guest lecturer IT in Education 2CP44. Vuguls J. SZF, FILO Doc., Mag.phil. guest lecturer Philosophy, Ethics, Aesthetics 3CP45. Zeidmane A. ITF, FIZI Assoc.Prof., Dr.paed. Elected Pedagogics: Didactics 3CP46. Pelēce I. ITF, FIZI Lect., Mag.silv.sc Elected Basics of Physics 1.5CP47. Zvigule A. TF, IZMA Lect. Mag. paed. guest lecturer Directions of Pedagogics: Special Pedagogics 8CP48. Zodzina M. LIF, ARBU Lect., Mag.sc.ing. Elected Applied Engineering Sciences: Building Work 2CP49. Zukovskis I. MF, DVID Prof., Dr.habil.med. guest lecturer People Protection 2CP

Appendices 10

The comparison of the study programme Home Environment and

Visual Art in Education with the similar study programmes

The Comparison of the Study Programmes in the Latvia

Salīdzināmie rādītāji

Latvia University of Agriculture Latvia University Latvia University Academy of Pedagogy Liepaja

Daugavpils universitāte

Name Home Environment and Visual Art in Education

Teacher of Household and Home Economics

Teacher of Visual Art Art Art

Degree to be obtained

Professional Bachelor in Education Professional Bachelor in Education

Professional Bachelor in Education

Professional Bachelor in Art

Professional Bachelor in Art

Qualification to be obtained

Teacher of Household/Home Economics and Visual Art

Teacher of Household and Home Economics

Teacher of Visual Art Teacher of Visual Art Teacher of Visual Art in secondary

educationThe duration of the

programme4 academic years of full-time stumdies5 academic years of part-time studies

160CP

4 academic years of full-time stumdies5 academic years of part-time studies

160CP


160CP


160CP


160CPStudiju saturs, struktūra

General and Theoretical

Courses of the Branch

Part A 56CP

Natural Sciences, Social and Humanitarian Sciences, Pedagogy,

Psychology, Research in Education, IT, Culture and Art

Social and Humanitarian Sciences, Pedagogy, Psychology, Research in Education,

Methodology of Subjects

Social and Humanitarian Sciences,

Culture and Art, IT, Methodology of

Subjects

General Courses: Philosophy, Aesthetics, Theory and History of

Culture, Social Psychology, Culture of Language,

Conflict Situations, Visual Comunications, Semiotic

Theoretical Courses: composition, Creation Psychology , Form and Perception of Colour

Psychology, Pedagogy and Psychology of Art, Theory

and History of Art

Theoretical Principles of Visual Art, Works of Art

in World and Latvian Culture,

Practical Perfomance of Art Tasks, Analysis, Visual Percetions

and Memory, Sense of Colour, Form Design, Drawing,

Painting, Composition,

Teaching/learning of Colour,

anatomy, Principles of Perspective,

Decorative Applied Art Kinds, History

of Art

Professional Specialization

Courses

Part B 60CP

Household/Home Economics 35CP

Home Economics, Nutrition,Principles of Design

Technologies of Textiles / Applied Engineering Sciences

Methodology of Home Economics Visual Art Sciences 31CP

Drawing, Composition, Painting, Form Design, Fine Art, Methodology of Visual Art

Household/Home Economics

History of Culture, Visual Art, Informatic,

Textiles/ Applied Engineering Sciences,

Nutrition, Home Economics

Visual ArtHistory of Culture,

History of Art, Household, Applied

Informatic

Drawing, Painting, General Pedagogy, Special

Pedagogy, PsychologyElectives: Household,

History of Art and Culture, Informatic

Elective Courses Part C

6CP

6CP 6CP 6CP 6CP 6CP

Practice26CP

26CP 26CP 26CP 26CP 26CP

Bachelor Paper 12CP

12CP 12CP 12CP 12CP 12CP

Study program Home Environment and Visual Art in Education and Home Environment and Information Technologies in Education, LLU

Home Environment and Visual Art in Education

CP CP Home Environment and Information Technologies in

Education

General and Theoretical Courses of the Branch (part A) 56KPNatural Sciences

Basics of Physics 1.5 1.5 Basics of PhysicsMathematics 2.0 4.0 Mathematics- 1.5 PhysicsFood Chemistry 3.0 3.0 Food ChemistryEcology and Environmental Protection 2.0 2.0 Ecology and Environmental Protection

Social SciencesBasics of Law 1.0 1.0 Basics of LawPeople Protection 2.0 2.0 People ProtectionIntroduction in Studies 0.5 0.5 Introduction in StudiesSociology 1.5 1.5 Sociology

Humanitarian and Art SciencesPhilosophy, Ethics, Aesthetics 3.0 3.0 Philosophy, Ethics, AestheticsProfessional English/German 4.0 4.0 Professional English/GermanCulture and Art 4.0 4.0 Culture and ArtCourse Paper in Culture and Art 1.5 - -

Pedagogy 10CPGeneral Pedagogy 2.0 2.0 General PedagogyHistory of Pedagogy 2.0 2.0 History of PedagogyDidactics 3.0 3.0 DidacticsTheory and Methodology of Upbringing 2.0 2.0 Theory and Methodology of UpbringingCourse Paper in Pedagogy 1.0 1.0 Course Paper in Pedagogy

Research in Education 3.0 3.0 Research in EducationDirections of Pedagogy 8CP

School Management 2.0 2.0 School ManagementSpecial Pedagogy 2.0 2.0 Special PedagogyAdult Education 2.0 2.0 Adult EducationPedagogy of Art and Music 1.0 1.0 Pedagogy of Art and MusicEnvironmental Pedagogy 1.0 1.0 Environmental Pedagogy

Psyshology 7CPGeneral Psychology 2.0 2.0 General PsychologyDevelopmental Psychology 2.0 2.0 Developmental PsychologySocial Psychology 2.0 2.0 Social PsychologyCourse Paper in Psychology 1.0 1.0 Course Paper in PsychologyComuter SciencesApplication Software

2.0 - -

Professional Specialization Courses (part B) 60CPMethodology of Home Economics and Visual

Art 5CPMethodology of Home Economics 1.5 1.5 Methodology of Home EconomicsMethodology of Visua Art 2.0 2.0 Methodology of Information

TechnologiesCourse Paper in Methodology of Home Economics and Visual Art

1.5 1.5 Course Paper in Methodology of Home Economics and Information Technologies

Principles of Design 11 CPComposition and Colour Studies 3.0 3.0 Composition and Colour StudiesDrawing 2.0 2.0 DrawingTechnical Drawing 2.0 2.0 Technical Drawing

Computer Graphic 2.0 2.0 Computer GraphicInterior Design 2.0 2.0 Interior Design

Nutrition 6CPNutrition Studies 2.0 2.0 Nutrition StudiesHygiene and Mikrobiology 1.0 1.0 Hygiene and MikrobiologyFood Technology;Course Paper in Food Technology 2.0

2.0 Food Technology;Course Paper in Food Technology

Table Etiquette 1.0 1.0 Table EtiquetteHome Economics 5CP

Home Economics 2.0 2.0 Home EconomicsHousehold Appliances 1.5 1.5 Household AppliancesHome Maintenance 1.5 1.5 Home Maintenance

Sciences of Visual Art 24 CP Computer science 24CPComposition 8.0 4.0 Computer Basics and Computer

HardwareDrawing 8.0 4.0 Application SoftwareForm Design 3.0 2.0 Administartion of Computer ClassroomsPainting 3.0 6.0 Basics of Programming and Data

StructuresFin Art 2.0 2.0 Data Bases- - 2.0 WWW Technologies- - 2.0 IT in Education

Professional Specialization Elective Courses 9CPIT in Education 2.0 2.0 IT in Education – Special CourseGlass Painting 2.0 2.0 Basics of ECDLBatik 2.0 2.0 Statistic Processing of DataSilk painting 2.0 2.0 Basics of System Analyse and ModellingVisual Advertisment 2.0 2.0 Visual Advertisment

Technologies of Textiles 7CPMaterials of Textiles 1.0 1.0 Materials of TextilesNeedleworks 1.5 1.5 NeedleworksModelling 1.0 1.0 ModellingWeaving 1.5 1.5 WeavingSewing 2.0 2.0 Sewing

Applied Engineering Sciences 7CPWood Processing 3.0 3.0 Wood ProcessingBuilding Work 2.0 2.0 Building WorkMetal Processing 2.0 2.0 Metal Processing

Elective Courses ( part C) 6CPPractice 26CP

Practice of Acquisition of Practical Skills

1.0 1.0 Practice of Acquisition of Practical Skills

Teaching Methodical Practice in Culture and Art Studies

1.0 1.0 Teaching Methodical Practice in Culture and Art Studies

Visitation Practice 1.0 1.0 Visitation PracticeTeaching Methodical Practice in Food Technology

2.0 2.0 Teaching Methodical Practice in Food Technology


7.0(3+3+

1)

7.0(3+3+1)


Teaching Methodical Practice in Visual Art

1.0 1.0 Teaching Methodical Practice in Information Technologies

Pedagogical Practice 13.0 13.0 Pedagogical PracticeBachelor Paper 12 CP

SwedenGöteborg University, Department of Home Economics

The qualification of a teacher of two or more subjects is obtained in the result of studies: a teacher of Home Economics and Mathematics, or a teacher of Home Economics and the Swedish Language, or a teacher of Home Economics and Religion, or a teacher of Home Economics and Social Sciences.

Compared indices

Latvia University of AgricultureInstitute of Education and

Home Economics

Göteborg University

Qualification obtained

Teacher of Home Economics and Visual Art

Teacher of Home Economics and Mathematics or the Swedish Language, Religion, History and

Social SciencesDuration of

studies4 study years

160 CP4 or 4,5 study years

8 or 9 semesters30 CP in semester, in total 240

CP or 270 CPContent,

structure of studies

General education and theoretical courses of the

branch 56 CPNatural sciences, social sciences

and research methodology, humanitarian and art sciences, Pedagogics and Psychology, IT

Practice 1CPBachelor Paper 12CP

Science and Society,School, Teaching, Learning,

Research Methodology,Didactics,

Interdisciplinary studies90 CP

Professional specialisation(in Home Economics)

courses 35 CPHome Economics, Nutrition

Principles of DesignTextile Technologies / Applied

Engineering Sciences,Methods of Specialisation

courses (Home Economics)Teaching methodical practice

16 CP

Home Economics: Nutrition, Culture, Technologies;Nutrition and Health;

Housekeeping; Consumer Science; Household Resource

Management– in internat. aspect70 CP

Possibilities and methods of research in Home Economics;

Course paper15 CP

Professional specialisation (in Visual Art) courses 31 CP

Visual Art SciencesMethods of Specialisation

courses in VisualArt Practice 9CP

The second specialisation course69 or 90 CP

(2 or 3 semesters)

FinlandUniversity of HelsinkiFaculty of Education, Department of Home Economics and Craft Science

All subject teachers (including Home Economics teachers) should have Masters’ degree (Major subject: either Home Economics Science or Education) in order to qualify for teachers’ posts. Basic subject to be taught at school is Home Economics (1 subject teacher). Students are advised to take the other subject (2 subject’s teacher). Three subject’s teacher training is possible, but rarely taken, because one has to study longer. When the students’ decide their major and minor subjects, any combination of subjects that is taught at schools and which can be studied at the University of Helsinki is possible.

Compared indices


Home EconomicsUniversity of Helsinki


Professional Bachelor in Education


Master’s degree1 subject teacher -Home Economics,

or 2 subject’s teacher -any combination of subjects

Duration of studies

4 study years160 CP

5,3 years160 credits

Content, structure of

studies


branch 56 CPNatural sciences, social sciences

and research methodology, humanitarian and art sciences, Pedagogics and Psychology, IT

Practice 1CPBachelor Paper 12CP

Education 35 CPand

Additional studies 30 CPTraining on research methods,

scientific inquiry, didactics

Professional specialisation(in Home Economics)

courses 35 CPHome Economics, Nutrition

Principles of DesignTextile Technologies / Applied

Engineering Sciences,Methods of Specialisation

courses (Home Economics)Teaching methodical practice

16 CP

Home Economics science 80CPNutrition education,

environmental education, consumer education,

family education,quality of life in household, and interpretative understanding of

practical every problems in families.



courses in VisualArt Practice 9CP

Other minor subject 15CP

Slovenia

University of LjubljanaFaculty of EducationDepartment of Biology, Chemistry and Home Economics

The qualification of a teacher of Biology, Chemistry and Home Economics is obtained in the teacher education programs.

Compared indices


Home EconomicsUniversity of LjubljanaFaculty of Education



Teacher of Economics (Home Economics) and Biology or a

teacher of ChemistryDuration of

studies4 study years

160 CP4 study years

Content, structure of

studies


branchNatural sciences, social sciences

and research methodology,humanitarian and art sciences, Pedagogics and Psychology, IT

Bachelor Paper 12CP

General education

Mathematics, Physics, Chemistry, Biology, Computer

Science and Psychology

Professional specialisation courses

Home EconomicsNutrition

Principles of design Textile Technologies / Applied Engineering Sciences

Methods of Specialisation (Home Economics) courses

Home Economics (Household)Nutrition, Living Place and

Environment, Home Economics and Management, Family and Consumer Sciences, Teaching

Methods.



courses in VisualArt

The second subject Biology or Chemistry and Teaching

Methods

Practical training 26 CP13 weeks pedagogical practice,

1 week – visiting,12 weeks teaching methodical

practice

Pedagogical practice in the third, fourth years

8 independent practice weeks,20 days – visiting.

Appendices 11

The advertisement of the study programme

Advertising and informative materials on the possibilities to study

Ads and information on the study program can be found: in INTERNET – in the LLU website. Materials prepared by the LLU – admission regulations, “Plēsums”, informative issue

about the Faculty of Engineering and in a separate informative material about the study program Home Environment and Visual Art in Education.

The programme is advertised also in the press, especially in the district newspapers, both directly and indirectly, for example, by informing about the activities at the Institute of Education and Home Economics of the Latvia university of Agriculture regarding the study process, scientific research or in relation to the students’ teaching practice at the base schools.

Advertising is carried out at different teachers’ meetings, among the teachers, studying in a Master study programme and continuing their studies through further education, at the State household competition. During the teaching practice the students provide pupils with the information on the possibilities to study at this study programme.

Information on the possibilities of studies is available also every year at the exhibition “The School” and open door days at the LLU as well as always at the Admission unit of the LLU and Institute of Education and Home Economics.

There is developed and submitted project application to attract the funds from the European Social Fund (ESF) in order to improve the quality of advertising. At the end of 2005 there was submitted the project application 3.2.7.2 for the open tender of the ESF within the framework of sub-activity “The activities of career guidance and consultation at the educational institutions”. The implementation of the project is planned in the academic year 2006/2007. There are 10 agreements concluded with collaboration partners – country vocational schools, technical schools and secondary schools in Zemgale region to provide the youth with the information on the career possibilities, including the ones within the study programme Home Environment and Visual Art in Education. The implementation of the project envisages the following activities:

Seminars on career guidance with the participation of the teaching staff from the Institute of Education and Home Economics at the Latvia University of Agriculture.

Inviting of pupils/students to visit the Institute of Education and Economics at the Latvia University of Agriculture during the open days and the “career-week”, as well as “shadow days”.

The participation of teachers from schools in the seminars on the career guidance and consultation in collaboration with the teaching staff from the Institute of Education and Home Economics at the Latvia University of Agriculture,

The preparation and publishing of informative materials on career guidance.

Latvia University of AgricultureStudy programme

Home Environment and Visual Art in EducationThe accredited professional Bachelors’ study programme

Requirements for those, starting studies at the study programme:general secondary education or 4-year secondary vocational education

There are 10 places in the study programme, which are financed from the state budget.In the program the following courses are acquired:

Humanitarian and exact courses; Pedagogics and Psychology, including Didactics and Subject Methods etc.; Principles of Design, Home Economics, Nutrition and Home Environment, Production

Technologies, Principles of Applied Art etc.; Visual Art Sciences: Drawing, Composition, Painting, Form Design, Fine Art

Degree: Professional Bachelor in EducationQualification: Teacher of Household/Home Economics and Visual Art

The possible work places and positions: school – a teacher of Home Economics and Visual Art, educational establishments where senior education specialists are needed – methodists, inspectors,

extracurricular work organisers, planners, carrier advisers, children and young people interest education establishments – deputy directors, methodists, group

leaders, adult interest and further education centres and companies – project co – coordinators, centre

managers, advisers, educational establishments and companies of all kinds – specialists of Visual Art and Home

Environment.Duration of studies: 4 years in full – time studies,

5years in part – time studies.The graduates have the rights to continue studies in the graduate course

Exchange of teachers and students in SOCRATES/ERASMUS contracts with University of Helsinki, University of Munster, London Metropolitan University, Fulda University, Wien Agrar Pedagogische Akademie, Vilnius Pedagogical University, University of Iceland.

More detailed information is available:LLU Admission Unit, Room 161, Lielā street 2, Jelgava, tel. 3023063;

LLU website in INTERNET: http//www.cs.llu.lv;Institute of Home Economics and Education, Faculty of Engineering, Čakste b. 5, Jelgava, tel. 3080693