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LATVIA UNIVERSITY OF AGRICULTUREINSTITUTE OF EDUCATION AND HOME ECONOMICS

Study program

HOME ENVIRONMENT AND INFORMATION TECHNOLOGIES

IN EDUCATION(code 42141)

Self-evaluation Report

Studiju programmas vadītāja:

I.Apsīte2006.06.30.

E pasts: [email protected] Tālr.: 26331474

Jelgava 2006

mailto:[email protected]

table of content

1. The decision of Senate on the launching of the study programme................3

2. The licence, the accreditation statement..........................................................5

3. The agreement with the Daugavpils University on the opportunity for the

students to continue their studies..........................................................................9

4. The description of the study programme.......................................................11

5. Advertising and informative materials on the possibilities to study...........15

6. The perspective assessment of the study programme from the position of

Latvia’s interests..................................................................................................16

6.1. The compliance of the study programme to the Professional Standard and the Standard of Professional Higher Education 166.2. The results of the employers’ survey 18

7. The evaluation of the study programme........................................................20

7.1. The aim and objectives of the study programme 207.2. The organization of the study programme 217.3. The practical implementation of the study programme 247.4. Evaluation system 277.5. Students 287.6. Academic staff 337.7. The sources of financing and the provision of infrastructure 417.8. External relations 44

8. The developmental plan of the study programme.........................................50

Appendices............................................................................................................53

1. The study plan for the full-time and part-time studies at the study programme Home Environment and Information Technologies in Education 54

2. The abstracts of the study courses for the study programme Home Environment and Information Technologies in Education................................60

3. Electronic information sources, which should be used for the course studies at the study programme Home Environment and Information Technologies in Education.............................................................................................................150

4. The comparison of the study programme Home Environment and Information Technologies in Education with the similar study programmes in the EU Member States.......................................................................................151

General education..............................................................................................154

5. The advertisement of the study programme................................................156

6. The samples of a diploma and its appendix.................................................158

7. The CVs of the academic staff.......................................................................167

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1. The decision of Senate on the launching of the study programme

3

2. The licence, the accreditation statement

5

3. The agreement with the Daugavpils University on the

opportunity for the students to continue their studies

9

4. The description of the study programme

The study programme – „Home Environment and InformationTechnologies 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 obtained – Teacher of Household/Home Economics and

Primary School Teacher of Information TechnologiesDegree obtained - Professional Bachelor in EducationRequirements for getting the diploma – 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.The program is headed by – the Institute of Education and Home Economics,

Faculty of Engineering, LLUDirector of program planning and studies – Mag. paed., Lect. I. ApsīteThe study program is confirmed by the LLU Senate on September 11, 2002.

Decision No. 4 – 83License until 31.12.2007. (look at pages 7,8)Accreditate until 31.12.2006 (look at page 9)Contract with DPU on ensurance of studies (page 11)

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

Table 1The structure of the study program

Home Environment and Information Technologies 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

Information Technologies in

EducationGeneral courses 20 20

Theoretical courses of the branch 36 36Professional specialization courses 60 60

Elective courses 6 6Practice 26 26

Bachelor paper 12 12Total: 160 160

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The structure of the study program Home Environment and Information Technologies 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

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

The following courses are acquired in the study program:

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

Pedagogics, Psychology, Didactics, Research Methodology, Methods of Home Economics and Information Technologies 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 Information Technologies – Principles of Design, Technologies of Textiles, Applied Engineering Sciences, Nutrition, Home Economics,

Computer Basics and Computer Hardware, Data Base, WWW Technologies, Basics of Programming and Data Structures, Administration of Computer Classrooms, IT in Education etc.;

elective courses; the students write and defend the bachelor paper including pedagogical

research in relation to household/home economics and information technologies.

All study courses of the study program Home Environment and Information Technologies in Education and executive academic staff can be found in Table 3.

More detailed information on the study program can be found in appendices –study program Home Environment and Information Technologies in Education curriculum, course annotations (Appendices 1, 2).

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Table 3Study program Home Environment and Information Technologies in Education

study courses and executive academic staff

Study courses and blocks CP Semester Executive academic staff

General and Theorethical Courses of the Branch (part A) 56KPNatural Sciences

Basics of Physics 1.5 1 Dr.paed., asoc.prof. A.ZeidmaneMathematics 4.0 1;2 Dr.habil.sc.ing., prof R.OzoliņšPhysics 1.5 2 Dr.paed., asoc.prof. A.ZeidmaneFood 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., K.VārtukapteinisSociology 1.5 5 Mag.soc., lekt. L.Rasnača

Humanitarian and Art SciencesPhilosophy, Ethics, Aesthetics 3.0 2 Mag.phil., lekt. J.VugulsProfessional English/German 4.0 1;2 Mag.paed., lekt. N.OgurcovaCulture and Art 4.0 1;2 Dr.art., Dr.paed., doc. N.Lūse

Pedagogy 10KP 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 8KP 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 7KP 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.Vecgrāve

Professional Specialization Courses (part B) 60KPMethodology of Home Economics and

Information Technologies 5KPMethodology of Home Economics 1.5 4 Dr.paed., asoc.prof. V.DišlereMethodology of Information Technologies 2.0 5 Mag.paed., lekt. V.GailišaCourse Paper in Methodology of Home Economics and Information Technologies

1.5 5 Dr.paed., asoc.prof. V.DišlereMag.paed., lekt. V.Gailiša

Principles of Design 11 KP 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

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Interior Design 2.0 4 Mag.art., lekt. I.SpulleNutrition 6KP Dr.habil.sc.ing., prof. I.Skrupskis

Nutrition Studies 2.0 4 Dr.sc.ing., asoc.prof. V.RozenbergsHygiene and Mikrobiology 1.0 4 Dr.sc.ing., prof. L.SkudraFood Technology;Course Paper in Food Technology 2.0 5

Dr.sc.ing., asoc.prof. A.Blija

Table Etiquette 1.0 5 Mag.sc.ing., lekt. G.SkudraHome Economics 5KP 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

Computer scienceComputer Basics and Computer Hardware 4.0 1 Dr.oec., asoc.prof. A.GailumsApplication Software 4.0 1 Mag.sc.ing., Mag.paed., doc. I.DukulisAdministartion of Computer Classrooms 2.0 2 Docents, Dekāna vietn. A.PauraBasics of Programming and Data Structures 6.0 3; 4; 5 Mag.paed., lekt. O.TuruševaData Bases 2.0 5 Inženiere progr., doc., S.SproģeWWW Technologies 2.0 5 Lektors Ģ.KazainisIT in Education 4.0 4; 6 Mag.paed., lekt. I.Kazaine

Professional Specialization Elective Courses 9KPIT in Education – Special Course 2.0 7 Mag.paed., lekt. I.KazaineBasics of ECDL 2.0 7 Lektors Ģ.KazainisStatistic Processing of Data 2.0 7 Dr.sc.ing., doc. L.PauraBasics of System Analyse and Modelling 2.0 7 Dr.sc.ing., asoc.prof. I.ArhipovaVisual Advertisment 2.0 7 Mag.art., lekt. I.Spulle

Technologies of Textiles 7KP 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 7KP 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) 6KPPractice 26KP

Practice of Acquisition of Practical Skills 1.0 1 Dr.sc.ing., prof., K.VārtukapteinisTeaching 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.sc.ing., asoc.prof. A.Blija

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 Information Technologies

1.0 7 Mag.paed., lekt. V.Gailiša

Teaching Practice 13.0 6;7 Dr.paed., doc. I.KataneBachelor Paper 12 KP

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5. 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 Information Technologies in Education (Appendix 5).

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, ar 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 Information Technologies 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. Possible maximum funding of the project is LVL 10000.

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6. The perspective assessment of the study programme from the position of Latvia’s interests

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

The compliance of the study programme Home Environment and Information Technologies 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 had 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 Information Technologies in Education, in order to ensure the acquisition of knowledge in compliance with the Standard of Teacher’s Profession.

Table 4.The necessary knowledge, provided by the

Standard of Teacher’s ProfessionThe respective study courses, practical

training and their volume, where the students acquire the necessary knowledge

National educational system and teachers’ work regulatory documents and labour legislation

Introduction to Studies 0.5CP, Basics of Law 1KP, People Protection 2CP, School Management 2CP,General Pedagogy 2CP, Methodology of Household and Information Technologies, incl. Term Paper 5CP, Visitation Practice 1CP, Teachingl 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,

• General Pedagogy 2CP, General Psychology 2CP, Didactics 3CP;• Theory and Methodology of Upbringing 2CP;• Methodology of Household 1.5KP, Methodology of Information Technologies 2CP and Term Paper 1.5CP;• Didactics 3CP and Methodology of Household and Information Technologies, incl. Term Paper 5CP,• Methodological Practice, Pedagogical Practice;• Social Psychology 2CP, Adult Education 2CP;

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social) • Special needs pedagogy • Branch pedagogy• Physiology of age stages

• 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, Information Technologies 22CP, IT in Education 4-6CP, etc.• Methodology of Household 1.5CP, Methodology of Information Technologies 2CP, Term Paper in the Methodology of Household and Information Technologies 1.5CP, Methodological Practice, Pedagogical Practice.

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

• Information Technologies 22CP, IT in Education 4-6CP;• 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 • Prevetion 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.

The structure of the study programme Home Environment and Information Technologies 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. (Table 5)

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Table 5The 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 Information Technologies in

EducationGeneral 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

6.2. The results of the employers’ survey

The employers were consulted already at the beginning of the program development. The necessity for this study program providing the qualification of a teacher of Home Economics and Information Technologies 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 program content with the content of definite courses and requirements for teaching at school was specified.During development of the study program a seminar was organized where representatives from Jelgava town and region school boards were invited and participated, including school inspectors, directors and representatives of educational establishments, heads of Home Economics and Information Technologies methodical associations.Conclusions drawn in the result of consultations at the Ministry of Education and Science and at the seminar with the employers:Training of specialists in the spheres of home environment and information technologies in Latvia is firstly determined by the necessity to maintain the cultural heritage as home environment is one of the characteristic parts of cultural environment and living space. Secondly, application of computers that become a part of work and learning is characteristic to all stages of education and to all age groups. Due to this reason computer skills are learned at school, at higher school and at adult education centers.The combination of the spheres of home environment and information technologies in a higher school program 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 as 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.).

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Since the implementation of the study programme has been started in the academic year 2003/2004, the first students will graduate the programme at the end of the academic year 2005/2006. Therefore it is impossible to carry out the traditional employers’ survey on the suitability of the study programme graduates to the requirements of labour market. Hovewer, already since the development of the study programme there had been established and maintained the collaboration with the employers, as well as taken into consideration the assessment and suggestions expressed by them:

during the seminars, where the quality of the study programme is assessed, concerning the ensuring and evaluation of pedagogical practice, the members of state examination commission evaluated the students’

Bachelor Papers and their defence in the academic year 2005/2006, as well as expressed their opinions concerning the future graduates’ competence – readiness for the teacher’s work - on the basis of this evaluation.

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

optional technologies II – woodworking, metal-working, etc.), as well as the teachers of information technologies;

the combination of home environment and information technologies in one programme enable 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 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 and information technologies;

the students are good at information technologies and integrating them into the subject of household, using them for the development of teaching/learning aids, as well as students have the creative approach to the teaching of information technologies, trying to vary methods and to rouse pupils’ interest;

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;

the chairperson of the state examination commission writes in the opinion regarding the work of the commission: “The defended Bachelor Papers are significant examples of research, which could be continued in the Master Papers. The candidates for a diploma have acquired the skill of clear and logical presentation of their works using the appropriate language. As a positive feature

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should be pointed out the use of technical equipment, incl. data projector etc., for the presentation.”

7. The evaluation of the study programme

7.1. The aim and objectives of the study programme

Aim:The teachers of household/home economics and information technologies 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 information technologies in the framework of elementary education;

knows, understands, can evaluate, explain and creatively implement the curriculum of household/home economics and information technologies at elementary education level on the 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 fulfillment of the objectives of the study programme is evaluated within the framework of each respective study course by evaluating students’ achievements, knowledge and skills; during the discussions with students and by evaluating the survey results; at the seminars of the study programme quality evaluation. Whether the aim and objectives of the programme are achieved, is determined by evaluating the students’ achievements during the practical training, as well as assessing students’ Bachelor Papers.

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7.2. The organization of the study programme

Changes in the study programme within the self-evaluation period since 2004In 2005 there was submitted the amendment to the qualification licence, and it

was obtained in June 2005: on the right to implement the professional higher education study programme Home Environment and Information Technologies in Education (4214104) for the obtaining of professional Bachelor’s degree in education and the qualification of the teacher of household/home economics and primary school teacher of information technologies. Licence period: June 28, 2005 – December 31, 2007.Licence No. 04056-12.

At the beginning of 2006 there were prepared and submitted the necessary documentation for the amendments of qualification in conformity with the licence. On the basis of the minutes No.192 of March 15, 2006, of the Accreditation Commission, there is approved the amendment of the qualification: “Latvia University of Agriculture has the right to implement the accredited professional study programme Home Environment and Information Technologies in Education (4214104) and award the professional Bachelor’s degree in education and the qualification of the teacher of household/home economics and the primary school teacher of information technologies.” The expiry date of the programme is December 31, 2006. Accreditation statement No.026-994.

On the basis of the seminar of teaching staff and employers on the conclusions concerning the quality of the programme, which took place in May 2004, as well as the annual discussions with the teaching staff and the heads of the structural units, involved in the implementation of the study programme, on the quality of the content of studies, the programmes of the study courses are improved by integrating communication technologies (ICT) in the courses of household and pedagogy, and psychology, as well as by stressing the integration of the social and science courses.

We have come to an agreement with the Faculty of Information Technologies on the development of the study course Basics of ECDL and its inclusion in the block of elective courses of the study programme starting from the academic year 2005/2006 (Appendices 1 and 2).

In the first term of the academic year 2005/2006 there was the content of the study courses revised by the academic staff, involved in the implementation of the study programme. The content was adjusted towards the wholeness approach in the implementation of the programme. The changes are approved also at the meetings of the leading departments, institutes, the boards of faculties. The members of the teaching staff, delivering the respective study courses, prepare the content of study courses for the submition to the unified informative system of the Latvia University of Agriculture (LAIS), which is important for the preparation of a diploma appendix in conformity with the quality of modern requirements.

On September 21, 2005, there were changes approved at the meeting of the Board of the Faculty of Engineering – to decrease the volume of the study programme from 169 CP to 160 CP. The students, matriculated as the 1st year students in the academic year 2005/2006, start their studies in complieance with the study plan, the volume of which is 160 CP, in relation to the students of other study years the study plan is implemented without any changes in compliance with the accreditation documentation. The changes have been made to achieve the full conformity with the State Standard of Professional Higher Education in order not to admit the possible

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overload of students. It was established during the study process that there was such possibility to make the above mentioned changes and at the same time to preserve the original idea of the programme and the supply of study courses, but to decrease the volume of some study courses, as well as to restructure the programme a little. The changes made are shown in Tables 6 and 7.

On April 26, 2006, there were changes approved at the meeting of the Board of the Faculty of Engineering – to increase the volume of the study course Special Needs Pedagogy (from 1CP to 2CP) and to decrease the volume of the study course History of Pedagogy (from 3CP to 2CP). The changes are related to the urgent necessity to integrate the children with special needs and thus also to the necessity to understand by every teacher the needs of such children and the possible problems connected with the teaching/learning process.

Table 6The changes of study programme Home Environment and Information

Technologies in EducationThe changes of the volume of the study programme from 169 CP to 160 CPThe 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 until the changes

The amount of CP after the

changes

General courses 20 24 20Theoretical courses of the branch 36 36 36Courses of professional specialization 60 65 60Elective courses 6 6 6Practical training 26 26 26Bachelor’s Paper 12 12 12

Total: 160 169 160

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Table 7The changes of the study courses and blocks (amount of CP)

Study courses and blocks The amount of CP until the changes

The amount of CP after the changes

General and theoretical courses of the branch 60 56Natural Sciences 12 12Social Sciences 5 5Sport (further elective course) 3 0 (-3)Humanitarian and Art Sciences (Culture and Art) 12 11 (-1)Pedagogy 11 11Research in Education 3 3Psychology 7 7Directions of Pedagogy 7 7

Courses of professional specialization 65 60Methodology of Home Economics and Information Technologies 5 5Principles of Design (Composition and Colour Studies) 12 11 (-1)Technologies of Textiles/ Applied Engineering Sciences 8 7 (-1)Nutrition 6 6Home Economics 5 5Computer Science (WWW Technologies) 21 20 (-1)IT in Education 4 4Professional specialization elective courses 4 2 (-2)

Elective courses 6 6Bachelor’s Paper 12 12Practice 26 26

Total: 169 160

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 Information Technologies 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.

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7.3. 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 reseach 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 Methodology of Information Technologies (V.Gailisa), IT in Education (N.Vronska, U.Peksa), 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 Methodology of Information Technologies (V.Gailisa), IT in Education (N.Vronska, I.Ezermane, U.Peksa), 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

(Assoc. Prof. 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.

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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 courses of information technologies and 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.

V. Gailisa has been again involved in the implementation of the study programme. Her research, performed within the process of Master Paper development, as well as pedagogical experience is related to the use of ICT in education. She delivers the study course Methodology of Information Technologies, and in the academic year 2005/2006 she started her studies at the doctoral study programme in pedagogy. Her dissertation is planned in the field of information technologies in education.

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, for example, the former student of doctoral studies I.Kazaine continues the research on IT in education.

The themes of two members of the teaching staff, studying in the doctoral programme in pedagogy at the Latvia University of Agriculture, are related to the application of information technologies in education (V.Gailisa, N.Vronska).

Three members of teaching staff (S.Reihmane, A.Pridane and Z.Beitere) continue their doctoral research on the topicalities of the content and teachning 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 perform the research on the possibility to use IT within the professional study programmes on the basis of study courses for the teachers of home economics.

On April 27-28, 2006, the international scientific conference “Rural Environment. Education. Personality.”, organized by the Institute of Educationa 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. As we can see, one of six topics, discussed at the conference, dealt with the application of IT in education.

Information about the research work of the academic staff can be found in the chapter 7.6.

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The research work of the studentsThe students from all study years take an active part in annual students’ scientific

conference “Self-perfection today and tomorrow”, present their reports, where they reflect the results of research performed, when they developed their term papers in such study courses as Pedagogy, Psychology, Methodology of Household and Information Technologies, or the results of the research carried out concerning other aspects of study content.

Table 8The partipation of the students, studying at the study programme Home

Environment and Information Technologies in Education, in the students’ scientific conference “Self-perfection today and tomorrow”

YearThe total

number of the

participants

Participants – students of the study programme Home Environment and Information Technologies in Education

Year 1 Year 2 Year 3 Year 4 % out of all

participants2006 11 3 1 4 1 82 %2005 8 2 1 1 No students 50 %2004 8 4 2 No students No students 75 %

The students have performed research and presented reports at the conference on different interesting themes, for example: Laura Zukauska “Self-education of primary school pupils in a museum”, “Didactic aspects of pupils’ excursion”; Inita Jankevica “Students’ methodological practice as the facilitator of self-education”; Ilze Cuibe “Interest related education in a school”; Iveta Salmina “The integration of the subjects of household and information technologies”, etc.Since the spring term of the academic year 2004/2005 the 3rd year students have already chosen the themes for their Bachelor Papers and started the research, the performance of which is facilitated by the studies of the study course Methodology of Pedagogical Research and pedagogical practice of 7 weeks during the 6th term (in the 3rd study year), as well as practical training during the 4th study year. When developing their Bachelor Papers, the students perform research on the problems related to the studies of household and information technologies at a school. At present the 4th year students have performed pedagogical research and defended their Bachelor Papers on the following themes:1. Diāna Ivanova - Artistical Creativity of Pupils in Lessons of Home Economics

and Information Technologies).2. Inita Jankeviča - Development of Students Research Skills in University Studies.3. Agija Kalniņa - Development of Learning Results Assesment in Information

Technologies and Home Economics in Primary School.4. Kristīne Koļesņikova - Methods of Information Technologies and Home

Economics in Form 7. and 8.5. Nataļja Kozlova - Interrelation in Pedagogical Environment.6. Inga Kruglauža -Using of Technical Teaching Aids for Pupils Learning

Motivation.7. Jānis Nagažs - The Mission of a Teacher for Children with Special Needs in

Lessons of Home Economics.8. Andrejs Soroka - Computer Game as a Teaching Method for Pupils in Form 6.9. Guna Zemīte - Behaviour of Pupils (Grade 7.-9.) in Interrelation with Adults.

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Several authors have been recommend to publish the results of their Bachelor Papers and offered an opportunity to participate together with the teachers-supervisors of practical training and teaching staff in the development and publishing of methodological materials within the framework of the ESF financed 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”. The collection of methodological materials, envisaged as the supplementary aid for the students during their practical training, as well as for the new teachers, is planned to publish in the autumn of 2006.

7.4. Evaluation system

The substantiation of the choice of evaluation methods and the results of analysis

Organisation of studies and assessment of knowledge is reflected by the system of quality ensurance 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 study program is planned by the Director of program planning and studies consulting the teachers of the program and administrators. After that the program is confirmed by the Board of the institute or faculty, Board of Studies and Senate. 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

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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.

The results of studies are assessed considering the LLU Senate decision 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.

Final assessment of acquisition of the theoretical part is done in examinations or tests. In between the final assessment there is intermediate assessment carried out in control works, reports, projects, seminars etc.

7.5. Students

The number of students within the programmeThe number of students in the academic year 2005/2006 (as of June 1, 2006): in total 159 students:Full-time studies: Year 1- 25 students (1 paying the tuition fee),

Year 2- 17 students (4 paying the tuition fee),Year 3- 24 students (6 paying the tuition fee),Year 4- 9 students(3 paying the tuition fee).In total 75 full-time students.

Part-time studies: Year 1- 18 students,Year 2- 19 students,Year 3- 23 students.Year 4- 24 students.In total 84 part-time students.

The increase of the number of male students is especially noticeable in the groups of full-time studies.The percentage of male students during the academic year 2005/2006:Full-time studies: in Year 1 - 28%, in Year 2- 29%, in Year 3- 8%, in Year 4- 22%;Part-time studies: in Year 1- 11%, in Year 2- 16%, in Year 3 - 22%, in Year 4- 21%.

The number of the 1st year matriculated students Table 9

Academic year Full-time studies Part-time studies2005./2006. 25 262004./2005. 26 282003./2004. 29 322002./2003. 34 46

The number of graduatesIn the academic year 2005/2006 there are first 9 graduates of full-time studies.

One new teacher (male) already worked as a teacher of household and information technologies at elementary education level, while studying in the 4th year. Almost all graduates already have been offered job at schools. As far as we know, 7 graduates are going to work as teachers. At present 6 graduates would like to study at the Master study programme of pedagogy.

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We should admit that there had been considerable decrease in the number of students during study period from the 1st till the 4th study year, therefore we analyze the possible reasons: Many students already at the moment of enrollment were not ready for the fact

that at the new study programme Home Environment and Information Technologies in Education, developed on the basis of study programme Household-Pedagogy, they would have intensive studies of the sciences, as well as that there would be the considerable volume of the study courses of information technologies – their preliminary knowledge and interest about these study courses were not sufficient to make good progress at studies.

The level of young people’s motivation to become teachers is relatively low. Many of them start to study at a study programme they consider to be interesting, but, while studying, they understand that their calling is not to be a teacher. Besides, as we already mentioned, the content of studies is rather complicated. If there is no possibility to receive a diploma without making any special effort, many young people change their minds and discontinue their studies.

The decrease in the number of students, of course, is influenced by different socio-economic factors – such as domestic reasons, state of health, material provision. For example, if the student has academic debts from the previous study year, then there is no possibility to continue studies for the state budget finance, until the student successfully completes the studies of previous study year. Many students start working abroad to solve this problem and thus, in fact, withdraw the opportunity to return in the environment of studies.

The first students of the programme felt some uncertainty because of the fact that the programme was new, at the beginning only licenced, later - accredited, but originally – without a possibility to receive also the qualification of the teacher of information technologies certified by the diploma.

Students’ surveys and their analysis

1. At the end of every term the students evaluate the content, the quality of lecture organization and the university lecturer of every study course. The students’ assessments are summarized by the leading member of the teaching staff, delivering the particular study course. This university lecturer performs the analysis of the results and draws conclusions to facilitate positive changes in the study process.

2. Once a study year the director of the study programme carries out students’ survey on the quality of the study programme on the whole.

3. There are surveys carried out on the students’ motivation to study.4. In the academic year 2005/2006 the 4th year students of part-time studies were

asked questions to find out, whether their professional activities are related to the speciality they are studying. Since there are no graduates of the study programme yet, who would have started their professional career after the completion of studies, we considered to be useful to find out, how many of potential first part-time studies graduates’ professional activities are already connected with their future profession.

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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 information technologies; 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 information technologies at elementary education level.

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

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

Students indicate also the shortcomings of the study process organization: the timetable 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 Information Technologies, 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, Data Bases, WWW technologies, 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 the 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 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

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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 results of the survey regarding the full-time students’ motivationTable 10

Answers to the question: “How and why did you choose your future profession?” (variants of answers: my own informed choice, by chance, under the friends or

family’s influence)

Offered variants of answers The division (%) of students’ answersYear 1 Year 2 Year 3 Year 4 Total

My own informed choice 48 62 72 48 56By chance 48 18 14 48 33Under the friends’ influence 4 10 7 4 7Under the family’s influence 0 10 7 0 4On the whole more than a half of students have made their owninformed choice regarding the studies. These results prove also the teaching staff’s observation that a significant part of students have insufficient motivation to study.

Table 11Answers to the question: “Are you satisfied with your chosen profession?”

Offered variants of answers The division (%) of students’ answers Year 1 Year 2 Year 3 Year 4 Total

Yes 74 82 57 57 69Partially 22 0 29 14 18

No 4 8 14 29 13In total almost 70% of respondents are satisfied with the speciality they are studying. Hovewer, only a bit more than a half of the 3rd and the 4th year students are satisfied. It could be connected with the fact that the students of these two years are those, who started their studies at a new programme, and, it is likely that their first idea about the content and result of studies has not proved to be completely right.

The results of the survey regarding the 4th year part-time students’ employement

There were 19 respondents – the 4th year part-time students, out of which: 13 are teachers, 2 are librarians, 4 work in a different profession.

Table 12Subjects taught at a school by the 4th year part-time students

Professional activity and the connection between its commencement and the studies

Number of students

Teachers of Home Economics or any other related field (teachers of floristics, colours, style)

9

Out of them, the following number of students started to work as teachers of household while studying

3

Teachers of Informatics 8Out of them, the following number of students started to work as teachers of information technologies while studying

7

Those working as teachers of household and information technologies

4

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Almost 70% of the 4th year students of part-time studies are teachers, besides – the teachers of subjects, related to the specialization of studies. Most of students have started to work as teachers, while studying, which proves the positive motivation of studies. Almost 30% of working teachers are teaching at school both household and information teachnologies as it is envisaged by the qualification to be received after the completion of studies.

Participation of students in the improvement of study process

Within the frame of the courses the teachers ensure feedback with the students to obtain information on their educational background, additional interests, possibilities of independent work etc. that is taken into consideration during the studies.

As it is mentioned above, the director of the study programme performs regular student surveys and analysis the obtained information, as well as regularly meets the students’ groups for the discussion of topical issues and their solution as soon as possible.

The students or their representatives take part also in the seminars for the evaluation of the quality of programme, for example, when the strategical planning takes place; as well as the students participate in the seminars within the framework of ESF financed project, which are related to the practical training.

The Student Union is very active at the Latvia University of Agriculture, including also the Faculty of Engineering. Several students, studying at the study programme Home Environment and Information Technologies in Education are active members of the Student Union. The student representatives are also in the Senate of the Latvia University of Agriculture. If there would be issues, topical for students, which could not solved in collaboration with the director of the study programme or the dean of the faculty, there is a possibility to find the solution at the highest level of the administration of the Latvia University of Agriculture.

The students have a possibility to ask questions and to get answers as well as to express their proposals that are considered and discussed together with the students, evaluated.

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7.6. Academic staff

The number, positions, scientific and academic degrees of the academic staffThere are 57 members of the teaching staff are involved in the implementation of the study programme in total, out of which 44% have doctoral or habilitated doctor’s degree. 18 members of the teaching staff or 32% study in a doctoral programme, furthermore – half of the doctoral students have completed the theoretical part of their studies.

The academic staff, involved in the implementation of study programme Home Environment and Information Technologies in Education

Table 13Position Number %

Profesors 8 14Asociētais profesors 8 14Docents 14 25Lektors 23 40Asistents 4 7

Kopā: 57 100

Table 14

Scientific degrees Number %

Habilitētie doktori 4 7Doktori 21 37

Kopā: 25 44%

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Table 15Academic staff involved in the study program

Home Environment and Information Technologies in Educationin the academic year 2005/2006

Nr. Name Faculty, department

Position, scientific or academic degree

Study course, scope Duties

1. Aizsila A. TF, IZMA Asoc.prof., Dr.paed. Pedagogy10CP Responsible lecturer, lecture course, practical2. Andersone I. TF, IZMA Lect., Mag.paed. Directions of Pedagogy 8CP

Pedagogy 10CPLecture course, practicalLecture course, practical

3. Apsīte I. TF, IZMA Lect., Mag.paed. Psychology 7CP Lecture course, practical4. Arbidāns M. MF, KOKA Asist., Mag.paed. Applied Engineering Sciences 7CP Lecture course, practical5. Arhipova I. ITF, VASI Asoc.prof., Dr.sc.ing. System Analyses and Modelling 2CP Responsible lecturer, lecture course, practical6. Avotiņš J. TF, SPEK Doc., Mag.sc.ing. Applied Engineering Sciences 7CP

Teaching Methodical Practice: Applied Engineering Sciences 7CPResponsible lecturer, lecture course, practicalResponsible lecturer

7. Baltušīte R. TF, IZMA Lect., Mag.philol. Psychology 7CP Lecture course, practical8. Beitere Z. TF, IZMA Lect., Mag.paed. Technologies of textiles 7CP

Teaching Methodical Practice: Technologies of Textiles 7CPResponsible lecturer, lecture course, practicalPractice organisation and evaluation

9. Blija A. PTF, UZTR Asoc.prof., Dr.sc.ing. Nutrition 6CPTeaching Methodical Mractice in Food Technology 2CP

Lecture course, practicalResponsible lecturer

10. Briede B. TF, IZMA Prof., Dr.paed. Pedagogy 10CPDirections of Pedagogy 8CP

Lecture course, practicalResponsible lecturer, lecture course, practical

11. Dišlere V. TF, IZMA Asoc.prof., Dr.paed. Methodology of Home Economics and Information Technologies 5CP Responsible lecturer, lecture course, practical12. Dukulis I. ITF, DASI Doc., Mag.sc.ing., Mag.paed. Application Software 4CP Responsible lecturer, lecture course, practical13. Gailiša V. TF, IZMA Lect., Mag.paed. Methodology of Home Economics and Information Technologies 5CP Responsible lecturer, lecture course, practical14. Gailums A. ITF, DASI Asoc.prof., Dr.oec. Computer Basics and Computer Hardware 4CP Responsible lecturer, lecture course, practical15. Kanaška D. MF, DVID Doc., Dr.sc.ing. People Protection 2CP Lecture course, practical16. Katane I. TF, IZMA Doc., Drpaed. Teaching Practice 13CP Practice organisation and evaluation17. Kazaine I. ITF, INFO Lect., Mag.paed. IT in Education 4CP

IT in Education–Special Course 2CPResponsible lecturer, lecture course, practicalResponsible lecturer, lecture course, practical

18. Kazainis Ģ. ITF, DASI Lecturer WWW Technologies 2CPBasics of ECDL 2CP

Responsible lecturer, lecture course, practicalResponsible lecturer, lecture course, practical

19. Kļaviņš U. LIF, VIDE Doc., Mag.sc.ing. Ecology and Environmental Protection 2CP Responsible lecturer, lecture course, practical20. Kūka M. PTF, KIMI Doc.,Dr.sc.ing. Food Chemistry 3CP Responsible lecturer, lecture course, practical, laboratory

works21. Līce I. TF, IZMA Doc., Dr.paed. Technologies of Textiles 7CP

Teaching Methodical Practice: Technologies of Textiles 7CPHome Economics 5CP

Lecture course, practicalPractice organisation and evaluation

22. Lūse N. TF, IZMA Doc., Dr.art., Dr.paed. Culture and Art 4CP Responsible lecturer, lecture course, practical23. Ļaudams V. TF, IZMA Lect., Mag.paed. School Management 2CP Responsible lecturer, lecture course, practical

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24. Melgalve I. PTF, UZTR Asoc.prof., Dr.sc.ing. Nutrition 6CP Lecture course, practical25. Ogurcova N. SZF, VALO Lekt., Mag.paed. Language 4CP Responsible lecturer, practical26. Ozoliņš R. ITF, MATE Prof., Dr.habil.sc.ing. Mathematics 4CP Responsible lecturer, lecture course, practical27. Ozolniece L. TF, IZMA Lect., Mag. paed Technologies of Textiles 7CP

Teaching Methodical Practice: Technologies of Textiles 7CPCulture and art 4CP

Lecture course, practicalPractice organisation and evaluationLecture course, practical

28. Paura A. ITF, DASI Docent Administration of Computer Classrooms 2CP Responsible lecturer, lecture course, practical29. Paura L. ITF, VASI Doc. Dr.sc.ing. Statistic Processing of Data 2CP Responsible lecturer, lecture course, practical30. Pēks L. TF, IZMA Prof., Dr.paed. Research in Education 3CP Responsible lecturer, lecture course, practical31. Pekša U. TF, IZMA Asist. IT in Education 4CP

IT in Education–Special Course 2CPLecture course, practicalLecture course, practical

32. Pētersone A. SZF, VALO Lect., Mag.paed. Language 4CP Responsible lecturer, practical33. Pridāne A. TF, IZMA Lect., Mag. paed. Home economics 5CP Responsible lecturer, lecture course, practical34. Rasnača L.. SZF, SOCI Lect., Mag.soc. Sociology 1,5CP Responsible lecturer, lecture course, practical35. Reihmane S. TF, IZMA Lect., Mag.paed Technologies of Textiles 7CP

Teaching Methodical Practice: Technologies of Textiles 7CPCulture and Art 4CP

Lecture course, practicalPractice organisation and evaluationLecture course

36. Rozenbergs V. PTF, UZTR Asoc.prof., Dr.sc.ing. Nutrition 6CP Responsible lecturer, lecture course, practical37. Rubenis O. PTF, PATE Doc.,Dr.sc.ing. Home Economics 5CP Lecture course, laboratory works38. Skrupskis I. PTF, UZTR Prof., Dr.habil.sc.ing Nutrition 6CP Responsible lecturer, lecture course39. Skudra G. PTF, UZTR Lect., Mag.sc.ing. Nutrition 6CP Lecture course, practical40. Skudra L. PTF, PATE Prof., Dr.sc.ing. Nutrition 6CP Lecture course, laboratory works41. Soika I. TF, IZMA Lect., Mag paed. Pedagogy 10CP Lecture course, practical42. Sproģe S. ITF, DASI Doc., ing. Data Base 2CP Responsible lecturer, lecture course, practical43. Spulle I. TF, IZMA Lect., Mag.art. Principles of Design 11CP

Culture and Art 4CPVisual Advertisement 2CP

Responsible lecturer, lecture course, practical;Lecture courseResponsible lecturer, lecture course, practical.

44. Tomsons V. TF, IZMA Doc., Mag.paed. Research in Education 3CPIT in Education–Special Course 2CP

Lecture course, practicalLecture course, practical

45. Turuševa O. ITF, DASI Lect., Mag.paed. Basics of Programming and Data Structures 6CP Responsible lecturer, lecture course, practical46. Uzkliņģis G. TF, MEHA Prof., Dr.habil.sc.ing. Principles of Design 11CP Lecture course, practical47. Vanovska V. TF, IZMA Lect. Mag. paed. Directions of Pedagogy 8CP Lecture course, practical48. Vārtukapteinis K. TF, LTEH Prof., Dr.sc.ing. Introduction in Studies 0,5CP Responsible lecturer, lecture course, practical49. Vecgrāve A. TF, IZMA Doc., Dr.psych. Psychology 7CP Responsible lecturer, lecture course, practical50. Viļumsone I. ITF, DASI Asist. Principles of Design: Computer Graphic 2CP Lecture course, practical51. Vitte Ā. EF, EKON Lect., Mag.paed. Basics of Law 1CP Responsible lecturer, lecture course, practical52. Vronska N. ITF, VASI Lect., Mag.paed. IT in Education 4CP Lecture course, practical53. Vuguls J. SZF, FILO Lect, Mag.phil. Philosophy, Ethics, Aesthetics 3CP Responsible lecturer, lecture course, practical54. Zeidmane A. ITF, FIZI Asoc.prof., Dr.paed. Basics of Physics 1,5CP; Physics 1,5CP Responsible lecturer, lecture course, practical, laboratory w.

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Pedagogy 10CP Lecture course, practical55. Zvīgule A. TF, IZMA Lect. Mag. paed. Directions of Pedagogy 8CP Lecture course, practical56. Žodziņa M. LIF, ARBU Lect., Mag.sc.ing. Applied Engineering Sciences 7CP Lecture course, practical57. Žukovskis I. MF, DVID Prof., Dr.habil.med. People Protection 2CP Responsible lecturer, lecture course, practical

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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 (wthin 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 is 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 will be concluded on July 31, 2006. 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 8500 LVL.

In order to continue the started process, there was developed and submitted a new project “The innovative and the traditional in a modern school” at the beginning of 2006. The project is related to the organization of students’ practical training and it could be started at the beginning of 2007. The duration of the project is planned for 18 months. The possible maximum of financing, which could be received for the implementation of the project, is 25000 LVL.

Academic staff qualification conformity to the Institute’s aims and tasks Academic staff has publications in all scientific directions and research approbation in scientific conferences and seminars as wellas in practice.

Research direction Education ecology in the context of life-long learning in rural areas. 1. The thesis by Irēna Katane (defended in 2005) contains rural school education environment evaluation model and it had been tested in seven rural schools of Latvia. That experiment allowed to get optimal valuation of concrete school work and was acknowledged by external eksperts as an untraditional approach to school self-assessment. 2. Results of education ecology researches are being implemented into study process of Bachelor, Master and Doctor’s degree programs and in the course Didactics of tertiary education. 3. Assoc. prof. I.Katane and prof. L.Pēks have issued the first work in the set of IMI monograhic issues’ Education Ecology. Title of the work: Eduaction ecology: crossdisciplinary direction in the research of nowadays education. Jelgava, 2006.

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

nowadays education process for becoming pedagogues, household and IT specialists qualitative professional education supply at base schools of

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pedagogical practice. The project relates to European social foundation activity Support of vocational and higher education students teaching/learning practice realisation (activity 3.2.6.3) since 2005.

2. IMI staff has been participating in two Leonardo da Vinci projects since 2003: Development of career advisers education programs,partner countries: Austria, Denmark, Latvia, Finland (lect. T.Sēja – project manager); 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), participate 31 partnerinstitution, 2004. – 2007. Baiba Briede – manager from LLU. One of the project results: reference points for teaching competence and professional development on tertiary level education; evaluation of each partner institution professional development course. 4.ESF national program project Supply of career education programs in education system (lect. T.Sēja - manager) in co-operation with the University of Daugavpils, University of Latvia, Liepāja Pedagogical Academy et al. Master study program 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 direction Getting of competence in rural environment. 1. LLU research project (planned for three years) Nr. 2005/2 05.2 Professional and continuing education for the rural areas of Latvia in the context of EU. 2005 - 2008. – manager Baiba Briede (participate doctor students L.Alondere, Z.Beitere, A.Feldmane, L.Krastiņa, A.Ostrovska, S.Reihmane, I.Soika, N.Vronska); academic staff I.Katane un L.Pēks. A few planned results: the model of young people career development promotion for the rural secondary vocational education establishment; substantiation of rural educational establishments activities for promotion of continuing education of various rural social groups; proceedings on professional (vocational) and career development problems in rural areas, et. al. 2. Maija Sirvide in her thesis (defended in 2003) worked out the model of agricultural advisers’ continuing education and it has been introduced in LLKC and acknowledged by the Ministry of Agriculture. The advisers’ competence levels worked in the frame of the model serve as a basis for systemic organising of continuing education and substantiation of the content of advisers education. The salaries of advisers are determined according to the competence levels. 3. L.Krastiņa, who has finished the theoretical course, has also finished the research about rural entrepreneurs (farmers et. al.) model of continuing education, putting stress on social competence. That research is also a serious contribution to the rural development because the experience and research results by Krastiņa are being highly evalated by the Ministry of Agriculture and LLKC in the process of planning education content and guidlines for rural inhabitant social groups. 4.In the frame of NOVA-BOVA network in co-operation with the Danish University of Education academic staff develop their competence in teachinh on tertiary education level taking as a basis rural developmental problems and usage of IT (doctor student N.Vronska, acad. staff I.Katane, B.Briede).

Research direction Life quality in the context of home environment/household/home economics (as well as didactics of exat subjects

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Four projects in the field of consumer sciences: SOCRATES/ ERASMUS – 3 CONSUMER CITIZENSHIP NETWORK (CCN) 2003-2006-2009, 25 European contries (assoc. prof.V.Dišlere and assist. prof. I. Līce – participants); SOCRATES/ GRUNDTVIG – 4 CONSUMER EDUCATION FOR ADULTS- NETWORK (CEA – N) 2003-2006-2009, 14 European countries (assoc. prof. V.Dišlere – 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.Dišlere – leader of the group from Latvia); SOCRATES/GDRUNDTVIG-2 Empowering Rural Consumer 2004-2007, countries: Latvia, Estonia, Austria (assoc. prof. V.Dišlere – project manager).Research results in household: subject didactics for left-handed pupils (doctor student who finished theoretical course E.Pelša). Methodological model of textile teaching for the development of creative skills for elementary school pupils (Dr. paed. I.Līce)

Academic staff and doctor students improve scientific competence in the following activities and organisatins:

1. Co-operation with The Latvian Rural Advisory and Training Centre in research and carrying out professional development programs.

2. staff and students Exchange programs. Co-operation with EU higher education establishments in Socrates/Erasmus programs: Helsinki, Munich, Fulda (University of Applied Sciences) (Germany), Metropoliten (London) universities un Laurea Politechnikum (Finland) (coordinator assoc.prof. V.Dišlere), as well as Agrarpadagogische Akademie Wien (coordinator lect. T.Sēja).

3. IMI organise scientific research conferences Rural Environment. Education. Personality regularly and issues reviewed proceedings.

4.Doctor Studies Department of LLU organise international scientific conference Science for Rural Development where is a section for doctor students and academic staff of pedagogy. Reviewed proceedings are issued.

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

6.Academic staff are members 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. 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 continuity of the assessment process. Documents of the Portfolio are selected according to 10 criteria: Curriculum Vitae; published works, giving reports in conferences, taking part in scientific research work, scientific supervising of Bachelor and Master papers during last five years; participating in the delivery of academic courses; results of student questionnaires about the work of the academic staff; administrative duties at

39

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

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

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 in academic staff and determing salary.

Academic staff choice, renewal and politics of continuing professional development.

Academic staff is chosen according to the scientific directions and courses. Academic staff must work in one of scientific research directions - Dr. paed. Do research in directions determined by IMI. Choice of academic staff is considering 10 criteria mentioned in item 7.6.2. it is very important nowadays that academic staff is not only a narrow course teacher but able to participate in designing study courses, manage projects, do research successfully and he or she needs also bureaucratic competence. Choice also is based on the principles of education ecology: development of heterogenuous (versatile education, experience, age, gender, etc) and sustainable social environment. It means that academic staff needs multisided competence and flexibility. Average age of academic staff – 50 years. The program needs also yanger staff and we have to promote persons with doctor degrees to stay at the University. IMI try to support financially the staff’ members participation in conferences with publications in proceedings and courses or seminārs of professional development. Seminārs for academic staff in research methodology are organised in IMI regularly as well as there are lectures on the themes relating to the research directions of IMI. IMI supports academic staff work at schools, councils, commissions, etc.

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7.7. The sources of financing and the provision of infrastructure

The state budget is the financing for full-time studies.There are 25 places in the study programme, which are financed from the state budget.

The costs per one 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 funding from the state budget for one student to provide the study process of one year in the teachers’ education has increased within the period of time since the previous accreditation from 650 to almost 900 LVL. There are 5 places envisaged for the students of full-time studies paying partial

tuition fee. The students of part-time studies must pay their tuition fee.The costs per one 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 one student of part-time studies per annum have increased within the period of time since the previous accreditation from 240 to 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.

Table 16Tuition fee in the study programme Home Environment and Information

Technologies in Education, determined by the Latvia University of Agriculture

Study yearsTuition fee in LVL for a student per annum

Full-time studies Part-time studiesYear

1Year

2Year

3Year

4Year

1Year

2Year

3Years 4 and

52005/2006 480 380 350 350 350 250 250 2502006/2007 600 480 280 350 450 350 250 250

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, using of grants, etc. (see 7.6. 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 pay their tuition fee.

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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 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 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) and the Department of Computer Systems (area - 410 m2) and the Department of Control Systems (area - 210 m2) of the Faculty of Information Technologies.

The literature, necessary for the studies, and the suggested supplementary literature in English, German, Russian and Latvian is 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. The computer room of the institute at present 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 Proffesional (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

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(modeling 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 simlation. Such situation models can be used for making decisions at all the organizational levels of education. The students are envisaged to introduce 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 Information Technologies in Education

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

23(15)

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

The studies of the study course block Information Technologies are ensured in collaboration with the Faculty of Information Technologies. The Faculty of Information Technologies is situated in the premises of Jelgava palace at Liela Street 2. There are 9 computer rooms with the total number of 150 computers are used to ensure the implementation of the study programme.

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.

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7.8. External relations

The collaboration with the employers

In May 2004 there was held the seminar on the quality of the programme with the participation of the teaching staff, involved in the implementation of the programme, and the representatives of employers from Jelgava Secondary School No.4 and Jelgava Secondary School No.5 and several rural schools. We drew a conclusion that it is necessary to improve the quality of the programme, because everybody recognizes that it is a qualitatively new programme, which indicates a new quality of the household subject, when integrating IT, as well as the fields of social subjects and the sciences.

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.

The following representatives of employers included in the State Examination Commission, which evaluates the students’ Bachelor Papers in the academic 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. The conclusion the State Examination Commission on the quality of Bachelor Papers you can see in chapter 6.2. In the years to come it is planned to include in the State Examination Commission several representatives of employers, related to the information technologies 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 study programme of pedagogy, as well as by keeping in touch with the graduates of the Master 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

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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 advertises 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

At the Daugavpils University study program 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, joint projects with the Daugavpils University.

The LLU Faculty of Information Technologies is co – operating with the University of Latvia, Faculty of Pedagogics where the study program Teacher of Information Technologies is implemented.Experience is exchanged at conferences, seminars and projects with Rēzekne University College and Liepāja Academy of Pedagogics (since June 14, 2006 – University of Liepaja)

where there are similar study trends developed.In Great Britain, Bishop Burton College a university level study program Crafts

and Information Technologies is started. The Institute of Education and Home Economics has a long – term co – operation with this educational establishment. Exchange of experience is planned in relation to the given study program.

Table 18Exchange of teachers and students in SOCRATES/ERASMUS contracts

Nr 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 to this level study programs implemented in other countries (Appendix 4)

In Sweden at Göteborg University the Department of Home Economics (Household) 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

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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 be awarded Master’s degree. 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.

In Slovenia, at the University of Ljubljana, studying at the Faculty of Education, Departments of Biology, Chemistry and Home Economics in the teacher training programs, 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 program to the same level teacher education programs in other countries: There is different insight on 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 on 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 about 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 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, hovewer, 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.

In most of the European countries the subject of information technologies is not taught as a separate subject. Information technologies are supposed to be applied by pupils for the studies of all subjects; thus pupils perfect their skills in information technologies by practical application of IT within the study process.

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Therefore higher educational establishments do not educate teachers of information technologies for the level of elementary education. The socio-economic situation in Latvia creates the situation, when there is necessary to teach information technologies as a separate subject from form 5 to form 7 at an elementary school in order the acquired skills could be applied and improved later – by the pupils of forms 8 and 9, while studying other subjects. Many pupils in Latvia do not have a computer at home, and, starting their studies of information technologies in for 5 (or form 7, as it was until now), they do not have any preliminary knowledge in the application of IT. Information technologies are a perspective field, which develops very fast. Therefore it is planned in Latvia that the skills of computer application (in compliance with the ECDL certificate) should be acquired at an elementary school, in order the pupils of a secondary school would have possibility to acquaint themselves with and to understand the essence of information technologies deeper, including programming, so that they would receive well-grounded introduction to the choice of their future career. Therefore there are needed the programmes of higher education, which would provide the education of professional teachers of information technologies for the levels of elementary and secondary education.

It is possible to obtain the qualification of a teacher of Home Economics and Information Technologies simultaneously at Tallinn Pedagogical University. Also in other higher schools we have traced it is possible to obtain the qualification of a teacher of Home Economics and one more subject – usually the other one is an exact subject (Mathematics, Chemistry, Biology).

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, discussionsclose 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 fieldtrips.

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 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 Information Technologies 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

47

studies of a particular study course on the basis of previous parts studied in the block of study courses.

All three study programmes comprated 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 programs is corresponding to a great extent.

There is a tendency that at Ljubljana and Tallinn Universities the practical training is comparatively less in the implemented study programs but at Göteborg University the practical training was not mentioned separately in the description of the implemented program. In the study program Home Environment and Information Technologies in Education the practical training 26 CP is planned in compliance with the regulations of the Cabinet of Ministers on the second level professional higher education state standard (No. 481, 20. 11. 2001).

The experience of several higher schools shows that studying in one study program it is possible to obtain the qualification of a teacher of at least two subjects.

To obtain the qualification of a teacher of the second subject the planned amount of CP is analogous in all compared study programs.

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 work in September 2005 in London (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. Doctor student Olga Turuševa Business trip: 01.03.2006.- 29.05.2006. University of Geneva, Switzerland. Source of fiance: GEBERT RÜF STIFTUNG (Swiss Baltic Net).2.Doctor student N.Vronska, assist. prof. I.Katane and prof. B.Briede Business trip: 09.05.2006.- 11.05.2006. University of Life Sciences (Tartu, Estonia). Source of finance: NOVA-BOVA net.

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 05/06: Nora Lūse.LAUREA Polytechnic (Finland) 05/06: Anda Zvīgule.Wien Agrar Pedagogische Akademie (Austria) 05/06: Anita Vecgrāve un Zane Beitere.University of Munster (Germany) 05/06: Inita Soika un Aija Pridāne.University of Helsinki 04/05: Silvija Reihmane un Zane Beitere.LAUREA Polytechnic (Finland) 04/05: Nora Lūse.London Metropolitan University 04/05: Tālivaldis Sēja.

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

http://www.bl.uk/

Wien Agrar Pedagogische Akademie (Austria) 04/05: Inita Soika, Anda Zvīgule un Aija Pridāne.University of Helsinki 03/04: Baiba Briede.University of Munster (Germany 03/04: Tālivaldis Sēja un Anita Vecgrāve.London Metropolitan University 03/04: Ilze Liepiņa.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 programGuest lecturers are regularly from Erasmus projects and co-operation nets higher schools. From 2003 to 2006 guest lectures delivered prof. Monique Montagne in 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 in didactics (Agrarpadagogische Akademie Wien); prof. Anne Liebhard-Wallner in tendencies of education development in Austria (Agrarpadagogische Akademie Wien); prof Claudia Schmid in pedagogical psychology and sociology (Agrarpadagogische Akademie Wien); prof. Barbara Fraytag-Leyer in consumer sciences (University of Applied Sciences in Fulda, Germany); prof. Regina Bigga in developmental tendencies of consumer sciences, household, home economics (University of Munster).Totally: eight guest lecturers.

Students, who had studied abroad within the student exchange programmes

In the autumn term of academic year 2005/2006 the following two students, studying at the study programme Home Environment and Information Technologies in Education, studied at the University of Helsinki for the 3 months within the SOCRATES/ERASMUS agreement: 3rd year student G.Murniece-Krisane; 4th year student T.Pavloviča.

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8. The developmental plan of the study programme

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

ensurance of continuous and intensive inter – subject links in studies; orientation of studies and bachelor works to unified theoretical basis – personality

development ecology; development of integration of the fields of home economics and information

technologies in research and studies; diversification and improvement of the methods of studies; intensification of the application of information technologies and usage of

distance learning; more often studies abroad; improvement of the structure of academic personnel; 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 school;

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:

co – operation of the Institute of Education and Home Economics and the Faculty of Information Technologies in implementation of the program – in both institutions accredited study programs are already implemented, there are appropriate qualifications of the academic personnel, research and material supply;

the qualification of a teacher of two subjects gives a possibility to the graduates to work full – time load in country schools where there are mostly no parallel classes;

participation of almost all faculties of the LLU ensure the possibility to implement such a multi – sided program; multiform structure of the teachers (Masters and Doctors of the specialities – Pedagogics, Psychology, Art, Engineering Sciences etc.);

co – operation with all higher schools of Latvia having programs of pedagogics;

co – operation with Methodical Associations of Home Economics and Information Technologies;

collaboration with the employers regarding the evaluation and improvement of the study programme, well-established collaboration with the schools-the base for the practical training, their administration and teachers – the supervisors of the practical training; the improved organization, implementation and the evaluation of the results of the practical training;

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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 information technologies fields in education;

the average age of associate professors involved in the study program 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 course;

active participation at international conferences and projects.The LLU is a university type higher school and its status determines multifunctional development of the branches of science for the countryside of Latvia. The LLU graduate study program and the mood at the higher school are generally tended to promote the wish of highly qualified specialists to stay in the countryside, this way diminishing the differences between Riga, big cities and the rural environment.

The developmental plan of the study programme Home Environment and Information Technologies in Education

Objectives:

1. To educate the teachers of household/home economics and information technologies 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.

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 information technologies.

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 information technologies.

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

of the students’ practical training6. .To co – operate with Latvian higher schools (DU, LU, RPIVA, Rēzekne

University College, Liepāja Pedagogical Academy):in state examination commissions,guest lecturing,editing of course and study programs,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 approaching the

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characteristics of the EU state higher schools.9. Exchange of students and teachers within Erasmus and other programs.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 in IT at the Institute of Education and Home Economics.

14. To use the computer classrooms of the Faculty of Information Technologies and IMI with INTERNET connection and use all sources of information at the LLU library.

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

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

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Appendices

53

1. The study plan for the full-time and part-time studies at the study

programme Home Environment and Information Technologies in

Education

54

Home Environment and Information Technologies 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 1 1.5 24 16 8 1 0.5 FIZI Physic Com 2 1.5 24 16 8 1 0.5 MATE Mathematics Com 2 1 4 64 32 32 1 1 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 and Art Sciences FILO Pholosophy, 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 Culture and Art Com 1a,2a 4 64 32 32 1 1.5 1 0.5 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

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

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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 Computer Science 24 DASI Computer Basics and Computer Hardware Com 2 1a 4 64 32 16 16 2 1 1 DASI Basics of Programming and Data Structures Com 5 3a;4a 6 96 48 48 1 1 1 1 1 1 DASI Data Bases Com 5a 2 32 16 16 1 1 DASI WWW Technologies Com 5a 2 32 16 16 1 1 DASI Application Software Com 2 1a 4 64 32 32 1 1 1 1 DASI Administartion of Computer Classrooms Com 3a 2 32 16 16 1 1 IZMA IT in Education Com 6 4a 4 64 32 32 1 1 2 2

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

DARZ Principles of Horticulture El. 7a 2 32 16 16 2 2 IZMA Visual Advertisment El. 7a 2 32 16 16 2 2 VASI Statistic Processing of Data El. 7a 2 32 16 16 2 2 VASI Principles of System Analysis and Modelling El. 7a 2 32 16 16 2 2 DASI Basics of ECDL El. 7a 2 32 16 16 2 2 IZMA IT in Education - Special Course 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

56

Home Environment and Information Technologies 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 2 1.5 8 5 3 4 3 1 FIZI Physic Com 3 1.5 8 5 3 4 3 1 MATE Mathematics Com 2 1 4 20 10 10 4 4 3 3 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 and Art Sciences FILO Pholosophy, 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 Culture and Art Com 2a;3a 4 24 14 10 3 2 3 2 2 2 4 4 2 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 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

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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 Computer Science 24 DASI Computer Basics and Computer Hardware Com. 2 1a 4 20 10 5 5 9 5 4 1 1 DASI Basics of Programming and Data Structures Com. 6 4a;5a 6 30 15 15 5 4 4 5 5 5 1 1 DASI Data Bases Com. 7a 2 10 5 5 3 2 2 2 1 DASI WWW Technologies Com. 7a 2 12 5 7 2 3 5 2 DASI Application Software Com. 2 1a 4 20 10 10 5 5 4 4 1 1 IZMA Administartion of Computer Classrooms Com. 4a 2 10 5 6 3 2 2 2 1 IZMA IT in Education Com. 8 5a 4 20 10 10 4 5 1 4 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

DARZ Principles of Horticulture El. 9a 2 10 5 5 3 2 2 3 IZMA Visual Advertisment El. 9a 2 10 5 5 3 2 2 3 VASI Statistic Processing of Data El. 9a 2 10 5 5 3 2 2 3 VASI Principles of System Analysis and Modelling El. 9a 2 10 5 5 3 2 2 3 DASI Basics of ECDL El. 9a 2 10 5 5 3 2 2 3 IZMA IT in Education - Special Course 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

58

Practice

Full – time studies

Code Title Semester CP WeeksIZMA Technologies of Textiles/ Applied Engineering 7 7SPEK Sciences Teaching Methodical Practice 4;6;7 3+3+1 3+3+1UZTR Teaching Methodical Practice in Food Technology 6 2 2IZMA Teaching Methodical Practice in Culture and Art Studies 2 1 1IZMA Teaching Methodical Practice in Information Technologies 7 1 1IZMA Visitation Practice 3 1 1LTEH Practice of Acquisition of Practical Skills 1 1 1IZMA Teaching Practice 6; 7 13 13 (4+9) (4+9)

Total: 26 26

Part – time studiesTotal CP and hours

Code Title Semester CP HoursIZMA Technologies of Textiles/ Applied Engineering SPEK Sciences Teaching Methodical Practice 7;8;9 7 35UZTR Teaching Methodical Practice in Food Technology 5 2 10IZMA Teaching Methodical Practice in Culture and Art Studies 3 1 5IZMA Teaching Methodical Practice in Information Technologies 9 1 5IZMA Visitation Practice 6 1 5IZMA Teaching Practice 8; 9 14 20 (7+7)

Total: 26 80

59

2. The abstracts of the study courses for the study programme Home Environment and Information

Technologies in Education

60

General courses 20 CPand

Theorethical courses of the branch 36 CP

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FOOD CHEMISTRYPĀRTIKAS ĶĪMIJA

Programma

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

KIMI 101. Food chemistry.Atbildīgais pasniedzējs - doc. Māra Kūka.Priekšmeta apjoms - 3 KP (48 h): lekcijas 16 h, laboratorijas darbi 32 h.Kontroles veids - eksāmens.Obligātais Tehniskās fakultātes Izglītības un mājsaimniecības institūtastudiju programmas Mājas vide un informātika izglītībā studentiemII k. 3. semestrī (pilna laika studijās)II k. 3. un 4.semestrī (nepilna laika studijās)

Monofunctional organic compounds in food-stuffs. Hydrocarbon derivatives with oxygen and nitrogen containing functional groups. Carbonylcompounds. Carboxylic acid and their derivates. Organic compounds with identical and different functional groups in foof-stuffs. Food elements. Carbohydrates. Lipids. Peptides and proteins. Enzymes. Vitamins. Water. Mineral substanies. Food additions.

Literature

Pamatliteratūra1. 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.

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BASICS OF PHYSICS FIZIKAS PAMATI

Programma

Informācijas tehnoloģiju fakultāte, Fizikas katedra.

Faculty of Information Technologies, Department of Physics

Studiju priekšmeta anotācija:FIZI 101 Basics of Physics.

Prof. A.Zeidmane.1.5 KP (24h): lekcijas 16h, praktiskiedarbi 8h.Ieskaite.Obligātais Mājas vide un informātika izglītībā studentiemI k. 1. semestrī (pilna laika studijās). I k. 1. un 2. semestrī (nepilna laika studijās)

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 phenomenons: the electrical field and carrent. The optics and elements of atomic structure: geometrical optics.

Literature

Pamatliteratūra.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

63

PHYSICS FIZIKA

P r o g r a m m a

Informācijas tehnoloģiju fakultāte, Fizikas katedra.Faculty of Information Technologies, Department of Physics

Studiju priekšmeta anotācija:FIZI 102 Physics.

Prof. A.Zeidmane.1.5 KP (24h): lekcijas 16h, laborat. d. 8h.Eksāmens.Obligātais Mājas vide un informātika izglītībā studentiemI k. 2. semestrī (pilna laika studijās). I k. 2. un II.k. 3. semestrī (nepilna laika studijās)

The mechanics: rotation and vibrator motion; the mechanical phenomenon's of fluids and gases; sound; the phenomenon's on fluids surface and motions laws. The electrical and magnetic phenomenons: the electromagnetism and alternating carrent. The optics and elements of atomic structure: the light and other emissions, sources, properties, importance.

Literature

Pamatliteratūra.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

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MATHEMATICSMATEMĀTIKA

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

Studiju priekšmeta anotācija.MATE Mathematics. Prof. R. Ozoliņš. 4 KP(64h): lekcijas 32h, praktiskie darbi 32h

1 sem. 2 KP, ieskaite, 2. sem. 2 KP, eksāmens.Obligāta studiju programmā Mājas vide un informātika izglītībā.I k. 1. un 2. semestrī (pilna un nepilna laika studijās).

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. Basic elements of probability theory, binomial and normal distributions, applications.

Literature

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.

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ECOLOGY AND ENVIRONMENTAL PROTECTIONEKOLOĢIJA UN VIDES AIZSARDZĪBA

Programma

Lauku inženieru fakultāte, Vides un ūdenssaimniecības katedraVIDE Ecology and Environmental Protection. Doc. U.Kļaviņš

2.0 KP (32 h): lekcijas 16 h, pr.d. 16 h. EksāmensObligāts Mājas vide un informātika izglītībā specialitātēIV k. 7. semestrī (pilna laika studijās).V k. 9. semestrī (nepilna laika studijās)

Studying the Environment. Classifying environmental problems. Environment and sustainable society. Environmental improvement - an 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.

Literature1. 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"13. National Geographic. Official Journal of the National Geographic Society.

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BASICS OF LAW TIESĪBU PAMATI

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

EKON Basics of Law. 1 KP (16h): 16 lekc. Iesk.(a).Obligātais Mājas vide un informātika izglītībā studentiemIII k. 6. semestrī (pilna laika studijās).III k. 6. semestrī un IV k. 7. semestrī (nepilna laika studijās)

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.

LiteraturePamata 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.

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PEOPLE PROTECTIONCILVĒKA AIZSARDZĪBA

Programma

Meža fakultāte, Darba vides katedra

Studiju priekšmeta anotācija:DVID People protection. Prof. I.Žukovskis, D.Kanaška2 KP (32): lekc. 16 h, prakt.d. 16 h. Ieskaite (a).Obl. Mājas vide un informātika izglītībā studentiemII k. 3. semestrī (pilna laika studijās).I k. 2. un II k. 3.semestrī (nepilna laika studijās)

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

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

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

Literature

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.

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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".

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http://www.likumi.lv/doc.php?id=80159






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"".

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".

70

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".

71

INTRODUCTION IN STUDIES IEVADS STUDIJĀS

P r o g r a m m a

Tehniskā fakultāteFaculty of Engineering

Studiju priekšmeta anotācija:LTEH Introduction in studies.

Profesors K.Vārtukapteinis0,5 KP (8h), praktiskiedarbi 8h.Ieskaite.Obligātais Mājas vide un informātika izglītībā studentiem1. kursa 1. semestrī (pilna un nepilna laika studijās).

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

Literature

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/

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http://www.llu.lv/

http://www.isec.gov.lv/

http://www.izm.gov.lv/





SOCIOLOGYSOCIOLOĢIJA

ProgrammaLLU Sociālo Zinātņu fakultāte, Socioloģijas katedra

Studiju priekšmeta paplašināta anotācija.

SOCI Sociology. Lekt. L.Rasnača1,5 KP(24h): lekcijas16 h, praktiskiedarbi 8 h. Ieskaite ar atzīmi.Obligātais Mājas vide un informātika izglītībā studentiemIII k. 5. semestrī (pilna un nepilna laika studijās).

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.

LiteraturePamatliteratūra1. 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.

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PHILOSOPHY, ETHICS, AESTETHETICSFILOZOFIJA, ĒTIKA, ESTĒTIKA

P 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 Philosophy, Ethics, Aesthetics. Lekt. J.Vuguls.

3 KP (48h), lekcijas 24h, prakt. darbi 24h. Eksāmens.Obligātais Mājas vide un informātika izglītībā studentiemI k. 2. semestrī (pilna laika studijās).

III k. 5. un 6. semestrī (nepilna laika studijās)

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.

Literature1. 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. „Literatūra. Māksla. Mēs”4. „Studija. Māksla Plus”

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PROFESSIONAL LANGUAGEPROFESIONĀLĀ SVEŠVALODA

P r o g r a m m a

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

Studiju priekšmeta anotācija:VALO English for Professional Purposes.

Lekt., Mag.paed. A.PētersoneGerman for Professional Purposes.Lekt., Mag.paed. N.Ogurcova4 KP (64h) praktiskie darbi. Ieskaite. Eksāmens.Obligātais Mājas vide un informātika izglītībā studentiem

I k. 1. un 2. semestrī (pilna laika studijās).I k. 1., 2. un II k. 3. semestrī (nepilna laika studijās)

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.

English for Professional Purposes.

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.Papildliteratūra1. 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 periodika

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1. Good Houseekeeping2. Applied Psychology3. PC World 4. Psychology Today5. The Baltic Times6. Thinking Classroom

German for Professional Purposes.

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

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CULTURE AND ARTKULTŪRA UN MĀKSLA

P 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 Culture and art.

Vadošais mācībspēks Dr. art., doc. N.Lūse.Mag. art., lektore I.Spulle, Mag.paed., lektore L.Ozolniece.4 KP (64h), lekcijas 32h, prakt. darbi 32h. Iesk.(a)Obligātais Mājas vide un informātika izglītībā studentiem.I k. 1.Iesk.(a) un 2. Iesk.(a) semestrī (pilna laika studijās).I k. 1., 2. Iesk.(a) un II k. 3. Iesk.(a) semestrī (nepilna laika studijās)

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 eighteenth to the beginning of the twenty - first 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.

LiteraturePamatliteratūra:

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.

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PEDAGOGY PEDAGOĢIJAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA Pedagoģy. 10KP. Vadošais mācībspēks Asoc.prof., Dr.paed. A.Aizsila.

Course Paper in Pedagogy 1KP II k. 4. semestrī (pilna laika studijās). IV k. 7. semestrī (nepilna laika studijās) Obligātais Mājas vide un informātika izglītībā studentiem.

General PedagogyAsoc. prof., Dr. paed. A.Aizsila, Mag paed., lektore I. Andersone

2 KP (32h): 16 lekc., 16 prakt.d.,I. kursa 1. semestrī eksāmens (pilna un nepilna laika studijās).History of pedagogy.Asoc. prof., Dr. paed. A.Aizsila2 KP (32h): 16 lekc., 16 prakt.d.,I. kursa 2. semestrī (Iesk.a) (pilna laika studijās).I. kursa 2.(Iesk.) un II k.3. semestrī (Iesk.a) (nepilna laika studijās).Didaktics.Prof., Dr. paed. B. Briede, Prof., Dr. paed. A.Zeidmane3 KP (48h): 24 lekc., 24 prakt.d. Eksāmens.II kursa 3. semestrī (pilna laika studijās).II. kursa 3. un 4. semestrī (nepilna laika studijās).Theory and methodology of upbringing.Mag. Paed., lektore I.Soika2KP (32), lekcijas 16h, prakt. darbi 16h. Iesk.a.II kursa 4. semestrī (pilna laika studijās).II. kursa 3. un 4. 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 tought in Europe, Russia, Latvia. The historical influence of the study of pedagogics, also schools and opinions nowdays.

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

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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 teachning. 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: behavioristic, 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 pecularities 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.

Literature

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

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http://www.izm.lv/lv/main.html

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.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.

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http://www.aip.lv/index.html

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 VIRZIENI

P r o g r a m m a


Studiju priekšmeta anotācija:IZMA Directions of Pedagogy. 8KP.

Obligātais Mājas vide un informātika izglītībā studentiem.Vadošais mācībspēks Prof., Dr.paed. B.Briede.

Adult education.Prof., Dr.paed. B.Briede 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 management..Docētājs 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 Zvīgule1 KP (16h), lekcijas 8h, praktiskie darbi 8h. Ieskaite ar atzīmi.III k. 6. semestrī (pilna laika studijās).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 adults 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. Importanve 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 learnin, 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

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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/

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 assessent 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 educationn in Latvia. The document of school work.. 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 teachers knowledge and skills. The rights and duties of teachers. The criterions of teachers knowledge and skills.

Special pedagogicy 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. Specifing 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 sistematically surrounded theoretical knowledges 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 knowledges have been studied which help to distinguish the comprehension of Art concept in development of European culturally – orientated personality. Studing Pedagogy of Art in our changing society makes the progress of student’s valuable world view 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, intelectual 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.

Adult education.Pamatliteratūra 1. Briede B., Laitāne M., Neimanis G. Grupas darba nozīme sociālās kompetences

attīstībā.- Ozolnieki: LLKC, 1999.- 28 lpp.

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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.

School management..Literatūra 1. BuilisA. Skolvadības pamati.- R: LU, 1993.2. Broks A. Izglītības indikatoru sisitēmas.- R.:Mācību grāmata, 1998.3. Inne R.Skolvadība.- RAKA, 1996.

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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 pedagogy.

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Med. zin. doktora K. Grunevalda redakcijā. – Rīga: Zvaigzne ABC. -134 lpp. Karl Grunewald, 1993

2. 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 1976

4. 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 Context

8. Buivide A. Valodas traucējumu izpēte un to novēršana bērniem ar psihiskās attīstības aizturēm pirmsskolas vecumā. – R.: Mācību apgāds, 1997

9. 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, 1999

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19. Liepiņa T. Hiperaktīvo bērnu uzmanības attīstība un uzvedības korekcija. – R.: Vārti, 1998

20. 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 s

41. 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 стр

45. Мирский С. Л., 1990. Индивидуальный подход к учащимся вспомогательной школы в трудовом обучении. - Москва: Педагогика - 156 стр.

The 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.,2000

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3.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.,1984

Ieteicamā 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.,2000

Citi 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.

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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. Periodika:žurnāls "Vides vēstis""Environmental Education Research"

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RESEARCH IN EDUCATION

PEDAGOĢISKO PĒTĪJUMU METODOLOĢIJAProgramma


Studiju priekšmeta anotācija:IZMA Research in Education.

Dr.paed., profesors L.Pēks, Mag.paed., doc. V.Tomsons3 KP (48 h): 24 h. lekc. un 24 h. pr.d.). Eksāmens.Obl. studiju programmas Mājas vide un informātika izglītībā studentiemIII k. 6. semestrī (pilna laika studijās).IV k. 7. un 8. semestrī (nepilna laika studijās)

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.

Literature

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.

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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.

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PSYCHOLOGY PSIHOLOĢIJAP r o g r a m m a


Studiju priekšmeta anotācija:IZMA 134 Psychology 7 KP. Vadošais mācībspēks Dr. Psych., doc. A.Vecgrāve.

Course Paper in Psychology 1KP: II k. 3. semestrī (pilna laika studijās). III k. 5. semestrī (nepilna laika studijās).Obligātais Mājas vide un informātika izglītībā studentiem.General Psychology.Mag. psych., lektore R.Baltušīte.2KP (32): lekcijas 16h, prakt. darbi 16h. Eksāmens.I k. 1. semestrī (pilna un nepilna laika studijās).Developmenalt Psychology.Dr. Psych., docente A.Vecgrāve. 2KP (32): lekcijas 16h, prakt. darbi 16h. Ieskaite ar atzīmi.I k. 2. semestrī (pilna laika studijās).I k. 2. un II k. 3. semestrī (nepilna laika studijās).Social psychology.Mag. psych., lektore R.Baltušīte, Mag. paed., lektore I.Apsīte.2KP (32): lekcijas 16h, prakt. darbi 16h. Ieskaite ar atzīmi.II k. 3. semestrī (pilna laika studijās).II k. 4. un III k. 5. semestrī (nepilna laika studijās).

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. During the lessons the learners study history of social

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psychology, its approaches, attributes, attitudes, emotions, communication, behaviour, conflicts, social group types, their structure and dynamics. They have to perform communication and analyse particular situations. Studying social psychology the learners get acquainted in pedagogical communication aspect, they develop reflective skills in pedagogical perception, communication and interaction, they familiarize themselves with typical pedagogical communication situations. The particular pedagogical situations are analysed on the basis of theoretical knowledge in social psychology. As a result, teacher social competence is improved. In the study process the students in the groups of three perform theoretical research on one of social pedagogy themes, which result is presented using MS PowerPoint.

Literature

General Psychology

Pamatliteratūra1. 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)

Developmenalt 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.

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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.

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Professional specialization courses 65CP

(Professional specialization elective courses 9 CP)

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METHODS OF HOME ECONOMICS AND INFORMATION TECHNOLOGIES

MĀJTURĪBAS UN INFORMĀTIKAS METODIKA

P r o g r a m m a


Studiju priekšmeta anotācija:IZMA Methods of Home Economics and Information Technologies. 5 KP

Course Paper 1,5 KP.III k. 5. semestrī (pilna laika studijās).IV k. 8. semestrī (nepilna laika studijās).Obligātais Mājas vide un informātika izglītībā studentiem.Methods of Home Economics.Assoc. Prof. V.Dišlere.1.5 KP (24h): lekc. 16 h, prakt. d. 8 h. Ieskaite ar atzīmi.II k. 4. semestrī (pilna laika studijās).III k. 5. semestrī (nepilna laika studijās).Methods of Information Technologies.Mag. paed. V.Gailiša2.0 KP (32h): lekc. 16 h, prakt. d. 16 h. Eksāmens.III k. 5. semestrī (pilna laika studijās).III k. 5. un 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 learning Computer Science in Latvia. The peculiarities of learning the course Information Technologies. The state education standards in Information Technologies 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.

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3. Babanskis I. Mācību metodes mūsdienu vispārizglītojošā skolā. - R.: Zvaigzne, 1989.

4. Baranova S., Voļikovas T., Slasteņina V. redakcijā. Pedagoģija.- R.: Zvaigzne, 1979.- 282 lpp

5. 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

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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 PAMATI

P r o g r a m m a


Studiju priekšmeta anotācija:IZMA Dizaina pamati. Vadošais mācībspēks Lekt. Mag. art. I.Spulle.

11 KP (176h) 64 lekc., 32 lab.d., 80 pr.d.Obligātais Mājas vide un informātika izglītībā studentiem.Composition and colour training.Lekt. Mag. art. I.Spulle.3 KP (48h): 16 lekc., 32 pr.d. Ieskaite.Eks.I k. 1., 2.(Iesk.) un II k. 3.(Eks.) semestrī (pilna laika studijās).II k. 3., 4.(Iesk.) un III k. 5.(Eks.) semestrī (nepilna laika studijās).Drawing.Lekt. Mag. art. I.Spulle.2 KP (32h): 32 lab.d., 1.k. 1., 2. sem. Iesk. (a).Technical Drawing.Profesors Mehānikas institūta direktors G,Uzkliņģis.2 KP (32h): 16 lekc., 16 pr.d. Iesk. (a).I k. 1. semestrī (pilna laika studijās).II k. 3. un 4. semestrī (nepilna laika studijās).Computer graphic.ITF Datoru sistēmu katedra, I.Viļumsone.2 KP (32h) 16 lekc., 16 pr.d. Iesk. (a).Obligātais Mājas vide un informātika izglītībā studentiem.II k. 3. semestrī (pilna laika studijās).II k. 3. un 4. semestrī (nepilna laika studijās).Interior Design.Lekt., Mag. art. I.Spulle.2 KP (32h): 16 lekc., 16 pr.d. Iesk. (a).II k. 4. semestrī (pilna laika studijās).III k. 6. un IV k. 7. semestrī (nepilna laika studijās).

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 world view 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

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imagination creative thinking in space. The man’s visual aspect, natures in large dimension ( landscape ) and in miniature have been studied.

Drawings instruments. Apphabet of lines. Mechanical lettering. Geometric construktion. Parallel lines. Devision of lines. Construkting triangle. Cirkles. Regular poligon. Tangency. Curves. Axonometric and orthographic prijecting. Orthographic views of a point, a line and s plane. Geometric colid. Develoment of a surface. Surface intersection of a plane. Intersection between surfaces. Mechanical drawing. Three principal projektion planes. Dimensioning. Screws. Threaded Fasteners. Assemby drawing. Specification. Detail workung drawing. Freehand detail sketch. Building Drawings.

The aim of the Computer graphic: Students acquire knowlwdges 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.

Mācību un metodiskās literatūras saraksts:

Composition and colour training.1. 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.

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Technical Drawing.PAMATLITERATŪRA1. 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.

Computer graphic.PAMATLITERATŪRA1. 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.PAPILDLITERATŪRA1. В.Порев – “Компьютерная графика”, “BHV”, Sankt-Pēterburga, 2002.g.2. Петров М. Н., Молочков В. Н. Компютерная графика - Санкт-Петербургб,

Питер, 2002. - 735 с.3. Dukulis I. - “ CorelDRAW 10”, Jelgava, 2001.g4. O'Kвин Д. Допечатная подготовка - Москва, Вильямс, 2001. - 590 с.Ieteicamā periodika"E-pasaule""Digital Times""Sakaru pasaule""КомпютерАрт"

Interior Design.

1. 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.

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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.

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NUTRITIONUZTURS

P r o g r a m m a

Faculty 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 III k. 6. semestrī (pilna un nepilna laika studijās).Obligātais Mājas vide un informātika izglītībā studentiem.Nutrition studies.Dr.h.sc.ing., prof. I.Skrupskis, Dr.sc.ing., docents V. Rozenbergs, Dr.sc.ing., prof. I.Melgalve.2,0 KP ( 48 h). Lekcijas - 16 h. Praktiskie darbi - 16 h. Ieskaite ar atzīmi.II k. 4. semestrī (pilna laika studijās).III k. 5. semestrī (nepilna laika studijās).Hygiene and microbiology.Prof. L.Skudra1 KP (16 h), 8 h lekcijas, 8 h laboratorijas darbi. Ieskaite.II k. 4. semestrī (pilna laika studijās).II k. 4. un III k. 5. semestrī (nepilna laika studijās).Food tehnology.Asoc. prof. A.Blija.1 KP (16h), 16h lekcijas. Eksāmens.III k. 5. semestrī (pilna un nepilna laika studijās).Table etiquette.Lektore, Mag.sc.ing. G.Skudra1KP (16h); 8 lekcijas; 8 praktiskie darbi. Ieskaite ar atzīmi.III k. 5. semestrī (pilna laika studijās).III k. 5. un 6. semestrī (nepilna laika studijās).

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, 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

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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. 617-1289

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16. 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 tehnology.

Pamatliteratūra1. 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.

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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 с

16. Смолянский Б.Л., Абрамова Ж.И. Справочник по лечебному питанию для диетсестёр и поваров. - М.: Медицина, 1984. - 305 с

17. 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 p

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16. Rau S.R. The Cooking of India/ Food of the World. - New York: Time - Life, 1968. –208 p

17. Hazelton N.S. The Cooking of Germany/ Food of the World. - New York: Time - Life, 1968. – 208 p

18. Brown D. American Cooking/ Food of the World. - New York: Time - Life, 1968. – 208 p

19. Papashvily H., Papashvily G. Russian Cooking/ Food of the World. - New York: Time - Life, 1968. –208 p

28. Zenifer Mulhering Spices and Natural flavourings. - L.: Tiger books international, 1996. - 144 p.

Table etiquette.

1. 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.

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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 40h.Obligātais Mājas vide un informātika izglītībā studentiem.Home economics.Lektore, Mag. paed. A.Pridāne2 KP (32h), lekcijas - 16 h, praktiskie darbi - 16 h. Iesk. ar atzīmi.II k. 3. semestrī (pilna laika studijās).II k. 4. un III k. 5. semestrī (nepilna laika studijās).Household appliances.Doc. O.Rubenis.1.5 KP (24h), lekcijas - 8 h, laboratorijas darbi - 16 h. Iesk. (a)Ieskaite ar atzīmi 2. kursa 4. semestrī.II k. 4. semestrī (pilna laika studijās).III k. 5. un 6. semestrī (nepilna laika studijās).Home maintenance. Doc. Dr. paed. I.Līce.1.5 KP (24h), lekcijas - 8 h, laboratorijas darbi - 16 h. Eks.III k. 5. semestrī (pilna laika studijās).IV k. 7. semestrī (nepilna laika studijās).

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 enviroment, 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 include 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

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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.

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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 S

29. 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

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COMPUTER BASICS AND COMPUTER HARDWAREDATORIKAS PAMATI UN DATORU UZBŪVE

Programma

Informācijas tehnoloģiju fakultāte. Datoru sistēmu katedra.Faculty of Information Technologies, Department of Computer systems

Studiju priekšmeta anotācija

INFOComputer basics and computer hardware.Asoc. prof. Aleksandrs Gailums.4.0 KP (64h): lekcijas 32 h, laboratorijas darbi 16 h, 16 prakt. darbiObligātais priekšmets “Mājas vide un informātika izglītībā” studentiemI k. 1.(Iesk.a) un 2.(Eks) semestrī (pilna un nepilna laika studijās).

Numeric notational systems. Representing information. Binary arithmetic. Logical operations. Logical gates. Binary adder. Information coding. Data manipulation. Machine commands. The evolution of software. Algorithms. Programming languages. The origins of computers. The potential of algorithmic machines. Computer hardware. Advanced micro-processor units. Memory. Bus. User interfaces. Modernization of computers. Electrotechnical basics. Maintenance.

Mācību literatūras saraksts1. A.Gailums. Ievads datorikā, 1. un 2. daļa., Jelgava, 2005.2. Datorzinību pamati. Pirmie soļi pie datora. V.Vēža redakcijā, Mācību grāmata,

2000.3. J.Lange. Dators – tas ir vienkārši. Jelgava, 2004.4. Computer science: an overview. J.Glenn Brookshear, 2000.

Papildliteratūras saraksts1. Periodiskais izdevums: E – pasaule.2. I.Pakalne, u.c. Lasāmā grāmata informātikā, Mācību grāmata, 1999.3. Personālie datori: angļu-latviešu-krievu skaidrojošā vārdnīca, 1998.4. LIIS interneta mājas lapa.

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DATABASEDATU BĀZESP r o g r a m m a

Informācijas tehnoloģiju fakultāte, Datoru sistēmu katedra.

Faculty of Information Technologies, Department of Computer systems

Studiju priekšmeta anotācija:INFO Database.

Doc. S.Sproģe2 KP (32h), lekcijas 16h, praktiskie darbi 16h. Ieskaite ar atzīmi.Obligātais Mājas vide un informātika izglītībā studentiemIII k. 5. semestrī (pilna laika studijās).III k. 6. un IV k. 7. semestrī (nepilna laika studijās).

The main principles of database technology, relational algebra, relational database data model, Structured Query Language. Form and report properties, events and standart actions. Data integrity and sharing.

Mācību literatūras saraksts

1. Nāgelis J. Microsoft Access 2000 no A līdz Z – Rīga: Datorzinību centrs, 2000.,184. lpp

2. Jurēnoks A., Rikure T. Access XP no iesācēja līdz lietpratējam, Rīga: Zvaigzne ABC, 2002. 132. lpp

3. Kliedere I. Microsoft Access 2000: datu bāzes veidošana piemēros, Rīga: Juridiskā koledža, 2003., 115 lpp

Papildliteratūras sarakts

1. Lukažis D.Datu bāzu vadība: programma Microsoft Access – Rīga: Biznesa Augstskola “Turība”, 2000.,95 lpp

2. Cary N. Prague, Michael R. Irwin. Access 2002 Bible. Hungry Minds, 2002.3. К.Гетц, П. Литвин, М. Гилберт Aссеss 2000 Руководство разработчика

“Ирина” ВНV Киев 2000, 11259 стр.

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BASICS OF PROGRAMMING AND DATA STRUCTURESPROGRAMMĒŠANAS PAMATI

UN DATU STRUKTŪRASProgramma

Informācijas tehnoloģiju fakultāte, Datoru sistēmu katedraFaculty of Information Technologies, Department of Computer systems

Studiju priekšmeta anotācijaINFO Programmēšanas pamati un datu struktūras. Lekt. O.Turuševa

6 KP (96h): lekc. 48h, lab.d. 48 h. Ieskaite ar atzīmi, eksāmens.Obligātais Mājas vide un informātika izglītībā studentiemII. k. 3.(Iesk.a), 4.(Iesk.a.) un III k. 5.(Eks.)sem. (pilna laika studijās).II. k. 4.(Iesk.a) un III k. 5.(Iesk.a.), 6.(Eks.) sem. (nepilna laika stud.).

Students get acquainted with the basic rules of creating algorythms. Students acquire initial blockschemas creating, editing and using skills. The foundation for acquiring programming skills is being formed.

Students get acquainted with the basic rules of programming and with basic programming principles.

Algorithms. Introduction into Turbo Pascal Environment. The Simple Turbo Pascal programme. Sections of the programme.Variables. Data types. Arithmetical operations. Standard functions. Operator types. Conditional operators. Cycle operators REPEAT...UNTIL and WHILE...DO. Cycle operators FOR...TO...DO and FOR...DOWNTO...DO. Work with symbols. ASCII table. Work with symbol rows. Subprograms. User functions. User procedures. Subprograms’ parameters. The basics of graphic programming. Graphic primitives’ output. Coordination. Module CRT. Sound Usage. Signs. Operator GOTO. Constants. User data types. Data arrays. Data array elements’ adjustment. Recursion. Recursion subprograms. Records. Records with variants. Files. File variable. File procedures and functions. Console usage. Auxiliary procedures and functions. Text files. Standard procedures and Standard functions for the text file work

Students acquire initial programming skills. The foundation for further studies in this field is being created.


1. Kuzmina L., Kuzmins J. PASCAL valoda skolēniem un skolotājiem.- Lielvārds, 2001.

2. Grīviņs U. Algoritmēšana un programmēšana: Metodiskie norādījumi un praktisko darbu uzdevumi. – Rīga: LU, 1994.

3. Informātika 3.daļa. A.Andžāna red.- Rīga, Zvaigzne, 1994.4. Вирт Н. Алгоритмы и структуры данных.- Невский Диалект, 2003.5. Кормен Т., Лейзерсон Ч., Ривест Р. Алгоритмы: построение и анализ.- Бином

лаборатория базовых знаний, 20016. Pапаков Г.Г., Ржеуцкая С.Ю. Turbo Pascal для студентов и школьников.-С.-

Петербург,"БХВ-Петербург",2003.

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Papildliteratūras sarakts

1. Kлимова Л.М. PASCAL 7.0. Практическое программирование. Решение типовых задач. – Москва: КУДИЦ-ОБРАЗ, 2000.

2. Костюкова Н.И. Знакомьтесь- Паскаль! Методические рекомендации и задачи по программированию.-Новосибирск, Сибирское университетское издательство, 2003.

3. Mарченко А.И., Марченко Л.А. Программирование в среде Turbo PASCAL 7.0. - 5-е изд.– К.: ВЕК+, 1999.

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WWW TECHNOLOGYWWW TEHNOLOĢIJAS

Programma

Informācijas tehnoloģiju fakultāte, Datoru sistēmu katedra.Faculty of Information technology, Department of Computer systemsStudiju priekšmeta anotācija.INFO WWW technology. Lekt. Ģ. Kazainis.

2 KP (32h): lekcijas 16h, laboratorijas darbi 16h, ieskaite ar atzīmi.Obligātais Mājas vide un informātika izglītībā studentiem III k. 5. semestrī (pilna laika studijās).III k. 6. un IV k. 7. semestrī (nepilna laika studijās).

Language HTML, basic ideas. Basic structure of HTML documents, title. Page addresses in Internet. HTML tags. Webpage design, basic recomends. HTML editor forms. Graphics formats and images. Cascading Style Sheets (CSS).


1. Холыцшлаг М. Э. Использование HTML 4, 6-е изд. Специальное издание. М: Вильямс, 2001.- 1008 с.

2. Спейнуар С., Куерсиа В. Справочник Web- мастера. К: ВН, 1997.- 368 с

Papildliteratūras saraksts

1. Лехто К., Полонски В. FrontPage 98. Официалдное руководство Microsoft.- СПб.: ВН, 1998.- 400 с.

2. Муллен Р. HTML 4: справочник программиста- СПб.: Питкр Ком, 1998.- 304с.

3. Федоров А. Javascript для всех. М: КомпутерПресс, 1998.- 384 с.

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APPLICATION SOFTWARE LIETOJUMPROGRAMMU PAKETES

Programma

Informācijas tehnoloģiju fakultāte, Datoru sistēmu katedra.Faculty of Information technology, Department of Computer systemsStudiju priekšmeta anotācija.INFO Application software.

Doc. I.Dukulis.4 KP (64h): lekcijas 16h, prakt. darbi 48h,Ieskaite ar atzīmi, eksāmens.Obligātais Mājas vide un informātika izglītībā studentiemI k. 1. un 2.semestrī (pilna un nepilna laika studijās).

Genaral principles of Application software. Microsoft Word for documents. Posibilities of Electronic table Microsoft Excel. Principles of presentations with Microsoft PowerPoint. The using of Macross. Basic terms of Visual Basic for Applications. Work with Microsoft Office ojects. Structure of program Visual Basic for Applications. Elements of management.


1. Microsoft Word 2003. - Sast. I. Dukulis. -Jelgava, 2005. - 168 lpp.2. Microsoft Excel 2003. - Sast. I. Dukulis. -Jelgava, 2005. - 176 lpp.3. Microsoft PowerPoint 2000: Mācību līdzeklis. - Sast. I. Dukulis. -Jelgava, 2000. -

88 lpp.4. http://www.liis.lv/mspamati

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ADMINISTRATION OF COMPUTER CLASSROOMSDATORKLAŠU ADMINISTRĒŠANA

Programma

LLU Informācijas Tehnoloģiju fakultāte, Datoru sistēmu katedraFaculty of Information Technologies, Department of Computer systems

Studiju priekšmeta anotācija:INFO Administartion of Computer Classrooms.. Doc. A.Paura.

2 KP (32 h): lekcijas 16h, praktiskie darbi 16h. Ieskaite ar atzīmi.Obligātais Mājas vide un informātika izglītībā studentiem

II k. 3. semestrī (pilna laika studijās).II k. 3. un 4. semestrī (nepilna laika studijās).

Computer networks development, Classification of computer networks, Local area network, Local-area wireless network, Wide area network, Internetworking, Network operating systems, Peer-to-peer and Client/server architecture network, Computer network security, Designing of computer networks.


1. Компьютерные сети . Учебный курс. 2-е изд. Пер с англ – М: "Русская редакция" 2002 - 704 с. (Microsoft Press)

2. Шиндер, Дубраб Литлджон. Основы компьютерных сетеи. Пер с англ – М. : Издателъский дом "Вилъямс" 2002. - 656 с.

3. Microsoft Windows 2000 Server. Учебный курс. Пер с англ – М: Русская редакция. 2000. - 736 с. (Microsoft Press)

4. Microsoft Windows 2000 Professional. Учебный курс. Пер с англ – М: Русская редакция. 2000. - 560 с. (Microsoft Press)

5. A. Paura. Priekšmeta Datoru klašu administrēšanas lekcijas. Jelgava, 2005

Papildliteratūras saraksts1. Таненбаум Э. Компьютерные сети. 4-е изд. Пер с англ – СПб.: Питер, 2003. -

992 с.2. Семенов А.Б., Стрижаков С.К., Сунчелей И.Р. Структурированные

кабельные системы (3-е издание). М:: - ЛАЙТ Лтд., 2001 – 608 с.3. В.Г. Олифер Н.А. Олифер Компьютерные сети. Принципы, технолгии,

протоколы. Учебник. - СПб: Питер 2001. - 672 с.4. Žurnāls „Sakaru pasaule”5. Žurnāls „E – pasaule”

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INFORMATION TECHNOLOGIES IN EDUCATIONIT IZGLĪTĪBĀP r o g r a m m a

The Faculty of Engineering, the Institute of Education and Home-Economics

Studiju priekšmeta anotācija:IZMA Information technologies in education.

Lekt, Mag, paed. I.Kazaine, Mag, paed. N.Vronska, Docētējs U.Pekša.4 KP(64h): lekc. 32 h, prakt. d. 32 h, ieskaite ar atzīmi, eksāmens.Obligātais Mājas vide un informātika izglītībā studentiemII k. 4.(Iesk.a) un III k. 6.(Eks.) semestrī (pilna laika studijās).II k. 3., 4.(Iesk.a) un IV kursa 7., 8. .(Eks.) semestrī (nepilna laika studijās).

Introduction into the study subject and diverse Information Technologies’ usage opportunities in educational institutions, in teaching process organization, in school management as well as self-education. School management software. Presentation Technologies. Presentation design rules (pictures, graphics, tabeles, colour choice), MS Power Point programme’s hiperlinks and macroinstruction. Multimedia materials preparation. Interactive testing systems. Test development using MS PowerPoint, MS Excel softwares, working with it. Computer technology application in material preparation. Work with the Internet, searching sources. Encyclopedias and dictionaries in the Interned and CD-ROMs. Digital Technologies.

Literature1. Āboltiņš Dz., Grīnfelds A., Kangro A. (1998) Datori izglītībā: Māc. līdz.- Rīga:

LU, 1992.,89 lpp. 2. IZM ISETC. Valsts pamatizglītības standarts. – Rīga: Lielvārds,. – 32 lpp. 3. GeskeA., Grīnfelds A., Kangro A. (1997) Izglītības starptautiskā salīdzinošā

novērtēšanas sistēma Latvijā./ Monogrāfiju sērija - Izglītības pētniecība Latvijā. Nr.1- Rīga: Mācību grāmata,.- 211 lpp.

4. Latvija IT pasaulē. (2000) – Rīga: DATI Attīstības pārvalde,. – 118.5. Bodendorf f. Computer in der fachlichen und universitaaren Ausbildung -

Muunchen, Wien: Oldenburg, 1990.- 206 S.

PeriodikaŽurnāli:1. Chip2. Byte

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Professional specialization elective courses 9 CP

117

TEHNOLOGIES OF TEXTILESTEKSTILIZSTRĀDĀJUMU TEHNOLOĢIJAS

P r o g r a m m a


Studiju priekšmeta anotācija:

IZMA Tekstilizstrādājumu tehnoloģijas. Doc. I.Līce.7 KP (112h), lekcijas 56h, prakt. darbi 56h.Specialitātes izvēles Mājas vide un informātika izglītībā studentiem.Mācību metodiskā prakse 7KP (7 nedēļas).Obligātā Mājas vide un informātika izglītībā studentiem.Materials of textiles. Doc. Dr. paed. I.Līce.1 KP (16h): 8 lekc., 8 pr.d. Iesk.(a).II. k. 3. semestrī (pilna laika st.).II. k. 3. un 4. semestrī (nepilna laika st.).Modelling.Lekt., Mag. Paed. S. Reihmane1 KP(16h): 8 h lekc., 8 pr. d. Iesk.(a).III. k. 5. semestrī (pilna laika st.).III k. 5. un 6. semestrī (nepilna laika st.).Needleworks.Lekt., Mag.paed. Z.Beitere.1,5KP (24h): 8 lekc., 16 pr.d. Iesk.(a).II. k. 3. un 4. semestrī (pilna laika st.).II. k. 4. un III k. 5. semestrī (nepilna l. st.).SewingLekt., Mag. Paed. S. Reihmane2 KP(32h): 16 h lekc., 16 lab. d. Eksāmens.III. k. 6. semestrī (pilna laika st.).IV. k. 7. un 8.semestrī (nepilna laika st.).Weaving.Lekt., Mag. Paed. L.Ozolniece1,5 KP(24h): 8 h lekc., 16 lab. d. Iesk.(a).III. k. 5. semestrī (pilna laika st.).IV k. 7. semestrī (nepilna laika st.).

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

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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.Needleworks.

1. 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.

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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.

Ieteicamā periodika:1. ˇurnāls Mūsmājas”.

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http://www.craftown.com/

http://www.blackworkarchives.com/

http://www.emblibrary.com/

http://www.embroidery.com/

2. ˇurnāls “Rokdarbi”.3. ˇurnāls “Sieviete”.

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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.

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APPLIED ENGINEERING SCIENCESLIETIŠĶĀS INŽENIERZINĪBAS

P 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.Specialitātes izvēles Mājas vide un informātika izglītībā studentiem.Mācību metodiskā prakse 7KP (7 nedēļas). Obligātā Mājas vide un informātika izglītībā studentiem.Wood processing.3KP(48 h): lekcijas 24 h, prakt.darbi 24 h. Ieskaite ar atzīmi. II. k. 3. un 4. semestrī (pilna laika studijās).II. k. 3.,4. un III k. 5. semestrī (nepilna laika studijās)..Metal processing. Tehniskās fakultāte, Spēkratu institūts Doc. J.Avotiņš.2KP(32 h): lekcijas 16 h, prakt.darbi 16 h. Eksāmens.III. k. 6. semestrī (pilna laika studijās).IV k. 7. un 8. semestrī (nepilna laika studijās).Building work.Lauku inženieru fakultāte,Arhitektūras un būvniecības katedra. Lekt. M.Žodziņa2KP(32 h): lekcijas 16 h, prakt.darbi 16 h. Ieskaite ar atzīmi.III. k. 5. semestrī (pilna laika studijās).III. k. 6. un IV k. 7. semestrī (nepilna laika studijās).

Wood mechanical processing tools and machinery. basics of cutting theory. Components of wood structure. Timber species. Wood psysical and mechanical properties. Wood damages and insects. Wood processing products. Wood constructions and design. Joints and fitiings in wood constructions. Classification of furniture. Tehnology 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. Hronological sequence of building work. Building process, material, technologies. Elementary calculations of strength. Finish work, preparing to exploitation.

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Literatūra

Wood processing.

Pamatliteratūra1. 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.

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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.

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PRINCIPLES OF HORTICULTURE DAIĻDĀRZKOPĪBAS PAMATI

Programma

Lauksaimniecības fakultāte, Dārzkopības katedraFaculty og Agriculture, Department of Horticulture

DARZ Daiļdārzkopības pamati .2 KP (32h): lekc.16h, prakt. darbi 16h.) Ieskaite ar atzīmi.Specialitātes izvēles Mājas vide un informātika izglītībā studentiemIII kursa 5. semestrī (pilna laika studijās).IV kursa 7. semestrī (nepilna laika studijās).

Botanical gardens of Latvia, dendrology research. Classification and describing of ornamental plants. Types of greenery. Principles of greenery projecting. Greenery construction and care. Commercial production and economical aspects. Garden constructing and economical planning.

Literatūra1. Lange V., Mauriņš A., Zvirgzds A. Dendroloģija. - Rīga: Zvaigzne, 1978. - 307 lpp.2. Latvijas ieteicamo krāšņumaugu sortiments: lakstaugi un rozes/ Atb. red. S. Ieviņa.- R.: Zinātne,1991. - 231 lpp.3. Ainavu un dārzu veidošana/ Sast. A. Lasis. - Rīga: Zinātne, 1979. - 270 lpp.4. I. Mangalis. Meža kultūras. Rīga: Zvaigzne 1987 - 342. lpp.5. Apstādījumu veidotāju ceļvedis.6. Barons K. Dārza māksla. - R.: LVI, 1960. - 359 lpp.7. Griķis A. Apstādījumu ierīkošana un kopšana. - Apgāds "Jāņa sēta", 1995. - 77

lpp.8. Veidosim skaistu ģimenes dārzu/ Hugo Bruno Šterns. -R.:Praktiskā Grāmata,Rota,

1995.-141 lpp.9. John Brookes. Garden desing book. - London: Dorling Kindersley, 1991. - 352 p.10. John Brookes. Garden desing work book. - London: Dorling Kindersley,

1994. -72 p.11. Новосельцева А.И., Смирнов Н.А. Справочник по лесным питомникам.- М.:

Лесная промышленность, 1983. - 248 с.

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VISUAL ADVERTISEMENTREKLĀMDIZAINS

Programma

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

Studiju priekšmeta anotācija :IZMA Visual advertisement

Mag.art., lektore I. Spulle2,0 KP ( 32 h ): lekcijas 6 h; praktiskie darbi 26 h. Iesk. ar atzīmi.Specialitātes izvēles Mājas vide un informātika izglītībā studentiemIII kursa 5. semestrī (pilna laika studijās).IV kursa 7. semestrī (nepilna laika studijās).

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.

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STATISTIC PROCESSING OF DATADATU STATISTISKĀ APSTRĀDE

P r o g r a m m a

Informācijas tehnoloģiju fakultāte, Vadības sistēmu katedra.Faculty of Information Technologies, Department of Management systems

Studiju priekšmeta anotācija:INFO Statistic Processing of Data.

Doc. L.Paura.2 KP (32h), lekcijas 16h, praktiskiedarbi 16h. Ieskaite ar atzīmi.Specialitātes izvēles Mājas vide un informātika izglītībā studentiemIV kursa 7. semestrī (pilna laika studijās).V kursa 9. semestrī (nepilna laika studijās).

The aim of the course is to provide students with general background in statistics required to adress problems in bisiness. The course will present the main statistical methods, advance and testing of hypothesis. Statistical methods will be illustrated with real life example. For solution the problems will be apply sotware tools.

Mācību literatūras saraksts1. L. Paura, I. Arhipova. Naparametriskas metodes. SPSS programma. Mācību

līdzeklis studentiem. - Jelgava, 2002. – 155 lpp.2. Arhipova I., Bāliņa S. Statistika ar Mictosoft Excel 97 ikvienam. 1.daļa. Mācību

līdzeklis. Rīga: Datorzinību centrs, 1999. – 168 lpp. 3. Arhipova I, Ramute L., Paura L. Datu statistiskā apstrāde ar MS Excel. –Jelgava:

LLU, 1998. – 159lpp.4. Krastiņš O. Varbūtības teorija un matemātiskā statistika // Mācību grāmata.-Rīga,

Zvaigzne, 1985, -359 lpp.

128

PRINCIPLES OF SYSTEM ANALYSIS AND MODELLINGSISTĒMANALĪZES UN MATEMĀTISKĀS MODELĒŠANAS

PAMATIProgramma

LLU Informācijas Tehnoloģiju fakultāte, Vadības sistēmu katedraFaculty of Information Technologies, Department of Management systems

Studiju priekšmeta anotācija:INFO Principles of system analysis and modelling .

Asoc. prof. I.Arhipova.2 KP (32 h): lekc. 16 h, prakt. d. 16 h, Ieskaite ar atzīmi.Specialitātes izvēles Mājas vide un informātika izglītībā studentiemIV kursa 7. semestrī (pilna laika studijās).V kursa 9. semestrī (nepilna laika studijās).

The goal of this course is to make knowns theoretical aspects of system analysis as a basic of management science, as well as mathematical planning and analysis methods of decision making. Practical skills in mathematical modelling with GLP, MS Excel Solver, MS Project, Powersim and Grade Modeller sowtwares was obtained.

Mācību literatūras saraksts1. Kļaviņš D. Optimizācijas metodes ekonomikā I, II. Mācību līdzeklis. - R.:

Datorzinību centrs, 2003. – 272 lpp. 2. Moore J.H., Weatherford L.R. Decision modelling with Microsoft Excel. 6th

edition. Prentice Hall, 2001. – 1020 p. 3. Praude V., Beļcikovs J. Loģistika. R.: Vaidelote, 2003., 541 lpp. 4. Peļņa M., Gulbe M. Optimizācijas uzdevumi ekonomikā.- R.: Datorzinību

centrs, 2003. – 160 lpp.

Papildliteratūras sarakts1. Eppen G.D., Gould F.J., Schmidt C.P. Introductory Management Science.

Prentice-Hall International, 1998. 870 p. 2. Мур Дж., Уэдерфорд Л. Экономическое моделирование в Microsoft Excel,

М.: Издат. дом «Вильямс», 2004. – 1024 с. 3. Hoffer, Jeffrey A. Modern systems analysis and design. Addison Wasley

Longman Inc., 1999. 4. Bārzdiņš, J. Biznesmodelēšanas valoda GRAPES-BM 4.0 un tās lietošana. -

Rīga : Dati, 1998. 151 lpp.

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INFORMATION TECHNOLOGIES IN EDUCATION – SPECIAL COURSE

IT IZGLĪTĪBĀ – SPECKURSSP r o g r a m m a



IZMA IT in education – special courseLekt., Mag.paed. I.Kazaine, docētājs U.Pekša.2 KP(32h): lekc. 16 h, prakt. d. 16 h Ieskaite ar atzīmi.Specialitātes izvēles Mājas vide un informātika izglītībā studentiemIV kursa 7. semestrī (pilna laika studijās).V kursa 9. semestrī (nepilna laika studijās).

Information technologies in distance learning and further education. Computer based teaching systems and environments. The methods of preparation of teaching materials and software ensurance. Test preparation programs. Publishing systems. The students gain knowledge about the Powersim Studio software. They use Powersim Studio software simulations in case study and analysis. The newest Technologies within the framework of IT.

Mācību un metodiskā literatūra:

1. Дьяконов В. 1996 Популярная энциклопедия Мультимедиа. ABF,. – 416 c 2. Kpeчмaн Д. 1999 Мультимедиа своими pyкaми. - CПб: БXB-Пeтepбуpг,. –

528 c.3. Пoпoв C. 2000 Aппapaтныe cpeдcтвa мультимедиа. Виeocиcтeмa PC / Пoд.

peд. Koлecничeнкo O. Шишигинa И. - CПб: БXB-Пeтepбуpг, Apлит,. – 400 c.4. Latvija IT pasaulē 2000. – Rīga: DATI Attīstības pārvalde,. – 118.5. Camtasia user guide // www.techsmith.com.6. Bodendorf f. 1990 Computer in der fachlichen und universitaaren Ausbildung -

Muunchen, Wien: Oldenburg,.- 206 S.7. Петелин Р., Петелин Я. Cool Edit Pro 2. Секреты мастерства. Санкт-

Петербург: БНВ - 2002. – 430стр.

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http://www.techsmith.com/

BASICS OF ECDLECDL PAMATI

P r o g r a m m a

Informācijas tehnoloģiju fakultāte, Datoru sistēmu katedraFaculty of Information Technologies, Department of Computer systems

Studiju priekšmeta anotācija:INFO Basics of ECDL. Lektors Ģ. Kazainis

2 KP(32h): lekc. 16 h, prakt. d. 16 h Ieskaite ar atzīmi.Brīvās izvēles (C) Mājas vide un informātika izglītībā studentiemIII kursa 5. semestrī (pilna laika studijās).IV kursa 7. semestrī (nepilna laika studijās).

To acquaint students with can ECDL certificate obtain, requirements, as also to give can practical master the decisions of various tasks in all ECDL modules and to prepare this ECDL examination put in order.


1. Dukulis I., Gultniece I., Ivane A., Kuriloviča L., Vēzis V., Žodziņa A. Pirmie soļi pie datora // Datorzinību pamati. - R.: Mācību grāmata, 2000. - 152 lpp.

2. Dukulis I., Gultniece I., Ivane A., Kuriloviča L., Vēzis V., Žodziņa A. Teksta redaktors Microsoft Word // Datorzinību pamati. - R.: Mācību grāmata, 2000. - 256 lpp.

3. Dukulis I., Gultniece I., Ivane A., Kuriloviča L., Vēzis V., Žodziņa A. Elektroniskās tabulas Microsoft Excel // Datorzinību pamati. - R.: Mācību grāmata, 2000. - 160 lpp.

4. Dukulis I., Gultniece I., Ivane A., Kuriloviča L., Vēzis V., Žodziņa A. Prezentācijas materiālu sagatavošanas pakete Microsoft PowerPoint // Datorzinību pamati. - R.: Mācību grāmata, 2000. - 112 lpp.

5. Dukulis I., Gultniece I., Ivane A., Kuriloviča L., Vēzis V., Žodziņa A. Datortīkli un interneta pakalpojumu izmantošana // Datorzinību pamati. - R.: Mācību grāmata, 2000. - 120 lpp.

Papildliteratūras saraksts

a. http://www.ecdl.comb. http://www.ecdl.lvc. http://informatika.liis.lv

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http://www.ecdl.lv/

http://www.ecdl.com/

Elective courses 6CP

132

Practice 26KP

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TEACHING METHODICAL PRACTICE IN CULTURAL AND ART STUDIES

KULTŪRAS UN MĀKSLAS MĀCĪBU METODISKĀ PRAKSEprogramma

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 and Art Studies. 1KP. Iesk.(a)

Vadošais mācībspēks Doc. N.Lūse.Obligātais Mājas vide un informātika 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.

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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.

135

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. ar atzīmi.Obligāts Mājas vide un informātika 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"

136

TECHNOLOGIES OF TEXTILES - THEACHING METHODICAL PRACTICE

TEKSTILIZSTRĀDĀJUMU TEHNOLOĢIJU MĀCĪBU METODISKĀ PRAKSE

P r o g r a m m a



Studiju priekšmeta anotācija:IZMA

Technology of Textiles - teaching methodical practice.Vadošais mācībspēks Lekt., Mag. Paed. Z.Beitere.7 KP mācību prakses laiks – 7 nedēļas, Iesk. ar atzīmi.Specialitātes izvēles Mājas vide un informātika izglītībā studentiem4., 6., 7. semestrī.Lekt., Mag. Paed S.Reihmane, Lekt., Mag. Paed I.Līce,Lekt., Mag. Paed L.Ozolniece.

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

1. Albrehta Dz. Didaktika. – R.: RaKa, 2001. – 168 lpp.2. IZM ISETC. Valsts pamatizglītības standarts. – R.: Lielvārds, 1998. – 32 lpp.3. Kulakova M. Prievīšu un jostu aušana. – Lielvārde: Apgāds Lielvārds, - 1994. – 71 lpp.4. Kulakova M., Marksa M., Sīviņa V. Mājturība / Mācību programma pamatskolai. – R.:

SIA Mācību apgāds NT, 1999. – 88 lpp.5. Latvju raksti. 1., 2., 3. sēj. – R.: Apgāds Latvijas grāmata, 1990.6. Madre I. Aušana. – R.: Avots, 1993. – 191 lpp.7. Miķelsone G. Aušanas teorija. R.: LAK Amatniecības literatūras apgāds, 2000. – 79.lpp.8. Ozolniece L. Rokdarbu burtnīca sākumskolai. – R.: Zvaigzne ABC, 1999. – 53 lpp.9. Pokulis J. Darbmācības metodikas teorija un prakse. – Daugavpils: Saule, - 1997. –36 lpp.10. Rubana M. Mācīties darot. – R.: RaKa, 2000. – 238. lpp.11. Vucenlazdāns P. Darbmācības metodikas pamati. – R.: LU Pedagoģijas fakultātes

Darbmācības katedra, 1994. – 147 lpp.12. Vaivare B., Urdziņa M. u. C. Mājturība. Tekstils. Kompozīcija. – R.: Zvaigzne ABC,

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1998. – 110 lpp.13. 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.

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APPLIED ENGINEERING SCIENCE TEACHING METHODICAL PRACTICE

LIETIŠĶO INŽENIERZINĪBU MĀCĪBU METODISKĀ PRAKSEP r o g r a m m a



Studiju priekšmeta anotācija:SPEK

Applied Engineering Science teaching methodical practice.Vadošais mācībspēks Doc., Mag. sc. Ing., Mag. Paed. J.Avotiņš.7 KP mācību prakses laiks – 7 nedēļas, Iesk. ar atzīmi.Specialitātes izvēles Mājas vide un informātika izglītībā studentiem4., 6., 7. 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.

The students plan methodical solutions for definite syllabus aspects, prepare teaching methodical materials as well as acquire the first practical experience in pedagogical work.

Literatūra

1. Albrehta Dz. Didaktika. Tālmācības studiju mācību līdzeklis. Rīga: RaKa, 2000.2. Avotiņš. J. Konstrukciju materiālu tehnoloģija. 1. daļa. Metālu karstā apstrāde.-

Jelgava: LLU. 2000.-127 lpp.3. Avotiņš J. Konstrukciju materiālu tehnoloģija. 1.daļa. Grafo analītiskie darbi

metālu karstajā apstrādē.- Jelgava: LLU, 2004.- 90 lpp.4. Avotiņš J. Konstrukciju materiālu tehnoloģija. 2. daļa Apstrāde griežot.– Jelgava:

LLU, 2001.- 221 lpp.5. Avotiņš J. Konstrukciju materiālu tehnoloģija. 2. daļa. Apstrāde griežot.

Laboratorijas darbi– Jelgava: LLU, 2004.- 141 lpp.6. Beļickis I. Vērtīborientētā mācību stunda.-R.: Raka,2000.7. Čukurs J., Viļumsone I., Nulle I. Inženiergrafika // Mašīnbūves rasēšana / R., izd.

Ra Ka, 2004. – 256 lpp.8. Didaktika. Metodiskās literatūras krājumu sērija. Sast. Briede B., Pēks L. Jelgava:

LLU, 1997-1998.9. Grīnberga M., Koksnes makroskopiskā uzbūve, R.:1997.

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10. Mašīnbūves materiāli un to apstrāde. J. Avotiņa redakcijā. Rīga, „Zvaigzne” 1985.- 300 lpp.

11. Metālgriešanas mašīnas. V.Zara redakcijā. Rīga, „Zvaigzne” 1977. -366 lpp.12. Mašīnbūves iekārtas // Kursa projektēšana / Mācību līdzeklis augstskolām.

V.Zars, Paiks G., Selbijs D. Pasaule ienāk klasē. Rīga: LU Ekoloģijas centra apgāds Vide, 1999.

13. Pētersons O. Metālu metināšana. Rīga: IU –Mācību apgāds-, 1999.-187 lpp.14. Pētersons O., Priednieks J. MIG/MAG metināšana. - Rīga: AGA SIA, 2005. 107

lpp.15. Pokulis J. Darbmācības metodikas teorija un prakse: 1.daļa. Daugavpils: DPU,

1997.16. Prets D. Izglītības programmu pilnveide. Rīga, Zvaigzne ABC, 2000.17. E.Riekstiņš, K.Pauliņš, P.Lielpēters. - R. Zvaigzne, 1991. 326 lpp.18. Šterns H.B., Namdaru darbi, R.:1958.19. Tuherms H., Kokapstrādes instrumenti, R.:1983.20. Vītoliņš J., Koka izstrādājumu un mēbeļu apdares tehnoloģija, R.:1974.21. Vērdiņš G. Materiālu mācība // Metodiskie norādījumi laboratorijas darbiem / –

Jelgava: LLU, 2004. 61 lpp.22. Vucenlazdāns P. Darbmācības metodikas pamati. Rīga: LV, 1994. 23. Zelmenis V. Pedagoģijas pamati. Rīga: RaKa, 2000.24. Zeltiņš I., Koka būvdetaļu ražošana, R.:1970.25. Žogla I. Vispārīgā didaktika. Rīga: LU PPI, 1997.26. Žukovs L. Ievads pedagoģijā (Pamatkurss). Rīga: RaKa, 1997.27. Арбанский А.С., Столярные работы, Москва. 1959.28. Черепахина А.Н., Эстетика современной мебели, Москва. 1988.29. Шумега С.С., Иллюстрированное пособие по производству столарно –

мебельных изделий, Москва. 1991.30. Deutsce Holzbearbeitungsmaschinen, Frankfurt am Main: 1992.31. Horst H., Hobby mit Hobel und Hammer, Berlin.:1985.

TEACHING METHODICAL PRACTICE IN FOOD TECHNOLOGY

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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.sc.ing., asoc.prof A.Blija.2 KP mācību prakses laiks – 2 nedēļas, Iesk. ar atzīmi.Obligāts Mājas vide un informātika izglītībā 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 learners 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.

Pamatliteratūra1. Albrehta Dz. Didaktika. Tālmācības studiju mācību līdzeklis. Rīga: RaKa, 2000.2. Beļickis I. Vērtīborientētā mācību stunda.-R.: Raka,2000.3. Didaktika. Metodiskās literatūras krājumu sērija. Sast. Briede B., Pēks L. Jelgava:

LLU, 1997-1998.4. Ekerte A. Lielā pavārgrāmata. – R.: Iljus, 1995. – 437 lpp.5. Baltess V. Pārtikas ķīmija/ tulk. Jākobsone I., Jākobsons M.. - R.: LU, 1998. - 478

lpp.6. 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.7. Koci L., Šmeļova O. Itāļu virtuves noslēpumi. – R.: Alberts XII, 1997. – 183 lpp.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. Paiks G., Selbijs D. Pasaule ienāk klasē. Rīga: LU Ekoloģijas centra apgāds Vide,

1999.13. Prets D. Izglītības programmu pilnveide. Rīga, Zvaigzne ABC, 2000.14. Pokulis J. Darbmācības metodikas teorija un prakse: 1.daļa. Daugavpils: DPU,

1997.15. Vucenlazdāns P. Darbmācības metodikas pamati. Rīga: LV, 1994. 16. Zelmenis V. Pedagoģijas pamati. Rīga: RaKa, 2000.17. Žogla I. Vispārīgā didaktika. Rīga: LU PPI, 1997.18. Žukovs L. Ievads pedagoģijā (Pamatkurss). Rīga: RaKa, 1997.

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19.20. The Theory of Catering. - L.: Holder and Stoughton, 1992. - 492 p.21. Kinton R., Cecerani V., Foskett D. Questions and ansvers on the teheory of

Catering. - L.: Holder and Stoughton, 1992. - 180 p.22. Stobart T. The cook`s encyclopaedia: ingredients and processec. - L.: Bastford,

1980. - 483 p.23. Технология производства продуктов общественого питанияю/ Под ред.

Е.П.Козминой М.: Экономика, 1975. - 460 с24. Смолянский Б.Л., Абрамова Ж.И. Справочник по лечебному питанию для

диетсестёр и поваров. - М.: Медицина, 1984. - 305 с25. Справочник товароведа продовольственных товаров/ 1 и 2 том. - М.:

Экономика, 1980.26. Тылкин В.Б., Коненко И.Е. и др. Товароведение пищевых продуктов. - М.:

Экономика, 1975.27. Колесник А.А., Трюнер В.И. Товароведение продовольствених товаров.: -

М.: Экономика, 1987.28. Тонгарои В.Н., Толощаноиа Е.Я. Товароведение пищевых продуктов. - М.:

Экономика, 1990.29. Тайбнер Х. Мировая кухня - Слования. - Лтл.: Пресс сор., 1997. - 317 с30. Новоженов Ю.М., Сопина Л.Н. Зарубужная кухня/ Практ пособие. - М.:

Высш. школа, 1990. – 288 с31. Жоголева Е., Жоголлев Д.А. Китайская кухня. - М.: Агропромиздат, 1991. -

191 с32. Барсунова Е.Ф. Русская кухня, 2 – е изд, переработ. - Л.: Лениздат, 1989. –

174 с33. Дворецкая О.200 из 1000 популярных блюд восточной и европйской кухни. -

М.: СП Атскорт, 1992. – 207 с34. Супы и тушённые овощи, мясные и рыбные блюда. – Т.: Валгус, 1986. – 544

с35. Сборник рецептур. – М.: Экономика, 1998. – 503 c36. Papildliteratūra37. Kangare V. Dārzeņu, augļu un sēņu konservēšana. - R.: Avots, 1982.38. Skrupskis I., Kokars V. Kā saglabāt ziemai augļus un dārzeņus. - R.: Zinātne39. Ozola L. Siera ražošanas pamati. - R.: ,1997.40. Žiguris H. Mūžīgā un dienišķā: maizes kalorimetrija. - R.: Zinātne, 1984.41. Pētersone M. Ēdieni. - R.: Zinātne, 1994. - 174 lpp.42. Linde G., Knoblohs H. Labu apetīti. – R.: Liesma, 1972. – 316 lpp.43. Franču deserts. – R.: Gulbis, 1994. – 159 lpp.44. Latviskie ēdieni – Latvian food specialities/ Latvijas zinātnes un dialoga centrs:

tulk. Laima Krieviņa. – R.: Dizaina Serviss, 1995. – 81 lpp.45. Strazdiņa P. Latviešu ēdieni. – R.: LVI, 1962. – 52 lpp.46. Brown D. The Cooking of Scandinavia/ Foods of the World. - New York: Time -

Life, 1968. – 206 p47. Hahn E. The Cooking of China/ Foods of the World. – New Yourk: Time – Life,

1968. – 206 p48. Root W. The Cooking of Italy/ Foods of the World. - New York: Time - Life,

1968. – 208 p49. Feibleman P.S. The Cooking of Spain and Portugal/ Foods of the World. - New

York: Time - Life, 1968. – 208 p

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50. Leonard J.N. Latin American Cooking/ Food of the World. - New York: Time - Life, 1968. – 206wes New York: Time - Life, 1968. – 208 p

51. Wechsberg J. The Cooking of Vienna`s Empire/ Food of the World. - New York: Time - Life, 1968. – 208 p

52. Rau S.R. The Cooking of India/ Food of the World. - New York: Time - Life, 1968. –208 p

53. Hazelton N.S. The Cooking of Germany/ Food of the World. - New York: Time - Life, 1968. – 208 p

54. Brown D. American Cooking/ Food of the World. - New York: Time - Life, 1968. – 208 p

55. Papashvily H., Papashvily G. Russian Cooking/ Food of the World. - New York: Time - Life, 1968. –208 p

56. Zenifer Mulhering Spices and Natural flavourings. - L.: Tiger books international, 1996. - 144 p.

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TEACHING METHODICAL PRACTICE IN INFORMATION TECHNOLOGIES

INFORMĀTIKAS MĀCĪBU METODISKĀ PRAKSEP r o g r a m m a




IZMA Teaching methodical practice in Information Technologies.Mag.paed., lekt. V.Gailiša.1 KP mācību prakses laiks – 1 nedēļa, Iesk. Obligāts Mājas vide un informātika izglītībā studentiemIV k. 7. semestrī (pilna laika studijās).V k. 9. semestrī (nepilna laika studijās).

Students get to know the newest trends and technologies in the sphere of computer science and information technologies. They summarise and analyse information that would be useful for IT solutions in education in general as well as in relation to the courses Information Technologies and Home Economics.

Literatūrahttp://www.liis.lvhttp://www.turbodemo.comhttp://www.realnetworks.com/products/camtasia/index.htmlhttp://www.isec.gov.lv/saturs/standarti/new/stpmajt.htmhttp://www.focalpress.comhttp://www.vu.lvCamtasia user guide www.techsmith.comI.Dukulis (2003) Prezentācijas materiālu sagatavošana. Programma Microsoft PowerPoint 2000.- Rīga: 112.lpp.Ieteicamā periodikaŽurnāls "DatorPasaule"Laikraksts "Datoru avīze"ChipByte

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http://www.techsmith.com/

http://www.vu.lv/

http://www.focalpress.com/

http://www.isec.gov.lv/saturs/standarti/new/stpmajt.htm

http://www.realnetworks.com/products/camtasia/index.html

http://www.turbodemo.com/

http://www.liis.lv/

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 informātika 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.

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TEACHINH PRACTICEPEDAGOĢISKĀ PRAKSE

P r o g r a m m a


Studiju priekšmeta anotācija:IZMA Teaching practice.

Vadošais mācībspēks Dr. paed. I.Katane.Obligāts Mājas vide un informātika izglītībā studentiem Pilna laika studijās:III k. 6. semestrī 4 nedēļas. 4KP Iesk. ar atzīmi.IV k. 7. semestrī 9 nedēļas. 9KP Iesk. ar atzīmi.Nepilna laika studijās:IV k. 8. semestrī. 7KP Iesk. ar atzīmi.V k. 9. semestrī. 7KP 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 visiting lesson is assessed by the practice manager, higher school teachers and some other students. Every student must participate in at least one open lesson of his/her peer.

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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.

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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"

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Bachelor Paper 12CP

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BACHELOR PAPERBAKALAURA DARBS

P r o g r a m m aThe Faculty of Engineering, the Institute of Education and Home-Economics

Studiju priekšmeta anotācija:IZMA Bachelor paper. 12 KP.

Obligātais Mājas vide un informātika 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 a 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

1. Albrehta Dz. Pētīšanas metodes pedagoģijā: Metodiska izstrādne. Rīga :Mācību grāmata, 1998. - 104 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. Dukulis I. (2003) Prezentācijas materiālu sagatavošana. Programma Microsoft PowerPoint 2000.- Rīga: 112.lpp.

5. Geidžs N.L., Berliners D.C. Pedagoģiskā psiholoģija. - Rīga: Zvaigzne ABC, 1998. - 662 lpp.

6. Kroplijs A., Rasčevska M. Kvalitatīvās pētniecības metodes sociālajās zinātnēs.- Rīga :RaKa, 2004. - 178. lpp.

7. Pedagoģijas terminu skaidrojošā vārdnīca. - Rīga: Zvaigzne ABC, 2000. - 248 lpp.8. Vucenlazdāns P. Darbmācības metodikas pamati.- RA., 2002., 147. lpp.9. Turner J.,Helms D.B.Lifespan Development,- Philadelphia,1979.10. http://www.liis.lv

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11. http://www.isec.gov.lv/saturs/standarti/new/stpmajt.htm

151

http://www.isec.gov.lv/saturs/standarti/new/stpmajt.htm

3. 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).

152

http://www.rubricon.com/

http://dlib.eastview.com/

http://journals.cambridge.org/

http://www.vascoda.de/

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/

4. The comparison of the study programme Home Environment and

Information Technologies in Education with the similar study programmes in the EU Member

States

153

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 Information Technologies

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

Science and Society,School, Teaching, Learning,

Research Methodology,Didactics,

Interdisciplinary studies90 CP

Professional specialisation(in Home Economics)

courses 35…40 CPHome Economics, Nutrition

Principles of DesignTextile Technologies / Applied

Engineering Sciences,Methods of Specialisation

courses (Home Economics)Teaching methodical practice

13 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 Information Technologies)

courses 30 …38 CP(incl. Physics and Mathematics)

Computer Science, IT in Education; Methods of specialisation courses

The second specialisation course69 or 90 CP

(2 or 3 semesters)

154

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

Education 35 CPand

Additional studies 30 CPTraining on research methods,

scientific inquiry, didactics

Professional specialisation(in Home Economics)

courses 35…40 CPHome Economics, Nutrition

Principles of DesignTextile Technologies / Applied

Engineering Sciences,Methods of Specialisation

courses (Home Economics)Teaching methodical practice

13 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.

Professional specialisation (in Information Technologies)

courses 30 …38 CP(incl. Physics and Mathematics)

Computer Science, IT in Education; Methods of specialisation courses

Other minor subject 15CP

155

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


studies


branchNatural sciences, social sciences

and research methodology,humanitarian and art sciences, Pedagogics and Psychology

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.

Computer ScienceIT in Education

Methods of Specialisation Courses (Information

Technologies)

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.

156

EstoniaTallinn Pedagogical UniversityFaculty of Mathematics and Natural SciencesDepartments:Crafts and Vocational EducationComputer ScienceNatural SciencesMathematics

Within the co – operation of the departments the students are ensured the possibility studying Crafts, Home Economics and Information Technologies and their teaching methods to obtain the qualification of a teacher of Home Economics and Information Technologies.

Compared indices


Home EconomicsTallinn Pedagogical University




Duration of studies

4 study years160 CP

4 study years 169 SP


studies


branch 56 CP

Natural Sciences, Social Sciences and Research

Methodology, Humanitarian and Art Sciences, Pedagogics and

Psychology(Pedagogics, including Methods

36 CP … 40 CP)

Pedagogical courses 40 SP

Home Economics and Nutrition11 CP

Home Economics and nutrition 35 SP

Principles of Design Textile Technologies / Applied

Engineering Sciences20 … 24 CP

Handicrafts 20 … 55 SP

Computer ScienceIT in Education

Methods of Specialisation Courses (IT) 30 … 38 CP

Computer Science (Information Technologies)20 … 35 SP

Elective courses6 CP

Elective courses 10 SP

Bachelor work 12 CP Diploma work10 SP

Practical training 26 CPIncluding Teaching methodical

Practical training 10 SP

157

5. The advertisement of the study programme

158

Latvia University of AgricultureStudy programmme

Home Environment andInformation Technologies in Education

The accredited professional Bachelors’ study programmeRequirements for those, starting studies at the study programme:general secondary education or 4-year secondary vocational education

There are 25 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.; Principles of Computer Science, Programming Principles and Data Structures,

Database, WWW Technologies, Application Software, Statistical Processing of Data, Information Technologies in Education, Principles of System Analysis and Mathematical Modelling etc.

Degree: Professional Bachelor in EducationQualification: Teacher of Household/Home Economics and

Primary School Teacher of Information TechnologiesECDL sertificateThe possible work places and positions: school – a teacher of Home Economics and Information Technologies, 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 – ordinators,

centre managers, advisers, educational establishments and companies of all kinds – specialists of Information

Technologies and Home Environment.Duration of studies: 4 years in full – time studies,

5 years 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

159

6. The samples of a diploma and its appendix

160

7. 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 vitaeInga AndersoneName Surname

Place of birth Identity No21.10.1971 Latvian

Date, month, year Nationality

Marital statusLLU, Faculty of Technical, Institute of Educational and Home Economics, Lecturer

Work place and position

Work address: Home address:J. Čakstes bulv. 5 “Aronijas”, Parish of Sesava,

Jelgava Jelgava districtLV – 3000 LV – 3034

Telephone 3080693; 3080694 Telephone 29210782Fax: 27238

E-mail: [email protected] [email protected]

Education

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

Institution awarding degree Year Speciality Degree Diploma No.

Latvia University of Agriculture

1996 Pedagogy Ma MEK 000209

Liepāja University of Pedagogy

1994 Preschol Pedagogy and Psychology

Bachelor of Pedagogy

000124

Employment

Since 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 Psychology.

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

Scientific research interests

1997 - Professional Education implementation in Latvia DELATE – 1 week.

International Projects 2005.University regions Education. Latvia University of Agriculture and Finland

project 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.”

Since 2001 – Project LAPSA, Project Co-operative Teaching.

Courses delivered

2001-2003 – Pedagogy of Preschool and Primary school.2003 – 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.1998-2003 - Pedagogy of Preschool and School.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.1996-2001 – Music. 1996-1997 – General Pedagogy.Languages: Reading skills Writing skills Speaking skills

excellent good average excellent good average excellent good average

Latvian X X X

Russian X X X

German X X X

I. Andersone23. 05. 2006

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, Docent


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

Jelgava JelgavaLV - 3001 LV - 3004

Telephone 3080694 Telephone 6331474Fax:E-mail: [email protected]

Education


Study period


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

Home Economics

Bachelor of Pedagogy

Research degrees


Latvia University of Agriculture, Postgraduate Programme

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 – Rīga Pedagogical and Education Management Higher School, Vice-Rector in Studies.1996 – Jelgava Evening-Shift Secondary School – Teacher.1996–1997 – 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 “Promotion of Reflection Competence in the Teacher Education at” 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, Liepāja Academy of Pedagogy and Latvia University of Agriculture.

Contributions at conferences (last three years)

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

Courses delivered

2001-2003 - 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: 28, 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

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.

Academic and social societies (membership)

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 study year 2002/2003 – Manager of the study programme “Accustomed Environment and Informatics 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

CURRICULUM VITAE

1. Family name: Arbidāns

2. First name: Mareks

3. Date of birth: 19.05.1976.

4. Nationality: Latvian

5. Civil status: Single

6. Education:

Institution Dates Degree(s) or Diploma(s) obtained

Latvian University of Agriculture 9/1998 - today Humanitarian institute, Master

Latvian University of Agriculture 9/1994 – 6/1998 Diploma of teacher qualificationDiploma of pedagogycal bacalaur

7. Language skills: Indicate competence on a scale of 1 to 5 (1-excellent; 5-basic)

Language Reading Speaking WritingLatvian 1 1 1English 2 2 3Russian 1 1 2

Lithuanian 2 2 4

8. Memberships of professional bodies:

9. Other skills: valid driving licence – car B, C1tractor A

10. Present position: 2000 – today Latvian University of Agriculture Department of Wood ProcessingAsistent

11. Professional experience:

Date from - Date to Company Position

1998 – 1999 at Jelgava Primary School Nr.4 Handicraft teacher

2000 - today Latvian University of AgricultureDepartment of Wood Processing Asistent

CURRICULUM VITAE

Irina ArhipovaName Surname

Jelgava 051063-10000Place of birth Identity No05.10.1963


Marital statusLLU, Faculty of Information Technology, Dean,

Faculty of Information Technology, Department of Control Systems, Associated Professor


Work address: Home address:Lielā Str. 2

Jelgava JelgavaLV – 3001 LV – 3001

Telephone 3023095 TelephoneFax: 371-30-23095

E-mail: [email protected]

Education


Study period


Riga University of Technical 1988-1991 Control Technical Systems

Expert Systems

Moscow Nation University 1980-1985 Mathematics Mathematics

Research degrees


Latvia University of Agriculture Council of Habilitation and Doctorate, H – 1

1994 L/s Technic Dr.Sc.Ing. G-D 000334


Scientific work: Gross national product of macroeconomic model econometric analysis and forecast in

Latvia. Risk management methodology in Latvia agriculture.

Lecture courses: Mathemathical statistics ( for Bachelors ); Statistics data processing systems ( alternative courses for Master studies from all

faculties); Econometric (for Bachelors from faculty of economics );

Variform applied methods ( for Doctor studies )


Expert systems in cultivation of grain, Work is implement for covenant with LZP gravel themes. 1992. Līdzdalība: atbildīgais izpildītājs.Forecasting system establishment in Agriculture modelling and guidance accordingly EU, Work is implement for covenant with LR Ministry of Agriculture. Atbildīgais izpildītājs.LZP cooperation project 02.0016 Risk factor, appraisal and risk guidance in Latvian agriculture. Phare 2000 Economic and Social Cohesion Programme Building of human resource development and infrastucture backpone for information technology service in jelgava city projekts, 2003. atbildīgais izpildītājs.Phare 2000 Economic and Social Cohesion Programme “Establishment of Zemgale region business support and adult education centre,” projekts, 2003. atbildīgais izpildītājs.

Courses delivered

LLU Professor candidate grant holder, 01.04.1999.- 31.12.2000.Denmark University of Veterinary and Agriculture, Department of mathematics and physics, Copenhagen, 2000, 2 months.MASHAV courses Leadership of women in agricultural development, Israel, 2000, 1 month.Prague University, Economical research center, Czech Republic, have in service training, 1999, 2 weeks.NOVABA courses Practical statistic in data processing, 1999, Jelgava, LLU, 1 week.European Summer Central University in Budapest, courses “Statistic in Social science” ,1998, 2 weeks.

Number of publications:

Publications

1. Arhipova I., Paura L. ( 2001 ) Statistics courses for postgraduate students at the Latvia University of Agriculture – illustrated by an example of statistical data analysis in veterinary medicine. Proceedings of the Third Nordic – Baltic agrometric international conference, Jelgava, Latvia, 24-26 May 2001. – P. 18-26.2. Arhipova I. ( 2002 ) Risk Management Methodology in Latvian Economics, Sixth ERC/METU International Conference in Economics, September 11-14, 2002, ankara, Turkey.3. Arhipovs S., Arhipova I. Quantitative risk assessment in programming models for disease policy of animals, 12th Conference of the European Consortium for mathematics in Industry, September 10-14, 2002, Jurmala, Latvia.


Latvia University of Agriculture, Institute of Informatics councillor.Latvia University of Agriculture, Scientific councillor.Latvia University of Agriculture, Convent councillor.


Latvian

Russian

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


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

Regīna BaltušīteName Surname

Lithuania 280559-10015Place of birth Identity No28.05.1959


Marital status


Work address: Home address:J. Čakstes bulv. 5 Paegļu Str. 8 –1, Parish of

Valgunde,Jelgava Jelgava district

LV – 3000 LV-3017Telephone 3021107 Telephone 3075220

Fax:E-mail:

Education


Study period


Latvia University 1991-1995 Linguistic Master of Linguistic

Leningrad State University 1991 Psychology Psychologist - Practical

Daugavpils Institute of Pedagogy 1985 Pedagogy Russian and Literature Teacher

Employment

1995-2003 – Jelgava, Secondary school No.5. – Psychologist.1991-1995 – International Institute of Practical Psychology – Psychologist.1990-1991 – Company “Europe” - Psychologist.1980-1990 - Jelgava, Boarding-school No.2.1979-1980 – Jelgava, Children,s home.1977-1978 - Jelgava, Secondary school No.3.

Courses delivered

2003 – Humane and personal access to child educational process.2002 – Bilingual educational in school.2001 – Critical thinking for reading and writing.2000 – Computer science.1999 – Psychodiagnostics.1997 – Interactive learning methods.1992 – NLP Psychologist – Practical.

Number of publications:

Publications

1. Value orientation in adolescence and young mans for necessity reflection in structure of learning motivation – Kaunas: 2001.2. Domāšanas attīstība un prasme mācīties – Dobele: 2002.3. Vides izglītība skolā – Jelgava: 2003.

Curriculum vitae

Zane BeitereName Surname

Latvia, Riga 070676- 12709Place of birth Identity No07.06.1976 Latvian

Date, month, year NationalitySingle

Marital statusLatvia University of Agriculture, Faculty of Engineering, vice- dean,

Institution of Education and Home Economics, lecturerWork place and position

Work address: Home address:Čakstes 5 Kurzemes prosp.108-83

Jelgava, LV-3001 Riga, LV-1069Latvia Latvia

Telephone +371 3080685 Telephone +371 29527047Fax:


Education


Study period


Doctoral studies, Latvia University of Agriculture

2004- Pedagogy

Master’s course, Latvia University of Agriculture

1998-2000 Pedagogy Master

Higher aducation, Latvia University of Agriculture

1994-1998 Home-economics

Teacher

Employment

Latvia University of Agriculture, Faculty of Engineering, Vice- dean, since April 2005Latvia University of Agriculture, Institution of Education and Home Economics, lecturer since 2001Latvia University of Agriculture, Institution of Education and Home Economics, teaching master 1999-2001Jelgava’s nursery school “Zemenīte”, teacher, 2000-2002Jelgava district,Vilces elementary school, home economics teacher, 1999-2000Jelgava’s youth center “Junda”, hobby group teacher, 1998-1999


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

Courses delivered

Methodology of Embroidery

Social pedagogics

Number of publications: 4

Publications

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.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.pBeitere Z. Toys//Sievietes pasaule, 1998Beitere Z. Knitted sweaters//Sievietes pasaule, 1999

Additional education

Finland, Helsinki university, Home economics, 2000 March- JuneSeminar “Etiquette in social life, businesslife contacts and international relations”, 2002 OctoberCourses “Toys from different materials”, 1999 MarchCourses “Methodology”, Latvia University of Agriculture, 1998Latvian Jounalistic school, journalistic, 1991-1994

Participation in conferences, projects, seminars

Participant in International Scientific JTET Conference „Sustainable Development. Culture. Education” in Finland, University of Helsinki, May 31.- June 3., 2006 Socrates/Erasmus teacher exchange programme in Austria, Vienna, Agrarpädagogische Akademie Wien, May 22-26, 2006Participant in International Scientific Conference „Rural Environment. Education. Personality.” in Jelgava, April 27- 28, 2006Scientific work in London Libraries within the framework of LLU scientific Project „Professional and rural further education for Latvia rural in the context of EU”, September 7- 14, 2005Socrates/Erasmus teacher exchange programme in Finland, University of Helsinki, April 30- May 7, 2005Participant in International Scientific Conference „Handicraft and Home Economics Today” in Tallin, Estonia, November 12- 13, 2004


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.


Latvian

Russian

German

English

28.05.2006.

C U R R I C U L U M V I T A EI General information

First name, surname: Baiba Briede

Code: 171156 - 10054Place of birth: Latvia, Jelgava Address: Helmaņa 7-7, Jelgava, LV-3004; telephone. 9263418, 3080693Education: English language and literature; qualification of philologist and teacher Academic titles and scientific degree: assoc.prof., Dr. paed.Occupation: professor in higher school pedagogy at Latvia University of Agriculture (LLU), director of the Institute of Education and Home Economics Language skills: Latvian, English, Russian; German, French, Latin (reading and writing on scientific level by means of a dictionary)

II Research 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

Leader or member of councils or associations Member of the Advisory Council of Pedagogue Education and Professional Development since

2003 Member of Promotion Council of Pedagogy of the University of Daugavpils since 2005.

Important scientific papers

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.

6. Briede B. Problems of Reaching Competence During Studies at a Higher School // Journal of Science Education, Vol. 5, No.1, 2004, 8-12 p.

7. Briede B. Education for Getting Competence from Constructivists Perspective in the Context of Environment // Proceedings of the International Scientific Conference Research for Rural development 2004.- Jelgava: Latvia University of Agriculture, May 19th – 22nd, 2004 (received for publishing in the proceedings)

8. Briede B. Promotion of Dialogue Relations at School as a Means of Human Welfare // Proceedings of the International Conference Scientific Achievements for Wellbeing and Development of Society.- Rēzekne: Higher School of Rēzekne, March 4th-5th, 2004, 9 - 15 p.

9. Briede B. Adult Education in the Countryside of Latvia in the Context Life Long learning Memorandum // Proceedings of the International conference of Association for Teacher Education in Europe (ATEE) Changing Education in a Changing Society.- Rīga: LU, May 2nd – 3rd, 2003, 30 - 35 p.

10. Apsīte I., Briede B, Pēks L. Education from the Aspect of the Ecology of Personality Development// Proceedings of the International Conference Countryside Environment, Education, Personality - Jelgava: LLU, March, 27th – 28th, 2003, 12 - 16 p.

11. Briede B. Getting Competence in a Higher School in the Context of Memorandum of Life Long Learning// Proceedings of the International Conference Countryside Environment, Education, Personality, - Jelgava: LLU, March, 27th – 28th, 2003, 223– 227 p.

12. Briede B. Kompetences sastāvdaļas un to iekļaušana studijās// Sabiedrība un kultūra. Rakstu krājums, 5/ sastād. A. Medveckis.- Liepāja: LiePA, 2003, 587 - 594 p.

13. Briede B. Elements of Science Teachers Education at the Latvia University of Agriculture // Proceedings of the 3rd IOSTE Symposium for Central and East European Countries Science and Technology Education in New Millenium.- Prague, Charles University: PERES Publishers, June 15th -18th , 2000, 221 -224 p, 1 table.

14. Briede B., Krastiņa L., Laitāne M. Competence and Co-operation in Teaching Farmers. Proceedings of the International conference Cooperation and Competence in Education,- Jelgava:LLU, May 4th-6th, 2000, 27-30 p.

Paper presentations in international scientific conferences, etc.

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. May 20th – 22nd

5. 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,March 4th - 5th, 2004, Higher School of Rēzekne, Latvia

10. Briede B. Adult Education in the Countryside of Latvia. International conference of Association for Teacher Education in Europe Changing Education in a Changing Society, may 2nd - 3rd, Rīga, Latvia University

11. Briede B. Collection of Evidence for a Portfolio: Content, Criteria and Checking. International conference on Higher Education Innovation, May 16th - 19th , 2003, Ukraine, Kiev

12. Briede B., Pēks L. Evaluation and Assessment of informal Learning. International conference on Higher Education Innovation, May 16th - 19th , 2003, Ukraine, Kiev

13. Apsīte I., Briede B., Pēks L. Education from the Aspect of the Ecology of Personality Development. International Conference Countryside Environment, Education, Personality, March 27th - 28th, 2003, Jelgava, Latvia University of Agriculture

14. Briede B. Getting Competence in a Higher School in the Context of Memorandum of Life Long Learning. International Conference Countryside Environment, Education, Personality, March 27th - 28th, 2003, Jelgava, Latvia University of Agriculture

15. Briede B. Kompetences sastāvdaļas un to iekļaušana studijās. Starptautiska zinātniska konference Sabiedrība un kultūra, 2002.g . 23. – 24. maijs, Liepāja, Liepājas Pedagoģijas akadēmija

16. Briede B. Elements of Science Teachers Education at the Latvia University of Agriculture. 3rd IOSTE Symposium for Central and East European Countries Science and Technology Education in New Millenium, June 15th -18th , 2000, Czech Republic, Prague, Charles University

17. Briede B. Problems of Competence of Agricultural Vocational School Teachers. International conference Cooperation and Competence in Education, May 4th -6th,2000, Latvia, Jelgava, Latvia University of Agriculture

18. Briede B., Krastiņa L., Laitāne M. Competence and Co-operation in Teaching Farmers. International conference Cooperation and Competence in Education, May 4th -6th,2000, Latvia, Jelgava, Latvia University of Agriculture

19. Briede B. Competences Based Approach in Further Education of Teachers. International symposium Education of Science Teachers, October 16th -18th, 1998, Poland, Naleczow,

20. Briede B., Pēks L. Pedagoģiskā vide. Latvijas Mājturības institūta dibināšanas 60. gadadienai veltīta starptautiskas konference Mājturības pedagoģiskās aktualitātes, 1998., Jelgava, LLU

Paper presentations in local conferences, etc.

Briede B. Komunikatīvās prasmes - būtiska sociālās kompetences sastāvdaļa. Konference Sabiedrība un kultūra,1998., Liepājas pedagoģiskā augstskola

Other information Member of the Journal Journal of Science Education Committee of Support and Committee of

Advisers Scientific reading:

Book by A. Ļāščenko, L. Druzika Development of Humanistic and Effective School.- Rīga:RaKa, 2004 - 196 p.

Paper by Mario Quintanilla Gatica for the journal Journal of Science Education Papers by M. Mežāre, V.Šlendins un P.Vucenlazdāns, I. Onževa, U. Kanders un E. Kandere,

U. Kanders for the Proceedings of the international conference Scientific Achievements for Wellbeing and Development of Society.- Rēzekne: Rēzeknes augstskola, March 4th - 5th , 2004

Papers by A.Arnicāne, A.Vecgrāve, M.Aulanko, K.Pass, K.Pappel for the Proceedings of the international conference Rural Environment, Education, Personality - Jelgava: LLU, March 27th - 28th, 2003

Papers by I.Katane, K.Zariņa, L.Turuševa, L.Damberga for the Proceedings of the international conference Research for Rural Development - Jelgava: LLU, May 23rd-25th, 2001

Leader of the scientific direction Pedagogical Aspect of Getting Competence in the Context of Rural Environment at the Institute of Education and Home Economics of LLU: education and further education of the countryside youth, farmers, agricultural advisers, unemployed, etc.

Member of Latvian Union of Scientists since 2001 Member of Latvian Higher Schools Professor Association (LAPA) since 2000 Member of International Organisation for Science and Technology Education (IOSTE) since 1999

III Pedagogical work 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

Scientific Reading of Doctor Theses (PhD Rachel Kroupp Development of Teachers' Attitude Towards Instruction in Heterogeneous First

Grade Classes

Leading of Study Programmes Doctor Programme of Pedagogy Didactics of Higher School

Scientific Advising of Master Papers3 spring semester - 5, 1999 - 10; 2000 – 18, 2001 – 17, 2002 – 22, 2003 - 5, 2004 – 6, 2005 –

1; 2006 - 2

Scientific Advising of Bachelor Papers2000 – 1; 2006 - 2

Study Courses Course CP

Paradigms of Education and Teaching/Learning Theories (Doctor studies)

2

Tendencies of the Development of Didactics (Master studies) 3

Didactics (Bachelor studies) 3

Didactics of higher school 4

Applied Communication (optional in all Bachelor programmes at LLU)

3

Adult education 2

Teaching in Socrates/Erasmus Programmes Lecture course on the concept of competence, structure, didactical aspects; problems of home

economics development in Latvia - Helsinki University, September 2003

Lecture course on the concept of competence, structure, didactical aspects - Vienna Agrarpedagogische Academy, May, 2002

Teaching materials Briede B., Pēks L. Working out of Master Paper.- Jelgava: LLU: IMI, 2003., 102 p.

Briede B., Laitāne M., Neimanis G. Importance of Group Work in the Development of Social Competence - Ozolnieki: LLKC PHARE project, 1999, 28 p (A4 size)

Valuation of Teaching/Learning. Jelgava: LLU, 1998. - 24 p. (TEMPUS project; co-authors: A.Deiviss, M.Karter, G.Patrik, L.Pēks, D.Stjuart)

Educational Groups and Planning of Teaching/Learning .- Jelgava: LLU , 1998 - 42 p. (TEMPUS project; co-authors: M.Karter, B.Meredit, L.Pēks)

Further education in Latvia or in foreign higher schools or other research establishments The NOVA-BOVA course Problem Based Learning (PBL) and Information Technology (ICT ),

Estonian University of Life Sciences, Tartu, Estonia, may 9-11, 2006 International seminar for tertiary level educators in the frame of the project Network of European

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

Tertiary Level Educator, Budapest, September 21st- 23rd, 2005 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

35 hours course Humanistic and Individual Approach Towards Children in the Educational Process. The Course leader: Professor, Doctor of Psychology, the honour member of Russia Academy of Education Shalva Amonashvili, February 14th - 18th, 2003

International seminar The Development of Ph.D.study Programs in Agricultural Sciences of Baltic States and Cooperation Possibilities, participants - Latvia, Lithuania, Estonia, April 25th - 26th, 2002.

Seminar Training Course in College Management in the Webb Memorial Trust Foundation Project Development of Teaching/Learning Methodology of Agricultural School Teachers, UK, Bishop Burton College, November 11th- December 4th, 2001

Programme 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 in the project Reshaping the Structure and Focus of Teacher/Trainer Training in Latvia and Lithuania, partner countries - Latvia, Lithuania, Finland, Denmark, 2000 - 2001

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

Other important information Seminar Methods for Successful Work with the Audience at a Higher School in the project Learning

4 Sharing, Latvian Adult Education Union, November 21st - 22nd, 2002 Member of Latvia Adult Education Union since 1999 Participation in working out of the study programmes:

o Master Programme of Education o Professional Study Programme Home Environment and IT in Educationo Programme Organisation of Work at a Higher School

IV Organisational work Expert, leader or member of international scientific organisations, conference organising committees

1. International scientific conference Rural environment.Education.Personality. Jelgava, Latvia, April 27-28, 2006 – chairman of the organizing committee, member of scientific committee.

2. International Conference on Institutional Evaluation Techniques in Education (ICIETE, July 1-3, 2005, Greece) - a member of the Scientific Committee

3. International conference Scientific Achievements for Wellbeing and Development of Society, March 4th - 5th, 2004, Higher School of Rēzekne, Latvia - member of organising committee

4. International conference Countryside Environment, Education, Personality, March 27th - 28th, 2003, Jelgava, Latvia University of Agriculture - member of organising committee

5. International conference Cooperation and Competence in Education, May 4th -6th,2000, Latvia, Jelgava, Latvia University of Agriculture - member of organising committee

Duties at Latvia University of Agriculture Member of the Council of Studies since 2002 Director of the Institute of education and Home Economics since 2000 Member of the Council of Science since 2000 Member of the Convention since 1999 Member of the Commission of Awarding Master's Degree of Pedagogy since 1997

Other important information Contest of home economics of Latvia at LLU in 2002 and 2003 - member of organising committee

Baiba Briede

May 7th, 2006

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 since1999.Erasmus/Socrates coordinator within HE collaborating with Finland, German and England since

1999.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) 2005-2006.Partnership in European project “Consumer Citizenship Network”( CCN) 2003-2004.A chair of Soroptimist Latvian group in international project Five –0 “Zonta and Soroptimist

International clubsfor 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. Training course:

Methodology of Training Home Economics, DidacticAdult EducationConsumer educationSpecial optional course Decorative Embroidery.

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 WorksCo-ordinate students' practice Methodology of Composing Training Books and Teaching Aids

Languages: Latvian, English, Russian

Additional education:Duration Training

institutionSpeciality Qualification

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 President 2002/2003

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

President since

2001; member of board

1998-2002 IFHE- International Federation of Home Economics representative of Baltic Countries

since 2000 European network of Consumer Education member

since 1999 IOSTE– International Organization for Science and Technology Education

member

Number of Publications: 45 ( including 24 international)The Main Publications: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.2.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 pages3.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, Latvia4.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.5.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., 152 pages. Germany6.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. 7.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. 8.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- 41–45p9.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, 2000 - 228 pages.10.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 11.V. Dislere, D. Grasmane. Teaching Home Economics in Latvia. –Stockholm, Hushållsläraren, Journal for Home Economics teachers, 1999 - Nr. 3, - 20 –21 p.

23.05.2006 /Vija Dislere/

CURRICULUM VITAE

Ilmars DukulisName Surname

Aluksne 191264–10006Birth place Identity Nr.

19.12.1964. latvianDate, month, year Nationality

Latvia University of Agriculture, Faculty of Agricultural Engineering, Motor Vehicle Institute, assistant professor

Latvia University of Agriculture, Faculty of Information Technologies, Department of Computer Systems, assistant professor

Working place and post

Work address: Home address:5 J. Cakstes boulv. Brivibas boulv. 28 Apt. 43

Jelgava JelgavaLV–3001 LV–3004

Phone Nr. +371-3027747 Phone Nr. +371-3083350, 9479175E–mail: [email protected]

[email protected]

Education

Scholastic institution, country Year Speciality QualificationLatvia University of Agriculture, the Faculty of Engineering, Jelgava, Latvia. 2002 Pedagogy Mag. paed.

The Swedish University of Agricultural Sciences, Uppsala, Sweden. The Ph.D. course "System Analysis and Simulation" for North European and Baltic states

1995 Agriculture Engineering Certificate

Agricultural University of Norway, Ås, Norway. The Ph.D. course "Control Engineering and Automation" for North European and Baltic states


The Royal Veterinary and Agricultural University, Copenhagen, Denmark. The Ph.D. course "Measuring and Data Processing" for North European and Baltic states


International Livestock Management Schools, Ontario, Canada. Program "Dairy farm management apprenticeship"

1992 2 certificates

Latvia University of Agriculture, the post-graduate course in the Department of Machine Repairs and Metal technology at the Faculty of Agricultural Engineering, Jelgava, Latvia.

1989–1991 Agricultural technique Mag. sc. ing.

Latvia University of Agriculture, the Faculty of Agricultural Engineering, Jelgava, Latvia 1983–1988 Agriculture

Engineering Diploma

Work experience1. September 1997 ... Current date – vice director, senior lecturer (from September 2000 assistant professor),

Motor Vehicle Institute, Latvia University of Agriculture, Faculty of Agricultural Engineering.2. September 1996 ... Current date – senior lecturer (from September 2000 assistant professor), Faculty of

Information Technology (former Institute of Informatics), Latvia University of Agriculture.3. September 1995 ... Current date – teacher of Informatics (from September 1998 deputy-director in items of

informatics), Jelgava Secondary School Nr. 4.4. September 1994 ... Current date – head of the laboratory of Computer Aided Design, Latvia University of

Agriculture, Faculty of Agricultural Engineering.5. August 1992 ... September 1997 – senior lecturer, Department of Machine building, Latvia University of

Agriculture, Faculty of Agricultural Engineering.6. June 1988 ... August 1992 – lecturer, Department of Machine Repairs and Metal Technology, Latvia

University of Agriculture, Faculty of Agricultural Engineering. 7. June 1988 ... August 1991 – scientific researcher (part time job), Department of Machine Repairs and Metal

Technology at the Faculty of Agricultural Engineering. Research group for Reliability of hydraulic systems of farm machinery.

8. June 1984 ... January 1987 – laboratory assistant (part time job), Department of Machine Repairs and Metal Technology at the Faculty. Research group for Reliability of hydraulic systems of farm machinery.

Number of publications – 48: books 9, articles 6, research reports 6, methodical materials 24, project works for Nordic Ph.D. courses 3.

Presentations in conferences (during last 3 years)1. Presentation of the Conference Proceedings on CD-ROM / International Scientific Conference “Motor

vehicle, logistics, alternative fuels” – Jelgava, 2003.2. Development of “Electronic Teacher” for the Subject of Automobile and Engine Theory / International

Scientific Conference “Motor vehicle, logistics, alternative fuels” – Jelgava, 2003.3. Development of an Electronic Teaching Aid for the Subject of Application Software / International

Scientific Conference “Information Technologies and Telecomunications for Rural Development” – Jelgava, 2004.

4. Electronic Study Material for Technical Subjects / International Scientific Conference “Advanced Technologies for Energy Producing and Effective Utilization” – Jelgava, 2004.

Technical skills and competencesSkills in use of different software – text editors, spreadsheets, data basis, presentations, graphical programs, different CAD packages etc. Key qualifications:1. 1999 – computer network administration – certificate.2. 1999 – computer structure and management of computer classes – certificate.3. 1999 – basics of computer network, Windows NT server administration – certificate.4. 2000 – 5 courses (168 h) (Word, Excel, PowerPoint etc.) – 5 certificates.5. 2001 – ECDL (European Computer Driving Licence) certificate.6. 2001 – Microsoft Visual Basic for Application – certificate.

Organisational skills and competences

1. From September 1998 – member of LUA (Latvia University of Agriculture) convention.2. From February 2001 – member of LUA senate.3. From 2002 – member of aculty of Information Technologies council.4. From 1999 to 2004 – head of the Methodical Association of the teachers of informatics in Jelgava.5. From 2002 – member of the workgroup of Latvian education informatization system and University of

Latvia for elaboration of the new informatics standard and teaching aids.

Language knowledge: Reading Writing Speakingexcellent, good, average excellent, good, average excellent, good, average

Latvian

Russian

English

02.02.2006.(Date) (Signature)

Curriculum Vitae

Viktorija Gailiša20-30Tīnūžu street Ogre, LV-5001, Latvia

Tel. (+371) 5049641 mob. tel. 6856755

e-mail: [email protected]

Personal informationName, surnameDate of birthMarital status

VIKTORIJA GAILIŠA October 4, 1979Married

Education2005. - presently

2003. – 2005.

1998. – 2003.

Latvia University of AgricultureTechnical faculty, doctoral programPedagogy

Latvia University of AgricultureTechnical faculty, master studiesPedagogy

Riga Teacher Training and Education Management AcademyPreschool and primary education facultySecond level higher professional education with integrated bachelor pedagogical standard Primary school (form 1-4) teacher with the right to teach Computer science and English at Primary school (form 1-9)

Work experience2004. – presently

2003. - presently

Methods of informatics, Computer processing of statistics, Informatics Latvia University of Agriculture

English language, informatics Ogresgals primary school

Knowledge of languages(10 point system)

Latvian 10; Russian 10; English 9; German 4

Additional education25. 08.2005. – 26.08.2005

15.04.2005.

29.01.2005.

23.01.2004.

17.04.2004 – 15.06.2004.

5.09.2003. – 8.11.2003.

Teaching of Informatics in form 6

e-Twinning project informative seminary

Microsoft FrontPage

ECDL European computer expertise certificate

Teaching of Informatics in form 5

Professional skills development for the Informatics teachers

Additional informationHobbies and interests Oriental culture, cinology, cooking

CURRICULUM VITAE

Aleksandrs GailumsName SurnameBalvi 110743-10006

Place of birth Identity No11.07.43 latvian


Marital statusDepartment of Computer Systems, Faculty of IT, LUA, Associate professor


Work address: Home address:Liela iela 2 Skolas iela 12

Jelgava, LV - 3001 Jelgava, LV - 3001



Education


Study period


Latvia Academy of Agriculture 1961-1969 Economic of Agriculture

Economist

Research degrees


Academic Council of Latvia Academy of Agriculture

1981 Economics of Agriculture

Candidate of Economic science

EK N 011590

Academic Council H-4 of LUA

1992 Economics of Agriculture

Doctor degree in Economic

G-D N 000198

Employment

2002 – to present Head of the Department of Computer Systems, Associate professor1992 – 2002 Assistant professor in the Department of Informatics1987 – 1991 Vice Dean of Faculty of Economics1983 – 1992 Lecturer in the Department of Economic Cybernetics1975 – 1983 Assistant in the Department of Economic Cybernetics1969 – 1975 Economist in the Department of Optimization of the Computer centre of the Ministry of Agriculture


Development of the Information Technologies in the FarmsInformation Systems of the Agriculture


Development of agricultural information systems in Latvia, International scientific conference, Lithuanian University of Agriculture, Kaunas, 2003.The origins and development of the Information Technologies and Telecommunications in the rural Development, International scientific conference, LAU, May 6-7, 2004.

Courses delivered

Computer Basics – Academic Bachelor study program of the Faculty of IT Computer Basics – Professional Bachelor study program of the Faculty of ITInformation Systems of the Agriculture - Academic Bachelor study program of the Faculty ITInformatics – Bachelor study program Civil Engineering SciencesComputer Basics – Professional Bachelor study program Home Environment and Informatics in Education

Number of publications: 44, including 35 scientific papers and 9 methodic papers

Publications

Gailums A. The Development of Information Technologies on Latvian Farms // Agriculture Globalising World, Proceedings of International Scientific Conference, Estonian Agricultural University, Tartu, 2001, 116-119.Gailums A. Development of Agricultural Information Systems in Latvia // Globalization and integration challenges to the Rural Areas of East and Central Europe, Research papers “Vagos” Lithuanian University of Agriculture, Kaunas, Akademija, 2003, 44-49.Gailums A. The origins and development of the Information technologies and Telecommunications for Rural Development, Proceedings of the International Scientific Conference, Jelgava, Latvia, 2004, 31-37.


Course of the Baltic Computer Academy – Computer Architecture, Jelgava, April – May, 2003, Jelgava. Certificate.Course of the Baltic Computer Academy – Multimedia Technologies, Jelgava, April – May, 2003, Jelgava. Certificate.


Member of Convent of the LUAMember of the Senate of the LUAMember of the Council of the Faculty ITHead of the Department of the Computer Systems

Awards

Award of the Rector of the LUA


Latvian X X X

Russian X X X

German

English

21.03.2006

CURRICULUM VITAE

Daina KanaškaName Surname

121061-100039Place of birth Identity No12.10.1961 Latvian


Marital statusLLU, Docent


Work address: Home address:Akadēmijas Str. 11 Parka Str. 25


Telephone 3026059 Telephone 3083578Fax: 3026219


Education


Study period


Latvia Academy of Agriculture 1986-1989 Labour Protection

-

Latvia Academy of Agriculture 1979-1984 Cars and Motor Transport Enterprise

– Mechanical - Engeneer

Research degrees


1992 Labour Protection Engineering Technical Collateral

Candidate of Technical Science

1991 Labour Protection Doctor of Technical Science


Labour Protection


Publications

1. Kanaška D., Škrabaks V. Transportlīdzekļu drošības paaugstināšana likvidējot patvaļīgu kravas kastes nolaišanos. Pēterburgas Lauksaimniecības universitātes raksti 1990. ( krievu val.). 2. Kanaška D., Kupļevskis V. Riska faktoru novērtēšana un modelēšana lauksaimnieciskajā ražošanā. Pēterburgas Lauksaimniecības universitātes raksti 1991. ( krievu val.).3. Šķēle A., Staša J., Mitrevics E., Kanaška D. Drošībai un veselībai Latvijas lauksaimnieks. 1998. Nr. 6.


Latvian

Russian

English

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

E-mail:[email protected]

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 when she worked 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 Irēna Katane is a lecturer, but since the 2004th - assistant professor at Latvia University of Agriculture, Institute of Education and Home Economics.

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

at LUA IEHE8. Pedagogical Practice – for students (in various pedagogical study programs) at Latvia

University of Agriculture, Institute of Education and Home Economic (IEHE ).9. Reviewing of Master’s papers – pedagogy Master course (since 1999/2000) at LUA

IEHE.10. Pedagogical disciplines – doctoral study programm (since 2005).11. Pedagogy and Psychology - pedagogy Master course (since 2000).12. Pedagogy and Psychology – for other facultaties’ Master courses (since 2004).13. Supervising of Master’s papers – pedagogy Master course LUA IEHE, (since 2000/2001)14. 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.

Scientific activityThe 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; 2006). Member of scientific 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: 40 publication, including 34 scientific article.

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 (atrodas izdevniecībā)

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: ......................................... 01.02.2006. /Irēna Katane/

CURRICULUM VITAE

Ilze KazaineName Surname

Bauska 040671-12057Place of birth Identity No04.06.1971 Latvian


Marital statusAUL Faculty of Information technology, Department of Computer

Systems, lecturerWork place and position

Work address: Home address:Lielā iela 2 Mātera iela 63 - 3

Jelgava, LV-3001 Jelgava, LV-3001LATVIA LATVIA



Education


Study period


LUA Post-graduate study 1998 EducationLUA Graduate study 1996-1998 Education MasterRTU Faculty of Dress and Textile materials technologies

1989-1994 Sewn ware technology

Engineer-technologist

Research degrees


Employment

Sync 1997 year have a job in the LUA Faculty of Information technologies Department of Computer Systems


Scientific research interests - improvement content and instructional method of IT education in a Higher school.Head of external student Airita Gulbe Masterlabour in the Education


http://www.cs.llu.lv/en/home_itf/ik_en.htm




May 6-7, 2004, LUA Faculty of Information Technologies, International Scientific Conference “Information Technologies and Telecommunications for Rural Development”, presentation “Changes of course of Informatics in Latvia University of Agriculture” in the session Teaching Computer Science and Informatics

Courses delivered

Lecture of Forest Faculty: InformaticsLecture and manual training Faculty of Information technologies: Software engineering I, Project administration, Multimedia TechnologyManual training Faculty of Information technologies: www Technology


Publications

Kazaine I., Kazainis Ģ. Informācijas un komunikāciju tehnoloģijas studiju programmas un to attīstība. Latvijas Universitātes Zinātniskie raksti. Izglītības zinātnes un pedagoģija mūsdienu pasaulē. Nr.635.- Rīga, LU, 2001.- 58.-62. lpp.Kazaine I. Testu metodes izmantošanas iespējas studiju priekšmetā „Informātika” LLU studentiem./Sadarbība un kompetence izglītībā: LLU zinātniskās konferences raksti.- Jelgava:LLU, 2000.- 215.-221. lpp.


Baltic Academy of computer course in Jelgava, Multimedia technology, 01.04.2003-30.06.2003, acquired certificates 08.08.2005 acquired ECDL certificates


Awards


Latvian

Russian

German

English

CURRICULUM VITAE

Ģirts KazainisName SurnameCēsis 130370-11305



Marital statusLLU Faculty of information technologies, head of the department of

continues educationLLU Faculty of information technologies, lecturer 0,5 loading


Work address: Home address:Lielā iela 2 Mātera 63-3

Jelgava JelgavaLV-3001 LV-3001

Telephone

3026761 Telephone 3046101

Fax:E-mail: [email protected]

Education

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

Establishments, country

Study period


Latvia University of Agriculture, Faculty of Information Technologies, master course 2004 Information

technologiesLatvia University of Agriculture, Faculty of Agricultural Mechanization 1989-

1993Mechanizati

on of agriculture

Engineer

Research degrees

Institution awarding degree

Year Speciality Degree Diploma No.

Employment

1. 01.12.1998. - by this time - LLU Faculty of Information Technologies, Head of Department of Continues Education

2. 01.09.1996. – by this time – lecturer, LLU Faculty of Information Technologies

3. 03.01.1993.- 01.09.1996. – assistant, LLU Institute of Informatics


Directions of scientific action: Distance education, continues education and E-study.


30.10. - 01.11. 2003. Conference Latvian i-Society Technology Exhibition (LATSTE 2003). In a section are Knowledges, education, technologies and an abstract is collected: Possibility of the E-study development in LLU.

Courses delivered

1. LLU ITF 1. year – WWW technology2. LLU ITF 3. year – Web programming


Publications

30.10. - 01.11. 2003. Conference Latvian i-Society Technology Exhibition (LATSTE 2003). In a section are Knowledges, education, technologies and an abstract is collected: Possibility of the E-study development in LLU.


30.06.2003 the diploma of Baltijas Datoru Akademija is obtained in the Multimedia technologies


6. 1998. – 2004.g. member of LLU Convention7. For 2002.g - member of LITTA

Awards

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

excellent good averageLatvianRussianGermanEnglish

______________ ____________________Date Signature

CURRICULUM VITAE

Uldis KļaviņšName Surname



Marital statusLLU, LIF, Department of Environment and Water Economy, Docent


Work address: Home address:Akadēmijas Str. 19. Vecais ceļš Str. 32 - 59



E-mail:

Education


Study period


Latvia University of Agriculture, Faculty of Hydrodrainage, Graduate course

1972-1976 Drainage and Irrigation Agriculture

Master of Engineering

Latvia University of Agriculture, Faculty of Hydrodrainage

1961-1966 Hydrodrainage Engineer - Hydrotehnics


Publications

1. Labrencis V., Kļaviņš U. Saldus rajona videssaimniecības tehniskā koncepcija // Zin. prakt. konf. – Lauku vide – 96. – 1996. – Tēzes 37. – 40. lpp.2. Švarsbahs J., Sudārs R., Jansons V., Kļaviņš U., Dreimanis Ē., Bušmanis P. Ekoloģija un vides aizsardzība. Mācību līdzeklis. LLU Vides un ūdenssaimniecības katedra. Jelgava, 2001. 201 lpp.3. Kļaviņš U., Sudārs R. Meliorācija. Mācību līdzeklis. LLU Vides un ūdenssaimniecības katedra. Jelgava, 2002. 186 lpp.


Latvian

Russian

German

CURRICULUM VITAE

Māra KūkaName Surname

Jelgava 090546-10025Place of birth Identity No09.05.1946 Latvian


Marital statusLLU, Faculty of Food Technology, Department of Chemistry, Docent


Work address: Home address:Lielā Str. 2 Kr. Helmaņa Str. 5 - 40


Telephone 3005645 Telephone 3083367Fax: 371-3022829

E-mail: [email protected],lv

Education


Study period


Latvia State University, Faculty of Chemistry 1964-1969 Chemistry Chemist

Research degrees


Latvia University of Agriculture, Doctor studies

1997 Docent 204

Latvia Scientific Academy, Institute of Chemistry, Council of Habilitation and Doctorate

1993 Doctor of Engineering

E-D 000989

Master studies 1992 Chemistry Master of Engineering

000090


Wood-pulp chemical modify. Water chemical analysis.Chemical analysis of agriculture and rather products.Conduction of lecturer courses and practical work.Courses of lecturer and laboratory works in organic chemistry.Courses of lecturer and laboratory works in biochemistry.


26 conferences in Latvia.13 international conferences.

Number of publications: 62 incl, 15 in internationally issues, 6 teaching aids, 14 authors certificate.

Publications

1. Kūka M., Kūka P., Čakste I. Kālija un fosfora fotometriska noteikšana pienā // LLU PTF starptaitiska zinātniski praktiskā konference “Jaunākās tendences kvalitatīvas pārtikas ražošanā”. – Jelgava: LLU, 2002. – 155.-159.lpp.2. Kūka M., Čakste I. Medus ogļhidrāti // PTF Zinātniski – praktiskā konference “Pārtikas un uztura attīstības virzieni nākotnē”: LLU, PTF Zinātniski – praktiskā konferences referāti. – Jelgava: LLU, 2001. – 131. – 136. lpp.3. Kūka M., Kūka P., Čakste I. Alus krāsas raksturošanas iespējas // PTF Zinātniski pētnieciskā darba rezultāti, 1. apkopojums. – Jelgava: LLU, 1998. – 31. – 33. lpp.


Latvian

Russian

German

CURRICULUM VITAE

Dr.art. NORA LŪSEPulkveža Brieža 8- 17Latvia, Riga, LV- 1010Tel/fax +371 7336758e-mail: [email protected]

Date and place of birth: 02.06.1952. Riga, LatviaMarital status: Married, two daughters

Education:

2003 Dr.paed. certificate 1998- 2001 Doctoral studies in Pedagogy, Latvia University

1985 Dr.art. certificate1974- 1980 Bachelor’s and Master’s Degree, Studies at Moscow State Conservatoire

1971- 1974 student at Latvia Academy of Music

Professional experience:1974- 2001 Recitals and Recordings at Radio Latvia (Liszt,

Brahms, Prokofiev)1980 Finalist at Viotti International Piano Competition,

Vercelli1994 Diploma of distinguished accompanist,

International Piano Competition, Ragusa

Teaching experience:1980- 1998 assoc.profesor, Latvia Academy of Music

2000 Latvia University of Agriculture2004 Socrates- Erasmus lecturer

Researh interests:History of Latvian Piano Teaching Music Pedagogics

Arts Education

Books published:Latvia Organ Art History (1985)Interpretation of J.Vitols piano music (1988)Latvian Pianists- Pedagogues (2003)

Recent Papers:


Proceedings in International Conferences 2000- 2004Development of Students Performing Skills// Changing Education in a Changing Society. ATEE Spring University- Riga, 2003, p. 100- 106

Teaching styles at High School Piano Performance Studies// Realising Educational

Problems. Atee Spring University.- Klaipeda, 2001, p. 245- 250

Recent course offerings:Cultural StudiesRural TourismArts EducationStylistic of European Arts

25.01.2006. N.Lūse

CURRICULUM VITAE

Ināra MelgalveName SurnameRīga 060738 – 10002



Marital statusLLU, Manager of Foreign Affairs, Department of Aliment and Household, Associated

ProfessorWork place and position

Work address: Home address:Lielā Str. 2 Akadēmijas Str. 2 – 31

Jelgava JelgavaLV - 3001 LV – 3001

Telephone 3023685 Telephone 3023566Fax: 30 – 27238


Education


Study period


Latvia Academy of Agriculture 1956-1961 Ration Technique

Engineer of Technologist

Research degrees


Latvia University of Agriculture, Council of Habilitation and Doctorate, H – 1

1992. Engineering, Ration Process of Production and Equipment

Doctor of Engineering

G – D 00068

Latvia Academy of Agriculture

1992 Ration Technique, Process of Production and Equipment

Candidate of Technics

074496


Chemical composition and processing of; Fruit and berries Keeping.International Projects

1993. – 1996. – fynded by the government of Germany (400000 DM)Coordinator of the project of International collaboration in the LLU and Germany Nordrhrein-Westfalen state.

1997. - fynded by the Germany (190000 DM), Put into practice Coordinator for the LLU and Germany tender project ‘‘Contribution LLU for development of studies and scientific working’’ The realization of this project are continuing in this year.

Course of lectures: Ration study of merchandise; Aliment teaching; Conduct of 5 candidate for a doctors degree

Number of publications: 68, incl. 1 monograph, 8 internationally issues. In last 5 years – 19 publications.

Publications1. Melgalve I.Ration study of merchandise. Rīga: Zvaigzne, 1987.2. Melgalve I Qualitative storage problems for fruits // LPSR Academy of sciences Vēstis, Nr.1. ( 510 ); Zinātne, 1990.3. Daži tearētiski spriedumi par uzturā esošās citronskābes varbūtējo fizioloģisko iedarbību, LLU zinātnisko darbu rezultātu krājums, LLU Jelgava, 1998.4. Izplatītāko upeņu šķirņu raksturojums un to uzturvērtība, Pārtikas tehnoloģijas fakultātes 50 gadu jubilejai veltītais rakstu krājums, Jelgava, 1998.


Latvian

Russian

German

CURRICULUM VITAE

Nataļja OgurcovaName Surname

Byelorussia 241150-10011Place of birth Identity No24.11.1950 Russian


Marital statusLLU, Faculty of Social Sciences, Department of Languages, Lecturer


Work address: Home address:Lielā Str. 2 Loka Road 23-68


Telephone 3005650 Telephone 3011786Fax: 3027238E-mail: [email protected]

Education


Study period


State Pedagogical Institute of Foreign Languages

1969-1975 German Teacher of German

Latvia University of Agriculture, Postgraduate Studies of Pedagogy

1994-1996 Pedagogy Mag. paed.

Research degrees

Institution, which awards degree


Latvia University of Agriculture, Commission of

1996 Pedagogy Master in Pedagogy

000961

Employment

Since 1997 – Latvia University of Agriculture, Faculty of Social Sciences, Department of Languages, Lecturer.1995-1996 – Latvia University of Agriculture, Institute of Humanities, Department of Languages, Assistant.1992-1994 – Jelgava Secondary School No.5, Teacher of German.1982-1991 – Latvian Agricultural Academy, Institute of Humanities, Department of Languages, Assistant.1979-1982 – Latvian Agricultural Academy, Sector of Research Information, Associate.


1. International scientific conference “Intercultural communication in the process of globalization”. Report “Erweb der interkulturellen Kommunikativen Kompetenz”. (“The acquisition of intercultural communicative competence”). Latvia University of Agriculture, Jelgava, 2003.

2. Teachers’ Training in the 21st Century - changes and Perspectives” Lithuania, University of Šiauliai, December 7, 2004. Improving the level of teachers’ professional competence within the EU.

Courses delivered

Professional German for the students from the Faculty of Social Sciences.Professional German for the full-time and part-time students from the Faculty of Engineering.Professional German for the postgraduate students studying engineering.Professional German for the undergraduate and postgraduate students from the Faculty of Food Technology.The basics of Russian for the students from the Faculty of Social Sciences.

Number of publications: 11, incl. books, articles, reports on research, teaching aids.

Publications

1. „Sprechorientierter fachbezogener DaF- Unterricht” . Riga Technical University, 2002.2. „Преодоление стресса как средство и цель в изучении иностранного языка и в

общении” Kauņa, Lietuva, 1998 3. „Erwerb der interkulturellen kommunikativen Kompetenz”, Jelgava, 2003.4. Improving the level of teachers’ professional competence within the EU, Šiauliai,

Lithuania, 2004.5. ”Психолингвистические трудности в межкультурной иноязычной коммуникации”.

Intercultural scientific conference “New Dimensions in the Development of Society”, June 15-16, 2006.


Business German. Seminar “Norddeutschland intensiv”, Hamburg, Germany, March 26 – April 1, 2006. Ministry of Education and Science of the Republic of Latvia – Courses: B1, “Modern Approach to the Running of Russian – as a Foreign Language - Classes”, April 15–30, 2005, B2 – July 2, 2005, Jelgava.“106th Seminar for European Teachers” Bonn – Brussels, November 27 – December 3, 2003.


The Association of Teachers of German of the Baltic States. International Association “Zonnenberg”. German society of foreign countries with the centre in Luebeck “Deutsche Auslandsgesellschaft”.


Latvian

Russian

German

English

Byelorussian

Italian

Signature 17.06.2006.

CURRICULUM VITAE

Rūdolfs OzoliņšName Surname

250431-10009Place of birth Identity No25.04.1931 Latvian


Marital statusLLU, Faculty of Information Technology, Department of Mathematics, Professor


Work address: Home address:Lielā Str. 2 Kr. Helmaņa Str. 5-22



E-mail:

Employment

Since 1995 - Latvia University of Agriculture, Faculty of Information Technology, Department of Mathematics – Professor.1970-1995 - Latvia Academy of Agriculture, Department of Higher Mathematics – Docent.1968-1978 - Latvia Academy of Agriculture, Department of Higher Mathematics – Leader of Department.1964-1970 - Latvia Academy of Agriculture, Department of Higher Mathematics – Oldest Lecturer.1963-1964 - Latvia Academy of Agriculture, Department of Higher Mathematics – Assistant.1958-1963 – Saldus Secondary school – Teacher of Mathematics.1956-1957 – Saldus Forestry – Woodman.1956 – Smiltene Forestry Industry – Engineer.1955-1956 – Kuldīga Forestry Industry - Engineer.

Number of publications: 43 incl, 1 sientific monographs, 7 publications in international publication,


Latvia University of Agriculture, Member of Convent and Senate.

Awards

1999 – Three Astral Order, Mark of Distinction.


Latvian

Russian

German

English

Curriculum vitae Mag. paed., lecturer Ligita Ozolniece

Latviannationality


Address:

home: Nameja 2 –33,Jelgava, LV-3003

office: J. Čakstes 5, Jelgava, LV-3001

Phone +371 3049388 +371 3080692

Scientific qualification: master of EducationEducation:

Training institution Graduation y.


Latvia University of Agriculture 2006 Household Pedagogy

Teacher education-home economics, household

Latvia University of Agriculture 1995 Pedagogy Mag. paed.

Latvia University of Agriculture 1980 Woodworking technology

Engineer - technologist

The Main Publications:1. 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. L. Ozolniece. Handicraft exercise book for preparatory school. Cues. Strings. Cloth weave. – Riga, Latvia. Zvaigzne ABC, 1999. – p.55.

3. 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.

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.

Other Publications:1. Stand papers:

“Different methods sythesis in textile”;“Ethnography within Weaving in Nowadays”. International Scientific and Practical Conference “The Space of creation”, Šiauliai University Faculty of Arts, November 21-22, 2002.2. Paper: “Most effective teaching methods in subject of weaving”, Daugavpils Pedagogical

University 7th annual conference, 1999.3. Stand paper “Work Book for textile teaching in primary school”, Šiauliai University

Conference, 1998. pages 19-20. 4. Paper “Research on setting for subject of weaving in Latvia University of Agriculture”,

Higher-school of Rezekne conference “Challenges in preperation of professional pedagogue”, 1998. 27.-28.February.

Participation in International Conferences:1. 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. Stand papers:“Different methods sythesis in textile”;“Ethnography within Weaving in Nowadays”. International Scientific and Practical Conference “The Space of creation”, Šiauliai University Faculty of Arts, November 21-22, 2002.4. 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.

Appearance in conferences during last 6 yearsNr Title of conference Title of paper Location Year1. International Scientific

Conference:“Theory and Practice in Teacher Training II”

The Role of the Acquisition of Weaving Miniature Textiles in the Pupils Overall Development

Riga Teacher Training and Educational Management Academy

2004

2. International Scientific Conference: Rural settings. Education. Personality.

Aspects of Applied textile methodology

Jelgava, Latvia University of Agriculture

2003

3. International Scientific and Practical conference “The Space of creation”

Stand papers:“Different methods sythesis in textile”;“Ethnography within Weaving in Nowadays”.

Šiauliai University

2002

4. Daugavpils Pedagogical University 7th annual conference

Most effective teaching methods in subject of weaving

Daugavpils 1999

5. Higher-school of Rezekne conference: Challenges in preperation of professional pedagogue.

Research on setting for subject of weaving in Latvia University of Agriculture

Rezekne 1998

6. Pedagogical topicalities in household

Research on structure of weaving study subject in Latvia University of Agriculture

Jelgava 1998

7. Siauliai University Conference

Work Book for textile teaching in primary school

Siauliai 1998

Scientific Work:Theme for scientific work in doctorate: “Applied textile teaching possibilities and

methodology”.

Pedagogical work (for last 6 years):Supervision of bachelor thesis: 2; Qualification works: 48.

Study subjects: Weaving 2,5KP; course work – 1,5KP (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)Tourism – Insurance – 0,35KPHealth sciences – 1KPWeaving (optional) – 3.0KPBasics of Insurance Theory (optional) – 2,0KPEthnography and applied arts (optional) – 2,0KP

Prepared aids of teaching:L. Ozolniece. Handicraft exercise book for preparatory school. Cues. Strings. Cloth weave. – Riga, Latvia. Zvaigzne ABC, 1999. – p.55.

Additional education:1. Diplom for Professional Higher Education Acquire qualification teacher education-

home economics, household, Latvia University of Agriculture, 2006.2. Certificate for Professional Perfection Programm „Didactice of High School“, Latvia

University of Agriculture, 2006.3. Completed theoretical course in doctorate program.4. Certificate for participation in cooperation project between Latvia Ministry of Education

and United Nations Development Program “Coordinated support to 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.

5. Certificate for attended courses “Basics of webpage development with Microsoft FrontPage 2000”, Latvia University of Agriculture, 2002.

Other information:1. Livberzes Region. Studio of national Applied Art “Live” and Gludas Region. Studio of

national Applied Art “Nakotne” Manager since 2004.2. Certificate “Master of craft”, 1990.

Organization of events (for last 6 years):1. Non-governmental organization “Latvia General Education Schools methodological union

in practical subjects.” Member of revision commission since 1999.2. Latvia University of Agriculture member of arbitrage commission. 1999.3. Latvia State Home Economics Olympiad evaluation commission member and other

organizing work since 1993.4. Participation in exhibition organized by teaching staff, LUA, Technical Faculty exhibition

hall, 2002.5. Participation in exhibitions with student work, LUA TF – whole study year.6. LUA Food Technology Faculty Chemistry Department Inventarization commission chair.

1997-1998.

22.05.2006 /Ligita Ozolniece/

CURRICULUM VITAEAndrejs Paura

Name SurnameRezekne 311063-10023


Date, month, year NationalityMarried

Marital statusLatvian University of agriculture, Faculty of Information technologies,

deputy deanLatvian University of agriculture, Faculty of Information technologies,

Department of Computer Systems, Assistant professorWork place and position

Work address: Home address:Lielā iela 2 Brīvības bulvaris 39-3




Education


Study period


Latvian Academy of agriculture, the Faculty of Agricultural Engineering

1982 - 1987

Mechanical engineer

Diploma

Research degrees

Institution awarding degree Year Speciality Degree Diploma No.Latvian Academy of agriculture, the Faculty of Agricultural Engineering

1987 Mechanical engineer

124537

Employment

2001 … Current date - Deputy dean of Faculty of Information Technologies, Latvian University of agriculture.1996 … Current date - Lecturer (from September 2003 assistant professor), Faculty of Information Technologies, Latvian University of agriculture.1996 … 2001 - Assistant director of Institute of Informatics, Latvia University Agriculture.1987 … 1996 - Head of Computer center, Latvia Academy of Agriculture, Institute of Informatics.


Courses delivered

“Computer networks” (4 CP)“Computer networks and systems architecture” (4CP)“Computers classrooms administration” (2CP)


2003 - Managing a Microsoft Windows 2000 Network Environment - certificate2003 - Microsoft Windows 2000 Network and Operating System Essentials - certificate2003 - Implementing Microsoft Windows 2000 Professional and Server - certificate2003 - Linux Administration - certificate


Latvian

Russian

German

English

CURRICULUM VITAE

Name: Ludis Pēks Nationality: Latvian Place of birth: LatviaDate of birth: 08/08/1933 Civil status: widower, one child

Affiliation: Latvia University of AgricultureAddress: 5, J.Čakstes boulv., Jelgava, Latvia, LV- 3000Telephone: + 371 30 80693, + 371 30 80694 Fax: + 371 30 27238Position: Professor of the Institute of Education and Home-Economics

Home address: 15 - 9 Blaumaņa str., Riga, Latvia, LV - 1011 Telephone: + 371 7 287043, +371 9683989

Foreign languages: Russian - excellent; German - good; English - fair.

Education: Post graduate studies for Doctor’s degree in Pedagogy- 1971 Academy the Faculty of Farm Mechanisation - qualification of engineer-mechanic - 1960;

The Kazdangas Agricultural College (technical school)- 1952; The Latvian Agricultural

Scientific degrees and names: Member of Latvia Agricultural and Wood Sciences Academy, 1995. Prof. in Perpetum - Latvia University of Agriculture Department of Pedagogy, 1995; Prof. Honoris Causa in Pedagogy- Latvia University of Agriculture, 1993; Dr. paed - Daugavpils Pedagogical University (Latvia), 1992; Dr.Sc.ing. - Latvia University of Agriculture, 1992; Assistant Professor - BAK (Moscow), 1978; Candidate of Technical Sciences - the Latvian Agricultural Academy, 1972;

Further education: doing fieldworks abroad from 1991 - 10 times, totally 15 weeks (Lithuania, Germany, Switzerland, United Kingdom, Denmark, Italy)Participation in seminars lead by foreign specialists: 25 seminars - totally 30 weeks (USA, Canada, United Kingdom, Germany, Italy, Switzerland, Lithuania, Estonia, Russia, Sweden, Denmark).Other kinds of further education: usage of computer technique and mathematical methods - Latvia University of Agriculture, 1 year and Agricultural Institute (Sc - Peterborough), 3 months.

Participation in international congresses and conferences: 19 times (1989-2005) on education and psychological problems

Publication: author or co-author, total number - 120, the main of them is: text books 16 - initiator and co-author for making a System of Text-books and

Teaching/Learning Aids which was awarded the Latvia Republic State Premium in 1987; works on educational and psychological problems (in Latvian, English, Russian and

German) - 37 publications; scientific-technical terminology (dictionaries, articles in encyclopaedias, booklets of

terminology) - 25 publications; group work and subject didactics by Latvia University of Agriculture and Bishop Burton

College (United Kingdom) - 7 issues.

2005... 20061. Changes to Transformative Education and Ecological Models of Management of

Education // Journal of Science Education, Vol. 7, Special Issue, 2006, 50 - 52 p.2. Katane I., Pēks L. Izglītības ekoloģija: starpdisciplinārs virziens izglītības pētniecībā.

Sērija “Izglītības ekoloģija”. Jelgava: LLU, IMI, 2006, 48 lpp. 3. Apsīte I., Briede B., Pēks L. Izglītības ekoloģija - teorija un prakse//Starptautisko

zinātnisko konferenču Domāšanas attīstība un izglītība raksti 2001. - 2004. - Rīga, 2005, 19. - 32. lpp.

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

5. Briede B., Pēks L. 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

6. Briede B., Katane I., Pēks L. Izglītības ekoloģija un profesionālās studijas zinātniski praktiskās konferences Izglītības ekoloģija un profesionālās studijas raksti, Rīgā, 2005.gada 17. maijā.

7. Pēks L. Alondere L. Ekoloģiskā pieeja māsu izglītībā RMK zinātniski praktiskās konferences Māszinība kā vērtība mainīgā izglītības telpā raksti, Rīgā, 2005. g. 14. oktobrī

Research work: research on educational environment. research on educational systems and specialists training problems in the frame of working

out Latvia Republic Educational Concept (defended Thesis for Dr. Sc. ing.); researches on the control of knowledge and skills (defended Thesis for Dr. paed.);

The results of the researches are being reflected in publications as well as more than 80 read reports in international and Latvia’s conferences.

Participation in international projects and international cooperation: ERASMUS- Agrarpedagogische Academy of Vienna, 2002. Danish, Lithuania, Latvian Project about vocational training teachers education system

development and realisation in Latvia, 1997-2002; TEMPUS JEP “Internationalisation of MSc and PhD agricultural studies in Baltic states”,

1997-1999; TEMPUS JEP - 09710-95 named “Trainer Training” for the period 1 September 1995 to 31

August 1998 between Latvia University of Agriculture Department of Pedagogy and Bishop Burton College (United Kingdom) - head of the team;

Permanent representative of the Organisation Ring derLandjugend (Germany) in Latvia since 1990 - 10 German groups study tours to Latvia (each group for one week) and Latvia University of Agriculture students study-work tours to Germany.

Activities in organisations in Latvia: 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).

Pedagogical activities: lectures and practical works in pedagogy, psychology and methodology of pedagogical

researches in the Bachelor and Master study programmes as well as in the Course of Teachers Further Education;

supervision of diploma- , Bachelor- and Master-papers as well as 10 Doctor’s Degree theses;

establishment and leading of the Post Graduate Master Studies in Pedagogy (Magistrate) at Latvia University of Agriculture (conferred more than 300 Scientific Master’s Degrees in Pedagogy);

founder and Head (1989…1999) of the Department of Pedagogy at Latvia University of Agriculture;

initiator and scientific supervisor of Latvia University of Agriculture Scientifically-Methodological Department (1964 ...1988);

Sub-dean of Latvia University of Agriculture Technical Faculty (1978 ... 1988). instructor and teacher in Agricultural vocational school Jāņmuiža (1952…55)

Date: 18/05/2006 Signature:

CURRICULUM VITAE

Aija PētersoneName Surname

Jelgava region 270159 - 10016Place of birth Identity No27. 01. 1959 Latvian

Date, month, year NationalitySingle

Marital statusLatvia University of Agriculture, Faculty of Social Sciences, Department of Languages,

LecturerWork place and position

Work address: Home address:Lielā street 2 Satiksmes street 43 - 5



E-mail:

Education


Study period


University of Latvia 1977 - 1982

English Language and Literature

Philologist, teacher,

translatorLatvia University of Agriculture 1992 -

1995Pedagogics Master’s

Degree

Research degrees

Institution, which awards degree



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.

Publications

Short Insight into Danish Folk High School. / Cultural university papers, Copenhagen – 1996, 308 – 321 P


1. 1997 Seminar for English Teachers “American Studies”, Wolfenbuttel, Germany2. 1998 Summer University CEU, Course „ Education policy and reform”, Budapest3. October 1998 – May 1999 Professional development courses for English teachers4. October 1999 – April 2000 Professional development courses for English teachers5. August 16 – 18, 2002 3rd Baltic IATE and LATE 10 year anniversary conference, Riga6. August 20 – 22, 2004 4th Baltic IATE and LATE 12 year anniversary conference, Riga7. September – December 2004 Professional development programme “Innovations in Higher Education”, LUA, Faculty of Engineering, Institute of Education and Home Management.8. April 21, 2006 Longman conference “ The Role of Teacher when Teaching Adult Students”, Riga


Since 1993 Member of Latvian Association of English Teachers


German

Russian

English

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



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”, Jelgava

2004 Silvija Reihmane „Metodiskie mācību materiāli apģērbzinībās”, LLU mācību metodiskā konference

2004 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

30.05.2006. /Silvija Reihmane/

CURRICULUM VITAE

Līga SkudraName Surname

GulbenePlace of birth Identity No12.07.1942 Latvian


Marital statusLLU, Faculty of Food Technology, Associated Professor, Dapartment of Food

Technology, LeaderWork place and position

Work address: Home address:Lielā Str. 2 Puķu Str. 5-85




Education


Study period


Latvia University of Agriculture, Graduate course, Postal courses

1979 Technical Microbiology

Candidate of Technics Diploma

No.o53990Latvia State University 1965 Biology Biologist-

Microbiologist Diploma

No.070793

Research degrees


Latvia University of Agriculture, Council of Habilitation and Doctorate,

1993 Technical Microbiology

Doctor of Engineering

G-D 000299


Microbiology aspects in ration quality collateral and new technologies.Lectures: Ration microbiology, Introduction in biology, Food biotechnology, Microbiology and hygiene.Conduct of candidate for a Bachelor degree and Scientific Research works.


1999 – Germany – Latvia total project, seminars “Lebensmittelindustrie in Lettland”:

Quality management in food industry - 1 week; ISO 9001, ISO 9002, ISO 9003, ISO 9004-1, ISO 90011-1 standard, those

implementation in food industry 2000 year – 1 week; Cooperation, those precondition in European Union – 2 week.

2000 – Stand report in International conference Food Pakaging; Ensuring the Safety and Quality of Foods, Austria, Viena.2000 – Scientific practical conference 21th century together with science and practice, Jelgava.1999 - Stand report conference in the Ukraine, National Academy of Sciences Investigations on the Obtaining of Dry Powder from Vegetables and from the Processing by Products of them, Kijew.1999 – LLU 57. Academic conference, Riga.1999 – International scientific – practice conference New century and Food, Jelgava.

Courses delivered

1997 – the Netherlands, Vagening University – 1 week.1997 – Dublin, Ireland University of Agriculture - 1 week.1995 – Finland, Helsinki University of Agriculture, NJF/NMR seminar Turky - 1 week.1994 – Belgium, Gentes University of Agriculture – 5 week.1993 – Norway University of Agriculture – 2 week.1992 – Germany, Bonn University - 3 week.

Number of publications: 8 in last 5 years.

Publications

1. Kreicbergs V.,Skudra L., Kārkliņa D.,Viesturs U., Galoburda R., Beķers M. Polyfunctional Foodproduct from oats, Euro Food Chem & Functional Food, A new challenge for the food chemist, Budapest, Hungary, 1999, p. 632-633.2. Skudra L., Kārkliņa D.,Viesturs U. Some New Food Biotechnology for obtaining of Dry Preparation of Dietary Fibrer. In: Bali First – Atian Australian Drying conference, 24-27 October, 1999.3. Dukaļska L., Skudra L., Kārkliņa D., Kopštāle E., Pudāne I – Investigations on 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.


1994-1997 – Copernicus project CIPA-CT94-0120 Shelf life prediction. 1997-2000 – Government program 96.P.13.3. New and improved ration from agricultural stocks and those technology LLU leader of investigator group.1998 – Technical scientific production manufacture, Covenant, Holding company Kaija – waste-free technology in fish processing - Scientific leader.1999 – 2000 - Technical scientific production manufacture for company Solimpex – Ration quality collateral research in modify gas atmosphere of packed products - Scientific leader.2000 – Covenant of realization TPP00-5, Microbiology safety and quality collateral research realization in commerce in vegetables packed in vacuum - Scientific leader.Latvian Republic Microbiology Association – member.Latvian National Accreditation centre expert – ration microbiologic testing. Latvia University of Agriculture – Member of Convent.Since 1994 - Latvia University of Agriculture Faculty of Food Technology, Leader of Master studies.

Since 1996 - Latvia University of Agriculture Leader of Faculty of Food Technology.Since 1996 - Latvia University of Agriculture Faculty of Food Technology, Member of Council.Latvia University of Agriculture – Senate member.LLZA – Member.

Awards

1998 – Republic of Latvia, Ministry of Agriculture, Appreciation writing about scientific work in ration quality improvement.1988 - Latvia PSR Hight and middle special Education Ministry, Diploma about doing well students research work.1987 - Latvia PSR State Award in Science and Production about work Curds and Cheese Production waste-free technology.


Latvian

Russian

German

CURRICULUM VITAE

Sandra SproģeName Surname

Jelgava 170166-10008Place of birth Identity No17.01.1966 Latvian

Date, month, year NationalityMarried

Marital statusAssistant professor at the Department of Computer Systems, Faculty of Information

Technologies, Latvia University of AgricultureWork place and position

Work address: Home address:Lielā iela 2, Jelgava, LV-3001,

LatviaAsteru iela 16-77, Jelgava,

LV- 3001, Latvia

Telephone + 371 3005668 Telephone + 371 9626762Fax:


Education

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

Study period


Riga Polytechnic Institute, Faculty of Automation and Computer Technologies, Latvia

1984-1989 Applied mathematics

Engineer-programmer

Employment

2003 – present Assistant professor at the Department of Computer Systems, Faculty of Information Technologies, Latvia University of Agriculture

January 1, 2003October 1, 2003

PHARE 2000 project “Promotion of Development of Human Resources and Creation of Infrastructure Base for Information and Communication Technologies Services in Jelgava“

1998 – present Head of the Department of Informative Systems – the work is connected with the elaboration of a user system and administration of data processing

1989- present Department of Informative Systems, engineer-programmer. I have developed the following data processing systems - “Applicants”, “Students”, “Grants”, “Doctoral students” - for the needs of Latvia University of Agriculture

Courses delivered

The following study courses are developed: “Database Technologies” (4 CP) “Databases” (2 CP) in elective course “Database – Access” (1,5 CP) training exercises in the subject “Large Databases” (4 CP)


2004 Study courses ”Bioinformatics” and “Biolinux” at the Royal Veterinary and Agriculture University (KVL), Denmark

2003 “Writing of Inquires for Database by Means of SQL and Transact – SQL”, Baltic Computer Academy, Riga

2003 “Programming of MS SQL Server 2000”, Baltic Computer Academy, Riga2003 “Administration of MS SQL Server 2000”, Baltic Computer Academy, Riga2002 “Initiation and Development of Large and Important Information System

Projects” – Institute of Information Technologies, Riga2002 “Possibilities of ORACLE – SQL”, SIA “Informācijas tehnoloģijas”, Riga


Latvian X X X

Russian X X X

German

English X X X

December 14, 2006(Date) (Signature)

Curriculum vitae Mg. art, lecturer Ivanda Spulle

Latviannationality


Address:

home: Augstkalnes 29,Jelgava, LV-3001, Latvia

office: Čakstes 5 - 437, Jelgava, LV-3001

Phone

+371 3028197 +371 3080692

Scientific qualification: master of ArtsEducation:

Training institution Duration Speciality Qualification

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



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

Associations:

since 2000 Union of Artists in Latvia member

since 1999 Union of Visual and Applied arts pedagogues member

Training courses:Composition and color lessons;Fine arts;Space and Settings;Modeling and Shape teaching;Glass painting;Plastic anatomy;

Art of three dimensions.

Directions of Scientific Work: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.

The Main Publications:1. 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 37 art exhibitions, of which 4 were personal exchibitions (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.

Languages: language reading writing speakingLatvian native native nativeEnglish good good goodRussian fluent fluent fluent

05.06.2006. /Ivanda Spulle/

CURRICULUM VITAEVilnis TomsonsName SurnameLatvia 1963

Place of birth Year of birthLatvia University of Agriculture, Deputy vice-rector, assistant professor


Work address: Home address:Liela iela 2 Satiksmes iela 53 - 66

Jelgava, LV-3001 Jelgava, LV-3007 Latvia Latvia

Telephone:

3005686 Telephone: 3083431

Fax: 3027238E-mail: [email protected]

Education


Study period


Doctoral Studies, LLU, Latvia 2004- Education (2nd 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) 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 2002)2. Institute of Education and Home Economics of LLU, lecturer (2000.- 2002.)3. Deputy vice-rector (academic) of LLU (since 1996)4. 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 – 16 years (since 1989)

Research interests

Sustainability of Lifelong and Lifewide learning CompetencesContinuing and adult educationDevelopment of study books and materials (specially for distance education)

mailto:Vilnis.Tomsons@llu

Higher education study process


1. 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.

2. Tomsons V. Improvement of the course “Research in Education” at International Conference “Rural Environment. Education. Personality”, LLU, Latvia, 27.-28.03.2003.

3. Tomsons V. Improvement of the course “Research in Education” at annual didactical conference of LLU “Organization of independent studies”, Jelgava, Latvia, 2003

4. 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. Competence in Higher Education in a multi-dimensional Aspect // Research for Rural Development 2005: Proceedings of the International Scientific Conference.- Jelgava :LLU, 2005.- ??.-??.lpp. (submitted, edited, not published)

2. Tomsons V. Improvement of the course “Research in Education”: final paper of continuing education programme “Higher Education Didactics”.- Jelgava :LLU, 2003.- 47 p.

3. 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.

4. 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.

5. 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 Home PageMember of LLU Museum’s Council


Latvian (native)

Russian

German

English

CURRICULUM VITAE

Olga TurushevaName Surname

Jelgava 260480-10001Birthplace Personal code

26.04.1980. RussianDate, month, year Nationality

SingleMarital status

Latvia University of Agriculture, Information Technology Faculty, Lecturer

Work place and positionWork address: Home address:Lielā ielā 2 Rīgas ielā 55 - 24

Jelgava, LV – 3001, Jelgava, LV - 3004Latvia Latvia

Telephone

371-3026761 Telephone 371-3011883


Education

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

Establishments, countryStudy period


LUA Pedagogical Master’s course 2003- 2004

Pedagogy Master of Educatio

nRiga Teacher Training and Education Management Academy

1998- 2003

Primary school education, IT, English

Primary school teacher with the right to teach IT

and English

at elementary school

Work Experience

2004-now – LUA Computer Systems Department, lecturer2003-2004 – LUA Computer Systems Department, assistant2003-now – Jelgava Secondary School #4, IT teacher

Scientific Research Interests

The use of the project method.Programming at school.

Programming languages.


Lectures courses

“Programming” for ITF students “Algorithms and Data Structures ” for TF students“The Basis of Programming” for TF students“Introduction to Programming. Turbo Pascal” for Extra-mural Programming School students

Number of Publications:

Publications (not more than 5):


Grants

Academic and Social societies (membership)

Languages: Reading skills Writing skillsSpeaking skills free good fair free good fair free

good fairLatvianRussianGermanEnglish

11.01.2005./day, month, year/(Date) (Signature)

CURRICULUM VITAE

Guntars UzkliņģisName SurnameApe 180137-10032



Marital statusLLU, Faculty of Technical,Institute of Mechanic, Director


Work address: Home address:J.Čakstes bulv.5 Brīvības bulv. 28-37

Jelgava LV-3004

Telephone 3080701 Telephone 3024654, 9443407Fax: 3027238


Education


Study period


Latvia University of Agriculture, Department of Pedagogy

1997-1999 Pedagogy Pedagogue

Latvia Academy of Agriculture 1957-1962 Mechanization of Agriculture

Engineer-Mechanic

Research degrees



1994 Engineering industry of Agriculture

Habilitation Doctor of Engineering

000018


ВИСХОМ,Москва

1992

1981

Engineering industry of Agriculture



Engineering

000016

TH 050674

Employment

1962-1971- Department of Material strenght and machine elements - Assistant.1971-1978- Department of Material strenght and machine elements - Lecturer.

1978-1980- Department of Material strenght and machine elements - Docent.1980-1994- Department of Material strenght and machine elements - Docent, Head of Department.Since 1994 - Department of Machine design, Professor, Head of Department.Since 1997 - Institute of Mechanics, Professor, Director.


Chain machinery, Chain transmission.Agricultural machinery.1993-1996- Contracts. Scientific work from 1962.


1. Loading Analyse of Disc Brakes Friction Clutshes. – 11. Starptautiskā zinātniskā konference “Zinātne lauku attīstībai 2005”. LLU: Jelgava, Latvija, 12-18 maijs 2005.

2. Diaku bremzes uzlikas plakanuma novirzes ietekme uz uzlikas noslogojumu.- Starpt.zin.konf. “Inženierproblēmas lauksaimniecībā” LLU: Jelgava, 2005.g.2-3 jūnijs.

Courses delivered

Lectures about practical work, laboratory projects and course projects: - Machine elements; - Technical Drawing; - Descriptive geometry.

Number of publications: 100 incl, 2 textbook, 55 papers, 34 teports of scientific work, and teaching aids, 9 authors certificates and patents.

Publications

1. Новый метод геометрического расчета роликовых передач. Вестник машиностроения , 1985. - Nr.7. - C. 26-28.2. Возможные варианты кинематических схем многоваловых ценных передач // Изд. высш. уч. зав. Машиностроение. - 1987. - Nr.3.c. 31-35. 3. Mezglu punktu izvēle vārpstas integrālo parametru aprēķinā. LLU raksti, Jelgava: 1995. - 35- 40 lpp.4. Detaļu masas noteikšana ar makroelementu metodi // LLU Raksti.- Nr.3: Jelgava: LLU 2000-51-59 lpp.5. Konveijera ķēdes iekārtas darbības pētījumi // LLU Raksti.-Nr. 10, Jelgava: LLU,2004.-57-64 lpp.


Courses of german language, consulting center “ Līderis”, 2003.


1997-1999 - LLU, Faculty of Engineering, Habilitation council - Member.1995-1997 – LLU, Member of Senate.1995- LLMZA - Member.1996- Latvian Ass0ciation of Agrarian Engineering - Member.LLU, Faculty of Engineering Member of Council.

LLU, Member of Convent.LLU, Scientific sector, Professors council - Member.


Latvian X X X

Russian X X X

German X X X

………………… …………………………

CURRICULUM VITAE

Name, Surname: VIZMA VANOVSKADate of birth:30.12.1959.Place of birth: Nīkrāce, Latvia.Identity Number:301259-10073Home Address: Pionieru str. 21, Jelgava, LV-3007, t.3045492

Position: Lecturer in the Institute of Education and Home Economicsat the Latvia University of Agriculture.

Office Address: Čakstes bulvāris 5, Jelgava, LV-3001, Latvia.

Education

University Year Speciality Qualification Number of diploma


1992 Pedagogy Master degree 000136


1990 Veterinary Veterinary- researcher 004570

Latvia University 1983 Biology Biologist, teacher of biology and chemistry

C 465871

Work Expierence:

1990. - 2003. 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”.

Academic Courses

Time Subject CP Academic ours2004. / 2005. Applied psychology

PsychologyEnvironmental pedagogy

1,511

3381616

2003. / 2004. Applied psychologyEnvironmental education

1,51

2416

2002. / 2003. PsychologyEnvironmental education

1,53

12448


1,51

12416


21

46016

Presentations in Conferences7 international conferences in Latvia, 4 conferences in Latvia.

International projects:2005.-2006. -EQUAL project “Reducing Causes of Professional Segregation”

2005.-2006.-European Social Fund project “Fostering the Implementation of Vocational guidance and careers Education in the Education Sector”

Number of Publications:5

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.

Additional education:

1. Courses „The teacher of Environmental education”, 2003 april.2. Seminar „90. Europa- Lehrerseminar” ,Strasbourg, 2000 september.3. Pedagogical Psychology, FernUniversität- Gesamthochschule Hagen, 1999- 2000.

Academic and social societies (membership):Latvia University of Agriculture, scientific secretary of Master’s examination committee

since 1999.

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

averageLatvianRussianGermanEnglish

14.06.2006

E U R O P E A NC U R R I C U L U M V I T A E

F O R M A T

PERSONAL INFORMATION

Name VĀRTUKAPTEINIS KASPARSAddress 4-7, NAMEJA IELA, LV-3001, JELGAVA, LATVIA

Telephone 3026666, 9250437Fax 3027238

E-mail [email protected]

Nationality Latvian

Date of birth 17.04.1951.

WORK EXPERIENCE

• Dates (from – to) February 1991 ... Current date – Dean, Faculty of Engineering, Latvia University of Agriculture, Jelgava, Latvia.

September 2001 ... Current date – Professor, Institute of Agricultural Machinery, Faculty of Engineering, Latvia University of Agriculture, Jelgava, Latvia.

September 1998 ... September 2001 – Associate Professor, Institute of Agricultural Machinery, Faculty of Engineering, Latvia University of Agriculture, Jelgava, Latvia.

September 1989 ... September 1998 – Docent, Institute of Agricultural Machinery, Faculty of Engineering, Latvia University of Agriculture, Jelgava, Latvia.

November 1986 ... February 1991 – Vice Dean, Faculty of Agricultural Mechanization, Latvia Academy of Agriculture, Jelgava, Latvia.

September 1985 ... August 1989 – Docent, Department of Mechanics, Faculty of Engineering, Latvia University of Agriculture, Jelgava, Latvia.

August 1974 ... August 1985 – Researcher, Department of Agricultural Machinery, Faculty of Engineering, Latvia University of Agriculture, Jelgava, Latvia.

• Name and address of employer• Type of business or sector

• Occupation or position held• Main activities and responsibilities

EDUCATION AND TRAINING

• Dates (from – to) Latvia Academy of Agriculture, Faculty of Agricultural Mechanization [1969-1974]. Agricultural Engineering. – Diploma.

Latvia Academy of Agriculture, Faculty of Agricultural Mechanization [1984]. Agricultural Engineering. – Diploma of Candidate of Engineering Science.

Veterinary Academy in Moscow [1988-1989]. French. – Diploma. State Committee of Sovietunion of Education [1991]. – Diploma of Docent of

Agricultural Machinery. Latvia University of Agriculture [1992]. – Diploma of Dr.Sc.Ing. Center of International Agricultural Development Cooperation “CINADCO”. State of

Israel [1996]. International Course on Agricultural Farm Machinery, Operation and Management. – Certificate.

Latvia University of Agriculture [1998]. Agricultural Machinery. Assoc. Professor. – Diploma.

Academy of Agriculture and Forestry Sciences of Latvia [2000]. Member. – Diploma. Latvia University of Agriculture [2001]. Agricultural Machinery. Professor. – Diploma.

• Name and type of organization providing education and training• Principal subjects/occupational

skills covered• Title of qualification awarded

• Level in national classification (if appropriate)

PERSONAL SKILLSAND COMPETENCES

Acquired in the course of life and career but not necessarily covered by formal

certificates and diplomas.

MOTHER TONGUE LATVIAN

OTHER LANGUAGES

RUSSIAN ENGLISH GERMAN FRENCH• Reading skills excellent good good good

• Writing skills excellent basic good basic• Verbal skills excellent basic good basic

SOCIAL SKILLSAND COMPETENCES

Living and working with other people, in multicultural

environments, in positions where communication is important and

situations where teamwork is essential (for example culture and

sports), etc.

Veterinary Academy in Moscow [1988-1989]. French. Center of International Agricultural Development Cooperation “CINADCO”. State of

Israel [1996]. International Course on Agricultural Farm Machinery, Operation and Management.

ORGANISATIONAL SKILLS AND COMPETENCES

Coordination and administration of people, projects and budgets; at

work, in voluntary work (for example culture and sports) and at

home, etc.

February 1991 ... Current date – Dean, Faculty of Engineering, Latvia University of Agriculture, Jelgava, Latvia.

From November 1986 till February 1991 – Vice Dean, Faculty of Agricultural Mechanization, Latvia Academy of Agriculture, Jelgava, Latvia.

From June 1996 – President of the Latvian Society of Agricultural Engineers.

From February 1998 – Member of the Presidium of the Latvian Association of Transport Developments and Education.

From 1990 – Member of the Senate of Latvia University of Agriculture.

From February 2001 – Vice-Chairman of the Senate of Latvia University of Agriculture.

TECHNICAL SKILLS AND COMPETENCES

With computers, specific kinds of equipment, machinery, etc.

Skills in use of different software – Word, Excel, PowerPoint.Skills in use different agricultural machines.

ARTISTIC SKILLSAND COMPETENCES

Music, writing, design, etc.

Many years experience in folk dance group.

OTHER SKILLS AND COMPETENCES

Competences not mentioned above.

Author of 127 scientific and methodical articles

DRIVING LICENCE(S) B and D categories

ADDITIONAL INFORMATION

ANNEXES

Curriculum vitaeName, surname: Anita Vecgrāve

Year of birth, date, state and city: 1954.29.04. Latvia, JēkabpilsSex: femaleIdentify No.: 290454 - 11567Marrital status: marriedAdress: Latvia, Rīga, Rostokas street 58-1, LV-1029Telephone: (371) 9186248e-mail: [email protected]

Work place for now: Latvia University of AgricultureAppointment: assistant professorAdress of working place: Jelgava, Čakstes bulv. 5

Education, degree

college of specialty

whenspecialty Scientifical degree Degree diploma

code

doctoranture of University of Latvia

1998 psychology Dr. psych. c-D Nr = 001472

Languages that i know: russian and germanOccupation: assistant professor of university Standing of pedagogical work in university – 8 yearsAcademic loading in education service of studious personas: full assistant professor loading

Most important scientifical publications: gravel Nr.01.0795 in psychology, popular science book “How to understand own child?”,” Childhood guide for adults” (Book) , scientifical booklets “How to overpass anger?” and “How to overpass fear?” and also publications in 2 summaries of thesis of international conferences of University of Latvia, publications in 2 collections of reports of international conferences of RPIVA.

Chief of department of psychology in Soros fund – Latvia project (“To make your life more varied”).

YearSubject Creditpoints

Academical lectures

1998-99 Development psychologyTheorias of personalityAcmeology

421

Scientifical qualification: keywords: doc. Psych, assistant professor.Attendance in scientifical conferences in Latvia and outside:

Conferences: political education service of multiplivators (Strasbourgh, France, 2000) Psychological aspects of ripeness of personality (Riga, Latvia, 2001) Woman yesterday, today and tomorrow (Jelgava, Latvia, 1999)

Publications(in latvian):

1. Vecgrāve A. "Pusaudžu un studentu vērtību dominantes globalizētajā pasaulē" // Starptautiskās konferences materiāli "Personības brieduma psiholoģiskie aspekti", R., "Vārti", 2001.g., 75.-80.lpp.2. Vecgrāve A. "Kreativitāte kā process un rezultāts akmeoloģiskā pieaugušā personības pozitīvā dzīves ievirzē" // Zinātniskais rakstu krājums "Radoša personība", 2.sēj., R., "RaKa", 2002.g. 3. Vecgrāve A. "Psiholoģiskā brieduma aspekti" // Zinātnisks rakstu krājums "Teorija un prakse skolotāju izglītībā", R., 2002.g.4. in processing to international conference “Environment of rustic. Education. Identity” “Existence of one’s goals in life – one of factors which affects self-realisation of identity.”

Date Signature

CURRICULUM VITAE

Ārija VitteName Surname

Jelgava 100254-10081Place of birth Identity No10.02.1954. Latvian

Date, month, year Nationalitydivorcee

Marital statusSIA Business “Turiba”, Lecturer


Work address: Home address:Graudu Str. 68 Uzvaras Str. 4-44

Riga JelgavaLV- 3001


E-mail:

Education


Study period


Latvia University of Agriculture, Faculty of juridical

6 Jurisprudence Jurist

Latvia University of Agriculture, Master of Pedagogy

4 Pedagogy

Employment

1997-2001 - Work in speciality.Since 1990. - Pedagogic seniority.


Dual training system introduction in Latvia.Civil law.Authority of work.

Number of publications: 1, incl. books, transaction, account of scientific work, methodical materially.

Publications

A. Vitte Systems of education in Germany.


Kristian Albreht University, Germany, Kile.


Latvian

Russian

German

CURRICULUM VITAE

Nataļja VronskaName Surname

Jelgava 120879 - 10005Place of birth Identity No12.08.1979 Russian


Marital statusLatvian University of Agriculture, Faculty of Information Technologies,

LUA FIT Department of System Control AssistantWork place and position

Work address: Home address:LV-3001 Jelgava LV-3001 Jelgava

Lielā iela 2 Puķu 5 - 93



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)

2004-2007 Doctor of Pedagogy (Dr.paed.)

Work experience

Work place Time period Work functionSecondary school Nr.5 2001-2002 Household teacherGymnasium Nr.1 2002-2003 Information science teacherLUA FIT Department of System Control 2002- Assistant

Employment

LUA FIT Department of System Control Assistant


Information Technologies and work with them

Home Economics, household

Preparations of the Test


Student’s Scientific Conference, Jelgava, LUA, 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, LUA, April 27-28, 2006.

Number of publications: 4 publications, methodical material in a subject „Information technologies in education”.

Publications

Nataļja Vronska (2004) The Method of Computer Using Within Home Economics

Studies // Student’s Scientific Conference Thesis – Jelgava, LUA: 134 p.

Nataļja Vronska (2005) Information Technologies on studies of Home Economics //

magazine „ News of the Belarus engineering academy” №1 (19)/2 - Republic of

Belarus: 100-104p.

Nataļja Vronska (2006) Household (handicrafts) learning in the context of reform in content of

elementary education // Journal of Science Education Vol.7– Jelgava, LUA: 14-17.p.

Improvement of professional skill (last three years)

Adobe Photoshop course (diploma No. 0206063)Languages: reading skills writing skills speaking skills

excellent good average excellent good average excellent good average

Latvian

Russian

English

CURRICULUM VITAE

Juris VugulsName Surname

Sigulda 021268-10092Place of birth Identity No

02.12.1968 LatvianDate, month, year Nationality

Married, 3 childrenMarital status

LLU, Faculty of Social Sciences, Department of Philosophy. DocentWork place and position

Work address: Home address:Department of philosophy, SZF, Aizupes str. 6., Ozolnieki., LLU, Lielā str. 2, Jelgava, Latvia Jelgava reg., LV-3018

LV-3000Telephone 3005649 Telephone 3050265, 9745781


Education


Study period


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


1. “Problem of relations between necessity and fashion in philosophy”. Conference of LUA FSS “New ideas in development of society” Jun 2005.

2. “Alienation and W. Dilthey’s philosophy of life. Conference of LUA FSS “Social integration in an expanding Europe” 21.-22. May 2004.

3. “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 businessLogics Religions 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. – 401.6. Postrzeganie i byt jako fenomeny w kontekście pustki.// Człowiek i pustka. –Olsztyn:

OSW, 2000. s.117. – 126.7. Problems of understanding in field of mass communication// 2nd world congress of

Latvian scientists. Congress proceedings – Riga: The Latvian Academy of Social Sciences, 2001. pg.202.


01. August to 07. December, 2002 - The High Education Didactics courses of study, Institute of Pedagogy and Psychology, LU, Riga


-

Awards

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Latvian X X X

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13.06.2006

CURRICULUM VITAE

Maija ŽodziņaName Surname



Marital statusLLU, LIF, Department of Architecture and Building, Lecturer


Work address: Home address:Akadēmijas Str. 19 Brīvības bulv. 28-2


Telephone Telephone 3028244Fax:

E-mail:

Education


Study period


Latvia University of Agriculture 1992 Engineering MALatvia Academy of Agriculture 1967-1972 Hydrodrainage Engineer –

Technician

Research degrees



1992 Engineering MA


House designing in agriculture, Construction;Heat insulation of buildings.

Number of publications: 30 incl. textbooks, reports of scientific works, methodical material.

Publications

1. Monogrāfija Lauku sētas vēsturiskā attīstība 1997. 55 lpp. kopā ar Štrausu S.2. Atvieglota tipa lopu mītņu būvniecība 1996. 58 lpp. – Ozolnieki, LLKC.


Latvian

Russian

English

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